THE SPENDING BEHAVIOUR OF THIRD YEAR STUDENTS OF BACHELOR OF

SECONDARY EDUCATION WITH YOLANDA FINANCIAL ASSISTANCE IN

LEYTE NORMAL UNIVERSITY

_________________________________________________________________

A Thesis Presented to the Faculty

of the Social Science Unit

Leyte Normal University

Tacloban City

Philippines

_________________________________________________________________

In Partial Fulfilment

of the Requirements for the Degree

Bachelor of Secondary Education

Major in Social Studies

_________________________________________________________________

BELLA, JOAN

CAÑETE, MARIANE

ESQUIERDA, ERLIAN

RELADOR, CANDY ANNE

VERALLO, ALDRINIEL JR.

MARCH 2018
 ACKNOWLEDGEMENT

The researchers with to extend their sincerest gratitude, appreciation and

indebtedness to those who assisted and made this research a successful one.

To our parents, for their prayers and the never-ending understanding, support,
guidance and advices that made this work successful.

To our adviser, Prof. Liza Bacierra who served as our mentor and coach, for her
sincere concern, valuable assistance, moral support, advises and guidance in
developing and writing of this study.

To our research professor, Dr. Generoso N. Mazo who shared his expertise,
knowledge and advice during the process of this research and for the suggestions he
provided on how to generate a successful paper.

To our Panel of Examiners: Prof. Willan Keith Badidles, Prof. Faye Jessa
Egargo, Prof. Maureen Bernardo for their suggestions and advices which made the
paper successful.

To the participants, the Leyte Normal University third year students of Bachelor
of Secondary Education who participated and contributed greatly to the making of this
research work.

And to our Heavenly Father, who gave us hope, strength and knowledge that
resulted to the success of this research.

Thank you.

The Researchers

2
 ABSTRACT

Nowadays, students are sometimes tempted to spend on things that are not on

their budget given their restricted allowances. This study focuses on the spending of the

students and the factors that affect it, hence, their spending behavior. The expenditure

of the students upon receiving the CHED’s Yolanda financial assistance is anchored on

Maslow`s Hierarchy of needs as the students spend on their physiological and security

needs which is equivalent to basic needs, the social needs specifically the sense of

belongingness, and needs that lead to self-actualization. (A) Physiological needs

meaning that one’s personal-needs are important to be accomplished, (B)

Belongingness (Social Needs) could mean that one is responsible for keeping his or her

social needs for their benefits, (C) Security needs as the concern for the future and

inclination to save up for any forthcoming necessities and (D) Self-Actualization which

means that the expenses particularly revolve around education purposes as their main

goal is to finish their studies and secure a job or occupation in the future.

This study is anchored as well on Social Learning Theory of Albert Bandura

which materializes as the spending of the students are greatly influenced by various

factors. Knowing this, the spending behavior of the student grantees are derived. These

factors would either be the main or secondary focus of the participants’ financial

concerns, hence, their planned and/or actual expenditure.

The findings of the researchers in the in-depth interview conducted were all

about the spending behavior of the students who received the financial assistance

influenced by two dominant factors which are the Friends and Parents. In conclusion,

3
the students spend their money based on four themes namely; Physiological need,

Belongingness, Security and Self-actualization.

4
 CHAPTER 1

INTRODUCTION

Background and Rationale

Students are sometimes tempted to buy things that are not really important and

tend hang out with friends which are not included in their financial allowances. (What Is

The Minimum Allowance Of A College Student, 2018). For most students, college

represents a crash course on how to manage money and organize a budget. For

instance, a student has never paid for his or her living expenses, the experience can

often be frightening and overwhelming. Hence, students should stick to a budget while

at college to enjoy life without sacrificing comfort or taking away from the experience”

(Frazier, 2006 as cited from What Is the Minimum Allowance Of A College Student,

2018).

According to the U.S President Lyndon Johnson, “Poverty ought not to be a bar

to learning and that learning should be a main entrance to escape from poverty.”

(Lyndon, 1964 as cited from Coonrod, 2008). This is said to be true because a lot of

students have been deprived of financial assistance but have been successful in their

respected endeavours (US Census Bureau, 2006 as cited from Coonrod, 2008).

In this idea, many people have been greatly influenced and it continued to shape

the society and the way policymakers look at financial assistance to higher education

students have become more important.

5
 Financial assistance is offered to different colleges and universities in different

countries. For some college students, managing the money they received served as

their first experience in money management. Through discipline and critical thinking,

managing and spending financial aid will help students get the most out of their college

experience without causing headaches later in life. But if students make poor choices,

there can be nasty consequences (Strickland, 2009).

In accordance to this, Financial Assistance is also available to the students here

in the Philippines especially to the victims of disasters, particularly in Yolanda-hit areas.

It dislocated tens of thousands in Eastern Visayas and neighbouring provinces like

Cebu and Palawan on November 8, 2013 (Geronimo, 2013).

According to CHED commissioner De Vera, students enrolled in state

universities and colleges in areas hit from super typhoon Yolanda received a “one-time

cash assistance” in the school year 2017-2018 from the government. Therefore, the

student can use the money for miscellaneous fees or to pay for their books and other

needs (Domingo, 2017). A P5, 000 Financial Assistance has been given to students in

Yolanda-hit areas particularly in Region 8.

As financial aids are given to students, there are instances that students spend

the money to unnecessary goods and services. According to Fitel (2017), most of the 39

students interviewed at an unnamed public university for her 2007 doctoral dissertation

knew student grantees of financial aid who were making reckless and wasteful financial

decisions that were harming their education, but they still did not want to bother learning

about financial management. Nor were they interested in making short-term sacrifices

6
that would raise cash for tuition and give them more free time to study and possibly

raise their long-term prospects (Clark, 2008).

Furthermore, through this study, the researchers will know the spending

behaviour of third-year students of Bachelor of Secondary Education at Leyte Normal

University (LNU) in terms of spending the money given to them from the Commission on

Higher Education.

Statement of the Problem

This study concentrated on the spending behaviour of the third-year students of

Bachelor of Secondary Education grantees in Leyte Normal University upon receiving

CHED’s Yolanda Financial Assistance.

Specifically, this study sought to answer the following questions.

1. What are the spending behaviour of the third-year Bachelor of

Secondary Education students?

2. What are the factors affecting the spending behaviour of the third-year

BSEd students?

3. What are the planned expenditures of the third-year BSEd students on

the amount to be received?

4. What are the spending behaviour of the third-year Bachelor of

Secondary Education student grantees upon receiving the CHED’s

Yolanda Financial Assistance?

7
Theoretical Framework of the Study

This study is anchored on two theories. First, the Social Learning Theory by

Albert Bandura which is sociological and psychological in nature. It explains how people

think and what factors determine their behaviour (Bandura, 1997 as cited by Taher and

Krishnan, 2007). Second, the Maslow’s Five Levels of Hierarchical Needs by Abraham

Maslow which is also a psychological in nature

Spending behaviour can be viewed as a learned behaviour often passed on from

parents and other influential individuals, and is passed from generation to generation.

Spending behaviour and their patterns have been conceived as existing along a

continuum running between two poles. One pole represents the “holding on” behaviour

or a preoccupation with the acquisition and hoarding money; the other pole, the

obsessive spending behaviour (Bandura’s Social Learning Theory Education Essay,

2013).

According to Maslow (1954) as cited from Solomon (2009), Human needs are

characterised in five major groups in hierarchical order. Physiological needs (water,

sleep, food) is on the first level. After these needs are satisfied, the individual can focus

on satisfying the safety needs (shelter, security, and protection) and belongingness

needs on the third level such as: love, friendship, and acceptance. Satisfaction of these

needs allows the individual to advance to the ego needs. Inwardly-directed ego needs

include: self-esteem, achievement, uniqueness, and independence. Whereas status,

prestige, reputation and social recognition come under the category of outwardly-

directed ego needs. At the top is the need for self-actualisation: striving to realise your

8
full potential through education, travel, hobbies, engagement with environmental/social

causes, etc).

Meanwhile, Bandura (1977) as cited from Seeretrakul, et.al (2014), posited that

people learn their own behaviours and attitudes from observing the behaviours and

attitudes of significant people in their lives. Consumer behaviour (i.e. spending

behaviour) can also be explained using Social Learning Theory. Consumer behaviour is

learned through socialisation agents such as parents, relatives, peers, the mass media

and other influential instruments. Consumer behaviour can also be passed down from

one generation to the next (Churchill and Moschis, 1979; Moschis and Moore, 1984;

Valence et al., 1988 as cited from Seeretrakul, et.al 2014). Moschis, as cited from

Seeretrakul, et.al (2014), the idea of childhood consumer socialisation is based on the

premise that behaviour, skills, knowledge, and attitudes learned early in life can, and

often do, persist into adulthood.

In this study, the two theories implied that students’ spending behaviour are

influenced by his/her skills, knowledge, attitudes, and significant people in the

environment and their spending behaviour are also influenced by the hierarchy of

needs.

Conceptual Framework of the Study

This study was conceptualized to determine the spending behaviour of selected

third year students of Bachelor of Secondary Education upon receiving the ₱5,000.00

Yolanda Financial Assistance by CHED. Furthermore, this study was presented using

the paradigm below.

The Spending
9
Behaviour of third-year
CHED’s Yolanda
Bachelor of Secondary
Financial Assistance
Education Student
 Fig. 1. Paradigm showing the schema of the study presenting CHED’s One-

time cash assistance to the spending behaviour of third-year students of

Bachelor of Secondary Education grantees.

Significance of the Study

To the students, this study will provide as a reference and an eye opener on the

factors or elements that influence their spending behaviour.

To the institution, this study will provide administrative data on what appropriate

activities or programs need to be organized to address these needs.

To CHED, this study will give them a feedback if the financial assistance

allocated was used in accordance to what it was intended for.

To the parents, this study will enlighten them on the spending behaviour of their

child and guide them in the proper management of their allowance.

To the researchers, this study will provide as a resource material for future use.

Scope and Delimitation of the Study

10
 This study covered selected recipients of CHED’s Yolanda Financial Assistance

who are third-year students of Leyte Normal University specifically those who are

enrolled in the course, Bachelor of Secondary Education. This is determined on the first

batch of grantees qualified to accept the specific amount.

Definition of Terms

To make the study more comprehensible, the following key terms are defined

conceptually and operationally:

Bachelor of Secondary Education (BSEd). A four-year degree program and a

course premeditated to prepare students for becoming high school teacher.

CHED. This refers to Commission on Higher Education which governs Higher

Educational Institutions in the Philippines (HEIs).

Common Interest. People having the same taste or inclination on something.

Family Income. This refers to the monthly income of the family of the student

grantees.

Financial Assistance. This refers to a form of help or support by means of

giving money from a government organization to students.

One-time Cash Assistance. This refers to a type of aid or support only to be

administered once. As the term “one-time” implies, this can only be of benefit once.

Spending behaviour. It is defined as the act of expending money in response to

an action, environment, or person in the satisfaction of needs and wants.

11
 Yolanda. This refers to the typhoon name as the “Super Typhoon Yolanda”

which particularly devastated the Philippines, particularly in the Visayas region. Its

international name is Haiyan.

CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

A great deal of money is spent by college students on high-tech gadgets and

devices. Over 90 percent of college students have a personal computer. Of this 90

percent, 65 percent have broadband internet connections. This, along with television,

cable, cellular phones and their plans, iPods and other gadgets absorb a significant

amount of a college student's disposable income. A common problem that arises from

spending on technology is found when students continue upgrading to the most recent

and greatest technologies. Having the up-to-date mobile devices, apps and music not

only costs money up front but leads to additional spending. Spending additional money

for music, and applications for new devices can put further demands on a college

student’s already limited budget. Other influential devices coming into the market are

the iPods, kindles and other mobile computing devices that may soon replace those

laptops and desktop computers (Caron, 2011).

12
 According to Bengco (2010), youths of today’s generation fork over money to buy

cell phone load, to play computer games at Internet cafes and to buy cigarettes and

alcohol. They also spend their money on going out and on clothes and accessories. In

an interview administered by ABS-CBN News, “Minsan nga nagtitipid pa ako sa pagkain

para lang makadagdag sa load. 'Yong free time kasi sa school mahirap na hindi ka

gagastos, eh. So kung hindi mag-text, mag-Internet ka naman,” one student said

(Manotoc, 2010). Teens tend to hang out and shop. Teens are active consumers in

terms of spending their money as well as in the influence they wield in their families and

on societal trends (Theoretical Background on Spending Habits, 2011).

Nowadays, students spend excessively on the things that are not relevant to their

daily needs. The trends proof is the rising number of young people who are becoming

addicted to computer games. A psychologist said that as many as 70 computer addicts

go to him every month for counselling. He noted that only around 25 individuals a month

only sought help in 2005 (Manotoc, 2010).

College students spend their grants and/or earnings in several different reasons

and ways. Sometimes, they just do not know how to handle their finances and what is to

be prioritized and what is not. Others are making lists of the things essential for

themselves; make financial arrangements on their money in order to meet their needs

while others prioritize their wants over their needs (Spending Habits of Students Essay,

2014).

Fishcher (2014) pointed out that spending can be fun and exciting, especially for

the teens who are not knowledgeable enough on how to manage their finances and

allowances wisely. Spending money makes young, wild and free youngsters feel

13
attractive and as if they belong to an upper-class society as they see others that belong

in the superior class society spend in the same way. Emulation is defined as “the desire

to keep up with, fit in with, and impress people of higher position” because “many

people want to feel oneness in today’s society” (Ickes, 2014). According to Lucak as

cited from “Spending Habits of Students Essay” (2014), some teenagers might just want

to chill out and disport oneself that they tend to spend more than they think they would

to take away their boredom. Thus, for a lot of people, a simple solution to boredom is

shopping.

Related Studies

According to Norvilitis, et.al., (2006) as cited from Stollak and Vandenberg, et.al.,

(2014), the manner in which college students manage their money is based on several

factors such as age, personal traits and knowledge. College students are in a unique

situation because they have restricted incomes and high expenses; therefore, they

manage money differently (Micomonaco, 2003 as cited from Stollak, et.al., 2014).

Felipe (2007) as cited from Phdessay (2018), pointed out that a lot of students

seems to want what is the “in” trend, what people are doing and using “right now”. Most

of teens will usually have one or two sources of income, either allowance from their

parents or from their job (Felipe, 2007 as cited from Longa, et.al, 2017). The more

knowledge students have about their financial responsibility and status the less likely

they are to be in debt (Norvilitis, et al., 2006 as cited from Longa, et.al., 2017).

Longa, et.al. (2017) pointed out in their study that spending behaviours of the 3

out of 4 (37.5%) college students they’ve interviewed cited self-satisfaction as their

14
reason for spending their allowances, other 3 out of 8 (37.5%) cited academic matters

as their cause and the remaining 2 out of 8 (25%) college students cited emergency

purpose as the main factor for them to spend or save up.

Budget is a financial plan that lists expected expenses and income during a

particular period. People saved diligently for major purchases keeping plenty of funds

for unforeseen emergencies (Ritzer, 1995 as cited by Longa, et.al., 2017). It’s very

important to make sure that you have enough money to cover the cost of your tuition

fees and living expenses before you begin your course. Majority of the students

perceive themselves as more in control of their finances than minority students perceive

themselves (Micomonaco, 2003 as cited from Longa, et.al., 2017). Henceforth, it is

imperative that budgeting must be consider as one of the factor in keeping allowance

and expenses balanced with each other.

Other research studies have indicated the age and compulsive buying are

strongly related to each other in respect to the younger consumers. It is also seen that

when there is impulse and compulsive buying situation then the younger consumers are

the answer (Subhani, et.al., 2011). With the passage of time, the percentage of younger

consumers has increased in compulsive buying and overall buying behavior (O’ Guinn

and Faber, 1989 as cited from Hasan, et.al., 2012). This certain behaviour is due to

their impulsive tendency towards unrestrained ability towards the advertising and

marketing activities they are surrounded by. They have not much of self-control on their

actions. One can see less compulsive buying/spending pattern in the collectivist

cultures than individualist cultures (Kacen and Lee, 2002 as cited from Hasan, et.al.,

2012).

15
 The amount that is the budget of the young individual was ascertained by

segregating the variables, which are basically the factors on which the young individual

is spending his/her money. The most significant factors out of the lot were income,

satisfaction, friends’ information, advertisements information, entertainment and age of

respondents (Subhani, et.al., 2011).

Different households have different way of living and similarly different spending

patterns. In the western culture, the young individual is more independent at the age of

18 and start their earning and living separate than their parents home and this is known

as the transitional nature of the young individual (Jones and Martin, 1997).

In spending money, it is advisable to the students to spend their money on

necessary needs and save the extra amount left on their allowances. Students therefore

should have a little background on how to spend and save properly on the money they

have as it will be useful for their future use. For this reason, it is confusing on the part of

the students to save and spend wisely as the personality, knowledge, and environment

factors affect them at the present time.

16
 CHAPTER III

METHODOLOGY

Research Design

This study used the personal interview-survey design using qualitative data. The

said method was employed since the rationale of the study was to figure out the

spending behaviour of the third-year students Bachelor of Secondary Education upon

receiving the CHED’s one-time cash assistance.

Locale of the Study

This study was conducted in the 2 nd semester of 2017-2018 among selected third

year students of Bachelor of Secondary Education who received the one-time cash

assistance of CHED in Leyte Normal University (LNU). The institution is considered to

be the Centre of Teacher Education in Region VIII.

17
 As the research title suggest, Leyte Normal University was chosen to be the

venue of the study being one of the identified leading universities having a good quality

of education in the region. Third-year BSEd students was chosen as the participants of

the study as they have the highest population of grantees among all year levels in

Bachelor of Secondary Education who received the CHED’s Yolanda Financial

Assistance.

Approximately, the total population of the BSEd third-year students who received

the CHED’s Yolanda Financial Assistance was about 287.

Respondents and Sampling Procedure

The researchers have asked for the list of those who have received the CHED’s

Yolanda Financial Assistance in the guidance office. Simple random sampling was used

in selecting the participant out of the list. The reason for choosing them as the

participants of the study is because their curriculum includes certain subject like

Economics. Thus, as they are education students, they are anticipated to have

awareness on the application of this subjects on their spending behaviour.

The participants for this study were eight (8) enrolled third-year BSEd students

among the grantees of CHED’s Yolanda Financial One-time cash assistance in Leyte

Normal University during the second semester of the school year 2017-2018 only. They

are gathered via simple random sampling using Snowball sampling. Simple random

sampling is where a subset of statistical population in which each member of the subset

has an equal probability of being chosen (Simple Random Sample, 2018).

18
 These 8 third-year BSEd students was surveyed through one-on-one in-depth

personal-interview wherein their answers are strictly confidential, used only for the

purpose of accomplishing the objective of the research.

Research Instrument

The researchers conducted a one-on-one in-depth personal-interview with the

participants. The first question asked, “What is the outflow of your allowance or on what

things do you spend your money?” This question aimed at finding out the spending

behavior of the third-year BSEd students before they received the CHED’s Yolanda

Financial Assistance. The second, “What factors or who influences your spending?”

This question aimed to figure out the factors of influences that affects the spending

behaviour of the third-year BSEd students. The third question, “What was your planned

expenditures before receiving the CHED’s Financial Assistance?” This question was

used by the researchers aimed to figure out their plans or initial thoughts on how to

spend the money given to them by CHED through the Yolanda Financial Assistance

program. Lastly, the fourth question, “What was your actual expenditures upon

receiving CHED’s Financial Assistance?” aimed to figure out their spending behaviour

the moment they received the CHED’s Yolanda Financial Assistance and answers how

they spent the said financial assistance. In addition, this also answer whether the

financial assistance was spent based on their plans on spending the financial

assistance.

The personal-interview research is a tool for this study which targets to list the

answers of the selected participants regarding their spending behaviour after receiving

19
the financial assistance. Other follow-up questions were asked depending on the

answers given by the participants that aimed at getting more in-depth and relevant data.

Validation of Research Instrument

Before the one-on-one in-depth personal-interview was conducted to the third-

year students of Bachelor of Secondary Education, a dry-run was conducted and a

consultation with an expert was sought in making the personal-interview survey

questions for revision and polishing.

Data Gathering Procedure

Permission to conduct the personal-interview was secured by the participants

from the head of the guidance in Leyte Normal University. After which the researchers

also asked permission from the identified chosen participants to conduct an in-depth

personal-interview using voice recording and note-taking. Having done those, after the

in-depth personal-interview was conducted, the results was collected, tabulated

cohesively and divisibly and generated themes according to their statements. The

researchers understood that having their names was optional as the way they answer

will be affected if their identities will be revealed.

Data Analysis

Simple random sampling was used in selecting the participants through

Snowball sampling. Eight (8) participants were chosen via snowball sampling from the

list of third-year Bachelor of Secondary Education students who received the

Commission on Higher Education’s Yolanda Financial Assistance.

20
 The data of the spending behaviour of third-year students of Bachelor of

Secondary Education with Yolanda Financial Assistance is interpreted through thematic

coding with the use of template analysis approach.

Thematic coding is a form of qualitative analysis which involves recording or

identifying passages of text or images that are linked by a common them or idea

allowing you to index the text into categories and therefore establish a “framework of

thematic ideas about it” (Gibbs, 2007 as cited from Mountain, 2016).

CHAPTER IV

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents the results of the study, the analysis, and interpretation of

data which focused on the spending behaviour of third-year Bachelor of Secondary

Education students of Leyte Normal University.

Participants were asked to answer the following questions through an in-depth

personal-interview:

1. What is the outflow of your allowance or on what things do you spend your

money?

2. What factors or who influences your spending?

21
 3. What was your planned expenditures before receiving the CHED’s Financial

Assistance?

4. What was your actual expenditures upon receiving CHED’s Financial

Assistance?

Follow-up questions were asked during the in-depth personal-interview depending

on the answers of the participants of the main question.

From the data analysis, four themes emerged: (A) Physiological Needs (B)

Belongingness (C) Security Needs and (D) Self-Actualization. These four themes are

inclined with Maslow’s Theory of Hierarchical Needs. These three themes consist of

subthemes.

Theme A: Physiological Needs

Theme A can be explained by two subthemes specifically, (1) Personal needs

and (2) Shelter. These two kinds of needs are basics needs according to the

participants.

Subtheme (1): Personal Needs

Personal needs include daily necessities which are intended for daily survival.

Personal needs are stated below:

“… spent on buying and eating food and...” – Participant No. 2

22
 “…my personal needs. My basic needs. That’s it. I spend it on clothes and food.”

– Participant No. 5

Subtheme (2): Shelter

Shelter provides roof for safety against extremities such as storms and other

natural adversity. Shelter is exemplified below:

“I spend it on clothes” – Participant No. 5

“All the money that I receive goes within my family and nothing for myself

remains due to some electric bills and water bills that needs to be paid.” –

Participant No. 6

“I0 bought new shirts and…” – Participant No. 8

Theme B: Belongingness

Theme B can be explained by two subthemes namely, (1) Family and (2)

Friendship. These two kinds of needs are part of the participants’ daily social

encounters.

Subtheme (1): Family

Family is the basic unit of the society, and is the prior concern of a family

member. Family is illustrated below:

“Part of it was given to my parents…” – Participant No. 2

“uhm, I divided the money for my mother too” – Participant No. 5

“…and I sent money to my parents…” – Participant No. 8

23
 “All the money that I receive goes within my family…” – Participant No. 6

“To my mom.” – Participant No. 7

Subtheme (2): Friendship

Friends are the people who encounter outside the home and are influences

particularly to leisure needs. A subtheme of friends is illustrated:

“…and Hang-out with friends - Before I received the money, my friends were

scolding me that I should treat them…” Participant No. 2

“Other half - I shared it with my friends. Shared with my friends - Eating out with

them…” – Participant No. 5

“I treated my friends with snacks” – Participant No. 8

Theme C: Security Needs

Theme C can be expounded by one subtheme, (1) Savings. Security needs

encompasses financial security and insurance for emergency purposes.

Subtheme (1): Savings

Savings is one’s financial capacity which comes from personal income invested

for future use. Savings is exemplified below:

“Ahmm, savings. Only savings. Because of course, because I know that

expenses do not end there. So, I saved for emergency purposes.” – Participant

No. 4

Theme D: Self-Actualization

24
 Theme D can be explicated by one subtheme, (1) Education. Self-actualization

refers to one’s professional attainment which would indicate the participants’ status or

rank in the society.

Subtheme (1): Education

Education is the participant’s safety net for securing a job or occupation for

stabilized living. Education is stated below:

“Smartphone - Of course, since as a student, there are documents like

PowerPoint presentations or pdf, they are important for student especially when

you’re college since it’s really necessary. – Participant No. 1

“…it was added to the money allocated to buy a smartphone. …well photocopies

consume a lot of money so with smartphone, I can save a lot of money from

photocopying papers.” – Participant No. 3

Results:

(1) Participant’s Profile

Participant Age

1 18

2 21

25
 3 24

4 19

5 19

6 19

7 19

8 18

(2) Spending Behaviour of the Students

Participant 1 – She spends her allowance on lunch, public vehicle fare and school

contribution. She said that her parents and friends influence her spending. Her parents

influence her spending since they provide her allowance and borrow from her savings.

Participant 2 – He saves his allowance for future use in case of emergency. He spends

his allowance because it is his basic needs. He concludes that his friends are the most

influential factor who influences his spending as these people are his companies in

every class spends time with them for approximately 8 hours at school.

Participant 3 – He spends his income from pedicab driving on cooked rice, viand,

photocopies, and snacks. His friends greatly influence his spending because if he will

not buy, he will feel out of place.

Participant 4 – She spends her personal money on projects, bills in her boarding house

such as electricity bill, water bill, and on food. The factors influencing her spending are

26
her friends because they are always her company during classes. Also, good products

influence her spending since it gives her short-term happiness.

Participant 5 – She spend her money on food because as she said, wherever a person

goes, he/she need food to eat. Her parents significantly influence her spending because

they provide for her allowance and reminds her to avoid spending too much.

Participant 6 – Her money goes in many ways such as school expenses, allowances,

PUV fares, food, and on her family. Friends influences her spending in terms of food

because when she is with them, what her friends buy seems to be the things that she’d

like to buy too but, most of the time, it is her family that influences her spending since

they are the first people who orients her about budgeting wisely.

Participant 7 – She spends on food she wants to eat and save money. Her parents

influence her spending because according to her it should be family first. In addition,

friends also influence the way she spends her money because her friends want her to

treat them and it will be embarrassing for her to say “no” especially when her friends

see that she has money.

Participant 8 – He spends his money on food, clothing, and sometimes to treat his

friends if he still has money left. His friends influence his spending because he said,

jokingly, that they are greedy. On a serious note, he spends money to make his friends

happy.

(3) Planned Expenditures versus Actual Expenditures upon receiving CHED’s

Yolanda Financial Assistance

27
Participant 1 – Her planned expenditures is to buy anything like clothes and the half of

the money, supposedly be given to her parents but her actual expenditures was given to

her parents as an additional money to buy a smartphone. She wanted a smartphone

since she, as a student, documents like PowerPoint presentations and PDFs and also

social media like Facebook are important for a student.

Participant 2 – His planned expenditures is to buy new smartphone and supposedly

save the excess money. He wanted to buy smartphone for academics, pictures of

photocopies in every subject and also for games, as games prefer newer phones that

have high specs. Unfortunately, the money he receives was given to his parent for the

expenses in their home and part of it, was spent on buying, eating food because he

wanted to eat something new, and hanging out with his friends as his friends kept on

telling him that he should treat them.

Participant 3 – His planned expenditures is to add it into his current scholarship grant

to buy a cell phone including memory card and screen protector and what he planned

was his actual expenditures because for him, smartphone can be used for Facebook

and messenger. As for him, it is the only communication available for free and he can

also save a lot of money from photocopying papers.

Participant 4 – Her planned expenditures is either to save or have business and it was

actualized because he saved the half of the money for emergency purposes and half of

it was spent for his personal use

Participant 5 – Her planned expenditures is to invest and save for future purposes but

after she receive the money it was has been divided, the other half was given to his

28
mother. While, the other half, was shared to her friends in eating out because it was

quite embarrassing on her part as her friends kept on telling her that she should treat

them. She also spent the money for personal needs like clothes and food.

Participant 6 – His planned expenditures is to give the money to her family, and to buy

something for personal needs as for him, it’s been a long time since he bought

something for himself but then, all the money was given to his family for electric and

water bills thus, nothing was left for himself.

Participant 7 – Her planned expenditures is to buy food and also to have some food

trip with some of her friends since it’s not her money. Unfortunately, all the money was

taken by her mother.

Participant 8 – His planned expenditures is to buy clothes, treat his friends, and send

the money. And it has been actualized because he indeed treated his friends with

snacks, bought new shirts and he send money to his parents.

(4) The Spending Behaviour of Third Year Students of Bachelor of Secondary

Education with Yolanda Financial Assistance in Leyte Normal University

Participant 1 - She gave it all to her mother as an additional money to buy a

smartphone since there are documents like PowerPoint presentations or pdf that are

important for students especially when you’re in college. Also, smartphone will be used

for connecting in social media like Facebook.

Participant 2 - Part of the money that he received was given to his parents for

expenses in their home but most of it was spent on buying and eating food because he

29
wanted to eat something new, and hanging out with friends as they demanded for

treats.

Participant 3- His spend his money on buying a smartphone because he wanted to buy

a new smartphone and it is important for Facebook and Messenger since these social

media are the only communication available for free even without a load. In addition, he

can save a lot of money from photocopies which consumes a lot of money.

Participant 4 - She spend the money on savings for emergency purposes.

Participant 5 - She divided the money wherein half of it was given to her mother and

the other half was shared to her friends. She spends it with her friends by eating out

with them because it’s quite embarrassing for them since they kept on telling her to treat

them and ill-talk her if she doesn’t treat them. She also spends on her personal needs

like clothes and food.

Participant 6 - All the money that she received goes within her family and nothing for

herself remains due to some electric and water bills that needs to be paid.

Participant 7 - All the money that she received goes to her mother.

Participant 8 - He treated his friends for snacks and bought new shirt and sent money

to his parents.

DISCUSSION

The aforementioned themes derived from the interview data talks about the

spending behaviour of Third-year students of Bachelor of Secondary Education in Leyte

30
Normal University. These are the Physiological Needs, Belongingness, Security Needs,

and Self-Actualization. These themes are inclined with the Theory of Hierarchical Needs

of Maslow.

The first theme in this research talks about the Physiological needs of the

students which is needed for their survival. It is divided into two subthemes namely: (A)

Personal needs such as food and clothing and, (B) Shelter which includes electric and

water bills. Three (3) out of eight (8) participants declared that their money budgeting

and expenditures are concentrated with matters at home for individual sustenance such

as food, clothing and for shelter such as electricity bills. This can be observed in relation

with the report of Armand Bengco (2010), that youth of today’s generation is inclined to

put their money unto leisure, clothes and accessories. In correlation to this result,

Longa, et.al. (2017) pointed out in their study that spending behaviours of the 3 out of 4

(37.5%) college students they’ve interviewed cited self-satisfaction as their reason for

spending their allowances, meaning that one’s personal-needs are important to be

accomplished.

The second theme, Belongingness, is composed of two subthemes namely: (A)

Family and (B) Friendship. These two kinds of needs are part of the participants’ daily

social encounters. Five (5) out of eight (8) participants named either family or friends as

the major reason of their money budgeting and spending expenditure as they are their

31
common priority. This is linked to the conclusion of the article “Theoretical Background

of Spending Habits” (2011) that as teens are the primary subjects of spending in

accordance to the influence of their families and/or hang-out buddies, as well as the

influences of societal trends. Also, as posed by Ickes (2014), the concept of Emulation

which is “the desire to keep up with, fit in with, and impress people of higher position”

because “many people want to feel oneness in today’s society” could mean that one is

responsible for keeping his or her social needs for their benefits.

The third theme, Security needs, which as one mentioned subtheme as observed

in the results: (A) Savings. This encompasses financial security and insurance for

emergency purposes. One (1) out of eight (8) participants mentioned that “…expenses

do not end there. So, I saved for emergency purposes.” therefore, her vital concern is

for the future and is inclined to save up for any forthcoming necessities. Longa, et.al.

(2017) pointed out that “…the remaining 2 out of 8 (25%) college students cited

emergency purpose as the main factor for them to spend or save up.”

The fourth and final theme, Self-actualization, includes one mentioned subtheme

as observed in the results which is: (A) Education. Two (2) out of eight (8) participants

stated that their expenses particularly revolve around education purposes as their main

goal is to finish their studies and secure a job or occupation in the future. The

participants expressed their requirement for a smartphone to enhance their academic

performance because most of the school documents can be stored in, and as well for

social media awareness. In connection with the statement by Longa, et.al. (2017),”…

other 3 out of 8 (37.5%) cited academic matters as their cause.” and according to

Carron (2011), “A great deal of money is spent by college students on high-tech

32
gadgets and devices along with television, cable, cellular phones and their plans, iPods

and other gadgets absorb a significant amount of a college student's disposable

income.”

33
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings of the study, offers conclusions and

recommendations based on these findings.

SUMMARY

This study aims to know the spending behaviour of third year students of

Bachelor of Secondary Education with financial assistance in Leyte Normal University.

Specifically, this study sought to answer the following questions.

1. What are the spending behaviour of the third-year Bachelor of

Secondary Education students?

2. What are the factors affecting the spending behaviour of the third-year

BSEd students?

3. What are the planned expenditures of the third-year BSEd students on

the amount to be received?

4. What are the spending behaviour of the third-year Bachelor of

Secondary Education student grantees upon receiving the CHED’s

Yolanda Financial Assistance?

FINDINGS

Based on the results of the study, the following findings were derived:

1. Most of the participants use their money on buying food (e.g. cooked rice, viand

and snacks), saving for future use, treating friends, on school expenses (e.g.

34
 photocopies and projects), and giving the excess money to their family. They

also spend money on PUV fair, electricity and water bills, and clothing.

2. The participants are influenced by two dominating factors: (1) friends and (2)

parents. Friends influence the spending of the participants since they are their

company in class and most of their time are spent with them. Also, their friends

demand for treats and borrows money from them. They also spend money to buy

what their friends are buying to avoid being out-of-place. Parents influence their

spending because they provide the allowance of the participants, reminds them

no to spend too much and orient them about budgeting. And one of the

participants’ spending is influenced by good products from advertisements since

it gives her short-term happiness.

3. The planned expenditures of the participants were to spend their money on

family and savings. They also planned to spend the amount to be received on

treating friends, buying a smartphone, clothing, business or investments, and on

food and personal needs. But, six (6) participants’ actual expenditures were

spent on giving their money to their parents or family. Also, they spent on treating

friends, buying food, clothing, smartphone, and savings. On a positive note, two

(2) participants’ planned expenditures were actualized. Therefore, not all planned

expenditures of the participants were actualized.

4. Most of the students gave their money to their parents since it will be used for

paying electric and water bills, expenses at home and as an additional money to

buy a smartphone. Some participants spend their money on treating friends

because they demanded for treats. This shows that the spending of the

35
participants who received the financial assistance is influenced by their parents

and friends.

36
CONCLUSIONS

From the findings of the study, the following conclusions are derived:

The student of Bachelor of Secondary Education of Leyte Normal University who

received the CHED`S Yolanda Financial Assistance spend their money based on four

themes: (1) Physiological needs such as electric and water bills as well as food and

clothing; (2) Belongingness accompanied by treating their friends through snacks and

giving some of the money to their parents or family; (3) Security needs, wherein the

students tend to save their money for emergency purposes and for future uses; (4) Self-

actualization, wherein the students tend to buy smartphones which is necessary for

educational needs and as means for communicating in social media.

In terms of the factors that influenced the students, there were two dominant

factors. Those were their family and friends. They were influenced by their family in a

way that they were being oriented to save and to budget their money. Friends

influenced their spending as they always hang out with them that triggers them to spend

their money. Their spending would then be affected by these factors, their planned

expenditures before receiving an allocated amount and the actual expenditures upon

the actual receiving of the amount.

As observed in the study findings, the participants’ planned expenditures are not

necessarily followed through upon receiving an amount of money to spent which in the

case was the CHED’s Yolanda Financial Assistance, although their factors would have

remained the same or have been slightly altered depending on their actual spending

outflow.

37
RECOMMENDATIONS

Based on the foregoing findings of the study. The researchers highly

recommended the following:

1. First, students should not spend their money on things that are less important.

Students should spend on things that are necessary and they should spend

money wisely to save for future use.

2. Second, the institution should guide the students on the right direction of

spending by conducting open-lectures about the right way of spending money

that are beneficial to the student’s behaviour in terms of spending.

3. Third, the Commission on Higher Education should check whether the main

objectives and purpose of the financial assistance was properly allocated and

met by the students.

4. Fourth, parents should guide their child in managing their allowances and their

respective financial allowances given to them.

5. Fifth, future researchers should have in-depth discussion and in-depth interviews

in order to clearly interpret data cohesively from the answers of the participants.

6. Sixth, more research of this study should be encouraged by the institution.

38
BIBLIOGRAPHIES

Caron, T. (2011, September 01). “Common Spending Habits of College

Students”. Retrieved from

http://www.brighthub.com/education/college/articles/80305.aspx

Coonrod, L. (2008). “The Effects of Financial Aid Amounts on Academic

Performance”, The Park Place Economist Vol.16, Pp.24. Retrieved from

www.digitalcommons.iwu.edu/parkplace/vol16/iss1/10

Domingo, K. (2017). “College Students in Yolanda-Hit Areas Get P5k Cash

Grants”. Retrieved from www.news.abs-cbn.com/news/06/20/17/college-students-in-

yolanda-hitt-areas-get-p5k-cash-grants

Essays, UK. (2013, November). “Factors Affecting the Spending Behaviour of

Students Marketing Essay”. Retrieved from

https://www.ukessays.com/essays/marketing/factors-affecting-the-spending-behaviour-

of-students-marketing-essay.php?cref=1

Geronimo, J. (2017, June 20). “College Students Affected by Yolanda to get

P5,000 educational aid”. Retrieved from www.rappler.com/nation/173489-college-

students-affected-yolanda-educational-assistance

Hasan, S., et.al. (2012). “Spending patterns in youth”, American Journal of

Scientific Research No. 54 (2012), Pp. 144-149. Retrieved from https://mpra.ub.uni-

muenchen.de/id/eprint/37657

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 Hill, C. (2013, February 18). “Many Students Use College Aid for Unnecessary

Items”. Retrieved from http://amp.usatoday.com/amp/1950401

Krishnan, and Taher. (2015). “Social Learning Theory”. Retrieved from

https://www.is.theorizeit.org/wiki/Social_learning_theory

Likitapiwat, Sereetrakul, and Wongveeravuti. (2013). “Gender Differences in

Saving and Spending Behaviours of Thai Students”. Retrieved from

http://www.researchgate.net/publication/260423971_Gender_differences_in_saving_an

d_spending_behaviour _of_thai_students

Manotoc, T. (2010, December 03). “What do Filipino Youth Spend Money On?”.

Retrieved from http://www.news.abs-cbn.com/lifestyle/12/02/10/what-do-filipino-youth-

spend-money

Richards, et.al., (2011). Student Budgeting and Spending Behaviors: A

Comparative Study. Retrieved from

http://www.researchgate.net/publication/292158361_Student_Budgeting_and_Sp

ending_Behaviors_A _Comparative_Study

Solomon M. (2009). Consumer Behavior: Buying, Having, and Being. Retrieved

from https://sites.google.com/site/cnsmrbhvr/consumer-needs/maslow-s-hierarchy-of-

needs

“Spending Habits of Students Essay”. Retrieved from

https://brightkite.com/essay-on/spending-habits-of-students

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 Strickland, J (2010, January 10). “How Can Financial Be Spent?”. Retrieved from

http://money.howstuffworks.com/personal-finance/college-planning/financial-

aid/financial-aid-spent.htm

APPENDICES

41
 Appendix A
Letter to the Guidance Office
Republic of the Philippines
LEYTE NORMAL UNIVERSITY
Tacloban City

March 15, 2018

Liza Bacierra, MA
Scholarship Coordinator
Paterno St., Tacloban City
Dear Ma’am,
Greetings!
We are the 3rd year BSEd Social Studies Major students working on our research
entitled “The Spending Behaviour of Third Year Students of Bachelor of Secondary
Education with Yolanda Financial Assistance in Leyte Normal University” in partial
fulfillment of the requirements for the degree of Bachelor of Secondary Education major
in Social Studies.
In view of this, we would like to ask for the list of names of BSEd Third-year
students who received the CHED’s Yolanda Financial Assistance. The students
mentioned will be chosen as our respondents for our study. We humbly ask for your
approval.
Rest assured that the information gathered will be treated with utmost
confidentiality.
Thank you and more power!

Sincerely,

The Researchers
BELLA, JOAN
CAÑETE, MARIANE
ESQUIERDA, ERLIAN
RELADOR, CANDY ANNE
VERALLO, ALDRINIEL JR.

Noted by:
LIZA BACIERRA, MA GENEROSO MAZO,
Ph.D.
Research Adviser Research Professor
Approved by:
LIZA BACIERRA, MA

42
 Scholarship Coordinator
Appendix B
Letter to the Respondent
Republic of the Philippines
LEYTE NORMAL UNIVERSITY
Tacloban City

Dear respondents,
Greetings!
We are the 3rd year BSEd Social Studies Major students working on our research
entitled “The Spending Behaviour of Third Year Students of Bachelor of Secondary
Education with Yolanda Financial Assistance in Leyte Normal University” in partial
fulfillment of the requirements for the degree of Bachelor of Secondary Education major
in Social Studies.
In view of this, we have chosen you as one of our respondents. We humbly ask
for your time and patience for a personal-interview. We assure you that your answers
will be treated with utmost confidentiality.
Thank you and more power!

Sincerely,
The Researchers
BELLA, JOAN
CAÑETE, MARIANE
ESQUIERDA, ERLIAN
RELADOR, CANDY ANNE
VERALLO, ALDRINIEL JR.

Noted by:
LIZA BACIERRA, MA GENEROSO MAZO, Ph.D
Research Adviser Research Professor

43
 Appendix C

In-depth Personal-Interview Questionnaire

THE SPENDING BEHAVIOUR OF THIRD YEAR STUDENTS OF BACHELOR OF

SECONDARY EDUCATION WITH YOLANDA FINANCIAL ASSISTANCE IN LEYTE

NORMAL UNIVERSITY

Name (Optional): _______________ Date: __________

Age: ____

Interview Guide Questions

1. Nahihingain it iyo kwarta o ha ano nga mga butang nimo gingagastos it imo

allowance? (What is the outflow of your allowance or on what things do you

spend your money?)

2. Ano man o hino man iton it nakakaapekto o impluwensya hitun imo paggastos hit

imo allowance? (what factors or who influences your spending?)

3. Han waray mo pa kakarawat an bulig nga kwarta tikang ha Yolanda Financial

Assistance han CHED, Ano an imo mga plano himuon han kwarta o igkakain mo

unta hiya paggastos? (What was your planned expenditures before receiving the

CHED’s Financial Assistance?)

4. Han nakakarawat ka na han kwarta tikang ha Yolanda Financial Assistance han

CHED, Gin-ano nimo paggastos o nahingain man an imo kwarta nga nakarawat?

(What was your actual expenditures upon receiving CHED’s Financial

Assistance?)

44
 Appendix D

TRANSCRIPTION OF THE INTERVIEW CONDUCTED

PARTICIPANT NO. 1 (18 years of age)

RESEARCHER: Hi Good Afternoon! Mapakiana gud la unta kami regarding han amon

research entitled “The Spending Behaviour Of Third Year Students Of Bachelor Of

Secondary Education With Yolanda Financial Assistance” So, an amon first question is

Nahihingain it iyo kwarta o ano nga mga butang na imo gingagastusan hit imo

allowance?

PARTICIPANT: Kuan, lunch, pamasahe tiuli ngan tibalik tapos kun ano-ano la tapos

mga aragmot ha eskwelahan.

RESEARCHER: Tikain man ito nga iyo tiuli ngan tibalik?

PARTICIPANT: Burauen dai!

RESEARCHER: So from school to burauen?

PARICIPANT: Oo

RESEARCHER: Okay, Han iyo baton han ika-syahan nga pakiana, hino man iton

nakakaapekto o nakakaimpluwensya iton han imo paggastos?

PARTICIPANT: Hira nanay, friends, tapos amo la.

RESEARCHER: Aw. Okay sige sige. Han waray mo pa makarawat han bulig han tikang

han Yolanda Financial Assistance han CHED, Ano man imo mga plano o himuon han

kwarta o igkakain mo man unta hiya paggastos?

45
PARTICIPANT: As in, hehe, kuan ahm, palit bisan ano, mga parte ha akon like bado,

ngan ano la ngan an katunga gin kadto ko kanda nanay.

RESEARCHER: Aw okay sige. Han nakakarawat ka na han bulig han Yolanda

Financial Assistance han CHED, Gin ano man nimo paggastos? O nahingain man an

imo kwarta nga nakarawat?

PARTICIPANT: Ginhatag ko tanan kan nanay, kay nagpasapong man ako para

pagpalit han phone.

RESEARCHER: Kay ano man nga gusto mo pumalit cellphone?

PARTICIPANT: Kay syempre, as a student kasi, diba like for example may mga pdf,

powerpoint, diba importante ito ha usa nga student especially kun college kana kay

bagat ginagamit talaga hiya pagkayana. Tas syempre gihap for social media like

facebook.

RESEARCHER: Aw okay okay, amo gadla adto. Thank you!

PARTICIPANT: Thank you gihap!

PARTICIPANT NO. 2 (21 years of age)

RESEARCHER: Okay, Good Afternoon! Mapakiana gad la kami regarding han amon

research entitled “The Spending Behaviour Of Third Year Students Of Bachelor Of

Secondary Education With Yolanda Financial Assistance” So an amon first question is,

Nahihingain man iton imo kwarta o ano an mga butang nga imo gingagastusan it imo

kwarta?

PARTICIPANT: Savings pero mostly food.

RESEARCHER: Ah so saving and mostly food? So diin Kaman iton imo savings and

food?

46
PARTICIPANT: Kuan allowance, excess allowance.

RESEARCHER: Okay sige, regarding han iyo baton han ika-syahan nga pakiana, Hino

man iton nakakaapekto o nakakaimpluwensya iton imo pag gagastos?

PARTICIPANT: So mostly, friends.

RESEARCHER: Kay ano mga friends nimo? Kay ano hira nakaka impluwensya tim pag

gastos hin money?

PARTICIPANT: Syempre, ini nga mga tawo, asya ini tim upod-upod ngan companions

every may klase ngan nakakaupod mo hira approximately 8 hours per day.

RESEARCHER: So han waray mo pa kakarawat nga bulig nga kwarta tikang ha

Yolanda Financial Assistance han CHED, Ano man an imo plano or himoun han imo

kwarta or igkakain mo man unta hiya paggastos?

PARTICIPANT: Please pardon?

RESEARCHER: Han waray mo pa kakarawat han kwarta nga bulig tikang ha CHED’s

Yolanda Financial Assistance, Ano an imo himoun an kwarta or igkakain mo man unta

hiya paggastos? Aanhun mo unta paggastos han nakarawat nimo nga one-time cash

assistance han CHED?

PARTICIPANT: Actually, karuyag ko unta adto pumalit han phone, bag-o nga phone,

tapos an sobra igsasave ko unta adto.

RESEARCHER: Kay ano gusto mo pumalit hin bag-o nga phone?

PARTICIPANT: Syempre, pan acads sugad hit mga photocopies para picturan nala

ngan games, kay it mga games yana kailangan hin high-end specs.

47
RESEARCHER: Han nakarawat mo na han kwarta tikang ha Yolanda Financial

Assistance han CHED, Gin ano man nimo paggastos o nahingain man an imo kwarta

nga nakarawat?

PARTICIPANT: Gin-aro nak parents, mostly nagkinaon ngan libre ha mga friends.

RESEARCHER: Kay ano nga gin-aro nim parents?

PARTICIPANT: Kay pangasto ha balay.

RESEARCHER: Kay ano nga gusto mo magpinalit hin pagkaon ngan libre ha friends?

PARTICIPANT: Kay waray pa ako makakarawat, ginyiyinaknan na ak nak friends nga

manlibre ngan kun diri, makarawod man liwat, mga aw-anon tapos pagkinaon kay

damo tak gusto mapalit nga waray ko pa kapapalit.

RESEARCHER: Ah sige sige, thank you amo gad la adto. Salamat han pag-pa-

interview

PARTICIPANT: Okay sige, thank you gihap.

PARTICIPANT NO. 3 (24 year of age)

RESEARCHER: Good Afternoon! Mapakiana gad la unta kami hin questions regarding

han amon research entitled “The Spending Behaviour Of Third Year Students Of

Bachelor Of Secondary Education With Yolanda Financial Assistance In Leyte Normal

University” So an amon first question Is, iton imo allowance, nahihingain man iton hiya

ano mga butang gingagastos mo iton imo allowance?

PARTICIPANT: An akon allowance ginkukuha ko ha akon pagtatrabaho, kay self-

supporting man ako so nag pe-pedicab ako kada gab-I from 6pm to 8:30pm or 9pm tas

iton akon income ito, from 80 pesos to 200 pesos and then ito nga halimbawa 200, so

an akon ito hiya gagamiton kada adlaw either 100 or below halimbawa 80 pesos or 90

48
pesos, diri man consistent nga kay danay kasi gihapon, nag aabot 80 pesos, pag-aabot

gihap hin gab-I nag pe-pedicab ako. Hit income nga nakukuha ko is ginpapalit sura luto

danay ako nala magluluto, tapos para gihap mga Xerox, syempre diri maiwasan an

snacks so snack gihapon.

RESEARCHER: Okay sige. Regarding han questions, han ika-syahan nga pakiana,

Paano or hino iton nakakaapekto o nakakaimpluwensya iton imo paggastos?

PARTICIPANT: Kuan mga sangkay ko. Diri man maiwasan kay kun napalit canteen,

diri liwat maiwasan nga diri ka pumalit. Bagat ikaw la it diri mapalit ha iyo, ma Out-of-

Place ka gihapon. So amo gihapon iton tapos Xerox nga kun mayda hira, dapat mayda

ko liwat kay para makahabol ha mga lessons.

RESEARCHER: Okay. Sige. Han waray mo pa kakarawat han bulig nga tikang ha

Yolanda Financial Assistance han CHED, Ano an imo plano himoun han kwarta, o

igkakain mo unta hiya paggastos?

PARTICIPANT: Ah kuan, Kamatuoran la, Ha second sem kasi han yana nga school

year, 2017-2018, okay naak hadto para han akon scholarship nga ESGPPA, so

nakakarawat naman ak hadto han ESGPPA, an akon nala balak adto nga kwarta tikang

ha Yolanda Financial Assistance han CHED, is maamot ko ha current scholarship grant

para pagpalit hin cellphone nga nagkakantidad sobra 5,000 pesos, tapos han memory,

ngan an iya screen protector, nga total ma 6,000 pesos.

RESEARCHER: Okay, sige. Han nakakarawat kana han kwarta tikang han Yolanda

Financial Assistance han CHED, gin-ano man nimo paggastos, nahingain man an

kwarta nga imo nakarawat?

49
PARTICIPANT: Amo na adto nga ginyakan kanina, gin amot ko ha pagpalit han

cellphone. Tapos kasi waray na kasi ak mag mind han iba nga paralitun kay mayda

naman ako kwarta nga nakarawat tikang han scholar nga ESGPPA. Amo la nak

ginbalakan pag kuan, paggastos hadto nga kwarta tikang ha Yolanda Financial

Assistance han CHED. Pag amot nala.

RESEARCHER: Ano an rason kun kay ano gin pili mo pagpalit hin smartphone?

PARTICIPANT: Kay gusto ko talaga magka-mayda bag-o nga smartphone ngan para

pan-facebook, kay diba yana it messenger free la hiya nga nakakapagistorya o

communicate ka hin free bisan waray load. Ngan mga photocopy, mamahal na kasi

ngan magastos kaya pag may smartphone ka, makaka-save ka talaga hin dako nga

amount.

RESEARCHER: Ah Okay. Sige sige. Amo gad la adto. Thank you!

PARTICIPANT NO. 4 (19 years of age)

RESEARCHER: Okay. So, good afternoon. Mapakiana gad la kami hin pira la na

questions regarding han amon research entitled “The Spending Behaviour Of Third

Year Students of Bachelor of Secondary Education With Yolanda Financial Assistance

In Leyte Normal University.” So, an amon first question, nahihingain man iton imo

kwarta and ano man an mga butang nga imo gingagastusan han imo kwarta?

PARTICIPANT: Ano nga kwarta? Personal money la?

RESEARCHER: Oo.

PARTICIPANT: Aw, ahmm, depende. Kun mayda, kun mayda project, natutunga hiya

ha project ngan hin mga, like for example may mga baraydan ha boarding house like

han kuryente, tubig. Danay dire na-ensakto. Tapos an iba kanan food na.

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RESEARCHER: Okay. So, tikang mo man diin iton imo kwarta nga iginbabayad mo

hiton imo boarding house ngan hiton imo expenses?

PARTICIPANT: Ahmm, from my parents.

RESEARCHER: Okay, parents. So, based han imo baton han syahan namon nga

pakiana, hin-o man iton nakakaimpluwensya ha imo hiton imo paggastos?

PARTICIPANT: Friends and, and also the, kuan, mga products nga mag-upay.

RESEARCHER: Kay ano nga friends it nakakaimpluwensya?

PARTICIPANT: Well, hira man permi tak kaupod.pag may klase.

RESEARCHER: Han waray pa nimo nakarawat an bulig nga kwarta tikang han Yolana

Financial Assistance han CHED, ano man an imo plano himuon han kwarta ? igkakain

mo man kunta hiya paggastos?

PARTICIPANT: I think ah, it’s ah, kuan. Duwa kasi hiya, savings or business ganyan.

RESEARCHER: So, what kind of business man?

PARTICIPANT: Ahmm, anything nga makakakuan hiton profit ngan makaka, as well as

makakadugang hiton akon savings. Makakadugang.

RESEARCHER: Han nakakarawat ka na han kwarta tikang han Yolanda Financial

Assistance han CHED, gin-ano man nimo paggastos o nahingain man an imo kwarta

nga nakarawat?

PARTICIPANT: Ahmm, savings - savings la. Tapos an iba, an tunga, ahm, personal –

personal na nga paggamit.

RESEARCHER: So, kay-ano man na-involve an savings han imo kuan, han

nahingadtuan an imo kwarta?

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PARTICIPANT: Kay syempre, kay maaram man ako nga diri man la tubtob didto tak

paggamit, so, nag-save ako kay bangen mayda pa mas importante ko nga gagamitan.

RESEARCHER: Ahw, sige. Amo gad la adto. Thank you.

PARTICIPANT: Ahm, you’re welcome. Okay, thank you.

PARTICIPANT NO. 5 (19 years of age)

RESEARCHER: Okay. So, good afternoon. Mapakiana gad la kami hin pira la na

questions regarding han amon research entitled “The Spending Behaviour Of Third

Year Students of Bachelor of Secondary Education With Yolanda Financial Assistance

In Leyte Normal University.” So, an amon first question nahihingain man iton imo

allowance o ano man an mga butang nga imo gingagastusan han imo kwarta?

PARTICIPANT: Tak para pagkaon, tak kailangan talaga para ma-satisfy tak needs.

RESEARCHER: Okay, so tikang man diin iton na kwarta imo kwarta nga imo

gingagamit para hit imo foods ngan para to satisfy your needs?

PARTICIPANT: Ahm, from my parents. My parents amo la.

RESEARCHER: Okay, so ano man iton nga mga needs nga nakakasatisfy ha imo?

PARTICIPANT: Pagkaon syempre. Especially pagkaon gud talaga kay amot bisan ka

kumain, kailangan mo talaga pagkaon.

RESEARCHER: Okay so base han baton nimo han ika-syahan nga pakiana, hino o

ano iton nakakaimpluwensya o nakakaapekto it imo paggastos?

PARTICIPANT: Kuan, parents kay hira man nahatag ha akon allowance ngan permi

ak nira ginreremind nga ayaw pagginastos hin dako.

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RESEARCHER: Okay, so han waray mo pa makarawat an bulig nga kwarta tikang ha

Yolanda Financial Assistance han CHED, anuman an imo mga plano himuon an kwarta

o igkakain mo man kunta hiya paggastos?

PARTICIPANT: An akon plano talaga, mag-invest, mag-save para sa future. Amo la.

RESEARCHERS: So do you think adto nga imo nakarawat nga Yolanda Financial

Assistance han CHED, makakag-invest kana para hit imo future?

PARTICIPANT: Oo, kun makaya mo makag-invest. Amo talaga ito it imo, it imo talaga

attitude na kailangan mo ig-maintain pag-save tim kwarta

RESEARCHERS: Okay, so han nakakarawat kana han kwarta tikang ha Yolanda

Financial Assistance han CHED, gin-ano man nimo paggatos o nahingain man an imo

kwarta nga nakarawat?

PARTICIPANT: Waray man ak makag-invest.

RESEARCHER: Kay ano man waray ka makag-invest?

PARTICIPANT: Asya ngani nak ginhuna-huna. Amo iton. Diri ako maaram kun

nahingain pero an akon talaga hadto na an akon talaga gin gamitan ito na kwarta, first,

gin tunga ko an ak kwarta nga para tak parents gihap. Syempre nagtunga kami.

RESEARCHER: An katunga nga nakada haim, gin-ano man nimo?

PARTICIPANT: Ahm, sharing-sharing with my friends hahaha.

RESEARCHER: Gin-ano man nimo pag share ha ira? Nag-aragno man kamo?

PARTICIPANT: Kaon-kaon tas syempre tak personal needs. Tak mga basic needs like

that. Amo ito ginpalit ko han mga bado sugad hiton, pagkaon.

RESEARCHER: Kay ano man nga gin libre mo hira?

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PARTICIPANT: Kay makarawod man ha ira tapos gin-yiyinaknan nak hadto nga

panlibre daw. Magdudumot man tun hira kun diri librehun kaya yun

RESEARCHER: Okay, sge. Amo gad la adto. Sige thank you.

PARTICIPANT: Thank you!

PARTICIPANT NO. 6 (19 years of age)

RESEARCHER: Okay. So, good afternoon. Mapakiana gad la kami hin pira la na

questions regarding han amon research entitled “The Spending Behaviour Of Third

Year Students of Bachelor of Secondary Education With Yolanda Financial Assistance

In Leyte Normal University.” So, an amon first question Nahihingain man it imo kwarta?

O ano an mga butang na imo gin gagastusan hit imo kwarta?

PARTICIPANT: Uhm, dadamo it butang nan pamaagi kun nahihingain tak kwarta first

is nganhi ha skwelahan,ati allowance ko especially pamuropasahi nan mga pagkaon ko

tapos danay nahatag ako tak kag anak para pan ayaw ayaw ha gastuson ha balay..

RESEARCHER: Sige so diin Kaman hin kwarta na gin hahatag ha imo kag anak?

Working student ka?

PARTICIPANT: Diri, pero gin papa skwela ako nak ate and pernaminti man may sobra

para hit akon sarili na needs, intead ig palit nakon gin hahatag ko nala ha akon kag

anak,

RESEARCHER: Sige, ha imo baton han una na pakianan ano o hino it nakaka

impluwensya ha imo pag gastos?

PARTICIPANT: Ha pagkaon danay nakaka influence tak mga friends, pero mostly kay

family ko talaga.

RESEARCHER: Kay ano nga it imo family it nakaka-impluwensya tim paggastos?

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PARTICIPANT: Kay hira man it syahan nga nayakan ha imo about budgeting so may

ada ako guti nga idea kun ano it gagamiton it money.

RESEARCHER: Kun ha mga kasangkayan, kay ano man nga hira gihap it

nakakaimpluwensya tim paggastos?

PARTICIPANT: Kay syempre sugad lunchtime or snacks, classmates itun tim upod,

tapos kun ano tim pinapalit, bagat gusto mo palitun.

RESEARCHER: Han waray mo pa makarawat an bulig na kwarta tikang ha Yolanda

Financial Assistance han CHED, ano an imo mga plano himuon han kwarta igkakain

mo unta hiya pag gastos?

PARTICIPANT: Actually damo, an nakadi nak isip. First is ihahatag ko nak family as

usual. And mapalit ako nak personal needs kay maiha na gihapon ako waray makaka

palit para nak kalugaringon.

RESEARCHER: Hehe amo lageh ano. Pero Han naka karawat ka nah an kwarta tikang

han Yolanda Financial Assistance han CHED, gin ano nim pag gastos o nahingain man

an kwarta na imo nakarawat?

PARTICIPANT: Nahingadto natanan kanda mama and waray talaga ako naka palit hin

bisan ano para nak kalugaringon, pero ok la ito atleast nakaka bulig ako ha ira.

RESEARCHER: Hehe ok la ito kay pag maka graduate na kita makaka palit liwat kita

para nat kalugaringon hehe..anyways thankyou han time and info ha..

PARTICIPANT: Hehe amo lage. Sige your welcome.

PARTICIPANT NO. 7 (19 years of age)

RESEARCHER: Okay. So, good afternoon. Mapakiana gad la kami hin pira la na

questions regarding han amon research entitled “The Spending Behaviour Of Third

55
Year Students of Bachelor of Secondary Education With Yolanda Financial Assistance

In Leyte Normal University.” So, an amon first question nahihingain man it iyo kwarta o

ano an mga butang na imo ginpapaggastosan han imo kwarta?

PARTICIPANT: Ahh. Sinisave ko tapos minsan ano, pambili ng pagkain kung gusto

kumain.

RESEARCHER: Ah okay sige so han iyo baton ha ika-syahan na pakeana, ano o hin'o

an nakakaapekto o impluwensya han imo paggasto?

PARTICIPANT: sarili ko tsaka parents ko, minsan friends.

RESEARCHER: Kay ano man sometimes tim mga kasangkayan nakaka-impluwensya

tim paggastos?

PARTICIPANT: Syempre yung mga kaibigan ko minsan papalibre sakin, oo.

nakakahiya naman na sabihin mow ala, syempre lalo na kung nakikita nila na may pera

ko, oo, so syempre nakakahiya na hindi maglabas ng pera, ano pa kaya sa pamilya mo.

Syempre family first, so.

RESEARCHER: Kay ano man nga it imo parents nakaka-impluwensya hitun imo

paggastos?

PARTICIPANT: Lalo na sa pamilya syempre, kailangan. Sa mga kaibigan ko nga

nakakapaglabas ako ng pera, ano po kaya sa pamilya mo. Syempre family first, so

ayun.

RESEARCHER: Okay sige, so han waray mo pa kakarawat an an bulig han tikang ha

yolanda financial assistance, ano an imo mga plano himuon han kwarta o ikakain mo

unta an imo paggasto?

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PARTICIPANT: Paggasto, ah, pagkain parin hahahaha, magfofoodtrip kami ng mga

kaibigan ko kunwari.

RESEARCHER: Kay ano nga gingamit mo unta an money para pag food trip?

PARTICIPANT: Kay syempre, diri man tun akon kwarta, at least naman, nakakalipay

ako tak friends.

RESEARCHER: So han nakarawat mona an kwarta tikang ha yolanda financial

assistance han CHED gin ano mo man paggastos o nahingain man an kwarta nga iyu

nakawarat?

PARTICIPANT: nahingadto kan mama

RESEARCHER: Tapos? Keano man adto kan imo mama?

PARTICIPANT: Gin-aro niya kay iya na kuno adto hahaha…

RESEARCHER: Aw okay sige sige amo gadla adto, thank you!

PARTICIPANT: Thank you.

PARTICIPANT NO. 8 (18 years of age)

RESEARCHER: Okay. So, good afternoon. Mapakiana gad la kami hin pira la na

questions regarding han amon research entitled “The Spending Behaviour Of Third

Year Students of Bachelor of Secondary Education With Yolanda Financial Assistance

In Leyte Normal University.” So, an amon first question nahihingain man it iyo kwarta o

ano an mga butang na imo ginpapaggastosan han imo kwarta?

PARTICIPANT: Pagkaon tas pagkaon na liwat, tas mga bado, tas danay syempre

panlibre danay kun mayda subra.

RESEARCHER: Okay han iyo baton ha ika-syahan na pakeana, ano o hin'o an

nakakaapekto o impluwensya han imo paggasto?

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PARTICIPANT: Mga sangkay.

RESEARCHER: Mga sangkay la.

PARTICIPANT: Oo, kay mga gahaman.

RESEARCHER: Han waray mo pa kakarawat an an bulig han tikang ha yolanda

financial assistance, ano an imo mga plano himuon han kwarta o ikakain mo unta an

imo paggasto?

PARTICIPANT: Palit bado, tas libre ha sangkay, tas padara.

RESEARCHER: Padara diin?

PARTICIPANT: Padara ha Palawan, para ha pamilya.

RESEARCHER: han nakarawat mona an kwarta tikang ha yolanda financial assistance

han CHED gin ano mo man paggastos o nahingain man an kwarta nga iyu nakawarat?

PARTICIPANT: Kun ano nak plano, amo gihap an natabo kay nanlilibre ako, pumalit

akon bado tas nagpadara gihap ako ha Palawan, ha akon pamilya.

RESEARCHER: Kay ano man nanlibre ka ha imo mga kasangkayan?

PARTICIPANT: Syempre danay man la kamo gito nga magkakasarangkay, nga

magiging happy bisan usa la ka adlaw.

RESEARCHER: Ah, okay that's all, thank you.

PARTICIPANT: Alright.

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