Final Paper Group5 Financial Status Vis A Vis Academic Learning of Ais Students

i
DON HONORIO VENTURA STATE UNIVERSITY

College of business studies
Financial Status vis-à-vis Academic Learning of the Accounting Information

System students of Don Honorio Ventura State University
A Research Paper Submitted to the

College of Business Studies
Don Honorio Ventura State University
In Partial Fulfilment
of the Requirements for Accounting 111
Accounting Research Methods
By:
Bual, Audrey John A.
Carcuevas, Ken Astley P.
Lising, Zandra Mae A.
Manaloto, Brichelle B.
Manlapaz, Camille T.
Sangalang, Trisha Rose C.
Sarmiento, Kathlyn Cher A.
Torno, Micah I.
To:
Mark Anthony Canlas
May, 2022
ii
TABLE OF CONTENTS
Page
Title Page…………………………………………………………………………….i
Approval Sheet …………………………………………………….………………..ii
Acknowledgment…...................................................................................................iii
Abstract……………………………………………………………………………..iv
Table of Contents.......................................................................................................vi
List of Tables.............................................................................................................vii
List of Figure.............................................................................................................viii
List of Appendices.....................................................................................................ix
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Introduction……………………….…...........................................................1
Conceptual Framework..................................................................................20
Statement of the Problem...............................................................................21
Hypothesis……………………………………………………………..…....22
Significance of the Study...............................................................................23
Scope and Delimitation..................................................................................24
Definition of Terms........................................................................................25
Acronyms……………………………………………………………………26
Chapter 2: METHOD
Research Design ............................................................................................27
Population of the study.…………….............................................................28
Sampling Design…...…………….................................................................29
iii
Research Instruments……………................................................................30
Data Gathering Procedure…………………….……………..……..………31
Ethical Considerations………………………………………………..........32
Statistical Treatment of Data ……………………………………………...34
Chapter 3: RESULTS AND DISCUSSION
Demographic Profile of the Respondents ....................................................37
Assessment of Financial Interventions as the Respondents’ Means for
Financial Settlement
……………………………………………………………........39
Assessment of their Academic Performance…………………..……..……43
Significant Relationship between the Financial Interventions & Academic
Performance……………………………………………………………….46
Chapter 4: CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings ………………………………………………………47
Conclusions ………………………………………………………………...52
Recommendations ……………………………………………………...…..54
References……………………………………………………………………..........55
Appendices…………………………………………………………………..……..59
iv
LIST OF TABLES
Table Page
1. Description of the Respondents’ Demographic Profile ……..……….…..38
2. Assessment of Financial Interventions in Educational Assistance……….40
3. Assessment of Financial Interventions in Dependency on Parents……….41
4. Assessment of their Academic Performance……………………………...44
5. Significant Relationship between the Financial Interventions and
Academic Performance………………………………….………………..47
v
LIST OF APPENDICES
Appendix Page
A. Letter Request to Administer the Questionnaires..……………….……..60
B. Letter Request to Validate the Questionnaire...........................................62
C. Letter to Respondents……………….…………………………….……..65
D. Survey – Questionnaire English……………………………………........66
E. Curriculum Vitae………………………………….……………………..68
vi
Republic of the Philippines

DON HONORIO VENTURA STATE UNIVERSITY
Bacolor, Pampanga
COLLEGE OF BUSINESS STUDIES
APPROVAL SHEET
This research entitled "THE RELATION OF FINANCIAL STATUS AND

ACADEMIC LEARNING OF THE ACCOUNTING INFORMATION SYSTEM
STUDENTS OF DON HONORIO VENTURA STATE UNIVERSITY" prepared
and submitted by Audrey John A. Bual, Ken Astley P. Carcuevas, Zandra Mae A.
Lising, Brichelle Manaloto, Camille T. Manlapaz, Trisha Rose C. Sangalang,
Kathlyn Cher A. Sarmiento, Micah I. Torno BS AIS 4C students in partial
fulfillment of the requirements in Accounting Research for the Degree of Bachelor of
Science in Accounting Information System has been examined and is recommended for
approval and acceptance.
MARK ANTHONY CANLAS

Research Adviser
LUISITO B. REYES, CBA, MBA

Dean, College of Business Studies
vii
ABSTRACT
The aim of the study was to determine the financial status of Accounting Information
System students at Don Honorio Ventura State University. The study included 220 AIS
students from DHVSU. The descriptive-correlational method was used to further
develop the given objective. The weighted mean and standard deviation as statistical
methods were used in the data evaluation to measure the overall representation of the
students' financial status and academic performance, while the collected data was
interpreted using the Pearson Product-moment coefficient of correlation.
The study findings found out that the majority of the participants (49.1 percent)
received government financial aid or scholarships, while students who are financially
dependent on their parents had a general mean of 3.03. Finally, according to the study
findings, there is no correlation between BS AIS students' financial status and academic
performance.
Keywords: Financial status, scholarships, Academic Performance, Financial Settlement

Financial Status vis-à-vis Academic Learning of the AIS Students
1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Background of the Study
The world is facing a lot of problems especially during this mid crisis of
pandemic. More so in the academe, the traditional medium of lessons has undergone
changes to conform to the ‘new normal’. Education and Academic Learnings are
important specially to a student to attain their dreams. However, financial status may be
a hindrance to achieve or accomplish Academic learning because some families are less
fortunate and they are confronted with so many school and non-school related demands
and responsibilities. This problem seems to be a major one that requires urgent and
serious solution since student’s academic performance are being affected.
Financial status or financial health according to (Amiel Pineda, 2020) refers to the
state and condition of your finances. A person who has most of the bases covered (has a
decent income, zero or minimal debt, has investments, life insurance, etc.,) Financial
status is not a new problem when it comes to the education of many people. In fact, it is
one of the most common factors that hinders a student to continue its studies and pursue
its dreams. There are instances in the family wherein the other child has to stop going to
school to support one of his or her siblings and let them finish first. The education is not
being given to its appropriate time due to the incapacity of the parents to sustain the
schooling of all of their children. Both time and learnings are being delayed. There are
also cases (college perspective) wherein the students have to change its desired course
2
due to its expensive and costly demands. It is a major transition to the paths they are
planning to take. Worst scenario that can happen to a student because of this problem is
when they have to stop their schooling for good.
The fact is that the student is more focused on anything that would help to
overcome financial difficulties, such as applying for part-time employment in the
evening and night shifts rather than doing homework. On the other hand, if the family is
financially capable, there is no severe problem since they may obtain what is required
for the lesson easily.
Academic competency in the DiPerna and Elliot’s Model of Academic
Competence (MAC) is defined as a set of several skills, attitudes, and behaviors of
learners that help his/her academic performance (DiPerna and Elliot, 2002, as cited in
Kuterbach, 2013). It is a measurement of the academic skills and abilities of a student
that affect his/her performance inside a classroom. It is essential for children to acquire
a set of household tasks because it helps them improve their cognitive and non-
cognitive skills and these acquired skills are understood as an essential part of a child’s
academic competence.) Teachers and education officials typically measure achievement
using classroom performance, graduation rates and results from standardized tests
(Academic performance - Ballotpedia, 2011) The concept of academic performance has
become a source of concern to researchers, especially as the academic performance of
the students is declining. Academic performance is defined or regarded as participants

3
‘examination grades at the end of a given duration (term, semester, and programme). It
could also be seen as the level of performance in a particular field of study. Higher
scores indicate better academic performance (Deve Guirit, 2021).
According to Dr.Kadhika Kapur study Financial problems among the elderly
individuals are common, primarily belonging to poverty stricken, marginalized and
socio-economically backward sections of the society. The major causes of financial
problems among the elderly individuals is lack of education. Due to lack of education,
they are unable to acquire an efficient understanding of how to utilize financial
resources for effective use. In addition, they are engaged in minority jobs and minority
jobs are regarded as low paying jobs, which do not generate much income. In order to
lead to effective growth and development of the community and the nation, it is vital to
make provision of effective solutions to the financial problems, experienced by not only
the elderly individuals, but individuals, belonging to all age groups and backgrounds.
When an individual is financially weak, then he will certainly face obstacles in meeting
these expenses, travelling becomes a problem for many students, therefore, instead of
taking a bus or an automobile, they walk down to their educational institutions to save
money. When they are expected to make use of technology to work on their
assignments, they are not able to purchase their own computers and instead make use of
technology in the college libraries or departments, due to financial problems, students
do look out for solutions to meet their goals and objectives; for some problem’s
solutions are available, whereas for others, solutions are not available and then they are
compelled to give up. Causes of financial problems amongst the students are
4
unemployment of parents, natural calamities or disasters, large families, socio-
economically backward groups, and lack of savings (Radhika Kapur, 2016).
People in poverty are as diverse as people in any other socioeconomic class it is
helpful to consider the constraints that poverty often places on people's lives,
particularly children, and how such conditions influence learning and academic
achievement. Poverty often places constraints on the family's ability to provide other
material resources for their children as well. For example, they may have limited access
to high-quality day care, limited access to before- or after-school care, and limited
physical space in their homes to create private or quiet environments conducive to
study. They may not own a computer or doesn’t have an internet access that is needed
during this time (Parrett, 2016).
Junco and Cotten (2012) investigated the relationship between having an access
to Internet and academic performance. With the large amount of information and
communication technologies available to students, they often end up shifting between
their use and working on their 13 assignments. In this study multi-tasking or having
other responsibilities was defined as switching attention in ways that are not necessary
for learning. They found that certain technologies were more detrimental to academic
performance than others. Through the use of social media sites and text messaging
predicted lower GPA’s than did the use of online searches and emailing. So, in relation
to the amount of time put into schoolwork, those using Facebook or texting may be
5
doing less work, especially compared with those students who does not have a capacity
to access the internet because of their financial status.
Sampath Kumar & Manjunath, 2013) in quantitative studies has found that
students and research scholars have been using the internet to support their research and
teaching. The internet has had a good impact on their academic achievement,
particularly when it comes to writing research papers, which helps them conduct better
research and provides a better learning experience. Furthermore, (Sushma et al., 2014)
the time spent on the internet is becoming a measure of academic achievement. The use
of the Internet beyond the time will not be a hint of academic success.
According to the study Bureau of Labor Statistics, people with higher educational
backgrounds, tend to earn more on average as adults (“Unemployment Rates and
Earnings by Educational Attainment”, 2018). Thus, obstacles that students face in their
academic careers due lack of resources could reinforce and uphold cycles of poverty
and income inequality.
The main objective of this research paper is to understand the impact of financial
problems on education; in the field of education, there are many kinds of expenses that
have to be met by the individuals such as tuition fee, stationary, technology, books,
6
reading materials, travel expenses, living accommodation, food, clothes and other
miscellaneous.
7
Review of Related Literatures and Studies
Related Literature
According to Teodoro (2020), the economic and social divide in Philippine
society has long been a major issue in the country's education system. Students from
wealthy families who live in cities and some highly urbanized municipalities have more
access to private, expensive schools, whereas students from low-income families face a
scarcity of classrooms and teachers, and almost inaccessible public schools with limited
resources that teachers themselves are often forced to provide.
For many Filipino families, financial stress is a reality. Families' health,
peace, and happiness might be compromised by a failure to prepare for specified goals,
such as an emergency fund, or by wasteful expenses that lead to over indebtedness.
Since Covid-19 started, differentiating needs from wants, became more urgent now in
this pandemic (Lee-Chua, 2020)
According to Haggerty et. al (2020), The Department of Education (DepEd)
has delayed the start of the school year and is providing learners with Self-Learning
Modules to complete at home. All students will have access to distance learning,
whether by radio, television, modular, or online technologies, according to the
authorities. The majority of children in public schools come from lower-income
households, and their mental health has become a key concern during this transitional
period. Families with more disposable income are in a better position, yet online
learning remains challenging.

8
According to Weaver (2013), a degree has significant value for an
individual, but there are a number of factors that affect the standard of education that a
student receives. When the high degree of investment that students make in their
education is considered, this is a particularly important point. They always devote four
years or more of their lives to obtaining an education and put in a tremendous amount
of effort Students and their families must also spend thousands upon thousands of Pesos
to attend their preferred college or university. As a result, they undoubtedly want to
make the most of their college experience and obtain a high-quality education.
According to Chhabra (2020), financial stress among students is at high
during pandemic. The global pandemic has proven to be challenging for students in
more ways than one. They faced a distressing change in their employment status.
Students who are working while studying had a significant challenge because a number
of businesses shutdown. Business establishments had to keep full-time personnel to be
currently employed in the dining halls, which have been mostly closed to student
workers.
Hiring managers agree that it can be a good predictor of work performance.
The goal of education is to help students meet their academic and professional goals;
therefore, the contribution of GPA in seeking occupation is essential. It suggests that
getting a good education and performing well academically will lead to a better work
status and career, which is important and encouraging for students who are investing a
great deal of money, time, and effort into their education (Weaver, 2013).
9
Ohio State University’s 2015 National Student Financial Wellness Study
found that a staggering 70 percent of college students reported feeling stressed about
their finances. It wasn’t just about paying the high price of tuition, either. Nearly 60
percent [of respondents] said they worry about having enough money to pay for school,
while half are concerned about paying their monthly expenses. 32 percent of students
reported neglecting their studies at least sometimes because of the money they owed.
The number of students feeling financial stress is striking (McDaniel, 2015).
According to Perman (2019), Eight out of 10 understudies work while
they're in school — and the quantity of hours they're working is on the ascent, as per
Georgetown College Center on Instruction and the Labor force investigation of
information from the Public Community on Training. Almost half (45%) work at any
rate 30 hours every week, and 25% work all day while going to class full-time.
According to Grassgreen (2012), around 60% of full-time seniors who work
over 20 hours out of every week said it meddled with their scholastic presentation,
however similarly as many said they regularly investigated working more hours to take
care of expenses. Further, 32% of first-year understudies and 36 percent of seniors said
monetary concerns meddled with their scholastic exhibition. Furthermore, 27% of green
beans and 34 percent of seniors said they "regularly" or "frequently" decided not to buy
required scholastic materials as a result of the expense.

10
Related Studies
Local
Financial stress is not uncommon among Filipino students, with government
statistics indicating that a large proportion of the school-age population has financial
difficulties. Starting at the primary level of schooling, nearly 20% of Filipino children
who dropped out mentioned a lack of financial means as the primary reason for quitting
school (Philippine Statistics Authority, 2015). Dropping out of school was most
probable among pupils aged 17, particularly among those from the lowest income
families (Reyes, et. al 2015).
The Department of Education (DepEd) aims to continue distance learning in
the next academic year; however, the marginalized will be at a disadvantage (Malindog-
Uy, 2020). Though the intention is good, many countries admit that they will face many
struggles in implementing distance learning, and the most apparent among these issues
will be access to technology. The problem lies in the larger social problem of digital
inequality – only the privileged can continue their education without being
compromised (Aldama, 2020).
According to Quinn, et. al (2010), academic performance has been
demonstrated to be poor among students with poor financial literacy skills.

11
Furthermore, limited financial literacy exposure has a significant impact on the learners'
level of stress. Those students do not pay attention to financial literacy because they are
not financially independent and do not make critical financial decisions at that point in
their lives, it remains to be a valid concern.
Foreign
According to Lacour and Tissington, (2011) examined the effects of poverty
on academic achievement in the USA. They concluded their study that poverty directly
affects academic achievement due to the lack of resources available for students’
success; thus, low academic achievement is closely correlated with lack of resources,
with emphasis on financial resources. They recommended that instructional techniques
and strategies implemented at the classroom, school, district, and government levels can
help close the achievement gap by providing students with necessary assistance in order
to achieve high performance in academics.
Education is a costly social service that requires appropriate financial
allocation from all levels of government for its proper execution, according to the
Nigerian National Policy on Education (2014). The importance of education in
economic growth cannot be overstated, which is why all hands must be on deck to
ensure that the educational system is properly developed. Finance has been
acknowledged as a key barrier to educational attainment and development for both
individuals and society as a whole (Dang and Bulus, 2015).

12
According to Sander (2012), he was able to see that many Americans are
affected by the economic crisis, and college students are frequently concerned about
money; this financial concern may influence their academic performance as a result of
their distracted attention. When they are concerned about the availability of learning
resources and their daily school management.
Amitava Raychaudhuri, et. al., (2010), numerous studies have been
conducted in order to identify the factors that influence a student's academic
performance. Students' academic performance is influenced by a variety of
socioeconomic factors such as class attendance, family income, mother and father's
education, teacher-student ratio, presence of a trained teacher in the school, student sex,
and school distance.

13
CONCEPTUAL FRAMEWORK
OUTPUT
INPUT PROCESS  Is there a

significant
 Profile of the  Distribution of relationship
respondents Questionnaires between the
in terms of: a. Google forms financial
a. Age; questionnaire status and
b. Gender; academic
c. Parents’ performance
 Statistical
Monthly of the students
Treatment of
Income ?
Data
 Interpretation  The relation of
 How may the
and Analysis Financial
respondents
be described Status to the
in terms of Academic
the following Learning and
interventions Performance
of the BS AIS
as their
Students in
means for
Don Honorio
financial
Ventura State
settlement? University.
a. Educational
Assistance
b. Financially
Dependent on
Parents/Guar
dians
 How may the

academic
performance
of the
students be
described?
14
Fig.1 Conceptual Framework of the Study
The main focused of the study is to identify the relationship between financial
status and the academic learning of the Accounting Information System students in
DHVSU. Therefore, Independent Variables are the profile of the respondents including
their sex and age while Dependent variables is the academic standing of the
respondents.
15
Statement of the Problem
The main intent of this research is to identify the relation of financial

intervention as their means for financial settlement to the academic performance of the
Accounting Information System students in DHVSU incorporated for the school year
2020-2021. Specifically, the study will intend to answer the following sub problems:
1. What is the profile of the respondents in terms of:

a. Age
b. Sex
c. Parents’ Monthly Income/Occupation
2. How may the respondents be described in terms of the following financial interventions
as their means for financial settlement?
a. Educational Assistance/Scholarship
b. Financially Dependent on Parents/Guardians
3. How may the academic performance of the students be described?
4. Is there a significant relationship between the financial status and academic
performance of the students?
16
Hypothesis
The hypothesis will be developed in the following manner based on the research
objectives.
H0: There is no significant effect on financial status in academic learning of 4th year
AIS students.
H1: There is significant effect on on financial status in academic learning of 4th year
AIS students.
17
Significance of the Study
To the Researcher. The researcher will be able to find out on how the financial status
affect the Academic Performance of a students Also, they can gain significance in this
study. It will improve their research skill, strategy, and knowledge.
To the Students. The result will provide the student with some knowledge of the
financial status affecting the academic performance. It will give the student a realization
that the factors of financial status to their Academic Performance will help them in their
decision making. The student would finally know why the factors is useful to know.
This study will benefit the Parents by understanding how financial status affect their
children academic performance. And it will also help them to guide their children when
doing school works.
To the School. The result of this study will provide the school, specifically in
DHVSU of BSAIS to know how financial status affect the academic performance of a
students. The result of this study could be a basis to improve programs for school
advancement.
18
To the Future Researchers. It will deliver a useful information to the future
researchers who would plan to make any related study, which will serve as a foundation
for the future studies.
Scope and Limitation
The study focuses on regular 4th year AIS students that are currently enrolled at
Don Honorio Ventura State University Main Campus with the age of 21-24 years old,
and how financial status affects the academic learning and performance of the students
who are involved to this research. The target participants are delimited to students who
are currently in 4th year Accounting Information System (AIS) (21-24 age group) who
study in Don Honorio Ventura State University Main campus. Students who repeated a
grade level and are beyond the age group are not included in this study.
19
Definition of Terms
The following terms are further defined either operationally or conceptually:
Academic Performance. The measurement of student achievement across various
academic subjects. Teachers and education officials typically measure achievement
using classroom performance, graduation rates and results from standardized tests.
Descriptive Correlational Method. Refers to a type of study in which information is
collected without making any changes to the study subject.
Financial Literacy Skills. Financial literacy skills mean having the confidence,
knowledge, and skills needed to make financial decisions that promote financial self-
sufficiency, stability, and well-being.
Financial Stability. a condition in which the financial system is not unstable.
Financial Status. Means the level of income into which applicants are categorized for
purposes of determining the extent of their eligibility to receive financial assistance.

20
Financial Stress. A condition that is the result of financial and/or economic events that
create anxiety, worry, or a sense of scarcity, and is accompanied by a physiological
stress response.
Marginalized. Treated as insignificant or peripheral.
New Normal. A current situation, social custom, etc., that is different from what has
been experienced or done before but is expected to become usual or typical.
Acronyms
BS AIS – Bachelor of Science in Accounting Information System
DHVSU – Don Honorio Ventura State University
DepEd – Department of Education
PSA – Philippines Statistic Authority

21
CHAPTER 2
METHODOLOGY
Research Design
This study in relation to the perception of 4 th year accounting information
system students to the relationship of financial status to their Academic performance in
quantitative approach. The design used for this study was descriptive-correlational. The
population of the study consisted of all the enrolled 3rd year students of BS AIS in Don
Honorio Ventura State University. This design helps to explain the relationship between
the Financial Status of the Students and their Academic Learning in University. On the
other hand, according to Fluid Surveys Team (2014) that descriptive research is
conclusive in nature because it gathers quantifiable information that can be used for
statistical inference. Therefore, this type of research takes the form of close-ended
questions which limits the ability to provide unique insights.

22
To attain one of the purposes of this study, the researchers will use the
descriptive-correlational method of research to reveal and know the relationship
between the financial status and the Academic Leaning of the 4 th year BS AIS Students
in Don Honorio Ventura State University.
POPULATION OF THE STUDY
The target population for this research defined to be include the Bachelor of
Science in Accounting Information System students in Don Honorio Ventura State
University.
In this study, the accessible population comprised all the Bachelor of

Science in Accounting Information System students of Don Honorio Ventura State
University. Table below presents a record of the number of the students per section as
of, academic year 2020-2021.
SECTION NUMBER OF
STUDENTS
A 43
B 45
C 47
D 42
E 43
Total 220
23
Fig.2 Table of the BSAIS students in Don Honorio Ventura State University
population
In addition, the total number of students would be the population of the
study. The BSAIS students were considered appropriate as population of the study area
because they are the focus of this research.
Sampling Design
In order to select the respondents, the researchers decided to apply the
census method. It is a study of every unit, everyone, or everything, in a population. It is
known as a complete enumeration, which means a complete count.
The total population size is 220. For this research sampling, there will be
four strata/section 1, section 2, section 3, section 4, and section 5. The number of
students in section A is 43, in section B, 45, in section C, 47, in section D is 42 and
lastly in section E is 43.
The researchers decided a sample size of 220.
Strata/Section Number of Number of

Students Respondents
BSAIS- A 43 43
24
BSAIS- B 45 45
BSAIS- C 47 47
BSAIS- D 42 42
BSAIS- E 43 43
Population Size/ 220 220

Sample Size
Fig. 3 Population and Sample Size of 3rd year BSAIS students
Research Instruments
In this study, the researchers will utilize one survey questionnaires and this
will be the primary instruments that will use to collect data needed from the
respondents. The survey questionnaire is divided to five parts where is intended to
measure the relationship between financial status and the academic performance of the
respondents.
In the first part the researchers will ask the demographic profile of the
respondents to gather information about respondents’ age and gender. The respondents’
name will be optional for the privacy of the respondents.
The second part of the survey questionnaire will ask about the parents’
monthly income, and family related questions.
The third part of the survey is a four-point likert scale questionnaire that
will ask about the scholarship and educational assistance of the respondents.
25
The fourth part of the survey is a four-point likert scale questionnaire that
will ask about being a financially dependent to their parents.
The last part of the survey is a four-point likert scale questionnaire that will
ask about how may the academic performance of the students be described.
Data Gathering Procedure
On the initial course of data gathering, the researchers will seek permission
from the researcher instructor for the administration of the research questionnaires to
target respondents. Upon the approval of the consent to conduct the study, copies of the
survey will be given to the students of 4 th Year BS Accounting Information System and
were enrolled as a regular student. the researcher will be assisted by the research
professor to administer the survey. The researcher will organize the questionnaire
through google forms. Microsoft Excel will be utilized to sort the data.
26
Ethics Contribution
This study that talks about the effects of financial instability to the academic
performance of a student has its objective to show the real situation and how deep and
serious it really is in a student's life. This goal of the researchers requires more in-depth
study and this includes conducting interviews or surveys with its target participants
under quantitative research.
In this study, the researchers were not only focused on reaching the goal but
also considered the security and rights of the participants and of the researchers. This
includes valuing data privacy that is each included in this study. This is to show the
researchers' deep appreciation of applying research ethics principles.

27
Before conducting the survey or the interview, the researchers obtain
permission first from the person involved. This is done by sending messages or personal
calls to the target participants covered by the study. The messages contain an
explanation about the study being done and asking if the participants are willing to take
part in this study by answering the questions necessary for reaching the objective result.
The decision to take part in something or not is anyone's right. In
accordance of this right, this study was conducted according to the willingness of
whoever participated in it. The researchers ensured that the data used in this study were
obtained in an orderly manner and not merely mandatory. If a person does not want to
participate, the researchers respect it.
Another thing that this study and the researchers also value is the security
and safety of every single part of it. The world is facing a huge test when it comes to
health and safety because of the Covid-19 Pandemic. People are required to follow
guidelines from agencies dealing with this pandemic such as the Interagency Task
Force or IATF. One of their rules is maintaining one-meter distance from a person or
the social distancing. To ensure the safety of the participants and the researchers, the
interview will be conducted online using google forms or submitting downloadable
documents. This is to prevent anyone from leaving the home and in observed to the
IATF safety guidelines. Participants are also given the right to withdraw from this study
regardless of what stage the research is at, if they find their security is being considered.
28
Maintaining this characteristic, the researchers valued the data privacy of
the participants. The step taken so that it can be observed, the participants are free to
choose whether they want to put their identity or not in the interviews to be conducted.
If there is information that needs to be provided, the researchers ensure the
confidentiality of this information and can only be used for the study and not for
anything else outside or unrelated to the research. In the event that key interviews need
to be take place, participants can use a screenname to protect their identity.
Statistical Instrument
To examine the data acquired from the duly finished surveys and interview,
the researchers utilized the following statistical method.
1. Weighted Mean
The weighted mean and Standard Deviation as a statistical tool will be used
to measure the overall representation of the financial status to the Academic
Performance of students.
The formula of weighted mean is as follows:
WM=
∑ fx
N
29
Where: WM= Weighted Mean
∑ fx = sum of the products of frequency and weights
N= sample size
2. Standard Deviation
The Formula of Standard Deviation is as follows:
σ 𝑛𝑖=1(𝑥𝑖 −𝑥ҧ)2
ඨ
𝑁 −1
σ = Lower case sigma is the symbol for standard deviation
Σ = Upper case sigma is the summation symbol
X = Each individual value in the data set
x̅ = The arithmetic mean (known as “x-bar”)

30
n = The number of data points in the set (the number of X values)
2. Frequency was used to describe the level of financial status and the academic
performance of the respondents.
3. Proportion was used to compare male and female and in terms of academic
performance and their relationship to their financial status
4. Pearson product-moment coefficient of correlation was used to examine
and interpret the collected data and used identify the strength of the relationship of the
two variables.
31
CHAPTER 3
RESULTS AND DISCUSSION
Table 1 shows the demographic profile of the respondents in terms of age,
sex, parents’ monthly income, the total number of respondents and their percentage.
Table 1. Description of the Respondents’ Demographic Profile

32
No. of
Variables Percentage (%)
Respondents (f)
20 0 0%
21 51 23.2%
Age 22 138 62.7%
23 25 11.4%
24 6 2.7%
Male 56 25.5%
Sex
Female 164 74.5%
Below 25,000 130 59.1%
25,000-49,999 76 34.5%
Parents’ Monthly
50,000-74,999 10 4.5%
Income
75,000-99,999 1 0.5%
100,000-124,999 3 1.4%
125,000-149,000 0 0%
Majority of the respondents were age 22 (f=138, 62.7%), female (f=164, 74.5%), and Parents’
Monthly Income were below 25,000 (f=130, 74.5%).

33
34
Table 2. Respondents’ Assessment of Financial Interventions as the Respondents’
Means for Financial Settlement
Educational assistance pertains to the assistance covers expenses for school fees and
contributions, school supplies and projects. The beneficiaries are chosen based on their
need and interest in education as evidenced by their grades. Financial dependency on
parents pertains to the parental financial assistance that a child receives for their
education.
Table 2 (A) presents how the educational assistance of the BS in Accounting Information
System students of DHVSU is assessed.
Table 2 (B) presents how the financial dependency on parents of the BS in Accounting
Information System students of DHVSU is assessed.
Verbal
SA A D SD Mea
A. Educational Assistance Interpret
4 3 2 1 n
ation
43 24
1. Are you under the local and state 45 108
19.5 10.9 2.79 Agree
government financial aid? 20.5% 49.1%
% %
2. Does financial aid motivate 84 118 3 15

3.23 Agree
students academically? 38.2% 53.6% 1.4% 6.8%
35
3. Will scholarship or financial

115 85 3 17 Strongly
assistance lessen your daily 3.35
52.3% 38.6% 1.4% 7.7% Agree
expenses as a student?
4. Do you find scholarship program 129 69 3 19 Strongly

3.40
beneficial? 58.6% 31.4% 1.4% 8.6% Agree
5. If you get a scholarship, do you
think you can still manage your 96 107 2 15 Strongly

3.29
time between your family and 43.6% 48.6% 0.9% 6.8% Agree
study?
TOTAL 3.21
B. Financial Dependency on Parents
1. Does the payment for school 81

31 90 18
expenses affects your 36.8 2.61 Agree
14.1% 40.9% 8.2%
performance? %
2. Do your parents give you 70 116 19 15

3.1 Agree
enough allowance? 31.8% 52.7% 8.6% 6.8%
3. Do you properly pay the 90 110 6 14

3.25 Agree
requirements of the school? 40.9% 50% 2.7% 6.4%
4. Does the financial status is right 64 133 9 14

3.12 Agree
for your course? 29.1% 60.5% 4.1% 6.4%
5. Do you have enough money to

60 133 13 14
buy for the things needed in 3.09 Agree
27.3% 60.5% 5.9% 6.4%
school?
36
TOTAL 3.03 Agree
SCALE FOR INTERPRETATION:
1-1.75 Strongly Disagree
1.76-2.5 Disagree
2.51-3.25 Agree
3.26-4.0 Strongly Agree
Revealed in table 2 (A) are the perceptions of the 220 respondents on the
educational assistance. Three indicators were assessed as strongly agree: finding
scholarship program beneficial with a weighted mean of 3.40; financial assistance
lessen daily expenses of the students with a weighted mean of 3.35; and getting a
scholarship, students can still manage their time between family and study with a
weighted mean of 3.29. On the other hand, two indicators were rated agree by the
students. These include financial aid motivate students academically with a weighted
mean of 3.23 and students are under the local and state government financial aid with
a weighted mean of 2.79.
The general mean of 3.21 with a verbal interpretation of agree means that the
select respondents still need to push through to participate in educational assistance
program that our country provide.
Revealed in table 2 (B) are the perceptions of the 220 respondents on the
financial dependency on parents. Each and every respondent agreed on the following
37
indicators included in the assessment of the financial dependency on parents. These
include parent’s financial support can properly pay the requirements of the school
with a weighted mean of 3.25; student’s course is right for their financial status with a
weighted mean of 3.12; parents giving enough allowance for the student with a
weighted mean of 3.10; having enough money to buy for the things needed in school
with a weighted mean of 3.09; and payment for school expenses affects student’s
performance with a weighted mean of 2.61.
The general mean of 3.03 with a verbal interpretation of agree means that the
select respondents still needed at least 50% financial support of their parents for
studying.
Cummings, Andrea Marie, "The Impact of Student Support Services on
Academic Success at a Select Historically Black College and University" (2014). The
analysis revealed no statistically significant differences between the two student
groups relative to GPAs. The N-LSSI survey results revealed no significant difference
between SSS and Satisfaction with The College among non-SSS students, whereas
focus group interviews indicated student satisfaction levels were virtually the same.
Finding of the study Impacts of Financial Aids on Students Academic
Performance (2020) The findings indicate that there is no substantial association
between the availability of financial assistance and academic performance. However,
there was insufficient information to suggest that financial aid was unavailable at the
school. Respondents significantly disagreed that students who do not get financial
38
help perform poorly academically. Furthermore, there is no substantial association or
correlation between financial aid and academic success.
Table 3. Respondents’ Assessment of their Academic Performance
The academic performance involves factors such as the intellectual level, personality,
motivation, skills, interests, study habits, self-esteem, or the teacher-student
relationship.
Table 3 presents how the academic performance of the BS in Accounting Information
System students of DHVSU is assessed.
Verbal
SA A D SD
A. Academic Performance Mean Interpr
4 3 2 1
etation
Strongl
1. I always complete my quiz, 139 76 2 3
3.6 y
midterm exams and final exams. 63.2% 34.5% 0.9% 1.4%
Agree
Strongl
2. I always submit my assignments 113 99 7 1
3.47 y
and activities on time. 51.4% 45% 3.2% 0.5%
Agree
3. I know and understand how to 29 159 32 0 2.99 Agree
compute accounting problems.

39
14.5
13.2% 72.3% 0%
%
Strongl
4. I always get a passing grade in my 109 103 6 2
3.45 y
general weighted average. 49.5% 46.8% 2.7% 0.9%
Agree
5. I always take part in every 63 135 21 1

3.18 Agree
discussion. 28.6% 61.4% 9.5% 0.5%
Strong
TOTAL 3.34 ly
Agree
SCALE FOR INTERPRETATION:
1-1.75 Strongly Disagree
1.76-2.5 Disagree
2.51-3.25 Agree
3.26-4.0 Strongly Agree
Revealed in table 3 are the perceptions of the 220 respondents on the academic
performance. Three indicators were assessed as strongly agree: students always
completing quiz, midterm exams and final exams with a weighted mean of 3.60;
always submitting assignments and activities on time with a weighted mean of 3.47;
and always getting a passing grade in general weighted average with a weighted mean
of 3.45. On the other hand, two indicators were rated agree by the respondents. These
40
include students are always taking part in every discussion with a weighted mean of
3.18 and knowing and understanding how to compute accounting problems with a
weighted mean of 2.99.
The general mean of 3.34 with a verbal interpretation of “Strongly Agree”
indicates that the students are fulfilling their dreams despite of receiving scholarships
and being dependent on their parent’s financial support.
Lacour and Tissington (2011) examined the effects of poverty on academic
achievement in the USA. They concluded their study that poverty directly affects
academic achievement due to the lack of resources available for students’ success;
thus low academic achievement is closely correlated with lack of resources, with
emphasis on financial resources.
Brew, E. A., Nketiah, B., & Koranteng, R. (2021, June 1). there was no
relationship between the higher hopes and achievement visions families from poor
financial background conceived about their wards and their real academic
achievements
41
Table 4. Significant Relationship between the Financial Interventions and Academic
Performance
Verbal
Bivariates r p-value
Interpretation
Educational Assistance
and Academic -0.054 0.425 No correlation
Performance
Financial dependency on
parents and Academic 0.019 0.775 No correlation
Performance
Correlation
Table 4 shows that there is no correlation between both financial interventions
(educational assistance and financial dependency on parents) and academic
performance.
No education is ever cheap; yet, poverty must not be a finite barrier to
education, and academic performance must not suffer from no-money-syndrome
implications. It is interesting to know that schooling aims at acquiring certificates, but
education aims at gaining industrial skills (Adzido et al., 2015).

42
CHAPTER 4
CONCLUSIONS AND RECOMMENDATIONS
Summary of findings
The study discloses that in terms of age, 23.2% are already 21 years old,
62.7% are under the 22 years old, 11.4% of those surveyed are under the age of 23
years old and 2.7% are the population is under the age of 24. In terms of sex, 25.5%
are male and 74.5% are female. When it comes to monthly income, 59.1% of parents
earn less than 25,000, 34.5% earn between 25,000-49,999, 4.5% earn between 50,000-
74,999, and 0.5% earn between 75,000-99,999 dollars. It also shows that 1.4 percent
of people live in the range of 125,000 to 149,000.
The study found that educational assistance is a big help for the students. In fact, some
students are under the local and state government financial aid. Students agreed that
financial aid motivates them academically. The scholarship of financial assistance
lessens the daily expenses of the students. Students showed strong agreement that
scholarship programs are beneficial. And the students strongly agreed that they can
manage their time between family and studies even after receiving a scholarship.
In terms of financial dependency on parents, the study discovered that paying for
school expenditures has an impact on students' academic performance. Students
receive a stipend from their parents. Students agreed that they can meet their school's
financial obligations. Students agreed that their course is appropriate for their
financial situation based on the information gathered. Students agreed that they have
enough money to purchase school supplies or anything that is needed in school.

43
For the respondents’ assessment of their academic performance, students strongly
agreed that they submit assignments and activities on time. Students strongly agreed
that they always complete their quizzes, midterm exams, and final exams. Students
submit their assignments, activities, and requirements on time. Students know and
understand how to compute accounting problems. With the data gathered, students
strongly agreed that they always get a passing grade. Students showed agreement that
they always participate in every discussion.
The study further found out that Educational Assistance and Academic Performance
showed that the correlation of -0.054 and 0.425 in p-value indicates that there is no
correlation between educational assistance and academic performance. And for the
Financial dependency on parents and Academic Performance, the data showed that
financial dependence has no effect on or effect on academic performance, with a
correlation of 0.019 and 0.775 in p-value.

44
Conclusions
When it comes to financial status of the respondents’, the findings have shown
that more than half of the number of respondents of which parent’s monthly income is
below 25,000 Pesos.
According to the findings of the study, it shows that many of the respondents
but not all, rely on educational assistance programs provided by the government. The
study concludes that selected respondents should be encouraged to actively participate
in educational assistance programs since the findings also indicated that such
programs are quite beneficial to the respondents in terms of their finances and studies.
On the other hand, financial dependency on parents indicated that respondents still
needed atleast 50% of financial support from their parents to satisfy their needs on
their studies.
Based on the gathered data, respondents’ academic performance can be
described positively despite of the fact that not all of them receives educational
assistance programs and considering the need to increase financial support from their
parents.
There is no significant relation between both financial interventions and
academic performance. The study therefore concludes, that financial status is not
primarily a hindrance for a student to do great performance in their academes. The
study proved that academic performance of the Accounting Information students of
Don Honorio Ventura State University is not affected by financial status. In support of
this, another research paper entitled— Assessment of Family Income on Academic

45
Performance of Tertiary Students: The Case of Ho Polytechnic, Ghana, concluded that
“though higher family income may improve students’ performance, but for the
responsible and serious students, low family income must not be an excuse for poor
performance.”
46
Recommendations
A research study of the relation of financial status and academic learning of the
accounting information system students of Don Honorio Ventura State University
should be conducted to make the student realize that the impact of their financial
situation on their academic performance will aid them in making decisions
Accounting information system student of DHVSU should be encourage to seek help
for filling a financial assistance to their LGU's or higher agencies that offers
scholarship to provide students with the chance to pursue and complete higher
education
Any research into either financial status and academic learning of the accounting
information system student of DHVSU should include the impact of financial problem
on education such expenses like tuition fee, stationary, technology, travel expenses,
foods and other miscellaneous as part of subject pool to help students to have a
financial assistance and it can motivate them to make it through their higher
education.
47
A research study of the relation of financial status and academic learning should be a
basis for students who is having difficulties on their financial status to help them
guide the student to realize how education is important and to help them with their
decision making.
References
[1] Abduljelil, A. (2014, September 25). IMPACTS OF FINANCIAL AIDS ON STUDENTS’
ACADEMIC PERFORMANCE (PGDE PROJECT).
https://www.academia.edu/8502544/IMPACTS_OF_FINANCIAL_AIDS_ON_STU
DENTS_ACADEMIC_PERFORMANCE_PGDE_PROJECT_?
fbclid=IwAR1No65VQ0xyhvh2zBr4ko5QsHycPkPwWf3osFpGcua4J1DgnktA4qA
AoBg
[2] Bernardo, A. & Resurreccion K. F., (2018) Financial Stress and Well-being of
Filipino Students: The Moderating Role of External Locus-of-hope.
[3] Chhabra, K., (2020). Financial stress among students at a high during pandemic.
https://statenews.com/article/2020/04/financial-stress-among-students-at-a-high-
during-pandemic?ct=content_open&cv=cbox_latest.
[4] Cuisia-Villanueva, M.C., (2020) A Study on the Impact of Socioeconomic Status on
Emergency Electronic Learning during the Coronavirus Lockdown.
https://files.eric.ed.gov /fulltext/ED607644.pdf.
[5] Dang, E.I., & Bulus, E.J., (2015). The IMPACT OF FINANCE ON THE ACADEMIC
PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN AKWANGA
LOCAL GOVERNMENT OF NASSARAWA STATE, NIGERIA.

48
https://www.researchgate.net/publication
/284551946_THE_IMPACT_OF_FINANCE_ON_
THE_ACADEMIC_PERFORMANCE_OF_SECONDARY_SCHOOL_STUDE
NTS_IN_AKWANGA_LOCAL_GOVERNMENT_OF_NASSARAWA_STAT
E_NIGERIA.
[6] Delfino, Armando. (2019). STUDENT ENGAGEMENT AND ACADEMIC
PERFORMANCE OF STUDENTS OF PARTIDO STATE UNIVERSITY.
Asian Journal of University Education. 15. 42-55. 10.24191/ajue. v15i3.05.
[7] Dollanganger, C., (2020). Philippines: The Rich and Poor Divide in Distance
Learning. https://international.thenewslens.com/article/142537.
[8] Dumaran, M.D., Zamora,D.J., Heramil, J.P., & Guirit, D. (2015). Financial Status
and Academic Performance: Basis for a ProposeCollege Tuition Planning.
Academia.edu. https://www.academia.edu /16591981
/Financial_Status_and_Academic_Performance.
[9] Gonzales, E. C. (2017, June 25). “The impact of Scholarship Program to the
Grade 11 students of University of The East – Caloocan.”
https://www.academia.edu/33641369/_The_impact_of_Scholarship_Program_
to_the_Grade_11_students_of_University_of_The_East_Caloocan_?
fbclid=IwAR0mWfTixuIcd6Cc2GnzpyzNut8ERYAubBVlUl6zDk32iL3HRLe
pYVN5mY4
[10] Grasgreen, A., (2012). Money on the Mind. https://www.insidehighered.com/
news/2012/11/15/finances-affect-students-academically-nsse-2012-finds.
49
[11] Lee-Chua, Q., (2020). Financial literacy among students.
https://business.inquirer.net /307991/financial-literacy-among-students.
[12] Lv, Han. (2017). The effects of family income on children’s education: An
empirical analysis of CHNS data. Research on Modern Higher Education. 4.
49-54. 10.24104/rmhe/2017.04.02002.
[13] Mushtaq, I. & Nawaz Khan, S. (2012) Factors Affecting Students’ Academic
Performance.
[14] Perman, C., (2019). Running out of money. Cancer. Divorce. Many college
students are facing serious financial crises.
https://www.cnbc.com/2019/10/28/many-college-students-find-
themselves-in-a-serious-financial-crisis.html.
[15] Razafimahasolo M., Borromeo R. &Sausa L. (2016) Impact of Financial Literacy
on Level of Stress and Academic Achievement Among College Students.
http://www.aup.edu.ph/alumni/wp-content/uploads/RJ2.pdf
[16] Teodoro, L., (2020). Philippine Education in Crisis.
https://www.bworldonline.com/philippine-education-in-crisis/.
[17] Cummings, A. (n.d.). UNF Digital Commons The Impact of Student Support Services on
Academic Success at a Select Historically Black College and University.
Retrieved May 19, 2022, from
https://digitalcommons.unf.edu/cgi/viewcontent.cgi?
50
article=1563&context=etd&fbclid=IwAR1ZaFJgqhH0pOS7NrO8t1PobgRz77L8
TrgD7lL0gsJjoCMFjzIqTVuiIgs
[18] Ayanlola Abduljelil. (2020). IMPACTS OF FINANCIAL AIDS ON STUDENTS ACADEMIC
PERFORMANCE. Academia.edu.
https://www.academia.edu/8502544/IMPACTS_OF_FINANCIAL_AIDS_ON_STUD
ENTS_ACADEMIC_PERFORMANCE_PGDE_PROJECT_
‌[19] Brew, E. A., Nketiah, B., & Koranteng, R. (2021, June 1). A literature review of academic
performance, an insight into factors and their influences on academic outcomes
of students at senior high schools. Open Access Library Journal. Retrieved May
22, 2022, from https://www.scirp.org/journal/paperinformation.aspx?
paperid=109636
[20] The effects of poverty on academic achievement. ResearchGate. (n.d.). Retrieved May
22, 2022, from
https://www.researchgate.net/publication/268015931_The_effects_of_poverty
_on_academic_achievement
[21]https://hrmars.com/papers_submitted/2221/
Article_16_Assessment_of_Family_Income.pdf
‌
51
APPENDICES
Appendix A
LETTER REQUEST TO ADMINISTER THE QUESTIONNAIRES
FOURTH YEAR BS AIS MAYORS

College of Business Studies
TO THE FOURTH YEARS BS AIS MAYORS:
The undersigned is currently collecting data necessary to complete his research work
titled “FINANCIAL STATUS vis-á-vis ACADEMIC LEARNING OF THE
ACADEMIC LEARNING OF THE ACCOUNTING INFORMATION SYSTEM
STUDENTS OF DON HONORIO VENTURA STATE UNIVERSITY” This is in
relation to the requirement for the completion of the degree of Bachelor of Science in
Accounting Information System.
In this connection, the researchers would like to seek permission from your good
presence to conduct this study in Don Honorio Ventura State University with its
Fourth Year AIS Students as respondents. Rest assured that the data will be treated
with utmost confidentiality to maintain the integrity of your section as a whole.
Very truly yours,
CARCUEVAS, KEN ASTLEY P.
MANALOTO, BRICHELLE B.
BUAL, AUDREY JOHN A.
MANLAPAZ, CAMILLE T.
LISING, ZANDRA MAE A.

52
SANGALANG, TRISHA ROSE SARMIENTO, KATHLYN

C. CHER A.
TORNO, MICAH I.
Noted by:
MARK ANTHONY A. CANLAS
Research Adviser
Approved by:
FOURTH YEAR BS AIS MAYORS
Appendix B
LETTER OF VALIDATION
Ms. Andrea Buan

College Professor
Bacolor, Pampanga
MADAM:
The undersigned are currently working with the thesis entitled “FINANCIAL
STATUS vis-à-vis ACADEMIC LEARNING of the ACCOUNTING
INFORMATION SYSTEM STUDENTS of DON HONORIO VENTURA
STATE UNIVERSITY”, as a partial fulfillment of the requirements for the degree,
Bachelor of Science in Accounting Information System.
In line with this, the researchers are seeking for your assistance to verify and evaluate
the questionnaire if it is sufficient before administering the study. Any suggestions
and comments will be highly appreciated. Enclosed is the copy of the questionnaire.
Thank you for your evaluation and recommendation.
Respectfully yours,
BRICHELLE B. MANALOTO
Group Representative
Noted by:

53
Research Adviser
Approved by:
Ms. Andrea Buan, RPm

Validator
Khuline Giann A. Portacio

College Instructor
Cavite State University
Cavite City Campus
MADAM:
Respectfully yours,
TRISHA ROSE C. SANGALANG

Noted by:

Research Adviser
54
Approved by:
MS. KHULINE GIANN A. PORTACIO

Validator
Mrs. Ilyne Martin Maniacup

Senior High School Teacher
San Vicente National High School
Lubao, Pampanga
MA’AM:
Respectfully yours,
AUDREY JOHN A. BUAL

Noted by:

Research Adviser
55
Approved by:
MRS. ILYNE MARTIN MANIACUP

Validator
Appendix C
LETTER TO RESPONDENTS
Dear Respondents:
Hi, good day! We are the BSAIS 4-C students of Don Honorio Ventura State
University and we’re conducting a research study entitled “Financial Status vis-à-vis
Academic Learning of the Accounting Information System students of Don
Honorio Ventura State University.”
Our respondents are the 4th year BSAIS students of Don Honorio Ventura State
University. I hope you could help us in our research by answering the form. This
would just take less than 3 minutes to answer.
Thank you and God bless!
Respectfully yours,
CARCUEVAS, KEN ASHLEY

P. MANALOTO, BRICHELLE B.
BUAL, AUDREY JOHN A.
LISING, ZANDRA MAE A.

Noted by:
56

Research Adviser
MANLAPAZ, CAMILLE T.
SANGALANG, TRISHA ROSE

C.
SARMIENTO, KATHLYN
CHER A.
TORNO, MICAH I.
i
Appendix D
Respondent (Optional):
Age:
Gender:
Course/Yr. Level:
Parents Monthly income:

Please use the following categories to tell us what your parents’ income. All
information you provide is completely confidential and will be used only for research.
Legend: Put check mark (√) inside the circle of your corresponding choice.
o Below 25,000
o 25,000 – 49,999
o 50,000 – 74,000
o 75,000 – 99,999
o 100,000 – 124,999
o 125,000 – 149,999
o 150,000 – 174,999
o 175,000 – 199,999
o 200,000 – 249,999
o 250,000 – 299,999
o 300,000 or more
Educational assistance:
Legend: Put check mark (√) inside the box of your corresponding choice.
QUESTION STRONGLY DISAGREE AGREE STRONGLY

DISAGREE AGREE
1. Are you under the local

and state government
financial aid?
2. Does financial aid
motivate students
academically?
3. Will scholarship or
financial assistance
lessen your daily
expenses as a student?
4. Do you find scholarship
program beneficial?
ii
5. If you get a scholarship,

do you think you can
still manage your time
between your family and
study?
Financial dependency on parents:

DISAGREE AGREE
1. Does the payment for

school expenses affects
your performance?
2. Do your parents give you
enough allowance?
3. Do you properly pay the
requirements of the
school?
4. Does the financial status
is right for your course?
5. Do you have enough
money to buy for the
things needed in school?
Academic Performance:
DISAGREE AGREE
1. I always complete my
quiz, midterm exams and
final exams.
2. I always submit my
assignments and
activities on time.
3. I know and understand
how to compute
accounting problems
4. I always get a passing
grade in my general
weighted average.
iii
5. I always take part in

every discussion.
Appendix E
CURRICULUM VITAE
iv
K E N A S T L E Y PA N L A Q U I
C ARC UEV A S
090 81 08 384 5
2018002273@dhvsu.edu.ph /
kenastleycarcuevas0802@g mail.com
G ua g u a , P a m p a n g a
EDUCATION
HO N O R AW ARD S
Bachelor of Science in Accounting DEANS LISTER October 2020- March 2021
Information System Don Honorio Ventura State University Third
Don Honorio Ventura State University Year, First Semester
2018 - Present
DEANS LISTER February 2021 - June 2021
Don Honorio Ventura State University Third

A c c o u n ta n c y B u sin e ss a n d
Year, SecondSemester
M anag em en t
September 2021 - February 2022
San Vicente National High School DEANS LISTER
20 16 - 20 18 Don Honorio Ventura State University
Fourth Year, First Semester
San Vicente National High School
20 12 - 20 16
SKILLS
Lubao Elementary School
Computer proficiency
20 06 - 20 12
Interpersonal skills
Spreadsheets
Active listening
v
AU D R E Y JO H N
AL IAS B U AL
09477386184
johnbual182@gmail.com
Lub a o, P a m p a n g a
EDUCATION
HO N O R AW ARD S
2018 - Present

M anag em en t
San Vicente National Highschool DEANS LISTER
San Vicente National Highschool
20 12 - 20 16 SKILLS
Rizal Elementary School
20 06 - 20 12
Spreadsheets
Active listening
vi
ZA N D R A M A E
AG U A S LISIN G
09667338186
lisingzandra81@gmail.com
Me x i co , P a m p a ng a
EDUCATION HO N O R AW ARD S
2018 - Present

M anag em en t
San Juan High School DEANS LISTER
San Juan High School
20 12 - 20 16 SKILLS
Mexico Elementary School
20 06 - 20 12
Spreadsheets
Active listening
vii
B R IC H E L L E B A L T A Z A R
MANALOTO
09064689511
brichellemanaloto26@gmail.com
Ma g a la n g, P a m p a ng a
EDUCATION
HO N O R AW ARD S
2018 - Present

M anag em en t
Systems Plus College Foundation DEANS LISTER
Tinajero High School-Annex
20 12 - 20 16
SKILLS
Eliseo-Belen Elementary School
20 06 - 20 12
Spreadsheets
Active listening
viii
C AM IL LE TU A Z O N
M A N LA PA Z
09068272125
camillemanlapaz112199@gmail.com
Flo rida b la n ca , P a m p a n g a
EDUCATION
Bachelor of Science in Accounting
Information System
2018 - Present
G e n e ra l A c a d e m ic S tra n d
Megabyte College Inc.
20 16 - 20 18
Megabyte College Inc.

20 12 - 20 16
Maquiapo Elementary School

20 06 - 20 12
SKILLS
Spreadsheets
Active listening
ix
TR ISH A R OSE COR T EZ

SAN G A LA N G
09159883517
trisharosesangalang@gmail.com
Luz o n A v e nu e , Q ue z on C it y
EDUCATION
HO N O R AW ARD S
2018 - Present

M anag em en t
New Era University DEANS LISTER
New Era University
20 12 - 20 16 SKILLS
Bacolor Elementary School
20 06 - 20 12
Spreadsheets
Active listening
x
K ATH L Y N CH E R
AL IP IO S AR M IE N T O
09615721372
kathlyn08sarmiento@gmail.com
Lub a o, P a m p a n g a
EDUCATION
HO N O R AW ARD S
2018 - Present

M anag em en t
Guagua National Colleges DEANS LISTER
Guagua National Colleges
20 12 - 20 16
SKILLS
Guagua National Colleges
20 06 - 20 12
Spreadsheets
Active listening
xi
M IC AH IS IP TO R N O
09457466961
micahtorno99@gmail.com
G ua g u a , P a m p a n g a
HO N O R AW ARD S
EDUCATION
2018 - Present

M anag em en t
Mary the Queen Colleges DEANS LISTER
St. Anthony Academy
20 12 - 20 16
SKILLS
Bright Learning Institute for Future
Excellence Computer proficiency
20 06 - 20 12 Interpersonal skills
Spreadsheets
Active listening
xii

Final Paper Group5 Financial Status Vis A Vis Academic Learning of Ais Students

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Paper Group5 Financial Status Vis A Vis Academic Learning of Ais Students

Uploaded by

Copyright:

Available Formats

i

DON HONORIO VENTURA STATE UNIVERSITY

Financial Status vis-à-vis Academic Learning of the Accounting Information

A Research Paper Submitted to the

Mark Anthony Canlas

Approval Sheet …………………………………………………….………………..ii

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem...............................................................................21

Significance of the Study...............................................................................23

Scope and Delimitation..................................................................................24

Research Design ............................................................................................27

Population of the study.…………….............................................................28

Data Gathering Procedure…………………….……………..……..………31

Statistical Treatment of Data ……………………………………………...34

Chapter 3: RESULTS AND DISCUSSION

Demographic Profile of the Respondents ....................................................37

Assessment of Financial Interventions as the Respondents’ Means for

Assessment of their Academic Performance…………………..……..……43

Significant Relationship between the Financial Interventions & Academic

Chapter 4: CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings ………………………………………………………47

1. Description of the Respondents’ Demographic Profile ……..……….…..38

2. Assessment of Financial Interventions in Educational Assistance……….40

3. Assessment of Financial Interventions in Dependency on Parents……….41

4. Assessment of their Academic Performance……………………………...44

5. Significant Relationship between the Financial Interventions and

A. Letter Request to Administer the Questionnaires..……………….……..60

B. Letter Request to Validate the Questionnaire...........................................62

D. Survey – Questionnaire English……………………………………........66

Republic of the Philippines

This research entitled "THE RELATION OF FINANCIAL STATUS AND

MARK ANTHONY CANLAS

LUISITO B. REYES, CBA, MBA

students from DHVSU. The descriptive-correlational method was used to further

interpreted using the Pearson Product-moment coefficient of correlation.

Keywords: Financial status, scholarships, Academic Performance, Financial Settlement

THE PROBLEM AND ITS BACKGROUND

Background of the Study

serious solution since student’s academic performance are being affected.

when they have to stop their schooling for good.

overcome financial difficulties, such as applying for part-time employment in the

for the lesson easily.

Academic competency in the DiPerna and Elliot’s Model of Academic

Competence (MAC) is defined as a set of several skills, attitudes, and behaviors of

Kuterbach, 2013). It is a measurement of the academic skills and abilities of a student

academic competence.) Teachers and education officials typically measure achievement

(Academic performance - Ballotpedia, 2011) The concept of academic performance has

become a source of concern to researchers, especially as the academic performance of

the students is declining. Academic performance is defined or regarded as participants

scores indicate better academic performance (Deve Guirit, 2021).

According to Dr.Kadhika Kapur study Financial problems among the elderly

individuals are common, primarily belonging to poverty stricken, marginalized and

socio-economically backward sections of the society. The major causes of financial

they are unable to acquire an efficient understanding of how to utilize financial

technology in the college libraries or departments, due to financial problems, students

unemployment of parents, natural calamities or disasters, large families, socio-

economically backward groups, and lack of savings (Radhika Kapur, 2016).

People in poverty are as diverse as people in any other socioeconomic class it is

physical space in their homes to create private or quiet environments conducive to

during this time (Parrett, 2016).

communication technologies available to students, they often end up shifting between

to access the internet because of their financial status.