“IMPACT OF FINANCIAL DIFFICULTIES IN THE ACADEMIC

PERFORMANCE OF COLLEGE STUDENTS IN MARBEL SCHOOL OF SCIENCE

AND TECHNOLOGY”

A Research Study
Presented to the Faculty of
BACHELOR OF SCIENCE IN CRIMINOLOGY
MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY INC.

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN CRIMINOLOGY

Bamboa, Jayson James S

Bapial, Reco

October 2023
CHAPTER I

INTRODUCTION

Background of the Study

Financial plays an important role in students’ academic performance. Financial problems
are a serious issue that needs to be addressed as it leads to multiple stages of problems such as
health issues and academic performance. Research found out that mental health may worsen over
the course of university: Andrews and Wilding (2004) found that 9 % of United Kingdom (UK)
students without a history of mental health problems at the start of university went on to develop
clinical depression halfway through their degree. They also found that 20 % became clinically
anxious over this time period. One factor which has consistently been shown to predict poor
mental health in students is financial difficulties. A number of studies examining UK based
students have shown that mental health problems are linked to financial problems (Andrews and
Wilding 2004; Roberts et al. 2000, 1999), level of debt (Carney et al. 2005) and concern about
finances (Cooke et al. 2004; Jessop et al. 2005). Richardson et al. (2015a) examined the impact
of the recent rise in tuition fees for UK students on mental health, finding no significant impact
with those paying more having poorer mental health at only one out of four time points. It may
therefore be that it is financial difficulties such as ability to pay the bills which is more important
than size of student loan.
Starting at the basic education level, almost 20% of Filipino children who dropped out of
school mentioned insufficient financial resources as the main reason for quitting school
(Philippine Statistics Authority, 2015). Dropping out of school was most probable among 17-
year olds, particularly among those from the lowest income families (Reyes,Tabuga, Asis, &
Mondez, 2015). In the college-age population, the top reason (mentioned by 37.58%) for not
going to college or university was the high cost of higher education; moreover, about 16.0% of
those who opted not to pursue higher education report that they did so in order to look for work
to earn money for their families (Reyes et al., 2015). In the current study, we hypothesized that
financial stress would be negatively related to subjective well-being, or specifically, life
satisfaction of Filipino students. There are currently no published studies that show this
relationship with a Filipino sample. One recent study did not actually measure financial stress,
but showed that sense of poverty was associated with the experience of psychological distress
among students (Reyes & Yujuico, 2014). The impact of financial difficulties for college
students affects their academic performance. It affects them physically, emotionally and mentally
and in any aspect. It will also affect their commitment in learning which later affect their
academic performance.
Grade 11 HUMMS of Lamian National High School situated at Surallah, South Cotabato
conducted a quantitative research about the financial instability and the adverse effect to the
academic performance of the Grade 11 students of the said school. The study found a negative
impact between financial instability and academic performance suggesting that the students who
experienced financial instability had lower academic performance compared to those with stable
financial status. The study also identified several factors that contribute to financial instability
including low family income high cost of education and unexpected expenses such as medical
bills. In addition, The study results emphasize the need for interventions that address financial
instability among Grade 11 HUMSS students. The findings suggest that providing financial
support to students from low-income families may improve their academic performance.
Additionally educational institutions should consider reducing the cost of education or providing
financial aids to students to reduce the financial burden on their families. Further research is
needed to determine the long term effects of financial instability on academic performance and
identify other factors that contribute to financial instability among students. (Laili and Saad
2017).
The purpose of this study was to know why students, specially the college students of
Marbel School of Science and Technology have financial difficulties and experiencing
challenges in terms of balancing their academic performance and personal life finding money to
avoid financial difficulties. It is very important to understand the performance of the students
knowing that they are facing difficulties in terms of financial to finish their degree. To determine
what would be the areas that need to be improved such as financial literacy, social well-being
and psychological aspects. As it was clearly identified by the institution, it would be a great help
for the students to make amendments with the challenges they encountered.
Statement of the Problem
This study aims to determine the Impact of Financial Difficulties in the Academic
Peformance of College Students in Marbel School of Science and Technology.
This seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1. Age;
2. Program Course and,
3. Year level.
2. What is the effect of financial difficulties in academic performance of
Criminology College Students of Marbel School of Science and Technology in terms of;
1. Financial Literacy;
2. Social well-being and,
3. Psychological aspects.
3. What is the impact of financial difficulties in the academic performance of
Criminology students of Students of Marbel School of Science ant Technology in terms of:
1. Grades;
2. General Performance Average and,
3. Extra - Curricular Activities.

Review of Related Literature

This section contains the review related literature and studies which supports the viability
and will served as the basis in conducting this study and focuses on the impact of financial
difficulties in the academic performance of the College Student in Marbel School of Science and
Technology.

Financial Literacy
Throughout their lifetime, individuals today are more responsible for their personal
finances than ever before. With life expectancy rising, pension and social welfare systems are
being strained. In many countries, employer-sponsored defined benefit (DB) pension plans are
swiftly giving way to private defined contribution (DC) plans, shifting the responsibility for
retirement saving and investing from employers to employees. Individuals have also experienced
changes in labor markets. Skills are becoming more critical, leading to divergence in wages
between those with a college education, or higher, and those with lower levels of education.
Simultaneously, financial markets are rapidly changing, with developments in technology and
new and more complex financial products. From student loans to mortgages, credit cards, mutual
funds, and annuities, the range of financial products people have to choose from is very different
from what it was in the past, and decisions relating to these financial products have implications
for individual well-being. Moreover, the exponential growth in financial technology (fintech) is
revolutionizing the way people make payments, decide about their financial investments, and
seek financial advice. In this context, it is important to understand how financially
knowledgeable people are and to what extent their knowledge of finance affects their financial
decision-making.
 An essential indicator of people’s ability to make financial decisions is their level of
financial literacy. The Organization for Economic Co-operation and Development (OECD) aptly
defines financial literacy as not only the knowledge and understanding of financial concepts and
risks but also the skills, motivation, and confidence to apply such knowledge and understanding
in order 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. Thus,
financial literacy refers to both knowledge and financial behavior, and this paper will analyze
research on both topics.
Findings around the world are sobering. Financial literacy is low even in advanced
economies with well-developed financial markets. On average, about one third of the global
population has familiarity with the basic concepts that underlie everyday financial decisions
(Lusardi and Mitchell, 2011c). The average hides gaping vulnerabilities of certain population
subgroups and even lower knowledge of specific financial topics. Furthermore, there is evidence
of a lack of confidence, particularly among women, and this has implications for how people
approach and make financial decisions. In the following sections, I describe how we measure
financial literacy, the levels of literacy we find around the world, the implications of those
findings for financial decision-making, and how we can improve financial literacy.
In the context of rapid changes and constant developments in the financial sector and the
broader economy, it is important to understand whether people are equipped to effectively
navigate the maze of financial decisions that they face every day. To provide the tools for better
financial decision-making, one must assess not only what people know but also what they need
to know, and then evaluate the gap between those things. There are a few fundamental concepts
at the basis of most financial decision-making. These concepts are universal, applying to every
context and economic environment. Three such concepts are (1) numeracy as it relates to the
capacity to do interest rate calculations and understand interest compounding; (2) understanding
of inflation; and (3) understanding of risk diversification. Translating these concepts into easily
measured financial literacy metrics is difficult, but Lusardi and Mitchell (2008, 2011b, 2011c)
have designed a standard set of questions around these concepts and implemented them in
numerous surveys in the USA and around the world.
Low financial literacy on average is exacerbated by patterns of vulnerability among
specific population subgroups. For instance, as reported in Lusardi and Mitchell (2014), even
though educational attainment is positively correlated with financial literacy, it is not sufficient.
Even well-educated people are not necessarily savvy about money. Financial literacy is also low
among the young. In the USA, less than 30% of respondents can correctly answer the Big Three
by age 40, even though many consequential financial decisions are made well before that age.
Similarly, in Switzerland, only 45% of those aged 35 or younger are able to correctly answer the
Big Three questions. And if people may learn from making financial decisions, that learning
seems limited.
A growing number of financial instruments have gained importance, including alternative
financial services such as payday loans, pawnshops, and rent to own stores that charge very high
interest rates. Simultaneously, in the changing economic landscape, people are increasingly
responsible for personal financial planning and for investing and spending their resources
throughout their lifetime. We have witnessed changes not only in the asset side of household
balance sheets but also in the liability side. For example, in the USA, many people arrive close to
retirement carrying a lot more debt than previous generations did (Lusardi, Mitchell, and
Oggero, 2018). Overall, individuals are making substantially more financial decisions over their
lifetime, living longer, and gaining access to a range of new financial products. These trends,
combined with low financial literacy levels around the world and, particularly, among vulnerable
population groups, indicate that elevating financial literacy must become a priority for policy
makers.
There is ample evidence of the impact of financial literacy on people’s decisions and
financial behavior. For example, financial literacy has been proven to affect both saving and
investment behavior and debt management and borrowing practices. Empirically, financially
savvy people are more likely to accumulate wealth (Lusardi and Mitchell, 2014). There are
several explanations for why higher financial literacy translates into greater wealth. Several
studies have documented that those who have higher financial literacy are more likely to plan for
retirement, probably because they are more likely to appreciate the power of interest
compounding and are better able to do calculations. According to the findings of the FLat World
project, answering one additional financial question correctly is associated with a 3–4 percentage
point greater probability of planning for retirement; this finding is seen in Germany, the USA,
Japan, and Sweden. Financial literacy is found to have the strongest impact in the Netherlands,
where knowing the right answer to one additional financial literacy question is associated with a
10 percentage point higher probability of planning (Mitchell and Lusardi, 2015). Empirically,
planning is a very strong predictor of wealth; those who plan arrive close to retirement with two
to three times the amount of wealth as those who do not plan (Lusardi and Mitchell, 2011b).
Financial literacy is also associated with higher returns on investments and investment in
more complex assets, such as stocks, which normally offer higher rates of return. This finding
has important consequences for wealth; according to the simulation by Lusardi, Michaud, and
Mitchell (2017), in the context of a life-cycle model of saving with many sources of uncertainty,
from 30 to 40% of US retirement wealth inequality can be accounted for by differences in
financial knowledge. These results show that financial literacy is not a sideshow, but it plays a
critical role in saving and wealth accumulation.
To be effective, financial literacy initiatives need to be large and scalable. Schools,
workplaces, and community platforms provide unique opportunities to deliver financial
education to large and often diverse segments of the population. Furthermore, stark
vulnerabilities across countries make it clear that specific subgroups, such as women and young
people, are ideal targets for financial literacy programs. Given women’s awareness of their lack
of financial knowledge, as indicated via their “do not know” responses to the Big Three
questions, they are likely to be more receptive to financial education. The near-crisis levels of
financial illiteracy, the adverse impact that it has on financial behavior, and the vulnerabilities of
certain groups speak of the need for and importance of financial education. Financial education
is a crucial foundation for raising financial literacy and informing the next generations of
consumers, workers, and citizens. Many countries have seen efforts in recent years to implement
and provide financial education in schools, colleges, and workplaces. However, the continuously
low levels of financial literacy across the world indicate that a piece of the puzzle is missing. A
key lesson is that when it comes to providing financial education, one size does not fit all. In
addition to the potential for large-scale implementation, the main components of any financial
literacy program should be tailored content, targeted at specific audiences. An effective financial
education program efficiently identifies the needs of its audience, accurately targets vulnerable
groups, has clear objectives, and relies on rigorous evaluation metrics.
Overall, financial literacy affects everything from day-to-day to long-term financial
decisions, and this has implications for both individuals and society. Low levels of financial
literacy across countries are correlated with ineffective spending and financial planning, and
expensive borrowing and debt management. These low levels of financial literacy worldwide and
their widespread implications necessitate urgent efforts. Results from various surveys and
research show that the Big Three questions are useful not only in assessing aggregate financial
literacy but also in identifying vulnerable population subgroups and areas of financial decision-
making that need improvement. Thus, these findings are relevant for policy makers and
practitioners. Financial illiteracy has implications not only for the decisions that people make for
themselves but also for society. The rapid spread of mobile payment technology and alternative
financial services combined with lack of financial literacy can exacerbate wealth inequality.
Social Well-Being
Growing evidence reveals that financial strains and worries play significant roles in
mental health because of financial difficulties (Asebedo & Wilmarth, 2017; Bradshaw &
Ellison, 2010; Marshall et al., 2020). In the US, one in five adults lives with a mental illness, of
which 7.8% experience major depressive episodes and 19.1% have anxiety disorders (Mental
Health America, 2020). According to the National Institute for Health Care Management, the
prevalence rates of any mental illness and serious mental illness increased by 8% and by 24% in
2018 compared to 2008, respectively. A Pew Research Center (2021) report shows that worries
about personal health and financial security are related to higher levels of psychological distress.
This is an alarming trend, given that psychological distress is associated with several adverse
health outcomes, such as emotional exhaustion, reduced immune response, heart disease, and
increased mortality (Arvidsdotter et al., 2016; Barry et al., 2020; Marshall et al., 1998;
McLachlan & Gale, 2018; Rasul et al., 2005; Segerstrom & Miller, 2004).
Although financial strains can be both objective (i.e., stressor events) and subjective (i.e.,
perceived stress) (Asebedo & Wilmarth, 2017), several studies have focused mainly on objective
indicators. The negative association between poverty and mental health outcomes is well
established in public health and epidemiology (Belle, 1990; Belle & Doucet, 2003; Das et
al., 2007; Patel & Kleinman, 2003). In addition to poverty, financial debt and loans are
significantly associated with increased psychological distress and poor mental health status
(Brown et al., 2005; Drentea & Reynolds, 2012, 2015; Gunasinghe et al., 2018; Hiilamo, 2020;
Jenkins et al., 2008; Meltzer et al., 2013; Sun & Houle, 2020; Sweet et al., 2013; Tsai et al., 2016;
Zhang & Kim, 2019; Zurlo et al., 2014). However, only a few studies have examined the
influences of individuals’ subjective appraisals of their financial situation on their psychological
distress, despite their greater significance on mental health outcomes than the objective measures
of debt (Bridges & Disney, 2010; Drentea, 2000; Hamilton et al., 2019; Prawitz et al., 2006).

This study focuses on financial worries, which are emotional responses to or perceptions
of economic hardship (Bradley et al., 2009) and subjective aspects of financial strain (Asebedo &
Wilmarth, 2017). The subjective measures of financial strain, such as financial worries, provide
information independent of objective measures and do not directly correspond to the objective
financial strain (Weissman et al., 2020). This is because subjective measures indicate how the
financial condition is perceived, while objective measures do not measure the depth of one’s
feelings about or reaction to it (Prawitz et al., 2006). Moreover, personal socio-economic factors
could be differently associated with the relationship between individuals’ perceptions and their
emotional responses to their economic hardship. For example, debt could be higher among
higher-income households (Chawla & Uppal, 2012), but the burden of the perceived stress
related to debt could be higher among lower-income households due to their low job security and
lower supports (Hamilton et al., 2019). Additionally, individuals with similar income levels can
have different levels of financial worries due to their different consumption values and spending
habits as well as their various demands on income such as food, healthcare, transportation, and
housing (Huang et al., 2010; Prawitz et al., 2006). For this reason, objective measures of
financial conditions were less useful in evaluating their effects on individuals’ health outcome
and the need for appropriate intervention (Prawitz et al., 2006). Several studies also suggested
that perceived financial hardship was more important than objective measures of debt on self-
reported health or mental health outcomes such as depression and anxiety (Bridges &
Disney, 2010; Drentea, 2000; Drentea & Lavrakas, 2000; Drentea & Reynolds, 2012; Hamilton et
al., 2019). The current study can fill this literature gap by focusing on financial worries that
reflect the perception of one’s financial hardship and its relationship with psychological distress.
Establishing a deeper understanding of financial worries is important because it can have
prolonged detrimental influences on individuals over their life span. For example, young adults
who experienced adverse circumstances in childhood or come from poor families demonstrated
greater financial and mental vulnerability (Choi, 2009). The literature also showed that adverse
financial strain in childhood could lead to reduced mental health in adulthood (e.g., East et
al., 2020). The perceived financial worries of college students could mediate the relationship
between chronic financial strain experiences and their academic and social integrations and
psychological health, which could thereby influence their well-being later in life (Adams et
al., 2016). A similar relationship between long-term financial strain and health was also observed
among older adults, specifically, perceived long-term financial strains over the life-course
were significantly related to some health-related outcomes in later life, such as self-rated health
status, depressive symptoms, and functional impairment (Kahn & Pearlin, 2006).
Psychological Aspects
Attitudes are psychological orientations develops as a result of one’s experiences which
influence a person’s view of situation, object people and how to respond to them either positively
or negatively or favorably or unfavorably as stated by (Mensah, 2013).
The theoretical fundamentals of the influence of psychological factors on the students’
motivation to study at tertiary educational institutions are currently presented in the works of
numerous scientists. In particular, A. Siljvejstr and M. Mokljuk (2014) consider the students’
motivation to study at tertiary educational institutions as an important psychological and
pedagogical problem. According to the results of the investigations conducted, scientists have
concluded that the tactics and training strategy, correctly selected by teachers, influence on
students’ positive effect in the context of their acquiring of educational material. At the same
time, no less important in this context is the organization of students’ studying activities, namely
the choice of learning methods and techniques (Myronets et al., 2020).
Along with this, K.O. Chechelj (2011), in the context of studying the influence of
psychological and pedagogical factors on the motivation of students to study, obtaining
education at the tertiary educational institution, the psychological direction, conducts an author’s
survey regarding the position of students. The results of the survey of students-psychologists’
positions show that a significant proportion of surveyed students, conducting the academic
research work at tertiary educational institution, correlate it at the level of creative work (this
position was supported by 37% of surveyed students). 26% of the surveyed students supported
the connection of the academic research work to the method of self-fulfillment (Vinichenko et
al., 2018).
 At the same time, general recognition as an obligatory element of performing academic
research work was supported only by 20% of the surveyed students. As regards to information on
students’ participation in academic research activities, only 22% of the total number of surveyed
students confirmed their participation in academic research activities, conducted by the
institution where they receive higher education. In the matter of the basic reasons that prevent
students from being engaged in academic research activities, 60% of the total number of
surveyed students have said that it is a lack of interest, 12% of surveyed students have noted their
non-participation in academic research work due to lack of time for investigations and only 5%
of respondents have noted that there is no reward for performance of academic research
activities, therefore, they don’t take part in it (Chechelj, 2011). W.T. Beharu (2018), in the
course of studying the influence level of psychological factors (including self-efficacy,
motivation, test anxiety and stress) on the level of success of students at tertiary educational
institutions, has stated that there is a significant interconnection between student self-efficacy
and internal motivation. Correlation analysis conducted by the scientist also testifies to the
presence of a strong interconnection between the level of stress and internal motivation of
students.
V. Ponikarovsjka (2011), considering the psychological factors influencing on the
education of students of tertiary educational institutions, notes that they play a decisive role in
the educational process, as they affect the success of students. According to the scientist’s
viewpoint, special abilities, social intelligence, general intelligence and creativity have a
significant impact on the results of students’ acquisition of knowledge, skills and abilities. The
team of scientists M.I. Ullah et al. (2013) in their own study note that motivation is one of the
important aspects of critical thinking among students of tertiary educational institutions. The
researchers have also come to conclusion that the students’ motivation to study at tertiary
educational institutions can be increased in the following ways, namely: encouraging students to
discussion; formation of a common learning environment in the students’ collective; work of
students in small groups, etc. In addition to the above mentioned, the scholars have proposed to
increase the students’ motivation to study through the use of innovative learning practices, as
well as due to the provision of a favorable learning environment (Ullah et al., 2013; Khalimon et
al., 2019).
G. Hassan (2020), studying the factors that influence the students’ motivation to study at
tertiary educational institutions, argues that students who are more motivated to study are mostly
goal-oriented persons. G.M. Alam et al. (2010) also investigate the influence of psychological
factors on students’ motivation to study. According to the results of the study, researchers have
come to conclusion that the following factors have a significant impact on students’ performance
in the context of obtaining higher education, namely: the proper distribution of time,
concentration, stress, anxiety and consultation (relationships) with teachers (educators).
Scientists K.C. Kadosh and G. Staunton (2019) in their own study analyze various psychological
factors, the impact of which is significant on the educational process (for example, the study of
neurosafety direction). From the viewpoint of scientists, the study of the influence of
psychological factors on the educational process will provide an opportunity to properly
understand the psychological variables (for example, mood and motivation), which students
experience in the context of their obtaining education at tertiary educational institutions.
Psychological factors such as anxiety, depression, stress, mood, fear of falling and self-
esteem have also been examined. A decrease in anxiety in participants practising Qigong
compared to an active exercise group has been reported (Cheung et al 2005). Depression was
shown to improve significantly when comparing a group using Qigong to an inactive control
(Tsang et al 2006), and for a Tai chi-practising group compared to usual care group (Mustian
et al 2006). General measures of mood were improved significantly for participants
practising Tai chi compared to usual care controls (Gemmell & Leathem 2006) and for those
practising Qigong compared to a waiting-list control group (Lee et al 2004b).
General psychological factors may aid in explaining the associations between mental
illness and suicidal outcomes. Working from the psych ache model of suicide (Shneidman,
1996), it is possible that psychological pain, a common component of many forms of mental
illness, may be an active ingredient leading to suicidal outcomes. Other psychological factors
also may help to better explain why mental illness is related to suicide, including factors both
subjectively reported (e.g., anhedonia, hopelessness about the future, aggressive personality, and
impulsivity) and objectively measured (e.g., deficits in cognitive control, verbal fluency,
decision-making, and problem-solving) (see Nock et al., 2013 for a review).
Grades
Grades are often seen as the most important way to measure how well a student does in
class, and they have a big effect on how well a student does in school. When students receive
high grades, they feel more confident and more engaged, which gives them the impetus to make
more progress. Moreover, in his article
"from Degrading to De-Grading," Kohn (1999) reinforced that grades are likely to weaken the
quality of students’ thinking, as the students thinking skills were affected negatively after
receiving numerically low grades (Kohn, 1999).
Assessment has been an important part of education for hundreds of years and has been a
key way to measure how much students have learned and how far they have come. In the past,
teachers in formal education tried to measure how well their students did by giving written and
oral exams, quizzes, and other types of tests. For instance, Lee (2020) stated that "letter grades,
evaluative and numerical grading, and
grading on a curve are all relatively new in the realm of education because the concept of
grading is a recent practise." "As schools grew rapidly in size and number through the 19th and
20th centuries, grades became a primary mode of communication among institutions that needed
a way to coordinate with each other" (Schinske & Tanner, 2014).
The main goal of assessment is to tell students and teachers what is being learned and
what needs to be fixed so that students can learn more and make more progress (Munzur, 2014).
Assessment is also a key part of shaping the learning experience because it tells teachers how to
plan and deliver lessons and how
students are doing in comparison to their peers (Krawczyk, 2017).
In the context of teaching and learning, the fact that grades are public and that they might
affect students' mental health is a concern that has been talked about a lot in the literature.
Research has shown that public grading systems can make students more competitive and place
more value on performance than on learning. This can lead to mental problems like anxiety,
stress, and low self- esteem. For example, a study by Crocker (2022) found that giving students
their grades in front of their peers can have a negative impact on the relationship between
students and their teachers. When low grades are given, this can cause tension and a lack of trust
and respect between the two people.
In a study called "Why grades lead to performance-avoidance goals: The mediating role
of autonomous motivation," which was published in the Journal of Educational Psychology,
Pulfrey, Buchs, and Butera (2011) found that students who got public grades were more likely to
feel anxiety, pressure, and a drop in their self-esteem than those who got private grades. Also,
public grades could lead to a culture of competition among students, which can kill their
creativity and ability to work together. This adds more pressure on students’ feelings and
performances; instead of focusing on learning, they concentrate more on outperforming their
peers.
According to Kohn (1999), grades tend to reduce students’ interest in learning itself.
Students,so to speak, tend to focus mostly on what they are going to be tested on instead of
working on areas that are deemed to transform their potential. Ryan and Deci (2000) argued that
extrinsic rewards can shift the focus of students' motivation from intrinsic factors to external
factors. The authors suggest, in a nutshell, that intrinsic motivation is more beneficial for long-
term engagement and achievement than extrinsic motivation, which comes from external sources
like grades.
This kind of thinking brings out the learner's opportunity-seeking mind, which is more
focused on getting better grades than on learning academic and transformative skills. In a study
conducted by Butler (1988), which involved six classes of students, it was found that "grades and
grades plus comments had similar and generally undermining effects on both interest and
performance of students". In the same vein, Kafle (2020) found that grades can be biassed as
they are not an accurate method to measure and evaluate students’ performance due to their
different evaluation criteria. It is essential for teachers to consider the potential impact of grades
on student performance, along with consistent efforts to explore alternative approaches to
assessment and evaluation that can promote healthy and meaningful learning embedded in a
greater sense of intrinsic motivation.
The impact of grades is not limited to academic performance and motivation but also
extends to a student's social life. For example, students who receive lower grades may feel
discouraged and embarrassed in front of their peers, which has the potential to lower their self-
esteem. Turner et al. (2007) further argued that academic stress, including concerns about grades,
was positively correlated with increased social isolation and decreased participation in social
activities among university students. However, Holohan (2016) reported on a study about the
importance of academic achievement to parenting that found that parents appreciated their kids’
achievement at school much more than happiness or kindness. This was confirmed more by the
study, which included the statement, "My parents are prouder if I get good grades in my classes
than if I’m a caring community member." Thus, many students perceive grades as a way to win
their parents’ love, as students who often perform very well in school get praised and are
considered to be the pride of their families.
General Performance Average
One of the keys to achieve success is academic performance. Those students who were
achievers in academics have the edge compared to those who were not (Daulta, 2008). Some
studies showed that academic performance could be influenced by social economic status,
parent’s educational background, and family size (Downey, 1995; Susan, 2001). Geiser and
Santelices (2007) added that high school Grade Point Average (GPA) could also be the indicator
of students’ academic performance in college.
GPA is the calculation of the total final grades earned and dividing this by the total
grades awarded. It is also used to determine student’s academic performance, honor roll, class
rank, Latin honors in schools/universities. GPA is also indicated in report cards in various high
schools (Oxford Dictionaries, 2015).
 Based on the study conducted by Geiser and Santelices (2007), high school GPA is
considered to be the best predictor of how well students performed in college. This finding did
not only apply to the result of the first-year college grades, but also for the long-term college
results as well as the whole four-year college duration. High school GPA is the consistent and
best indicator of students’ college performance. They found out that high school report card
could likely summarize or predict students’ college performance. The connection between high
school GPA and college GPA was so strong that it was very important for universities and
institutions to carefully consider as one of the admission measures (Belfield & Crosta, 2012).
On the other hand, Huws, Reddy, and Talcott (2006) refuted the findings that previous
academic performance could tell one’s future academic performance. They revealed that the
subjects studied by the students and the grades they gained failed to predict their performance at
the university.
Grading in education is the process of applying standardized measurements of varying
levels of achievement in a course. In some countries, all grades from all current classes are
averaged to create a grade point average (GPA) for the marking period (Grading education).The
GPA is calculated by taking the number of grade points a student earned in a given period of
time. GPAs are also calculated for undergraduate and postgraduate students in most universities.
The GPA can be used by potential employers or educational institutions to assess and compare
applicants. A cumulative grade point average (CGPA) is a calculation of the average of all of a
student's total earned points divided by the possible amount of points. This grading system
calculates for all of his or her complete education career.
For Caballero et al. (2007), academic performance involves meeting goals, achievements
and objectives set in the program or course that a student attends. These are expressed through
grades which are the result of an assessment that involves passing or not certain tests, subjects or
courses. On their part, Torres and Rodríguez (2006 quoted by Willcox, 2011) define academic
performance as the level of knowledge shown in an area or subject compared to the norm, and it
is generally measured using the grade point average.
Today’s college students are spending less time for studying. The fall 2003 survey
conducted by the Higher Education Research Institute at UCLA’s Graduate School of Education
and Information Studies found that only 34% of today’s entering freshmen have spent six or
more hours per week outside of class on academic-related work (e.g., doing homework,
studying) during their senior year in high school.(Higher Education Research Institute, 2003).
The sample consisted of 276,449 students at 413 of the nation’s 4-year colleges and universities
(over one fourth of entering freshmen in the United States), and the data were statistically
adjusted to reflect responses of all first time, full-time students entering all four-year colleges
and universities as freshmen in 2003. In fact, in 1987 when this question was asked of entering
freshmen, 47.0% claimed they spent 6 or more hours per week studying outside of class. Since
then, the time spent studying outside of class has declined steadily each year (Higher Education
Research Institute, 2003).
Plant, Ericsson, Hill, and Asberg (2005) had conducted a research to investigate whether
the quantity of study time is significant in influencing the student’s academic performance.
Participants in the research consist of 88 undergraduate students from Florida State University
and they had been given time allocation and academic performance questionnaires. It was found
that the amount of study time only emerged as a significant predictor of cumulative GPA when
the quality of study which included studying environment and good time planning was taken into
consideration. The result implied that good management of time was significant to determine
academic grades. Literature Review reveals that lack of academic research on the effect of
studying on academic performance had been reported by Stinebrickner and Stinebrickner
(2007).
Grade Point Average is the basis for which students will be judged on the quality of work
in their academic career. University and employers will make decisions based on these numbers.
Several studies have demonstrated that a student’s prior academic performance has strong
positive predictive power on a student’s undergraduate success (such as Cohn, Cohn, Balch, &
Bradley, 2004; Geiser & Studley, 2002; Zwick & Sklar, 2005; Dietz, 2006). These can be
measures of, or proxies for, student characteristics such as motivation, intelligence, and ability.
While the GPA at one college or university may not be directly comparable to that at another, the
factors driving students’ GPAs are expected to be similar. Students and their backgrounds do
vary between schools (for example, the students at the University of San Diego (that were
included in the Betts and Morell (1999) study) may be different from students at Connecticut
College2). At any college or university, one’s cumulative GPA (or GPA at the time of
graduation) has important implications for post-graduate employment and post-graduate student.
Pascua, Dela Cruz, and Valderam (2012) also tried to determine the factors that could
influence the teacher education students in a state university of Northern Philippines. Based on
their findings, high school GPA was a very important predictor of college’s academic
performance. Hence, higher high school GPA means higher academic performance in college.
According to the Philippine Education for all 2015 Review Report (National
Education for All Review, 2014), there was an increase in enrollment in public schools alone
from 19,823,554 kindergarten – secondary high school level SY: 2010- 2011 to 20,674,892 SY:
2012-2013. In response to the growing population in the country, the demand for constant
changes in the society, and the challenge of world-class competitiveness, CHED has created an
admission policy in college. The policy was regulated in many Higher Education Institutions
offering education degree to ensure that only academic achievers could be admitted. CHED’s
policy mandated that only those who have the high school GPA of 85% and above will be
accepted in Teacher Education degree (Commission on Higher Education, 1999). Thus, the study
was conducted to determine whether this policy was a reliable prediction of freshmen education
students’ performance at VSU.
Extra - Curricular Activities
The relationship between extracurricular participation by adolescents and their academic
outcomes and school-related affect were examined in an action research study by Knifsend and
Graham (2001). This study not only examined the number of extracurricular activities, but the
domains (academic/leadership groups, arts activities, clubs, and sports) and breadth of
participation. The population was a multi-ethnic sample of 864 eleventh grade students,
predominantly from low-income backgrounds. The data collected were grade point average and
the results of a questionnaire that measured the population’s sense of belonging and academic
engagement. The results seemed to indicate that the number of extracurricular an adolescent is
involved in does positively impact academic achievement and has an overall positive school
effect. Moreover, the study indicates that moderate participation in multiple domains seemed to
yield the desired outcome of both higher grade point average and an increased sense of
belonging. However, too many activities could have a negative outcome by being too demanding
on the students’ time as well as not allowing them to truly gain a sense of belonging to one
group. The results of this study suggest that schools should be persuaded to increase the scope
and student involvement in extracurricular activities, especially in urban or low-income schools.
 When looking at the variety of out-of-school options students may choose, it is important
to consider how connecting with an activity might benefit them. It has been suggested by Eccles
(2003), that participation in voluntary, school-based, extracurricular activities increase school
participation and achievement (cited in Mahoney et aI., in press). This happens because it
facilitates: a) the acquisition of interpersonal skills and positive social norms, b) membership in
pro-social peer groups, and c) stronger emotional and social connections to one's school. It then
stands to reason that participation may contribute to an increase of wellness in mental health,
improved students' engagement in school and achievement, strengthen their long-term
educational outcomes and find that participation may decrease problem behaviors.
One study in particular discussed how being involved in physical extracurricular
activities that may actually improve self-perceptions. It is important to understand that
participation in extracurricular physical activities may influence the mental well-being of young
people by reducing stress, keeping fit and feeling overall better about their appearances (Daley &
Leahy, 2003). Those who were involved in these activities reported significantly higher self-
perceptions compared to those who did not participate.
Daley and Leahy (2003) did a study involving 126 randomly selected children who were
8 or 9 years old, who participated in physical extracurricular activities. All of these participants
were involved in some form of physical extracurricular activity organized by the school at least
once per week either during lunchtime or after school hours. The second group consisted of 63
additional children who did not participate in physical activities. Those who had regular physical
activity perceived themselves in a positive manner. What the researchers found was a positive
association between participation in various forms of physical activity and positive self-
perception (Daley & Leahy, 2003).
It might also be suggested that participation can give adolescents confidence about their
physical and perhaps social selves. Another important part of an adolescent's identity is social
competence, and many report that socialization and friendships are important in their lives.
When adolescents are in extracurricular activities, they often have greater opportunity to interact
with others, develop friendships, and to develop social confidence. Also, participation might be
interpreted as a sign of maturity and as a self-affirming behavior. The research showed that those
who participated seemed to have a developed sense of commitment and obligation. In
conclusion, it was shown that those who participated in extracurricular physical activities had a
higher self-perception than those who were not participants (Daley & Leahy, 2003).
Another article discussed the benefits of youth participation in extracurricular activities
and the impact on academic success. According to Brown (n.d.), student participants in
extracurricular activities had better grades, had higher standardized test scores, higher
educational attainment, attended school more regularly, and had higher self-concepts. In
addition, young people who participate also have been found to be less likely to use substances
such as drugs and alcohol, less likely to dropout of school, misbehave at school, and commit
delinquent acts (Brown, n.d.).
Youth who participate in activities can learn important skills, such as teamwork or
leadership skills, and these skills may help them in other parts of their lives. When furthering
their education, those who participated in activities are more likely to make friends easily, adjust
to a new environment, and show leadership based on prior experience in extracurricular
activities. By being involved, students decrease the likelihood that they will be involved with
problem behaviors. For example, research indicated that youth who are involved in pro-social
activities from 2-8 p.m. are less likely to commit or be a victim of a crime (Brown, n.d.).
 Example of a helpful extracurricular activity is participation in athletics. Student athletes
interact with peers, work for the best interest of the team, and learn to follow instructions of the
team leader. This type of interaction may contribute to the student athlete's development of self-
identity (cited in Darling, Caldwell, & Smith at eI., Marsh & Kleitman, 2005). A student's
identification and involvement with school sports creates a social network for these student
athletes that emphasizes the value of the school, academics, and continuing their education after
high school (Smith, 2008).
Participation in sports may also provide students with unique development opportunities
that positively impact the student's social self-concept. This may lead to a . higher academic
expectations and therefore better academic outcomes for student athletes (Smith, 2008).
Adolescent students who do not have opportunities to identify with a particular group or who are
affiliated with delinquent social groups are more likely to suffer negative repercussions
including: dropout, suicide, substance abuse, or discipline problems (Smith, 2008).
These positive effects are not just from participating in athletics but also from joining
other activities as well. Olson (2008) found that students enrolled in fine arts activities had
significantly lower absentee rates than those students who did not participate at all. Also, it was
determined that dropouts were involved in fewer extracurricular activities than were those who
stayed in school (cited in Olson at el., Bowman & Matthews, 2008). Involvement in
extracurricular activities is consistent and positively correlated with good school attendance, and
good attendance is often correlated with a higher grade point average (Olson, 2008).

Conceptual Framework
This conceptual framework pertains analysis of the research input and output used in
conceptual analysis. The figure below describes that input focuses on the Impact of Financial
Difficulties while on the other hand, output is focus on the Academic Performance of the
Criminology College Students of Marbel School of Science and Technology.

Input Output
 Figure 1. Conceptual Framework of the Study

Significance of the Study

This study provides a way that will help and give insights for all College Students to
inform and communicate for them to have an awareness about the impact of financial difficulties
to their academic performances. This study will be beneficial to the following:
College Students. The conduct of this study will be advantageous to them it will serve as
an awareness about the possible impact of financial difficulties to their academic performance. It
will also help them to comprehend and will learn insights on how to be a financial literate and
responsible students.
Academe. This study will serves as an additional information about the impact of
financial difficulties to their students and to help them assess their students about their financial
difficulties that greatly affect their academic performances.
Parents. This study will provide better understanding to the part of a parents to their
children on how it can greatly affect and the possible impact of financial difficulties to their
children’s academic performance. They will also know how to set their responsibilities as a
parent and to be a financial literate when it comes to their finances and will eventually lessen the
stress of their student in school.
 School. This study will be beneficial to the school it will serves as their evaluation in
helping the student on how to asses with their financial difficulties that most of the students
experiences.
Researchers. This study will be very beneficial to me as a college student of this
institution, it will serves as an informative guide for me to know the impact of financial
difficulties and how would it greatly affect my academic performance in school and can be
brought to the most of the students like me.
Future Researchers. The result of this study will serve as their guide and reference and
will encourage them to have curiosity to conduct more research relative to this study.

Definition of Terms
The following terms were defined operationally on how it will be significant to the study.
Academic Performance. In this study, refers to the academic performance of the college
students on how they excel in school identifying their situation in financial difficulties that
affects their performance.
Impact. In this study, if refers to the results, marked effect or influence of financial
difficulties to the academic performance of college students and how would it affect them.
Financial Difficulties. In this study, it refers to the situation of a college students that
unable to meet their obligation when it comes to their finances.
College Students. In this study, it refers to the bonafide college students of Marbel
School of Science and Technology, Inc. and will serves as the respondents on this study who
more likely encounters financial difficulties that greatly has a big impact on their academic
performance as a student.

CHAPTER 2

METHOD
In this chapter presents the research design and methodology to be use in conducting the
study. A series of activities in the plan work will be conducted which includes the research
design, research locale of the study, research subject, research instrument, following the data
gathering procedure and the statistical treatment of the data.
Research Design
This research study will use descriptive research design because it is the most appropriate
way of addressing the Impact of Financial Difficulties in the Academic Performance of College
students in Marbel School of Science and Technology, Inc. This study will use descriptive
method with the aid of survey questionnaires as a tool in gathering the data from the research
subject it will utilize to describe the frequency and percentage of the data that will gather from
the respondents.
Research Locale
The researchers will conduct their study entitled Impact of Financial Difficulties of
College students in Marbel School of Science and Technology, Inc. at Purok Upper Valley,
Barangay Sto. Niño, City of Koronadal, Province of South Cotabato, Philippines. Show in the
figure below is the map of Barangay Sto. Niño, City of Koronadal, Province of South Cotabato
where the study will be conducted.
 Figure 2. Locale Map: Marbel School of Science and Technology
Research Subject
This study needs a total of fifty (50) bonafide students from Marbel School of Science
and Technology, Inc. were twenty five (25) student will be chosen from the Department of
Bachelor of Technical/Vocational Teacher Education and another twenty five (25) students will
be selected from the Department of Criminology. The following students will be selected via
random sampling.
Research Instrument
The research instrument that we will be used in this study will be a survey questionnaire.
It is originally formulated by the researchers and will be validated by the validators. It consist if
3 questions that were related to the Impact of Financial Difficulties in the Academic Performance
of College Students in Marbel School of Science and Technology, Inc. to ensure the validity of
the classification of terms, the researchers will submit a similar questionnaire to the panels and
will be subject for evaluation.
Data Gathering Procedure
The researchers will make a letter address to the School President of Marbel School of
Science and Technology; the same letter will also be given to the following Department Heads of
every Department to conduct the study. Upon the approval, the researchers will personally
administer in giving the questionnaire to the research subject. The retrieval of the survey
questionnaire follows after the given time. The researchers were guided with the following steps
in the conduct of this study.
Formulation of Survey Questionnaire. The structure questionnaire will be presented to
the panel of examiners and will be subject for evaluation and validation before it will administer
to the researchers and respondents.

Permission to Conduct Study. The researchers will secure a letter of permission address
to the School president of Marbel School of Science and Technology, Inc. Likewise, the same
letter will be address to the different Department Heads for the conduct of the research study in
the premises of the school.
Administration and Retrieval of the Questionnaire. With the help of the school heads,
the researchers will be able to distribute and administer the research questionnaires to the
research subject.
Data Collation. The data that will be gather from the research subject will be tally,
organize and analyze.
Statistical Treatment of the Data
 The researchers will use frequency distribution, weighted mean and percentage as a
statistical tool in analyzing the data in order to determine the responses of the respondents from
the given questionnaires.
Percentage. This will be use to determine the percentage of respondents in relation to
their demographic profile. A percentage frequency distribution is a display of the data use by the
researcher as a tool that specifies the percentage of observations that exists for each data point or
grouping of data point. It is particularly useful tool of expressing the frequency of survey
response base on the statement of the problem which is the demographic profile.
Frequency Distribution. This will be use to determine the Impact of financial difficulties
in the academic performance among college students of Marbel School of Science and
Technology, Inc.
Weighted Mean. This will be use in interpreting the challenges and the effect of financial
difficulties on the academic performances among criminology students.
A percentage frequency distribution is a display of data that will be use by the researchers
as a tool that specifies the percentage of observations that exist for each data point or grouping of
data points. It is particularly useful tool of expressing the frequency of survey responses based on
the Statement of the Problem (SOP) No. 1 which is the demographic profile of the research
respondents.
Weighted mean is one of the useful-tool that will be use by the researchers to get the
efficient average that base on Statement of the Problem (SOP) No. 2 and 3 which was all about
the effects and impacts of financial difficulties in the academic performance of the college
students of Marbel School of Science and Technology, Inc.
This study used an adapted five-point to qualify the data to be gathered from the
respondents.
Numerical Rating Mean Interval Verbal Description
5 4.20-5.00 Very Effective
4 3.40-4.19 Effective
3 2.60-3.39 Moderate Effective
2 1.80-2.59 Slight Effective
1 1.00-1.79 Not Effective