IMUS INSTITUTE INC.

City of Imus, Cavite

COLLEGE DEPARTMENT

A BUSINESS RESEARCH ON

IIMPC – LAB COOPERATIVE IN IMUS INSTITUTE:

IT’S IMPACT ON THE VALUE OF THRIFTINESS

OF HIGHSCHOOL STUDENTS

In Partial Fulfillment of the Requirement for the Degree

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN

MARKETING MANAGEMENT AND FINANCIAL MANAGEMENT

Jabonillo, Jefferson G.

Lupas, Janelle Marie

Santos, Angelica Joy Q.

Topacio, Reana Joy P.

October 2015
 CHAPTER 1

A. Introduction

Credit cooperative are generally believed to be the most successful financial

institutions operating outside Central Bank control. They perform financial

intermediation function just like banking institutions, but since they are not covered by

Central Bank regulations, they have greater flexibility in carrying out savings

mobilization and lending functions, hence the term informal financial intermediary.

However, under the cooperative laws enacted recently, the operations of the credit

cooperatives will be covered by the Cooperative Code of the Philippines and supervised

by the Cooperative Development Authority. This raises a question of how the new

cooperative code will affect the future of credit cooperatives in particular, and the

cooperative movement in general.

Credit cooperative have also been successful in mobilizing deposits, especially

among low – income individuals who are generally discouraged from savings in banks by

the minimum amount of deposits required and by the relatively high transactions costs

associated with smaller deposits. They have effectively provided low – cost alternative

saving instruments for low – income depositors. However, their deposit – taking

functions has limitations. For one, some of them do not yet offer savings and time

deposits instrument, which limits a member`s investment choices. This limitation could

pose a constraint for future growth of credit cooperatives into bigger financial

institutions. But on the whole, their success in mobilizing deposits has, over the years,

basically sustained their growth in terms of membership and physical asset

 Having a cooperative bank in a school is one of the best practices to teach the

students to save and earn their money in a right way. Cooperative inside the school is a

way for the students to have a little idea about what banks are and how it works and its

use. Within the cooperative movement, the credit cooperatives have been eyed as

effective conduits of external funds since they possess some general features of banking

institutions.

In this study, the researchers wants to know the importance of the Coop inside the

school and what are the benefits of these to the students. The students should know the

mission, vision and its impacts to the students. IIMPC-Lab cooperative in Imus Institute:

Its Impact on the value of thriftiness of the High School Students tempts to provide an

adequate understanding of what a credit cooperative is, in terms of operation and policies,

financial performance and membership. The objective of study is to determine the

effectiveness of credit cooperatives in meeting the needs of their members and where

applicable, to suggest ways and means to improve services; to identify possible

management financial weaknesses in their operations.

 B. Background of the Study

Saving money nowadays is difficult especially to the students who didn’t know

how to handle their money properly. Most of the students tend to spend their money

without saving at least 20% of it. With the help of this study, students will know how to

save their money and spend it properly with the help of a cooperative in school. The Imus

Institute has its own cooperative, Imus Institute Multi-Purpose Cooperative (IIMPC) that

promotes thrift and savings among students. The IIMPC also helps students to plan for

their future business and to generate income. Most of the members of IIMPC are high

school students that are why they know how the Cooperative generates. But in college,

student’s especially the freshman’s didn’t know what a cooperative is and the benefits

that IIMPC can give to them.

The IIMPC was organized in January 1997 by Imus Institute officers, employees

and stockholders, was established through the initiative and efforts of the Board of

Trustees. The Trustees acted as Board of Directors in acting capacity until such time that

an election was held. The Coop had an authorized capitalization of P3, 780,000, of which

P945, 000 was subscribed and paid by 49 cooperators. The main objectives of IIMPC

were to engage in lending services, canteen and bookstore operations. Its area of

operation is the Imus Institute and its principal office is located at the Imus Institute

Compound Nueno Avenue in Imus, Cavite. The IIMPC also have loans to generate

additional income that has immensely helped in defraying the educational expenses of

their children. With the fast process of their loan application, it enables them to meet the

deadline for making down payment on a residential lot. Because of the efficient handling

of the Credit Committee in their loan application, they are able to settle the hospital
expenses without draining their finances for their daily household needs.

(COOPERATIVE POWER: CHANGING LIVES, The Cavite Cooperative Story.Tayko,

PerlaRizalina M., Santiaguel, Emmanuel M., Olo, Angelo P., Tayko, Oscar J.)

In this study, we will see what a cooperative can do in order to help the student’s

value money by saving it. Thru this study, IIMPC will be known by the students and will

have *importance among students*. Students will know the products and services that

IIMPC can offer for their benefits. As IIMPC offers students from grade 7 to grade 10

can open their passbook account. With the help of IIMPC, students can save money with

an initial deposit of 100 pesos. Students from high school learn how to become thrift and

how to use their money wisely. With the use of their investment, they also help the

IIMPC. The money that the students deposited is used in the two canteens of the school.
 C. Conceptual Framework

PROCESS
INPUT
 CONDUCT SURVEY
QUESTIONEER TO
HIGHSCHOOL STUDENTS
PROFILE OF HIGH SCHOOL  INTERVIEW BOARD OF
STUDENTS DIRECTORS OF IIMPC
HIGHSCHOOL
 CONDUCT A STUDY ABOUT
THE IMPACT OF IIMPC TO
THE HIGHSCHOOL
STUDENTS

OUTPUT

 HELP STUDENTS TO SAVE

MONEY BY DEPOSITING IN
THEIR COOPERATIVE
SAVINGS ACCOUNT
 MANAGE STUDENTS MONEY
IN FUTURE BUSINESS
 D. Statement of the Problem

The main inquiry of the study is to assess the students on the impact on the value

of thriftiness. The following problems are being asked by the proponents:

1. What are the socio-demographic characteristics of the first year college students

of Imus Institute in terms of:

a. Sex

b. Age

2. What is the reaction of the high school students about cooperative banks? Do they

have ideas about this?

3. What are the strength, weakness, opportunities and threats of IIMPC?

4. What are the advantages of having a cooperative bank inside the school?

5. What is the impact of having cooperative bank in the values of the students?

6. Is there any significant difference in the economic status of the students who avail

the coop banks than those who do not?

Objective of the Study

 To determine the thriftiness of the Imus Institute high school students

 To determine the awareness of the students to coop and its purpose.

 To identify the impact of IIMPC.

 To determine the importance of coop in the school.

Hypothesis

The study will work on the following hypothesis:

 There is an impact on the value of thriftiness of high school students of Imus

Institute.

 Is there any difference in the coop operated by the school to the coop operated by

the community?
 E. Significance of the Study

This study will help not only the high school students but also the cooperative to

know how can they influence the students to be thrift and how can they manage their

money in their future business.

 For the Students- this study will help them how to handle their money properly by

investing it in a cooperative and to train them to become a businessman in the

future.

 For the School Management- this study will help them to advertise and to teach

every student to be thrift.

 For the Future Researchers- this study will provide those data and serve as a guide

for their researches.

 For the Employees- this study will help them to improve their knowledge about

cooperative banks and may help them in their researches to.

F. Scope and Delimitations

The scope of the study is about the thriftiness of high school students of Imus

Institute. The study will include information about IIMPC and its benefits to the students.

This study will gathered information about the perception, reactions and recommendation

of the student of Imus Institute both college and high school. The proponent’s objective

here is to help the Cooperative to improve its operations and patronize by the students.

The proponents will go to evaluate the system of IIMPC on how it works within the

school premises. It will focus on the students and on the depositors of the said bank.
 Limitation

This study will be conducted inside Imus Institute and the students.

Confidential files shall not be included in this research, in terms of financial factors and

some private information about the cooperative. This study can be use by other students

and other school in order to help them and give them idea about having a cooperative

bank inside a school. Due to this limitation, the study cannot present any solid evidence

about the information regarding this research.

Delimination

The study only covers students of Imus Institute from grade 7 to grade 10 high

school students. Imus Institute college students were also included in the study just to get

some information about their perception in IIMPC. Employees, professors, staff and other

administrators are also part of this study to gather some data and information that will

help for the improvement of the study. The proponents’ main focus was the high school

students since the study is about the impact on the value of thriftiness of high school

students.

G. Definition of Terms

 Cooperative - Firm owned, controlled, and operated by a group of users for their

own benefit. Each member contributes equity capital, and shares in the control of

the firm on the basis of one-member, one-vote principle (and not in proportion to

his or her equity contribution).

 Banks - An establishment authorized by a government to

accept deposits, pay interest, clear checks, make loans, act as

 an intermediary in financial transactions, and provide other financial services to

its customers.

 Deposits – Funds placed into an account at a depository institution to increase

the credit balance of the account.

 Savings - The portion of disposable income not spent

on consumption of consumer goods but accumulated or invested directly

in capital equipment or in paying off a home mortgage, or indirectly

through purchase of securities.

 Thriftiness - is an adjective that means careful and diligent in the use of

resources.

 Capitalization - it is where costs to acquire an asset are included in the price of

the asset.

 Empowered - to invest with power, especially legal power or official authority.

 Incumbency - the time during which a person holds a particular office or position

 Income - money received, especially on a regular basis, for work or through

investments.
 CHAPTER 2

A. Review of Related Literature

Local Literature

De La Salle University - Dasmariñas Faculty Development Cooperative (DLSU-D

FDC)

Its mission is to provide the best quality services in the areas of economic, social

and spiritual assistance and its vision to aims to be a model and leader cooperative

empowered to uplift the economic, social and spiritual conditions of its members.The De

La Salle University - Dasmariñas Faculty Development Cooperative (DLSU-D FDC) is a

multi-purpose cooperative. It started during the incumbency of Faculty Association

Executive Committee, SY 2003 -2005: Jose R. Domingo - President, Jing Reyes - Vice

President, Sonia Gementiza - Secretary, Jackie Morta - Treasurer, LoidaIlano - Auditor,

and Arnel Sanchez - PRO. The cooperative was conceptualized as a response to the needs

of the faculty members to improve their economic status and to have a venue for financial

support. During the campaign period of the Party of Empowered La Sallian Educators

(PELE) from which the incumbent officers belonged, they assured their constituents an

income generating project through a faculty canteen. Mr. Domingo started to schedule

meetings with the FA advisory board (composed of former FA presidents) to solicit their

support and comments regarding the possibility of putting up a canteen in DLSU-D

campus through cooperative. It was followed with the multi-sectoral meeting (Staff,

Parents, Alumni, and Students) inviting them to invest in the idea of organizing a

cooperative. The DLSU-D community officially accepted the operation of the

cooperative after three meetings in the Academic council, one in the Operation council

and twice in the President council meetings. On September 8, 2003, the cooperative

received its certificate of registration LGA-5831from the Cooperative Development

Authority (CDA). The first Pre-Membership Education Seminar was conducted by the

Cooperative Division, Office of the Governor at DLSU-Dasmariñas, Luis Aguado

Viewing Room on July 18, 2003. During its first year of operation, the cooperative

had 370 members having Php 3,233,089 paid up capital. The faculty members realized

the importance of the multipurpose cooperative and as such its membership ballooned

into 460 members withPhp 5,692,588.18 paid up capitals in its second year of operation.

The cooperative's office is located at Porteria de San

Benildo.(http://www.dlsud.edu.ph/dlsudc.htm. De La Salle University-

DasmarinasDevelopment Cooperative)

The Philippine Cooperative Movement: Problems and Prospects (1986 – present)

The history of the cooperative movement in the Philippines can be divided into 3

stages (Sibal, 2001).The first stage, from 1896 to 1941, is characterized by the aborted

germination of coops by some revolutionary illustrados (or the pre-formation period), the

introduction and indigenization of the Raiffeisen-type agri-based coops by American

missionaries and teachers and western-educated Filipinos which featured the principles of

self-help and self-reliance (or the formation period), and the introduction of state-initiated

farmers coops by the American colonial administrators.The second stage is from 1941 to

1986. This stage can be subdivided into 5 phases. The first phase is the period of

Japanese occupation which featured a rapid increase in cooperatives as a result of food

shortages. The second phase is the period of rehabilitation period after the 2nd World

War. The third phase is the resurgence of the state-initiated coops while the fourth phase

is the introduction and rise of the non-agricultural coops. The fifth and final phase is the

martial law period and the “politization” of the coop movement.The third stage of the

Philippine coop movement is from 1986 to the present. The coop movement emerged as a

potent political force as it allies with the NGO and trade union movements in pursuing

the goals of people empowerment and the strengthening the country’s civil society sector.

During the 1998 party list elections, the coop movement elected 3 sectoral representatives

of the marginalized and underrepresented Filipinos. In 2010, the coop sector has 5 Party

list representatives in the Philippine Congress. The various cooperative laws were

codified under RA 6938 in 1990 and amended by RA 9520 in 2009.Despite the

cooperative movement’s active involvement in parliamentary struggle; it has avoided

“politization” and too much state intervention under the principle of subsidiary. The

country’s operating cooperatives increased by 393 percent from 1983 to 1993, and by 540

percent from 1993 to 2009. The coops’ businesses shifted to higher value added multi-

purpose coops and its total assets leaped from a measly P1.05 Billion in 1985 to P176

Billion in 2009. The movement’s contribution to the country’s GDP has reached 5.14

percent in 2007.The moderate economic growth of the Philippine economy from 1986 to

the present is at par with the ASEAN growth rate. However, the country’s performance in

poverty reduction lagged behind. Thus, the focus of President PNoy Aquino’s Philippine

Development Plan is an “inclusive growth” strategy. “Inclusive growth” means active

participation of the citizenry in the creation of the country’s growth and at the same time

a major beneficiary from the said growth (ILO, 2010). It is focused in maximizing job
creation in reducing poverty. Hence, the role of the cooperative sector is a vital

component in this national endeavor.This paper will focus on the problem and prospects

of the Philippine Cooperative movement in its third stage starting in 1986.

(http://nepa1934.org/articles-and-statements/papers/the-philippine-cooperative-

movement. The Philippine Cooperative Movement: Problems and Prospects (1986 –

present). November 23, 2011)

ACDI Multipurpose Cooperative

In 1981, ACDI Multipurpose Cooperative is the result of the passion of twenty six

(26) young officer-pilots from the Aviation Cadet Program of the Philippine Air Force

(PAF) who were committed to help their fellowmen. ACDI MPC was officially

organized in May 1981 as Aces Credit Development Incorporated (ACDI) in Lipa City,

Batangas with the primary purpose of providing affordable financial assistance to the

members of the Philippine Air Force- principally pilots. The Coop’s initial capital was

P200, 000.00. In 1982, the Cooperative Development Authority (CDA) formally

confirmed ACDI as a lawfully organized cooperative. In 2006, the cooperative was

accepted membership from the Philippine Navy and Philippine Marine Corps. In 2011,

ACDI MULTIPURPOSE COOPERATIVE was confirmed by the CDA.

(http://www.acdicoop.com/history. ACDI Multipurpose Cooperative)

 Cooperative Education Appointment

The Cooperative Education Program combines academic study with employment.

The program provides students with an opportunity to test skills learned in the classroom,

and to expand their knowledge by practicing the latest theories and approaches within

their discipline while working side-by-side with world class scientists and engineers. The

employment is a practical application directed towards the student's academic course of

study. The appointment is supervised and evaluated by both Argonne and the student's

institution.

Overview

Argonne has two types of CO-OP Programs:

 Alternating (semester at Argonne, followed by semester at any college/university)

 Parallel (part-time work to a maximum of 19 hours per week during the school year

concurrent with full-time local college/university enrollment).

Students work full-time during the summer and are expected to work a minimum of one

year as a parallel CO-OP or three semesters as an alternating CO-OP. Graduate CO-OP

opportunities are available to students while they are attending graduate schools in the

Chicago area. (Kendzora Stephanie, Administrative Support, Undergraduate and

Graduate Programs. http://www.anl.gov/education/graduates/cooperative-education)

West Visayan State University

The WVSU Multi-Purpose Cooperative, formerly the Laboratory Cooperative,

started its formal business operation in the main campus of the University in January

1980. A brainchild of Dr. Silva Hipolito, the Laboratory Cooperative had for its founding

members the seventeen agribusiness students of her Agricultural Marketing and

Cooperative class in the second semester of School Year 1979 - 1980 and the eight

University faculty and staff members, mostly from the then School of Agriculture. To

become a full-fledged member of the Laboratory Cooperative, one was required a

minimum subscription to two shares of stock and initial payment of ten pesos. The par

value per share of stock then was ten pesos. After complying with all the paper

requirements, Laboratory Cooperative was given Recognition by the Presidential

Assistant on Community Development (PACD), Regional Office 6, in 1980.The

soundness of cooperative principles plus observed scarcity of successful cooperatives

hereabouts challenged the founding members to put up the Laboratory Cooperative. It

was to showcase the idea that a cooperative can be one of the best alternatives to people

empowerment and poverty alleviation. Furthermore, the Laboratory Cooperative was also

envisioned to serve as a practicum venue for both present and future agribusiness

students. The business operations of the Cooperative were handled by the Agribusiness

students. Initially, one full-time Cooperative staff member, Lucy Gampay-Baylon, now

the manager, was hired to provide continuous service when students had to attend classes.

With the collaborative effort of the members, the Laboratory Cooperative grew and did

very well, such that other faculty and staff members were motivated to join. In 1986, the

Laboratory Cooperative became a full- fledged one. This was brought about by the
Cooperative desire to expand its services to the members of the community. In the same

year, a Memorandum of Agreement (MOA) between the University and the Cooperative

was signed, giving the Cooperative the privilege of overseeing the operations of all

canteens iii the campus. From its humble beginnings, the Cooperative has grown to what

it is today. After 26 years since its founding, it now boasts of a total net worth of 60.9

million pesos, with 1,345 members and with an approved capitalization of thirty million

pesos as of December 15, 2006. The WVSU Multi-Purpose Cooperative is now maimed

by 13 permanent staff members. It has six buildings under its supervision; these comprise

the following:

1) Cooperative Center,

2) Elementary Cooperative Canteen,

3) High School Cooperative Canteen,

4) Cooperative Grocery Store,

5) The Cooperative Complex-building, and

6) Cooperative Business Center

One major venture of the Cooperative in April 2002 was the purchase of a raw lot

in Barangay Mamhuyo, Santa Barbara, Iloilo; this was converted into a subdivision and

sold primarily to its members and other interested parties. The WVSU Multi-Purpose

Cooperative continues to provide hands-on training and scholarship grants to WVSU

Bachelor of Cooperatives Management (BCM) students. More than anything else, the

Cooperative has undoubtedly helped its members at times of greatest need. While it is
true that there have been problems encountered in the past and a lot of challenges to face

now and in the future, the Cooperative is confident that it shall be able to surmount all

these with the members’ collaborative effort. (DR. NOENI S.

NEPOMUCENO Chairman. http://www.wvsumpc.org/index.php/history)

Cebu Peoples Multi-purpose Cooperative

Believing that the youth's participation is crucial in future undertakings, the Cebu

Peoples Multi-purpose Cooperative (CPMPC) has created a youth laboratory composed

of kiddies saver members who are expected to become empowered future leaders of the

cooperative.The pioneering group has about 35 members who underwent orientations and

seminars about CPMPC; they also had a learning visit in Baguio and Vigan late last year

to broaden their knowledge on social and community development.This same group is

expected to promote the cooperative's College Education Scholarship Program (CESP),

which is among the core programs of CPMPC in uplifting the lives of its members by

providing them with educational financial assistance. CESP was created to aid parents

who wish to send their kids to school but lacks the full financial capacity to do so.The

educational program is in line with the coops thrust in Promoting Equal Opportunities for

College Education (ProED) for the Children of Marginalized Families. "It is every

parent's dream to see their children finished college, and we share that same vision of

seeing more kids finishing school," said CPMPC chief executive officer

MacarioQuevedo.But with the pressing issue on the high cost of education in the country,

children from poor families find it hard to finish high school much more in pursuing a

college degree. "Exacerbated by the uncertainties of the future cost of education, parents

find it more difficult to secure the college education of their children and this does not
escape the prying scope of the CPMPC," added Quevedo.Recognizing this challenge, the

cooperative then develop ProEd, wherein the cooperative guarantees to allocate an

amount at the rate of one percent higher than the prevailing rate of interest on savings

under the CESP. Meanwhile, Quevedo added that CPMPC is also mulling to open full

scholarship programs for those interested students who want to study and work in the

coop. (MacarioQuevedo, Chief Executive Officer.

http://www.mycoop.ph/youth.html)

Foreign Literature

High School Co-op Program

The High School Cooperative (HS Co-op) Program provides qualified Northern

New Mexico high school seniors the opportunity to develop skills and gain work

experience, while receiving exposure to a variety of career fields. This popular program

provides employability skills and assists local area high school students with the school-

to-work transition. Participants who successfully complete the program may be eligible to

receive high school credit from their schools. The participating high schools establish

eligibility criteria to receive this credit. Northern New Mexico students from alternative

schooling, including home-schooled students, are also welcome to apply (with guidance

counselor approval).Students has the opportunity to work full-time during the summer

between their junior and senior years and may continue the appointment in part-time

status during the academic year. Applicants are screened by designated high school

representatives for aptitudes and interests, grade point average, and number of credits
 toward graduation. (http://lanl.gov/careers/career-options/student-internships/high-

school/. High School Co-op Program)

Tohoku University Cooperative Laboratory Study Program(COLABS) 2015-2016

The main purpose of the Cooperative Laboratory Study Program (COLABS) is to

offer an opportunity for international students from all partner universities throughout the

world to take scientific research training in the assigned research laboratory as well as to

get basic education courses taught in English at Tohoku University in order to increase

their abilities to expand their activity into new science fields, without having to attain the

Japanese language proficiency that would be necessary to take the same courses in

Japanese. Then, a rather broad set of thematic fields has been chosen to let international

students study in new, interdisciplinary, scientific fields in the future. The COLABS

program is graduate-level and research-oriented with its center on the course of

Individual Research Training in Lab (IRTLab) at Tohoku University. It is to be desired

that student exchange will be arranged on the basis of collaborations between scientists in

the partner and Tohoku universities, who will make sure students get to the right places in

the Tohoku University. These processes will make academic collaboration between the

partner and Tohoku universities closer and stronger. Though the short-term exchange

international students are not degree candidates at Tohoku University, through the

IRTLab course a similar experience is offered by special arrangements. The COLABS

program also offers courses on Japanese language, culture, and society aimed at

promotion of understanding of Japan’s language and social customs, which are taught in

English. Cultural and intellectual exchange with Japanese students and professors is an
integral part of the program. This will be accomplished through class work as well as

participation in the various activities of research groups. These education processes will

contribute to develop human resources for the global society. Depending on your home

university's grading requirements, you may also be able to have the successful results

obtained at Tohoku University credited towards your degree back home. The duration of

each student exchange shall be one semester or one year. Each semester consists of 15

weeks of class work. Two credits are given for most of the lecture courses that meet once

a week for 90 minutes. The Japanese language classes meet four times a week and 4

credits are given for 60 classes. Accompanied by the above credits of Tohoku

University, we will provide information regarding the students’ academic performance of

course works. The home university is responsible for the award of credits of the home

university, based on the work undertaken and evaluated by the Tohoku University.

Participation in the research group activities counts as 12-30 ECTS (European Credit

Transfer System) equivalent for the IRTLab course each semester, which is only one

required course. According to the ECTS-compliant School hour’s table for IRTLab,

which is provided to facilitate credit transfer between Tohoku University and partner

institutions, ECTS equivalent will be awarded based on "Total School hours", after

successful performance as determined by the committee in charge, although the students

are not required to complete a thesis. A certificate of completion of advanced short-term

exchange program (COLABS) will be awarded to the students who earn 30 ECTS

Equivalent or more in each semester including the ECTS Equivalent of IRTLab.

(http://www.cefix.insc.tohoku.ac.jp/ASEP/COLABS/. Tohoku University Cooperative
Laboratory Study Program (COLABS) 2015-2016)

The University Of California Students ‘Cooperative Association (UCSCA) or Berkeley

Student Cooperative (BSC)

Is a student housing cooperativeserving primarily the University of California,

Berkeley, but open to any full-time post-secondary student? BSC houses over 1300

students in 17 houses and 3 apartment buildings. Food is provided to residents of the 17

houses as well as boarders. Residents of the houses are expected to perform work (about

5 hours a week) as part of their rental agreement, helping to keep rent lower. BSC is led

by a board of directors elected by the residents. BSC is a member ofNASCO.

The University Of California Students ‘Cooperative Association (UCSCA) was

founded in 1933 to meet the need for affordable student housing during the Great

Depression. Berkeley YMCA directorHarry Lees Kingman inspired 14 students to start

the first housing cooperative in Berkeley, doing workshifts in exchange for lower rent. In

the fall of 1933 the students leased Barrington Hall which housed 48 students. Sherman

Hall, Sheridan Hall, and Euclid Hall all opened during this era, as well as Stebbins Hall,

the first women's co-op.After World War II the UCSCA purchased Ridge House and

Cloyne Court Hotel to meet the demand from the increase in the student population

caused by the GI Bill. Due to changes in state law, the organization changed its name to

the University Students' Cooperative Association (USCA). In the 1960s the co-op opened

one of the first co-ed student housing projects in the nation, Ridge Project, later renamed

Casa Zimbabwe in the 1980s. The 1960s and 1970s saw a decline in the popularity of the
Greek System in Berkeley, which allowed the USCA to purchase defunct sororities

which became Davis House, Andres Castro Arms, and Wolf House.The 1970s saw the

opening of Lothlorien Hall, a vegetarian theme house, and Kingman Hall, both of which

formerly belonged to small religious organizations (Lothlorien belonging to the One

World Family and Kingman Hall to the Berkeley Living Love Center). This decade also

saw the construction and opening of the Rochdale Village Apartments, one of BSC's

three apartment facilities. The others are Fenwick Weaver's Village and the Northside

Apartments. BSC also owns two graduate and re-entry student houses, The Convent and

Hillegass/Parker House, formerly Le Chateau.In 1990, the members of the USCA voted

to close Barrington Hall, its largest co-op, in reaction to complaints from neighbors and

problems with the City. The decade also saw the opening of two new theme houses: the

African American Theme House opened in response to the University's closing of all of

its theme houses; and, in 1999, Oscar Wilde House. Oscar Wilde House is a former

fraternity house, which the USCA was able to buy due to the continuing decline in the

popularity of the Greek system in Berkeley.In 2007, to make itself easier to find online,

and to reflect a membership that now also includes community college students, the

organization changed its name to the Berkeley Student Cooperative(BSC).

 CHAPTER 3

Research Methodology

This chapter describes the research methodology used in this study specifically, it

focuses on the techniques and procedures of gathering the data, the population and the

sampling design, the instruments to be used and the statistical tools and techniques

necessary for analysis of data.

A. Research Design

This study used a descriptive methodology. Descriptive method proceeds to

describe certain phenomena. For this reason, some authorities in research describe it to be

“fact-finding” or “information gathering” with analytical interpretations. According to

Sanchez (1993), the descriptive method is something more and beyond than just data

gathering. The true meaning of data collected should be reported from the point of view

of the objectives to and the basic assumptions of the study. Facts obtained maybe

accurate expression of central tendency or deviation or correlation; but the report is not

research unless discussion of the data is carried out up to the level of adequate

interpretation. The data must be subjected to the thinking process by means of ordered

reasoning.

Sample Population and Sample Size

The population of the study includes the students of Imus Institute who is the

main target of the study. The population is determined by getting the total number of

enrollees for the current year from Grade 7 – Grade 10. The researches assumed that 320
respondents were enough to cover the population of the high school students. This is

determined by using the Slovin’s Formula to get the exact number of respondents.

B. Research Instrument

To gather data for the study, a survey (online and questionnaire) was administered

to a selected from the population of Imus Institute. The term survey is commonly applied

to a research methodology designed and used to collect and gathered data and typically

utilizes a questionnaire or an interview as the survey instrument. (Robson, 1993).

Surveys are used to obtain data from individuals about themselves, their

households, or about larger social institutions (school boards). Sample surveys are an

important tool for collecting and analyzing information from selected individuals. They

are widely accepted as a key tool for conducting and applying basic social science

research methodology (Rossi, Wright, and Anderson, 1983).

According to Leary (1995), there are distinct advantages in using a questionnaire

vs. an interview methodology: questionnaires are less expensive and easier to administer

than personal interviews; they lend themselves to group administration; and, they allow

confidentiality to be assured. Robson (1993) indicates that mailed surveys are extremely

efficient at providing information in a relatively brief time period at low cost to the

researcher.

For these reasons, the researcher chose a descriptive research methodology and

designed a questionnaire survey instrument to assess the perceptions of the students of

Imus Institute regarding the impact on the value of thriftiness to the students. The

researches will used a Multiple choice question is a type of question is often to gather
demographic information or to find out about a range of issues. Multiple Choice

questions can requires a single answer or offer multiple answer selection and the Interval

scale question is the most common use question type. On an interval scale, it is important

that the spaces between each option, whether it’s a number range or a feeling range, are

equal. Many of you have probably seen scales asking about agreement strength,

likelihood or satisfaction (i.e. strongly agree, agree, neutral, disagree or strongly

disagree).

C. Validation of Instrument

Validation is considered a process of gathering evidence that an instrument

measures what it claims, or purports, to measure (Nunnally, 1978). The development of

the instrument is use to know if the research is valid. Content related validity evidence is

not expressed in numerical form; it refers to the representativeness that items on the

instrument reflect the entire domain. Evidence of content validity is generally gathered

and examined carefully and critically by expert judges to determine if the content and

objectives measured by the test is representative of those that constitute the content

domain. On the other hand, construct validity is a process that involves a group of

methods for assessing the degree to which the instrument measures the theoretical

construct (Cronbach &Meehl, 1955).

In order to examine the evidence of content validity, the instrument was initially

reviewed by researchers in their Business Research course. They examined the

instrument to assist the high school students about the impact of IIMPC in their

thriftinesson how to manage their money properly. The research instruments that used by
the Researchers are useful to gather information and opinions of the Imus Institute High

School students.

D. Statistical Treatment of Data

The study used the following tools and statistical techniques to interpret the data

gathered:

Slovin’s Formula

Slovin’s Formula is used to calculate the sample size (n) given the population size

(N) and a margin of error (e). It's a random sampling technique formula to estimate

sampling size

Formula: n = _____N_____

1 + Ne2

Where:

N – the number of people who qualify in the area of study

e – margin of error which is 5%

n – number of needed respondents

Frequencies-Percentage

Frequencies-Percentage was used in determining the profiles of the respondents in

terms of demographic variables (age, gender, civil status, length of service as police

officers and educational attainment) and Adversity Quotient.

Formula:

Where:

f – Frequency

N – Number of students
Weighted Mean

A weighted mean is a kind of average. Instead of each data point contributing

equally to the final mean, some data points contribute more “weight” than others. If all

the weights are equal, then the weighted mean equals the arithmetic mean (the regular

“average” you’re used to). Weighted means are very common in statistics, especially

when studying populations.

Formula:

f1x1 + f2x2 + f3x3 + f4x4 + f5x5

x =--------------------------------------------- ;

xt

Where:

f – Weight given to each response

x – Number of responses

xt – Total number of responses

 CHAPTER 4

A. Data Analysis and Interpretation

The researchers conduct an online and formal survey to the students of Imus

Institute from Grade 7 – Grade 10. Base on the details that the school provide to the

researchers, there are 347 students under Grade 7, 377 students under Grade 8, 385

students under Grade 9 and 458 students under Grade 10 in total Imus Institute has a total

of 1,567 students who are enrolled and use the IIMPC.

In order to come up to the expected respondents the researchers uses the Slovin’s

Formula which results to have at least 318.66 respondents in which the researchers

decided to conduct a 320 surveys. Below is the computation on how the researcher get

the desired number of respondents:

Formula: n = _____N_____
1 + Ne2

Solution:
n = ______1567______
1 + (1567)(0.05)2

n = 318.66 respondents

In accordance, the following tables and graphs presented below summarize and

interpret the results of the survey to support the study.

 Distribution of Respondents According to Number of Students and Gender

RESPONDENTS PERCENTAGE
FEMALE 194 61%
MALE 126 39%

TOTAL 320 100%

Figure 1

Figure 1 shows the number of students and their gender from Grade 7 – Grade 10.

There are 320 students who answer the survey which result of 61% female students and

39 % male students.

Distribution of Students According to Age

RESPONDENTS PERCENTAGE
12- 13 YRS OLD 96 30%
14-15 114 36%
16-17 110 34%
TOTAL 320 100%
 Figure 2

Figure 2 shows the distribution of students according to their age. The proponents

divided the age bracket of the students into 3 where there are 30 % of students who are

17 years old to 16 years old, 36% of students who are 15 years old to 14 years old and

34% of students who are 13 years old to 12 years old.

Distribution of Respondents Who Have Account/Transaction in IIMPC

RESPONDENTS PERCENTAGE
YES 231 72%
NO 89 28%
TOTAL 320 100%

Figure 3

Figure 3 shows the distribution of students who have an account or transaction in

IIMPC. 71% of the students say they have an account or transaction in IIMPC while 28%

of the students say they didn’t have any account or transaction in IIMPC.
Distribution of Students According to Frequency of Transaction/Business in IIMPC

RESPONDENTS PERCENTAGE
once a day 20 6%
once a week 20 6%
two to three times a 57 18%
week
once a month 38 12%
twice a month 27 8%
three or more than 30 9%
a month
never 39 12%
TOTAL 320 100%

Figure 4

Figure 4 shows the frequency on how many times the students transact or made

business in IIMPC. 6% of the respondents say they have transaction once a day and once

a week, 18 % of the respondents answer two to three times a week, 12% of the

respondents say they have transaction once a month, 8% of the respondents has a

transaction twice a month, 9% of the respondesnts answer three or more than a month

while 12% of the respondents don’t have any transaction in IIMPC . A total of 192

students who have business or transaction in Imus Institute Multi-Purpose Cooperative.

(Guys pa double check po kung tama ung total nalito ako hahahaha)
 Distribution of Students According to Transactions/Business They Transact in

IIMPC

RESPONDENTS PERCENTAGE
DEPOSIT 43 22%
WITHDRAWAL 33 17%
BUYING IIMPC PRODUCTS
50 26%
DEPOSIT AND WITHDRAWAL
39 20%
DEPOSIT AND BUYING IIMPC PRODUCTS

6 3%
WITHDRAWAL, AND BUYING IIMPC PRODUCTS

9 5%
DEPOSIT, WITHDRAWALS AND BUYING IIMPC
PRODUCTS

12 6%
TOTAL 192 100%

Figure 5

Figure 5 shows the distribution of students according to transaction and business

they transact in IIMPC. Out of the 192 students, buying IIMPC products got the highest

number of students. There are 50 students or 26% of the students avail the products

IIMPC sell. Second are deposits with 43 depositors or 22% of the students. Third is

deposits and withdrawals with 39 or 20% of the students. Next is withdrawals having 33

or 17% of the students, deposits, withdrawals and buying IIMPC products with 12 or 6%

of the students, withdrawals and buying IIMPC products with 9 or 5% of the students and

last is deposits and buying IIMPC products with a total of 6 students or 3%.
 Table 1

General Weighted Average

1. The IIMPC teach the value of 3.99

thriftiness to the students.

2. The coop staff are highly 3.97

approachable and are

knowledgeable in their work.

3. The coop providing the services 3.79

expected from them.

4. The coop provides secure and 4

customer friendly services.

5. The coop encourages students to 4.12

save money.

6. The coop's services are consistent 3.82

and fits the needs of its customers.

7. The IIMPC instill its values, 4.21

principles, financial discipline, and

leadership skills among its member.

 Table1 shows the General weighted average of the students of Imus Institute who

have accounts and transactions in IIMPC. 92 respondents answer the questions given to

them. In the number one question, The IIMPC teach the value of thriftiness to the

students has a general weighted average is 3.99 which has a result of Agree in survey

questionnaire. The number 2 question, where the coop staffs are highly approachable and

are knowledgeable in their work has a general weighted average of 3.97 which has a

result of Agree in the survey questionnaire. While the question number 3 talks about the

coop in providing service to the students has the weighted average of 3.79 which has a

result of agree in the survey questionnaire. The number 4 question tells us if the coop

provides secure and friendly service has a general weighted average of 4 which has a

result of Agree in the survey questionnaire. While the number 5 question answer the

question if the coop encourages the students to save money has a general weighted

average of 4.12 has result of Agree in the survey questionnaire. The number 6 question, if

the coop’s services are consistent and fits the needs of its customer’s has a general

weighted average of 3.82 which has a result of Agree in the survey questionnaire. The

last number, has the question if the IIMPC instill it’s values, principles, financial

discipline and leadership skills among its member has a general weighted average of 4.21

which has a result of Agree in the survey questionnaire

 CHAPTER 5

A. Conclusion and Recommendation

Co-operative banks are small-sized units organized in the cooperative sector

which operate both in urban and non-urban regions. These banks are traditionally

centered on communities, localities and work place groups and they essentially lend to

small borrowers and businesses. These banks provide most services such as savings and

current accounts. For student users, for who a bank is where they can save their money.

Although they are not better than private banks in terms of facilities provided, their

interest rates are definitely competitive. This study has examined different aspects of

credit cooperative operations. The findings provide some insights into the extent of

success of IIMPC in performing the financial intermediation functions, and the

limitations and problems encountered in carrying out this function. The study also

identified some areas of strengths and weaknesses of the cooperative banks in the

conduct of their regular operations.

The study shows that most of the students are not that aware what is the purpose

of the cooperative banks because the distribution of students according to

transactions/business they transact in IIMPC was buying their products got the highest

result. It means that students are prefer to buy the products that the IIMPC sell like

candies and accessories instead of saving money on their account. It is also means that

out of 50 respondents there is 31 students who have an account but only 7 students have

transactions like deposit and withdrawal in the IIMPC.

 The purpose of cooperative bank in a school is to be effectively helping the

students how to save money and be aware of what are the value of thriftiness. A

cooperative is an autonomous and duly registered association of persons, with a common

bond of interest, who have voluntarily joined together to achieve their social, economic

and cultural needs and aspirations by making equitable contributions to the capital

required, patronizing their products and services and accepting a fair share of risks and

benefits of the undertaking in accordance with the universally accepted cooperative

principles. The coop should conduct a seminar to the students to be aware on their

product and service offered. Being aware on the services of the coop help the students to

know how to save money and help them to know the importance of valuing money.

Being thrifty is very important so that we can save money for future needs. Thrift

is a virtue within the reach of everyone but practiced by a very few. Thrift means the wise

spending of our time, our money and our effort. By developing the habits of thrift and

economy, the students will have something saved for the future. So that when the time

comes when they have to spend for something they truly need, they will be spared the

worry about where they are going to get the money. Nowadays, money is important to us

in our life. The student should save the money that they have but not use all of it. Some

of the reasons that saving money is so important have to do with security and safety,

while other important reasons have more to do just with the practical aspect of trying to

plan ahead for major expenses. While you are a student, you should learn how to save

money. Students can also buy their own items without asking money from their parents.

Saving money also help students to be more independent. It will be easier for them if they

practice saving money from young age when they grown up. Besides, saving money can
indirectly help to discipline students. This is because saving money not only prevents any

financial difficulties during emergency cases, but also helps them to have a wider point of

view about the future.

Name ______________________________Grade & Section: _____________________

Gender: ____________________________Age ________________________________

PART I: Please answer the ff. question by putting a check ( / )

1. Do you have any account or transactions in IIMPC?

( ) Yes ( ) No

2. How often do you made transaction in our IIMPC?

( ) once a day

( ) once a week

( ) two to three times a week

( ) once a month

( ) twice a month

( ) three or more than a month

( ) never

3. What transactions or business do you transact in our coop?

( ) Deposits

( ) Withdrawal

( ) Buying IIMPC products (like candies, accessories, etc.)

PART II: Please put a check ( / ) to rate the following statements.

5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly disagree

QUESTIONS 5 4 3 2 1

1. The IIMPC teach the value of thriftiness to

the students.

2. The coop staff are highly approachable

and are knowledgeable in their work.

3. The coop providing the services expected

from them.

4. The coop provides secure and customer

friendly services.

5. The coop encourages students to save

money.

6. The coop's services are consistent and fits

the needs of its customers.

7. The IIMPC instill its values, principles,

financial discipline, and leadership skills

among its member.