ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 1

Chapter I

INTRODUCTION

This chapter presents the background of the study, conceptual framework,

statement of the problem, hypothesis, scope and delimitation, significance of the study,

and definition of terms.

Background of the Study

Lack of financial knowledge affects all ages and all socioeconomic levels and this

may lead to poor financial choices that can have negative consequences on the all-round

well-being of an individual. Insufficient financial knowledge may affect people’s health

physically, economically, and psychologically because of the difficulties in their finances

(Jorgensen and Savla, 2010). It is therefore essential to learn about finance during

adolescence for every young person to have the best chance of becoming financially

literate at a young age and in adulthood. Having good financial knowledge is not enough

because it requires a set of positive, healthy, and responsible spending attitudes.

Understanding financial knowledge implies that a person is knowledgeable about

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

knowledge is one of the aspects that an individual must consider to effectively manage

his or her finances in personal life, and much research has been conducted in this area to

demonstrate that financial knowledge has significant effects on financial decision-making

(Taft et al., 2013). According to Mouna and Jarboui (2015), a lack of financial knowledge
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 2

and skills can lead to poor financial behavior in gathering and digesting all relevant

financial information, resulting in inappropriate financial decisions.

Every day, people make decisions about how to spend their resources, such as

money, to meet their wants and needs. According to De and Chattopadhyay (2017),

people have the choice to distribute their limited income among unlimited equally

attractive options. Individuals are exposed to various methods of handling their finances,

which can often lead to the development of poor habits (Gutter et al., 2010). There are

many things to spend, particularly on students, because most students’ expenses are not

only limited to academic expenses but also have a tendency to spend their allowances on

recreational activities such as renting a computer unit for fun and games, purchasing

items at a shopping mall, and other similar activities. The way students manage their

spending habits can make or break them financially. Poor financial knowledge will give

negative impacts on people such as low savings of money will give difficulties for them

when they need some money to meet their needs in critical financial situations (Azmi and

Ramakrishnan, 2018). The less knowledge of financial management people have, the

more likely they are to engage in poor spending habits (Iyika et al., 2020).

The respondents of the study of Azmi and Ramakrishnan (2018) perceived that

financial knowledge can be enhanced through financial education to improve their

financial planning. Financial education is the teaching of financial topics to children and

adults in hopes of providing them with the tools they need to be financially literate. This

financial literacy as a result of education allows people to be more informed and make
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better financial decisions. A research study by Kaiser and Menkhoff (2017) finds that

financial education significantly impacts financial behavior and, to an even larger extent,

financial literacy. Wherein their findings show how financial education affects a person's

financial knowledge and spending habits in a beneficial and measurable way.

However, financial literacy is not fully emphasized in the Philippine education

system, which concerned the researchers to conduct this study to better understand the

relationship between financial knowledge and spending habits of senior high school

students at Ilocos Norte National High School (INNHS).

Conceptual Framework

In the figure below, the two variables are 1) the level of financial knowledge, and

2) the spending habits of senior high students. The former is the independent variable,

while the latter is the dependent variable. The researchers believed that the level of

financial knowledge greatly influences the spending habits of senior high school students

which shall eventually improve financial management.

Level of Financial Spending Habits of

Knowledge Senior High School
Students

Independent Variable Dependent Variable

Figure 1. Research Paradigm

Statement of the Problem

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Generally, this study sought to determine the relationship of financial knowledge

and spending habits of senior high school students of Ilocos Norte National High School.

Specifically, it aimed to answer the following questions:

1. What is the demographic profile of senior high school students?

a. Sex

b. Age

c. Socio-economic status

2. What is the level of financial knowledge of senior high school students?

3. What are the spending habits among the respondents?

4. Is there a significant relationship between the financial knowledge and spending habits

among the respondents?

Research Hypothesis

The hypothesis drawn from the problems:

1. There is no significant relationship between the financial knowledge and spending

habits among the senior high school students.

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Scope and Delimitation

The study was focused on determining the relationship between financial

knowledge and the spending habits of senior high school students. This includes the

researcher's objectives such as determining the demographic profile, level of financial

knowledge and the spending habits of senior high school students.

The study was conducted at Ilocos Norte National High School as it is more

accessible and convenient to the researchers to randomly select 145 respondents who

would participate and it was carried out during the second semester of the school year

2022-2023 to collect all of the data required to complete this study.

Significance of the Study

The results of the study are expected to benefit the following:

 Students. The findings of this study can encourage students in assessing their

own level of financial knowledge. As a result, the students shall be better able to

manage their finances.

 Parents. This study can provide parents with information about their son's or

daughter's level of financial knowledge and spending habits, allowing them to

better understand their children’s financial situation and advise them on finances

such as savings and budgeting.

 Teachers. This study aims to assist educators in developing a strategy for

incorporating financial concepts into their classroom management strategy.

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 Future Researchers. The study's findings will serve as basis for future

researchers who intend to conduct the same topic.

Definition of Terms

The following terms are defined operationally for clarity and a better

understanding of the study.

Financial Knowledge – it refers to the respondents’ financial awareness and

understanding of the financial concepts and procedures as well as the use of this

understanding to solve financial problems

Level of Financial Knowledge – the degree to which the respondents understand key

financial concepts and possess the ability and confidence to manage personal finances

Senior High School Students – learners enrolled in Ilocos Norte National High School

who are grade 11 and grade 12 under the K-12 program

Socio-economic Status – refers to the respondent's social class or level that is defined by

their family income within a month

Spending Habits – the way respondents are used to paying money for things, the things

they spent money for, and how much they are used to spending, all of which are hard to

change
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Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents review of related literature and studies relevant to the

research study. Information is sourced out from books, internet, articles from journal and

other legal papers and documents.

RELATED LITERATURE

Overview of Financial Knowledge

The National Endowment for Financial Education (NEFE) defines financial

knowledge as the objective understanding of financial concepts and terminology, and

how they relate to the decisions people make about money. Financial knowledge is a

critical component of financial literacy and is essential to making informed financial

decisions.

There are various definitions of financial knowledge provided by several

researchers in the literature that stated by (Taft et al., 2013), in which firstly, personal

financial knowledge is considered as concepts of personal financial management skills

and information. Next, the ability of people for knowing conditions, practices, rules and

norms required for performing financial duties which are involves a wide range of daily

activities such as managing and controlling the credit card, preparation of budget,

purchasing insurance and investment. In addition, the increasing of awareness and

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knowledge related to financial instruments and their application in business and personal

life also can be referred to financial literacy.

The ability of people to achieve successfully in financial management such as

spending their money wisely depends on their level of financial knowledge. Financial

knowledge is vital to learn and well-understand for an individual to make a better

financial decision making as to avoid some difficulties such as low savings and failure in

managing debt and loans (Azmi & Ramakrishnan, 2018).

Overview of Spending Habits

The desirable or risky financial behaviors such as spending habits is depending on

the individual’s actions. Although it may be influenced by the external factors such as

government policies or economic conditions, it is actually depending on decision made

by an individual (Robb and Woodyard, 2011, as cited by Azmi and Ramakrishnan, 2018).

Spending habit was divided into three by Cummins et al., (2009) as cited in

Omakhanlen et al., (2020); 1. Planning concept; this refers to whether or not individuals

have a spending plan or engage in impulsive spending, 2. Savings concept; whether or

not individuals set aside money for the rainy day, and 3. Purchasing essential

goods/services; do individuals spend money on necessities or nonessentials items like

luxury? These three succinctly capture the yardstick to identify an individual’s attitude to

spending. It is stated that the best way to manage one’s income without entering into a
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financial crisis is to separate needs from wants. This can be achieved through planned

spending on essentials rather than engaging in spontaneous or impulsive buying.

There are various factors that can influence a person's spending habits. The first

factor discussed in Money Habitudes (n.d.) is personality, as people with different

personalities may have different spending tendencies. The article also discusses the

influence of family and upbringing on spending habits. The article notes that people may

also develop spending habits in response to financial stress or scarcity. Although it

becomes more and more difficult to change a habit because that habit has become more

and more natural to who we are and how we act, however if the financial awareness

increasing among people on how important of financial knowledge that may give benefits

to them, they will not be suffer those financial difficulties (Azmi & Ramakrishnan, 2018).

RELATED STUDIES

1. Demographic Factors

1.1. Demographics Factors Influence Financial Knowledge

Potrich et al., (2014) have conducted a study aimed to identify the determinants of

financial literacy in Brazil, by analyzing the influence of socioeconomic and

demographic variables. The rationale behind this study was to understand the factors that

affect financial literacy, which is essential for making informed financial decisions. The

study found that financial literacy was positively associated with education, income, and

age. Individuals with higher education, higher income, and older age had higher levels of
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financial literacy. The study also found that women had lower financial literacy levels

than men, and this corroborates with the study of Brown and Graf (2013). According to

Duah and Kutin (2014) there was a gender difference in financial literacy, with males

having a higher level of financial literacy compared to females. Additionally, low-income

levels are associated with low financial literacy levels. Besides, according to Susanti

(2016), people with high income are more likely to show more responsible financial

management behavior and they also tend to budget, save money, and control their

spending. Therefore, a higher-income person will have better financial literacy. Lastly,

financial literacy is low among young and elderly individuals. Garg and Singh's (2018)

study reveals that the financial literacy level among youth is low across the world which

has become a cause of concern. Also, it has been observed that various socio-economic

and demographic factors such as age, gender, income, marital status, and educational

attainment influence the financial literacy level of youth and there exists an

interrelationship between financial knowledge, financial attitude, and financial behavior

difficulties (Azmi & Ramakrishnan, 2018).

1.2. Demographics Factors Influence Spending Habits

According to Mahdzan & Tabiani (2013), demography is the scientific study of

measurable human circumstances and attitudes. In this study, there are three demographic

factors, namely age, sex, and socio-economic status. Lee and Chen (2019) examined how

demographic factors, such as age, gender, income, and education level, influence
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consumer spending habits. The study found that demographic factors have a significant

impact on consumer spending habits. For instance, the authors found that older

consumers tend to spend more money on healthcare and travel-related products, while

younger consumers spend more money on technology and entertainment products.

Moreover, female consumers tend to spend more on clothing and beauty products, while

male consumers spend more on electronics and sports-related products. Additionally, the

authors found that income and education level have a significant impact on consumer

spending habits. According to Wahyono (2001; as cited in Romadoni, 2015), an

individual who has higher social status (occupation, academic background, and income)

tends to be able to have extensive knowledge, achieve greater income, interact with social

environment compared to an individual with low socioeconomic status. Hence, the higher

the socioeconomic status of parents, the greater chance their children have to gain

learning experiences related to financial aspects of life (Ahmadi, 2007; as cited in

Romadoni, 2015). Furthermore, Astuti (2016) states that when a family’s financial life is

good, the material environment faced by the children is greater as they get wider

opportunities to develop various life skills that they cannot develop if there are no tools.

The research result by Astuti (2016) shows that parents’ socioeconomic status

(occupation, academic background, and income) positively affects students’ consumption

behavior. In other words, their spending habits are affected. When students have parents,

who have high socioeconomic status, their opportunity to spend is high.

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2. Financial Knowledge

2.1. Financial Literacy among Senior High Students

Zan (2015) conducted a research study to evaluate students’ level of financial

knowledge. It looked at how well students understand and are informed about money

management, budgets, saving, and borrowing, as well as whether some student groups are

more knowledgeable than others. This study shows that senior high school students in

Ghana lack adequate financial literacy, which is consistent with the conclusions of other

academic studies on the topic that have been done globally, and that students need to

increase their knowledge of personal finance. Only a small percentage of the students had

a good understanding of financial concepts and practices (Erne et al., 2019). Braun and

Muermann (2019) emphasizes the challenges individuals face in comprehending

insurance policies, hindering their ability to make informed decisions about coverage.

Additionally, Lusardi and Mitchell (2014) emphasize that having financial knowledge

and skills is crucial for making informed decisions about saving, investing, and planning

for the future. They argue that individuals who are financially literate are more likely to

engage in behaviors that lead to greater financial security, such as saving for

emergencies, retirement, and other long-term goals. Students who received personal
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finance education had significantly higher levels of financial literacy and better financial

behaviors compared to students who did not receive such education (Gutter, 2013).

According to (Silva et al., 2017) a lack of financial knowledge among students

regarding their spending habits is linked to a lack of financial education among students.

It showed that a significant percentage of high school students have low financial literacy

levels, indicating a need for greater financial education in schools. The authors also found

a correlation between financial literacy levels and the economic behavior of students.

Those with higher levels of financial literacy were more likely to save money, avoid

unnecessary spending time, and invest in their future, this align to the study of Xiao et al.

(2011), which suggests that individuals who engage in budgeting are more likely to

display better financial management practices. Additionally, in the study of Mandell and

Klein (2013), it was stated that respondents who received financial education in high

school or college were more likely to report making informed financial decisions, such as

saving or choosing appropriate investments.

2.2. Financial Literacy among University Students

Osei, et al. (2015) determined the level of the financial literacy among university

students. Their study determined whether the students’ gender or marital status, financial

education and level of study has an impact on the financial knowledge. Their study's

findings show that the majority of university students had a low level of financial

knowledge, with an average score of 52.09%. The study found that some students lack
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knowledge about handling their money, especially when it comes to borrowing,

investing, and saving. Thus, it is a worrisome that less educated persons know less about

financial matters, as they are most vulnerable to bad financial decisions (Lusardi &

Mitchell, 2011).

Duah and Kutin (2014) evaluate the factors affecting university students' financial

literacy and assess their level of personal financial literacy. The authors present the

results of their study, which revealed that the financial literacy level among university

students in Ghana was low. Likewise, the study of Lantara and Kartini (2015)

investigates the level of financial literacy among university students in Indonesia. The

study found that financial literacy among university students in Indonesia was relatively

low. Less than half of the participants of their study had a basic understanding of

financial concepts such as interest rates, inflation, and risk diversification. However, Lee

and Mueller’s (2014) findings suggest that first-generation students have limited

knowledge about crucial aspects of student loans, such as interest rates and repayment

plans. The majority of the students had a limited understanding of financial products,

such as stocks, bonds, and mutual funds. Students showed a lack of understanding of

basic financial concepts and were not familiar with financial institutions and products

(Chen and Volpe, 2014).

2.3. Borrowing and Savings

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The research study of Smith (2022) aimed to explore the relationship between

borrowing and savings among low-income households. The rationale for this study is that

borrowing and savings are two important financial behaviors that have significant

implications for individuals' financial well-being. The findings of this study indicate a

strong negative relationship between borrowing and savings. Individuals who borrow

more tend to have lower levels of savings, while those with higher levels of savings tend

to borrow less. Similarly, the study of Lusardi and Salomaa (2014) finds that individuals

with higher financial literacy are less likely to have debt, and those who do have debt

tend to have lower levels of it. Individuals with higher financial literacy are more likely

to engage in positive financial behaviors, such as having a budget, saving regularly, and

using credit responsibly (Chen and Volpe, 2014). Smith (2022) found that financial

literacy was positively associated with savings behavior, indicating that improving

financial education may be an effective strategy for promoting savings behavior among

low-income households. Financial education can play a vital role in promoting

responsible financial behavior and reducing the risk of debt (Lusardi and Salomaa, 2014).

2.4. Financial Education

The main purpose of financial education is to assist consumers in acquiring the

basic knowledge and skills in order to have a better understanding the choices that they

choose (Ambuehl et al., 2014). The purpose of the study of Lusardi and Mitchell (2014)

was to review the existing literature on financial education and financial literacy,
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exploring the hypothesis that improving financial education can lead to better financial

outcomes for individuals and society as a whole. Their findings include the positive

impact of financial education on financial on knowledge and behavior, the importance of

early financial education, and the need for ongoing financial education throughout an

individual’s lifetime. In addition, (Hilgert et al., 2003, as cited in Azmi, 2018) stated that

when consumers who are well-informed and financially educated are be able to make

good and better decisions for their families, there is possible for them to increase their

economic security and well-being. Thus, this will be able to contribute to vital, thriving

communities and thereby further foster community economic development. This shows

that financial education is important not only to individual households and families but to

their community as well. Therefore, if household want to improve in financial practices,

they will have to increase their knowledge and experience.

According to Mahdzan and Tabiani (2013), increasing financial literacy and

capability promotes better financial decision-making, thus, enabling better planning and

management of life events such as education, housing purchase, or retirement. This is

particularly relevant for college students. Thap and Nepal (2017) stated that university

students take on higher levels of personal financial responsibility. These students face

more financial challenges in conjunction with the relevant instruction. It is also more

likely that college students are experiencing more challenges with finances as they pay

bills, use credit cards, work, save, budget monthly expenses, and manage debt. Thus,

there is the paramount importance of financial literacy among college students and even
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high school students. Financial education programs should be developed and

implemented in universities to increase financial literacy among students (Lantara and

Katrini, 2015).

3. Spending Habits

3.1. Spending Habits of Millennials

Johnson (2019) examined the reasons why people spend money and what

factors influence their spending habits. The study found that millennials prioritize

experiences over material possessions, with 72% of respondents saying they would rather

spend money on experiences than things. The top spending categories were travel, dining

out, and entertainment. In addition, Smith and Johnson (2017) conducted a study noting

that respondents in similar situations might prioritize meeting their immediate financial

needs or have limited discretionary funds available for charitable giving. This trend is

driven by millennials' desire for convenience and their preference for experiences over

material possessions (Burkhalter, 2018). This highlights how limited financial resources,

restricted access to technology, or a lesser inclination towards electronic gadgets can

influence individuals’ spending choices (Financial Constraints, Access to Technology,

and Consumer Behavior).

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In addition, a survey by Bank of America (2019) found that 16% of millennials

spend more than $100 a week on coffee. This spending habit is linked to millennials' love

for convenience and their preference for coffee shops as a social space (Gillet, 2013). The

same Bank of America survey also found that millennials prioritize spending on

technology, with 47% saying they couldn't live without their smartphone. This trend is

driven by millennials' reliance on technology for communication, entertainment, and

productivity (Gillet, 2013). This align with the study conducted by Johnson and Smith

(2019), which emphasizes the potential of alternative free or low-cost options for

extracurricular activities, even if paid options are available.

Moreover, according to a survey by Fidelity Investments (2019), 85% of

millennials believe they will be better off financially than their parents, but only 29% say

they have a good understanding of how to invest their money. This suggests that while

millennials are optimistic about their financial future, they may lack knowledge about

financial planning and investing. The same survey found that 59% of millennials

prioritize saving for short-term goals, such as vacations and emergencies, over long-term

goals like retirement. This trend may be due to millennials' focus on immediate needs and

their preference for experiences over material possessions.

3.2. Factors Influencing Students Spending Habits

In the study conducted by Simeon et al., (2020) aimed to determine the factors

that affect the spending behavior of college students in the Philippines. The authors
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hypothesize that peer pressure, financial literacy, parental influence, and social media

influence are among the factors that impact spending habits. Subsequently, their study

found that peer pressure and financial literacy were the most significant factors affecting

spending behavior among Filipino college students. Parental influence and social media

usage also had a moderate impact on spending habits.

Abidin et al. (2013) found that students with higher incomes were more likely to

spend on discretionary items, while students with lower incomes spent more on

necessities such as rent, textbooks, and food. Students who were more financially

responsible and had a budget in place were more likely to spend less on discretionary

items and more on necessities. Financial literacy was also found to be positively

associated with better financial management skills and savings behavior (Xiao et al.,

2016). Another survey, conducted by Pinto et al. (2018), found that students frequently

overspend on discretionary items such as clothing and entertainment to keep up with their

peers' spending habits. Additionally, students with reckless spending friends are more

likely to develop the same habits. Moreover, according to a study conducted by Vuong

and Nguyen (2021), exposure to social media and influential marketing can lead to

increased spending on luxury items and a higher likelihood of overspending.

Conclusion

This literature review provides an overview of the empirical studies that guide this

research, the importance of financial literacy and spending habits, and previous studies on
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the financial literacy of students as well as the factors that affects spending habits.

Students play an important role in improving a country’s economic situation. They are

involved in financial activities and decision-making in day to day of their life until they

retire. Therefore, to achieve financial satisfaction and well-being, individuals must have

adequate knowledge that relates to finance. This is supported by (Taft et al., 2013), which

noted that high financial literacy brings a positive impact on an individual’s ability that

relates to finance in terms of the practice of financial management. Based on the previous

studies, it can be seen that financial knowledge has a positive relationship with financial

behavior in spending habits. As people’s financial knowledge increases, they will make

the most desirable behavior in spending habits and avoid themselves to involve in

financial difficulties. Poor financial literacy or knowledge will give negative impacts on

people such as low savings of money will give difficulties for them when they need some

money to meet their needs in critical financial situations. Thus, financial knowledge can

be said does give an effect on consumers’ spending habits. This study expands the

understanding of financial knowledge by addressing some of the gaps of the previous

studies wherein the researchers determine the relationship between financial knowledge

and spending habits of senior high school students of Ilocos Norte National High School.
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 21

Chapter III

METHODOLOGY

This chapter presents the discussion of the research design, population and

sampling technique, locale of the study, research instrument, data gathering procedure,

and the type of data analysis that was utilized in this study.

Research Design

This study utilized a descriptive-correlational research design in which it is used

to describe the relationship between two or more variables and determine whether there is

a correlation between them. According to Creswell (2014), this research design is "used

to describe and analyze the relationships among variables in a study, to describe

differences among groups, and to examine the predictive power of one variable on

another." Descriptive-correlational research design is suitable for examining the

relationship between two variables. This is ideal for this study because it allows the
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 22

researchers to investigate the relationship between the financial knowledge and spending

habits of senior high school students without manipulating them, making it a non-

experimental study.

Population and Sampling Technique

The population of this study was the senior high school students of INNHS. This

research used stratified sampling to recruit subjects from the population. Stratified

sampling is a technique that involves dividing a population into subgroups or strata based

on specific characteristics. In this study, the population can be divided into subgroups

based on grade level which is grade 11 and 12. There were 912 grade 11 students and

1,159 grade 12 students, making a total of 2,071 senior high school students of INNHS.

Using Slovin’s Formula, the sample size required for this study would be 145 senior high

school students. The researchers would then randomly select a proportional number of

participants from each subgroup to ensure that the sample represents the entire

population; 64 grade 11 students and 81 grade 12 students.

Locale of the Study

The study was conducted in Ilocos Norte National High School which is located

at Brgy. 4, Ablan Avenue, Laoag City, Ilocos Norte. Specifically, it was conducted

during the second semester of the Academic Year 2022-2023. INNHS offers variety of

Academic Strands in SHS such as Science, Technology, Engineering, and Mathematics

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 23

(STEM); Accountancy, Business, and Management (ABM); Humanities and Social

Sciences (HUMMS); and Arts and Design (A & D).

Research Instrument

The research instrument utilized by the researchers in this study is a 4-point Likert

scale. A Likert scale is a type of psychometric response scale frequently used in surveys

and questionnaires. The scale consists of a statement or a question that the participant is

asked to rate based on a predetermined range of responses. In this study, the 4-point

Likert scale was used to measure the financial knowledge and spending habits of senior

high school students. The Likert scale provides a simple and effective method of

quantifying the attitudes, opinions, and behaviors of the participants, enabling the

researchers to analyze and interpret the results accurately.

The instrument used in this study was a questionnaire developed by the researchers

after reviewing the literature and related research which comprised four parts as follows:

Part 1: Background information: Includes grade level and name which is optional.

Part 2: Demographic factors: Includes sex, age, and socio-economic status.

Part 3: Level of Financial Knowledge Questionnaire: It has10 questions which

sought information on their financial knowledge. The 4-Likert scale measuring the level

of their financial knowledge ranges from (1) Not at all knowledgeable, (2) Not very

knowledgeable, (3) Somewhat knowledgeable, and (4) Very knowledgeable.

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 24

Part 4: Spending Habits Questionnaire: This questionnaire consisted of 10 items and

a 4-Likert scale ranging from never (1) to frequently (4). These 10 items sought

information on their spending habits.

Data Gathering Procedure

The process of data gathering is a crucial aspect of any research study, as the

quality of the data collected largely determines the validity and reliability of the study.

Thus, a carefully planned data gathering procedure is essential for the success of the

study.

The researchers asked permission from the assistant principal of the school to

hand out printed questionnaires to the chosen respondents. After approval, the

questionnaires were distributed in person during the class hour, and the respondents were

given explicit instructions on how to complete it. The respondents were given enough

time to answer the questions, and the questionnaire was collected soon after completion.

Following the data collection process, the collected data was compiled, and a thorough

check was performed to identify any missing or erroneous data. This was done to ensure

that the data is accurate and reliable for further analysis. Once the data is verified,

appropriate statistical treatments were applied to analyze the data and tally the scores.

Statistical Treatment of Data

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Pearson's R was used as the statistical treatment of data. Pearson's R is a

correlation coefficient that measures the strength and direction of the relationship

between two variables. By utilizing Pearson's R, the researchers can identify the nature

and degree of the relationship between the variables financial knowledge and spending

habits of senior high school students, and provide a quantitative basis for interpreting the

results. Furthermore, the data collected with the demographic profile, which includes sex,

age, and socioeconomic status, is frequency count and percentage, whereas the data

collected with the level of financial knowledge and spending habits was tallied and

analyzed using weighted mean, and set into tables for interpretation and analysis.

Chapter IV

RESULTS AND DISCUSSION

In this chapter, the findings drawn from the conducted survey questionnaire is

presented quantitatively. Fundamental details about the survey’s sample were given

notice as well as it holds relevance to the researcher’s intended conclusion and objective.

1. Demographic Profile of the Senior High School Students

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 26

Respondents' Sex Profiles

95
85
75
Number of respondents

65
55
Figure 45 2.
35
25
15
5
Female Male
Frequency 93 52
Percentage 64.1379310344828 35.8620689655172

Sex of respondents

Frequency Percentage
Distribution of Respondents According to Sex

This data provides information about the sex distribution of the respondents in the

study. It indicates that the female respondents make up the majority, accounting for 93

out of 145 respondents, which is approximately 64% of the total. On the other hand, the

male respondents constitute a smaller portion, with 52 out of 145 respondents,

representing around 36% of the total. Therefore, based on the data provided, we can

conclude that the survey is female-dominant because there are more female respondents

than male respondents.

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 27

Respondents' Age Distribution

65
55
45
Number of respondents

35
25
15
5
16 17 18 19 20
Fre- 26 63 51 3 2
quency
Per- 17.931034482 43.448275862 35.172413793 2.0689655172 1.3793103448
centage 7586 069 1034 4138 2759
Mean Age:
Age of respondents 17.26

Frequency Percentage
Figure 3. Distribution of Respondents According to Age

Based on the data from the survey of senior high school students, the average age

of respondents falls within the range of 17 and 18 which is 17.26. This indicates that the

majority of the respondents in the survey are aged 17 or 18. The fact that the average age

aligns with the ages 17 and 18 suggests that these ages are more common among senior

high school students. This implies that the respondents in the survey are predominantly

senior high school students, as these ages are typically associated with that educational

level. It's important to note that while the majority of respondents are aged 17 and 18,

there may still be some respondents outside this age range. However, the concentration of

respondents around these ages suggests a strong representation of senior high school

students in the survey.

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 28

Respondents' Socio-economic Status

37.5
32.5 Mean Income:
27.5 Php 31, 793.10
Number of Respondents

22.5
17.5
12.5
7.5
2.5
10,000 10,001- 20,001- 30,001- 40,001- 50,001
and below 20,000 30,000 40,000 50,000 and above

Fre- 27 25 22 17 16 38
quenc
y (f)

Family Monthly Income

Figure 4. Socio-economic Status of the Respondents

Based in the table above, the average monthly family income was PHP 30,793.10,

which is higher than the estimated PHP 26,000.00 average monthly family income for

Filipinos in 2021 provided by the Philippine Statistics Authority (PSA). The average

family income of the respondents is higher than the average income reported for

Filipinos, and this information suggests that the respondents have a relatively high

socioeconomic status.

2. The Level of Financial Knowledge of the Senior High School Students

Table 2. Level of Financial Knowledge of the Respondents

Description Mean
1. I am familiar with the concept of compound interest. 2.95
2. I am confident in creating and sticking to a personal budget. 3.07
3. I do well understand the importance of saving for retirement. 3.30
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 29

4. I am knowledgeable about the different types of investment options 2.80

available to individuals.
5. I am familiar with the concept of credit scores and their impact on 2.78
financial decisions.
6. I am confident in my ability to manage debt responsibly. 3.08
7. I do well understand the process of applying for student loans for college. 2.69
8. I am knowledgeable about the different types of insurance and their 2.77
importance in protecting assets and managing risk.
9. I am familiar with the concepts of income tax and how to file a tax 2.51
return.
10. I am confident in my ability to make informed financial decisions that 3.12
will positively impact my future.
Overall Weighted Mean 2.91

Legend:

3.26-4.00 Very Knowledgeable

2.51-3.25 Somewhat Knowledgeable
1.76-2.50 Not Very Knowledgeable
1.00-1.75 Not at all Knowledgeable

Table 2 illustrates the results of a questionnaire that requires respondents to rank

their knowledge about the 10 items about financial matters. Based on the table, most of

the respondents agreed that they do well understand the importance of saving for

retirement with the highest mean (3.30), followed by their confidence in their ability to

make informed financial decisions that will positively impact their future (3.12). On the

other hand, their familiarity with the concepts of income tax and how to file a tax return

shows the lowest mean which is 2.51. This indicates that the respondents generally have a

moderate level of knowledge and confidence in financial matters, as indicated by the

overall weighted mean falling within the "somewhat knowledgeable" category.

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 30

The survey results indicate that, on average, the respondents of the study

demonstrate a good understanding of the importance of saving for retirement, as

evidenced by a weighted mean of 3.30. It implies that they recognize the importance of

setting aside money for their future financial security. This finding is significant, as it

aligns with the research conducted by Lusardi and Mitchell (2014), recognizing the

significance of setting aside money for future financial security, as these respondents are

taking a positive step towards ensuring their long-term economic stability.

Additionally, the senior high school students, on average, exhibit a reasonable

level of confidence in their ability to make informed financial decisions that will

positively impact their future, as reflected by a weighted mean of 3.12. This indicates that

the respondents possess the necessary knowledge, understanding, and judgement to

assess financial situations and make choices that will lead to positive outcomes in terms

of their financial well-being in the long term. This is supported by Lusardi and Mitchell

(2014) in which they argue that individuals who are financially literate are more likely to

engage in behaviors that lead to greater financial security, such as saving for

emergencies, retirement, and other long-term goals. Moreover, the respondents, on

average, express a decent level of confidence in their ability to manage debt responsibly,

as indicated by a weighted mean of 3.08. This underscores the respondents commendable

grasp on responsible debt management. They feel assured in their capacity to handle

borrowing and repayment in a responsible manner. According to the research by Shang

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 31

(2018), individuals with higher levels of financial literacy are more likely to engage in

responsible debt management practices.

In contrast, their familiarity with the concepts of income tax and how to file a tax

return has the lowest weighted mean (2.51). This indicates that, on average, the

respondents have a relatively lower level of familiarity with income tax concepts and

how to file a tax return. They might lack confidence or understanding in this area of

personal finance. According to Lusardi and Mitchell (2011) it is a worrisome that less

educated persons know less about financial matters, as they are most vulnerable to bad

financial decisions. Furthermore, the respondents demonstrate limited knowledge, with a

weighted mean of 2.77, regarding the various types of insurance and their significance in

safeguarding assets and managing risk. This implies that, on average, the respondents

possess somewhat limited knowledge in this aspect. This observation aligns with the

research conducted by Braun and Muermann (2019), which emphasizes the challenges

individuals face in comprehending insurance policies, hindering their ability to make

informed decisions about coverage. Lastly, the respondents, on average, display a

relatively lower level of understanding regarding the process of applying for student

loans for college, as indicated by a weighted mean of 2.69. This implies that they may

lack comprehensive knowledge about the intricacies involved in obtaining student loans.

Lee and Mueller’s (2014) findings found out that first-generation students have limited

knowledge about crucial aspects of student loans, such as interest rates and repayment

plans.
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 32

3. The Spending Habits of the Senior High School Students

Table 3. Spending Habits of the Respondents

Description Mean
1. I spend money on school-related expenses such as textbooks, stationery,
3.03
and school supplies.
2. I spend money on leisure activities such as going out with friends,
3.08
watching movies, or playing video games.
3. I spend money on clothes and accessories. 2.83
4. I spend money on food and drinks outside of school hours. 3.22
5. I spend money on transportation to and from school. 3.06
6. I spend money on electronic gadgets such as phones, laptops, and tablets. 2.26
7. I spend money on extracurricular activities such as sports, clubs, or
2.32
hobbies.
8. I spend money on charitable causes or donations. 2.41
9. I save a portion of my allowance or income. 3.23
10. I ask for financial advice or guidance from my parents or guardians. 2.86

Legend:

3.26-4.00 Frequently
2.51-3.25 Sometimes
1.76-2.50 Rarely
1.00-1.75 Never

Table 3 illustrates the result of the analysis of the spending habits among senior

high school students of INNHS. 10 items were used to measure spending habits. Among

these items, respondents are mostly considering saving a portion of their allowance or

income which scored the highest mean (3.23), followed by spending money on food and

drinks outside of school hours with a mean of 3.22. In contrast, the item that spent money

on electronic gadgets such as phones, laptops, and tablets scored the lowest mean (2.26).

This indicates a mix of responsible financial behavior of the respondents, where

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 33

respondents prioritize saving and essential expenses, while potentially making fewer

expenditures in categories like extracurricular activities, charitable causes, and electronic

gadgets.

Firstly, the survey results indicate that, on average, the respondents save a portion

of their allowance or income, as reflected by a high weighted mean of 3.23. This

demonstrates their responsible financial behavior and highlights their commitment to

setting aside money for future needs or goals. According to the National Endowment for

Financial Education, individuals who engage in regular saving behaviors are more likely

to have better credit scores, make informed investment decisions, and achieve overall

financial stability. Secondly, respondents, on average, allocate funds towards food and

drinks outside of school hours, with a weighted mean of 3.22. This suggests that even

when they save a portion of their money, they still prioritize spending on food and drinks

during non-school hours. They consciously budget for meals and refreshments consumed

outside of school. Xiao et al. (2016) observed that individuals who engage in budgeting

are more likely to exhibit better financial management practices, including responsible

spending on essential needs such as food and drinks. Lastly, respondents, on average,

prioritize allocating funds for leisure activities, such as socializing with friends, watching

movies, or playing video games, with a weighted mean of 3.08. The study reveals that

senior high school students allocate funds for recreational purposes and engage in leisure

activities like socializing with friends, watching movies, or participating in video games.

Johnson (2019) conducted a study examining the reasons behind people’s spending habits
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 34

and the factors influencing them. The study concluded that emotions, social pressure, and

lack of self-control can contribute to impulsive spending on recreational activities.

In contrast, the survey results indicate that, on average, the respondents spend

relatively less money on electronic gadgets like phones, laptops, and tablets, as reflected

by the lowest weighted mean of 2.26. This finding suggests that they prioritize other

expenses or have fewer expenditures in this category. It highlights how limited financial

resources, restricted access to technology, or a lesser inclination towards electronic

gadgets can influence individuals’ spending choices (Financial Constraints, Access to

Technology, and Consumer Behavior). Additionally, respondents, on average, spend less

money on extracurricular activities such as sports, clubs, or hobbies, as reflected by the

lowest weighted mean of 2.32. This suggests that they may engage in fewer paid

activities related to their interests outside of school. This finding aligns with the research

conducted by Johnson and Smith (2019), which emphasizes the potential of alternative

free or low-cost options for extracurricular activities, even if paid options are available.

Lastly, respondents, on average, spend relatively less money on charitable causes or

donations, with a weighted mean of 2.41. The study reveals that they engage in charitable

giving less frequently or contribute smaller amounts because perhaps there are other

things that are more important to spend too. Smith and Johnson (2017) conducted a study

noting that respondents in similar situations might prioritize meeting their immediate

financial needs or have limited discretionary funds available for charitable giving.

4. Financial Knowledge and its Relationship to Spending Habits

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 35

Table 4. Correlation between Financial knowledge and Spending Habits

df r-value p-value
Financial Knowledge
Spending Habits 8 -0.139 0.716

Table 4 shows the results of the correlation between financial knowledge and

spending habits. The results indicate a weak negative correlation between financial

knowledge and spending habits of senior high school students, with a correlation

coefficient of -0.14, indicating that as financial knowledge increases, spending habits

tend to decrease, but the effect is relatively small. It implies that it is not the only

determinant, and that other factors also influence individual spending habits.

Furthermore, the p-value of 0.716 exceeds the significance level of 0.05, indicating that

the observed deviation from the null hypothesis lacks statistical significance. Therefore,

the null hypothesis is accepted, which suggests that there is no significant relationship

between financial knowledge and spending habits among senior high school students.

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 36

In this chapter, it presents a summary of findings, the conclusion of the study, and

the recommendation based on the findings of the study.

Summary

The main objective of this study is to determine the relationship between financial

knowledge and spending habits among senior high school students. The study aims to

accomplish this by determining the demographic profiles, level of financial knowledge,

and spending habits of these students.

A total of 145 respondents were chosen from the population of senior high school

students of Ilocos Norte National High School. They are grades 11 and 12 from the

strands STEM, ABM, HUMMS, and A&D who were chosen using stratified random

sampling. The participants were given a close-ended questionnaire containing 20

questions related to the objectives of this research, which were disseminated through

floating the printed survey questionnaire. They were given enough time to express

themselves by checking the corresponding options. The data gathered were accurately

analyzed and interpreted by the researchers using Pearson's R data analysis.

Results of the study showed that female respondents make up the majority of the

survey. In addition, the majority of the respondents are aged 17 or 18. The respondents'

average family income is higher than the average income reported for Filipinos in the

year 2021 of PSA survey.

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 37

Moreover, the level of financial knowledge the respondents have falls within the

"somewhat knowledgeable" category. They show a good understanding of the importance

of saving for retirement and feel confident in their ability to make informed financial

decisions for their future.

In addition, the results of the study showed the kinds of spending habits that the

respondents practice. Their primary consideration is saving a portion of their allowance

or income, followed by spending money on food and beverages outside of school hours.

They also allocate funds for recreational purposes and engage in leisure activities such as

socializing with friends, watching movies, or participating in video games.

Lastly, the findings reveal that there is no significant relationship between

financial knowledge and the spending habits of senior high school students. The data

analyzed did not provide sufficient evidence to support the existence of a relationship

beyond what would be expected by chance alone.

Conclusion

The important findings of the study lead to the following conclusion:

1. The survey conducted in the study according to sex is female-dominant. In

addition, their age implies a strong representation of senior high school

students, as these ages are commonly associated with that educational level.

Moreover, the average monthly family income of the respondents has a

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 38

relatively higher socio-economic status compared to the average Filipino

population.

2. Senior high school students have a somewhat knowledgeable level of financial

knowledge. While they demonstrate a solid grasp of certain financial

concepts, there is room for improvement, particularly in areas related to

income tax.

3. The spending habits of senior high school students demonstrate a mix of

responsible financial behavior by focusing on savings and essential expenses

while potentially making fewer expenditures in categories like extracurricular

activities, charitable causes, and electronic gadgets.

4. The null hypothesis lacks statistical significance. Therefore, it can be

concluded that there is no significant relationship between the financial

knowledge and spending habits of senior high school students.

Recommendation

Based on the results of the study, the following are the recommendations

proposed by the researchers:

1. Students must take proactive steps to enhance their financial knowledge by

engaging in financial literacy programs, workshops, and courses. They should

also consider seeking guidance from financial professionals or mentors who can
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 39

provide valuable insights and advice on budgeting, saving, and investing.

Additionally, students should develop a habit of regularly reviewing their

spending habits, identifying areas where adjustments can be made to ensure

responsible financial management and long-term financial stability.

2. Parents and guardians should make it a priority to inculcate the right knowledge,

attitude, and behaviors regarding money in their children respectively. Not only

charity, but spending, savings, and investment culture begin from home.

Moreover, they must actively involve in parent-teacher conferences or workshops

specifically focused on financial education to educate parents on the importance

of financial literacy and equip them with the knowledge to guide their children’s

financial decision-making process. By fostering a collaborative effort between

schools and parents, students will receive consistent financial guidance and

support both at home and in the educational environment.

3. Teachers should organize workshops, seminars, or guest lectures conducted by

financial experts or professionals. With this, the student can enhance their

financial literacy and understanding. It is also recommended to integrate financial

education into the senior high school curriculum. Thus, this can equip students

with the necessary knowledge and skills to navigate the complexities of personal

finance successfully.

4. Since the findings of the study is female-dominant, it is recommended that future

researchers must ensure that the sample selection process for the next research
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 40

study includes a sufficient number of male respondents to accurately represent the

male population in senior high school. It is also recommended to determine the

relationship of a specific age to spending habits. This can help balance the

representation and provide a more comprehensive understanding of the

demographic profile of senior high school students. Additionally, it is beneficial

to investigate other variables such as socioeconomic background, parental

influence, personal financial goals, or financial literacy programs offered in

schools to provide a more comprehensive understanding of the factors influencing

spending habits among senior high school students, which would improve the

research analysis.
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 41

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Appendix A
Letter of Approval

May 10, 2023

EULALIA B. BAGA
Assistant School Principal II

Ma’am:

Greetings!

We, the student-researchers of Grade12 Accountancy, Business, and Management

(ABM), are currently conducting descriptive-correlational research titled “FINANCIAL
KNOWLEDGE AND ITS RELATIONSHIP TO SPENDING HABITS OF SENIOR
HIGH SCHOOL STUDENTS” as a partial fulfillment of our requirements in Practical
Research II and Inquiry, Investigation, and Immersion (3I's). We aim to investigate the
level of financial knowledge among senior high school students and analyze their
responses to gain insights into their financial literacy and spending habits.

The researchers are humbly asking for your permission to allow us to distribute
printed questionnaires to random students who shall serve as our respondents. Rest
assured that there will be no classes to be disrupted.

Thank you for your kind consideration and understanding.

Truly yours,
MARK DAVE Q. AGPAOA, sgd.
NATASHA C. BAUTISTA, sgd.
NICOLE D. CALARAMO, sgd.
SOPHIA P. GUZMAN, sgd.
JHONALYN A. HONORIO, sgd.
MARC JUSTINE IBAO, sgd.
JANEYA D. JIMENEZ, sgd.
DOVEEN LOUISE RAMOS, sgd.
Researchers

Noted by:
JHANSEN REY M. OBISPO, PhD CINDY A. LUCAGAN
Practical Research II Teacher 3I’s Teacher

Approved by:
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 45

EULALIA B. BAGA
Assistant School Principal II
Appendix B
Letter to the Respondents

May 10, 2023

Dear Respondents,

Good day!

We, the Grade 12 ABM students, are currently conducting descriptive-

correlational research titled “FINANCIAL KNOWLEDGE AND ITS
RELATIONSHIP TO SPENDING HABITS OF SENIOR HIGH SCHOOL
STUDENTS” for the partial fulfillment of our requirements in Practical Research 2 and
Inquiry, Investigation, and Immersion (3I's). This includes the researcher's objectives
such as determining the level of financial knowledge and the spending habits of senior
high school students. With this, sincerely ask you to participate and cooperate by filling
out patiently and honestly the distributed questionnaires. Rest assured that your answers
will be treated with utmost confidentiality.

Thank you for your cooperation.

Truly yours,
MARK DAVE Q. AGPAOA, sgd.
NATASHA C. BAUTISTA, sgd.
NICOLE D. CALARAMO, sgd.
SOPHIA P. GUZMAN, sgd.
JHONALYN A. HONORIO, sgd.
MARC JUSTINE IBAO, sgd.
JANEYA D. JIMENEZ, sgd.
DOVEEN LOUISE RAMOS, sgd.
Researchers

Noted by:

JHANSEN REY M. OBISPO, PhD CINDY A. LUCAGAN

Practical Research II Teacher Inquiries, Investigations, and
Immersion Teacher
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 46

Appendix C
Questionnaire

“FINANCIAL KNOWLEDGE AND ITS RELATIONSHIP TO SPENDING

HABITS OF SENIOR HIGH SCHOOL”
Survey Questionnaire

Background Information
Name (Optional):_____________________________________________________
Grade level:_____

Demographic Factors
Sex: [ ] Female [ ] Male
Age:
Family Monthly Income:
[ ] 10,000 and below
[ ] 10,001-20,000
[ ] 20,001-30,000
[ ] 30,001-40,000
[ ] 40,001-50,000
[ ] 50,001 and above

Instruction: Please rate yourself as to your financial knowledge and spending habits by
using the scale below. Put a checkmark (/) on the corresponding box of your answers.
Please do not leave any statements unanswered. There are no right or wrong answers, and
we are interested in your truthful perspectives.

4- Very knowledgeable
3- Somewhat knowledgeable
2- Not very knowledgeable
1- Not at all knowledgeable

Level of Financial Knowledge 4 3 2 1

1. I am familiar with the concept of compound interest.
2. I am confident in creating and sticking to a personal budget.
3. I do well understand the importance of saving for retirement.
4. I am knowledgeable about the different types of investment options
available to individuals.
5. I am familiar with the concept of credit scores and their impact on
financial decisions.
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 47

6. I am confident in my ability to manage debt responsibly.

7. I do well understand the process of applying for student loans for
college.
8. I am knowledgeable about the different types of insurance and their
importance in protecting assets and managing risk.
9. I am familiar with the concepts of income tax and how to file a tax
return.
10. I am confident in my ability to make informed financial decisions
that will positively impact my future.

4- Frequently
3- Sometimes
2- Rarely
1- Never

Spending Habits 4 3 2 1
1. I spend money on school-related expenses such as
textbooks, stationery, and school supplies.
2. I spend money on leisure activities such as going
out with friends, watching movies, or playing video
games.
3. I spend money on clothes and accessories.
4. I spend money on food and drinks outside of school
hours.
5. I spend money on transportation to and from school.
6. I spend money on electronic gadgets such as
phones, laptops, and tablets.
7. I spend money on extracurricular activities such as
sports, clubs, or hobbies.
8. I spend money on charitable causes or donations.
9. I save a portion of my allowance or income.
10. I ask for financial advice or guidance from my
parents or guardians.

Thank you and God bless!

Appendix D
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 48

Sample Size

The figures in the Slovin’s Formula are:

N
n= 2
1+ N e

N= total number of senior high school students of INNHS

n= sample size

e= margin of error, this study used 0.08

2,071 912
n= Grade 11= x 145=64
1+ 2,071¿ ¿ 2,071

2,071 1,159
n= Grade 12= x 145=81
1+ 2,071(0.0064) 2,071

2,071
n=
1+ 13.2544

2,071
n=
14.2544

n= 145.29 or 145
ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 49

Curriculum Vitae
Personal Data

Name : Mark Dave Q. Agpaoa

Sex : Male

Age : 18

Address :

Date of Birth : April 24, 2005

Place of Birth : Batac City

Citizenship : Filipino

Religious Afilliation : Pentecost

Father’s Name : Sonny Boy Agpaoa

Occupation : Business Owner

Mother’s Name : Irinn Agpaoa

Occupation : Business owner

Email Address : markdaveagpaoa7@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Ilocos Norte National High School

With Honors

Elementary : Namoroc Mabanbanag Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 50

With Honors
Personal Data
Name : Natasha Jem Kimberly C. Bautista

Sex : F

Age :
17
Address : Brgy. 2 Vintar, Ilocos Norte

Date of Birth : June 25, 2005

Place of Birth : Laoag City, Ilocos Norte

Citizenship : Filipino

Religious Afilliation : Aglipayan

Father’s Name : Alberto S. Bautista

Occupation : Chef

Mother’s Name : Joie Celestie C. Bautista

Occupation : N/A

Email Address : natashabautista062505@gmail.com

Personal Data

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Ilocos Norte National High School

Elementary : Laoag Central Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 51

Personal Data

Name : Nicole Fatima D. Calaramo

Sex : F

Age : 18

Address : Brgy. 21, Vintar, Ilocos Norte

Date of Birth : January 20, 2005

Place of Birth : Laoag City, Ilocos Norte

Citizenship : Filipino

Religious Afilliation : Born Again Christian

Father’s Name : Alden T. Calaramo

Occupation : LRE Driver

Mother’s Name : Pamela Joyce D. Calaramo

Occupation : N/A

Email Address : nicolecalaramo@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Bacarra National Comprehensive High School

With Honors

Elementary : Malampa Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 52

Valedictorian; With Honors

Personal Data

Name : Sophia Bianca P. Guzman

Sex : F

Age : 18

Address : Brgy. 31, Laoag City, Ilocos Norte

Date of Birth : November 21, 2004

Place of Birth : Laoag City, Ilocos Norte

Citizenship : Filipino

Religious Afilliation : Aglipayan

Father’s Name : Christopher F. Guzman

Occupation : Farmer

Mother’s Name : Cherry P. Guzman

Occupation : N/A

Email Address : sophiabiancaguzman75@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Ilocos Norte National High School

Elementary : Suyo Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 53

With Honors

Personal Data

Name : Jhonalyn A. Honorio

Sex : F

Age : 18

Address : Brgy. 22, Piddig, Ilocos Norte

Date of Birth : March 11, 2005

Place of Birth : Piddig, Ilocos Norte

Citizenship : Filipino

Religious Afilliation : Aglipayan

Father’s Name : Jhony Honorio

Occupation : Construction worker

Mother’s Name : Anna Liza Honorio

Occupation : OFW

Email Address : Jhonalynhonorio6@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Saint Anne Academy of Piddig

With High Honors

Elementary : Boyboy Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 54

With Honors

Personal Data

Name : Marc Justine Ibao

Sex : Male

Age : 18

Address : Brgy. 60-B, Laoag City, Ilocos Norte

Date of Birth : March 4, 2004

Place of Birth : Madiladig, Laoag city

Citizenship : Filipino

Religious Afilliation : Roman Catholic

Father’s Name : Marcelino J. Ibao

Occupation : Carpenter

Mother’s Name : Madelyn C. Ibao

Occupation : OFW

Email Address : marcjustine.ibao@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Ilocos Norte National High School

Elementary : Alipio N. Ignacio Memorial Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 55

Personal Data

Name : Janeya D. Jimenez

Sex : Female

Age : 18

Address : Brgy. 1, Laoag City, Ilocos Norte

Date of Birth : March 09, 2005

Place of Birth : Laoag City

Citizenship : Filipino

Religious Afilliation : Catholic

Father’s Name : Fausto E. Jimenez

Occupation : Paintor

Mother’s Name : Jennifer D. Jimenez (+)

Occupation : N/A

Email Address : ayenajjimenez@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Ilocos Norte National High School

Elementary : Sta. Maria Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 56

Personal Data

Name : Doveen Louise S. Ramos

Sex : F

Age : 18

Address : Brgy. 51-B, Laoag City, Ilocos Norte

Date of Birth : January 11, 2005

Place of Birth : Bangui, Ilocos Norte

Citizenship : Filipino

Religious Afilliation : Pentecost

Father’s Name : Sherwin Ramos

Occupation : Company Driver

Mother’s Name : Cherrylyn Ramos

Occupation : Teacher,RN

Email Address : louiseamara2@gmail.com

Educational Attainment

Senior High School : Ilocos Norte National High School

Junior High School : Nortwestern University

Elementary : Kilkiling Elementary School

ILOCOS NORTE NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL 57

With Honors