Final Thesis g3

COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY
FINANCIAL MANAGEMENT DEPARTMENT i
PARENT’S INVESTMENT VIEWS: ITS IMPACT TO CHILD’S
INVESTMENT CHOICES
An Undergraduate Thesis
Presented to the Faculty of the
College of Business and Entrepreneurial Technology
RIZAL TECHNOLOGICAL UNIVERSITY
Mandaluyong City
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Science in Business Management Major in Financial
Management
By
Dionisio, Trisha Mae M.
Jesalva, Angela Mae F.
Jumawid, Jubileen G.
Lazarte, Reyna C.
Macawile, Jenifer A.
______________
Date
APPROVAL SHEET
This thesis entitled “Parent’s Investment Views: Its Impact to Child’s

Investment Choices”, prepared and submitted by Jenifer A. Macawile,
Reyna C. Lazarte, Jubileen G. Dionisio, Angela Mae F. Jesalva and Trisha
Mae M. Dionisio, in partial fulfillment of the requirements for the degree,
Bachelor of Science in Accountancy, has been examined and is hereby
recommended for oral examination.
___________________ DR. ANNALIZA B. VIERNES

Date Adviser
PANEL OF EXAMINERS
Approved by the Oral Examination Committee with a grade of _____,

on May 21, 2021.
_____________________
Chairman
_______________________ ________________________
Member Member
Accepted in partial fulfillment of the requirements for the degree,

Bachelor of Science in Accountancy.
DR. LEONILA C. CRISOSTOMO

Dean, College of Business and
Entrepreneurial Technology
DECLARATION OF ORIGINALITY
We hereby declare that the thesis entitled "Parent's Investment
Views: Its Impact to Child's Investment Choices" is our own original work
carried out as an Undergraduate students at Rizal Technological University
except to the extent that assistance from others in the thesis design and
conception or in style, presentation, and linguistic expression are duly
acknowledged.
All sources used for the thesis have been fully and properly cited. It
contains no material which to a substantial extent has been accepted for the
award of any other degree at RTU or any other educational institution, except
where the due acknowledgement is made in the thesis.

Lazarte, Reyna C.
Students’ Name and Signature
_______________
Date
ACKNOWLEDGMENTS
The researchers would like to extend their profound gratitude and
sincerest appreciation to the following persons who have contributed and
extended their unselfish assistance and support in the completion of this
study:
To the selected students of RTU who serve as respondents in our
study.
To our family who served us our inspiration, for their support, for
deep understanding and most of all for the patient rendered to us.
To our research professor, Dr. Annaliza Viernes, for guiding us
while doing this requirement, for teaching the subject, for sharing the
knowledge and for patiently understanding our concerns. Thank you.
Most especially to our almighty God for the blessings, strength and
power He gave us to face all the trials that we encountered. For the gift of
knowledge and protection God is giving to us in fulfilling this requirement.
To all, heartfelt gratitude! Thank you!

ABSTRACT
TITLE : Parent's Investment Views: Its Impact to Child’s
Investment Choices
RESEARCHERS : Dionisio, Trisha Mae M.

Lazarte, Reyna C.
DEGREE : Degree of Bachelor of Science in Business
Administration Major in Financial Management
INSTITUTION : Rizal Technological University
YEAR : 2022
ADVISER : Dr. Annaliza B. Viernes
Parents have been and continue to be the major source of financial
knowledge for their child. The financial habits and ideals of one's child is heavily
influenced by their parents. The way parents handle their personal finances has
been demonstrated to influence how their child interact with and view money.
One of the things that a parent teaches their child is how to manage investment.
However, the differences between the parents and child’s views and beliefs has
its effects in the future decisions of a child, as well as in considering the best
investment choices for them. Because of this, the researchers conducted a
study to determine what are the impacts of parent's investment views to their
child's investment choices.

In this study, a survey questionnaire was used to poll the respondents,
which included relevant questions for determining the study's stated aim. The
sampling technique used in this study was quota sampling. The researchers
used the Weighted Mean, Pearson Product Moment Correlation Coefficient
(Pearson's r) and Frequency and Percentage the statistical tool in this study to
determine if there was an impact and a relationship between parent's
investment views and child's investment choices.
Finally, based on the careful analyzation of the findings, the researchers
come up with recommendations which consists of some suggested increased
financial literacy and investment planning programs in order to utilize the
parent's investment views in creating and managing a child's own investment
plans.
FINANCIAL MANAGEMENT DEPARTMENT

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TABLE OF CONTENTS
TITLE PAGE .....................................................................................................i
APPROVAL SHEET ......................................................................................... ii
DECLARATION OF ORIGINALITY....………………….........................………..iii
ACKNOWLEDGMENTS .................................................................................. iv
ABSTRACT ......................................................................................................v
TABLE OF CONTENTS .................................................................................. vi
LIST OF TABLES .............................................................................................x
LIST OF FIGURE ........................................................................................... xii
I. THE PROBLEM AND ITS BACKGROUND
Introduction ......................................................................................... 1
Conceptual Framework .................................................................................... 4
Statement of the Problem ................................................................... 4
Hypothesis .......................................................................................... 5
Scope and Delimitation of the Study ................................................... 5
Significance of the Study…..........................………………….…………6
Definition of Terms .............................................................................. 7


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II. REVIEW OF RELATED LITERATURE
Parents Investment View .................................................................... 9
Parents Investment Behaviour .......................................................... 10
Preferred Investment Vehicle ............................................................ 15
Child’s Investment Choice ................................................................. 21
Starting Age ...................................................................................... 22
Purpose of Investment……………………………………………………22
Financial Education from Childhood…………………………………….24
Preferred Investment Vehicle………………………………...………….26
Impact of Parents Investment View to Child Choice………………..…28
CHAPTER III. RESEARCH METHODOLOGY
Research Method Used ................................................................... 35
Population Frame and Sampling Scheme........................................ 36
Methods and Data Gathering Procedure ......................................... 37
Research Instrument ....................................................................... 38
Statistical Treatment of Data............................................................ 39
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
V. SUMMARY, CONCLUSION AND RECOMMENDATIONS


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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Children learn about financial matters differently from personal
experience, observation and education. The main contributor to a child's
knowledge about finance comes from the key adults in their lives, specifically
their parents. Parents are the role model; they also motivate and guide them
on the path of navigating their financial capability.
Investing is one of the best vehicles that parents share with their child in
order to secure their future financial stability. It can be done in various ways,
with different types of investment serving different purposes depending on the
parents financial goals and risk tolerance. According to Eastspring Investment
(2021), investment goals also vary from parents to parents, based on their
beliefs and experiences, but these goals normally include their child’s university
fees, retirement, what they hope to leave behind for their child, and general
future uncertainty. Most of the Asian parents today place a great value on
education, and to prepare for the hefty education price tag, they may consider
investing in bonds since its maturity can range from 1 to 10 years or longer,
while other parents who wish to relieve their children from financial burden of
supporting them in retirement, they may sort to investing in stocks. These


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investment choices of parents are often emulated by their children once they
decide to step and navigate in the financial world.
Li and Qui (2018) found that environmental factors in the home have a
significant impact on a child's interest. Parents with a working environment,
business people, or higher education are likely to have an impact on their
children. Because this is a common occurrence at home, the child is becoming
increasingly interested in following in the footsteps of his or her parents.
Furthermore, children will tend to observe their parents' everyday activities and
develop an interest in them if they see them doing anything. The value of putting
money aside and letting it grow was underlined several times by participants in
the qualitative research conducted by Jorgensen et al. (2019). Parents and
grandparents emphasized the importance of making money work for you
instead of spending it all immediately. Many young adults are said to have
learnt this lesson from their parents' example as well as direct instruction.
In the research conducted by Lanz et al. (2019), the findings show that
through the adoption of parents as a financial role model, family communication
quality has an indirect, positive impact on subjective financial well-being. This
is in line with the results of the study analysis conducted by Perdana and Yasa
(2021) the financial literacy level and family environment had a positive effect
on students' investment interest. Sirsch (2019) also stated that prior parental
direct financial instruction had a beneficial influence on the students' self-
assessed financial behavior control, which was somewhat mediated by their


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subjective financial knowledge. Therefore, the influence of self-perceived
financial behavior control on students' financial satisfaction was mediated by
the students' perceptions of their financial relationship with their parents and
financial conduct. Research by Xu, Zuo, Gao, & Yao, (2019) also states that
experience affects contentment, and satisfaction affects one's interests. In
addition, one of the factors influencing interest is the inner urge factor, which is
stimulation that comes from an environment that easily arouses one's interest,
with the family environment being the first and foremost environment that
includes all conditions that affect behavior, growth, and life one's processor,
thus that one's interests might be influenced by one's home surroundings.
One of the recent studies of Salumintao and Cinces (2019) revealed that
in the Philippines, parents are the most influential financial socialization agent
in a child’s financial education, beliefs, attitudes, and behaviors throughout their
lives. The financial literacy rates of the child depends on their exposure to their
parents as a socialization agent; the more they engage with them, the more
they will be educated and vice versa. These normally consist of modeling
consumer behavior, creating rules regarding a person's consumer behavior,
and participating in direct talks about purchasing decisions, money, credit,
promoting saves, and the providing of an allowance. Students and young adults
who were closely observed by their parents growing up had good views about
money. The reason why children usually depend on their parents’ financial

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views is because they are expected to accept adult authority and follow
parental orders due to Filipinos' deeply ingrained social norms of respect and
obedience to elders.
In light of the high influence of parents on their children, the researchers
conducted this study to investigate the notion that parents’ investment behavior
extent impacts the investment choices of their children, and to determine
whether financial education from parents during childhood is associated with a
greater frequency of healthy financial management and investment behaviors
in early adulthood stage of children.


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Conceptual Framework
Figure 1. Research Paradigm

PARENTS INVESTMENT VIEWS: ITS IMPACT TO CHILD’S INVESTMENT
CHOICES
This study was anchored based on the Parents Investment Views: Its
Impacts to Child's Investment Choices.


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The researchers used the input-process-output framework to identify the
connection of series of activities in this study. The input-process-out is a widely
used approach in systems analysis for describing the structure of an
information especially on group research today. The framework is based on
classic systems theory, which states that the general structure of a system is
as important in determining how effectively it will function as its individual
components.
As shown in the figure no. 1, the inputs in the demographic profile of the
respondents are the age and sex. The second inputs refers to the parents
investment views that includes their investment behavior and preferred
investment vehicles. The third input pertains to the child's investment choices
that includes their starting age, purpose of investing, financial education from
childhood and preferred investment vehicles. The last input related to the
impacts of parents investment views to a child's investment choices.
The expected outcome of this study is to find out the Impacts of Parents
Investment Views to Child's Investment Choices. To achieve this output, the
following process undertaken: data gathering using survey questionnaire
through Google Forms.


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Statement of the Problem
This study aims to determine the Parents’ Investment Views and its
impact on a child's investment choices. Specifically, this study looks to answer
the following questions.
1. What is the demographic profile of the respondents in terms of the
following:
1.1 Age
1.2 Sex
1.3 Monthly Income
1.4 Type of Investment
2. What are the different investment views of parents in terms of the
following:
2.1 Stocks
2.2 Bonds
2.3 Mutual Funds
2.4 Savings Accounts
2.5 Retirement Plan


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3. What are the impacts of parent's investment views to child's investment
choices?
4. Is there a significant relationship between parent's investment views to
child's investment choices?
Null Hypothesis
There is no significant impact of a parent's investment views to a
child’s investment choices.
Significance of the Study
The study about parent’s investment views and its impact to child’s
investment choices is important and possibly useful to the following:
Students: This study may give the students considerable information on the
impacts of a parent's investment views on a child's investment choices. This
will also help the students to be more wise in making decisions in saving or
investing their money to have the best possible outcome.
Parents: As children’s first teachers, this study may provide them with insights
about investments and their influences to their children. They will also be
motivated to teach their children the best way to invest at an early age based
on their experiences.

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Teachers: They are the person that helps the students in the learning process.
This study can help them provide recommendations and helpful insights in
guiding their students in learning about financial education.
Investment Analyst: The person with expertise in evaluating financial and
investment information. This study can help them determine and understand
how parents can influence their child in financial matters as well as provide
recommendations and helpful insights for their future clients.
Future Researchers: This study will be a good help as a reference for another
study regarding the same line that will help them to develop the new study.
They will be able to extract accurate data which they can use in their research.
Scope and Delimitation of the Study
This study aims to deeply understand the parent’s investment views and
its impact on the child's investment choices. The main objective of this
research is to identify the financial behavior of the parents including their
preferred investment vehicles and how they influence their child in financial
matters.
The researchers will conduct this study in Mandaluyong City, specifically
at Rizal Technological University Boni Campus. The subject of this study are
the parents and their children who are already engaged in investments.

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For this study, a survey questionnaire will be made to selected 307
students along with their parents. The collected data will be accurately
analyzed and interpreted to come up with enlightening insights, findings and
recommendations.
Definition of Terms
For better understanding of the research under study, the following terms
are defined using conceptual and operational approach.
Consumer behavior is the actions and the decision processes of people
who purchase goods and services for personal consumption.
Finance refers to the system that includes the circulation of money, the
granting of credit, the making of investments, and the provision of banking
facilities.
Financial literacy is the ability to understand and effectively use various
financial skills, including personal financial management, budgeting, and
investing.
Financial management is strategic planning, organizing, directing, and
controlling of financial undertakings in an organization or an institute.


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Financial socialization is a process of learning and advancing values,
knowledge, norms, standards, attitudes, and behaviors that promote financial
viability and individual well-being.
Financial stability is a property of a financial system that dissipates
financial imbalances that arise endogenously in the financial markets or as a
result of significant adverse and unforeseeable circumstances.
Investment vehicles are assets offered by the investment industry to
help investors move money from the present to the future, with the hope of
increasing the value of their money.
Socialization agents refers to the significant individuals, groups, or
institutions that influence others sense of self and the behaviors, norms, and
values that help them function in society.


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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the related studies conducted by individuals to the
pertinent study. These articles discuss the theories, concepts and principles
relevant to the research being undertaken by the researcher.
Parents’ Investment Views
Gauthier et al. (2020) states that parental investment in children refers to
the allocation of resources (time and money) by parents to their children, as
well as the management of risks and opportunities by parents. It includes
money spent directly (e.g., on clothing) and indirectly (e.g., a higher utility bill
as a result of having a larger family. (Pailhé, Solaz, &Tanturri, 2019). Mayer et
al. (2019) stated that parental engagement plays a key role in children’s future
success. According to Jackson and Schneider (2022), because families are the
major sources of investment in children, parents are required to offer access to
basic resources as well as additional developmental possibilities for their
children. From a young age, parents invest in and offer consumption for their
children. Following an income shock, these parents make their own spending
decisions and temporarily allocate resources by borrowing or saving. (Caucutt
and Lochner, 2019). Furthermore, this increase in parental investment in
children has been documented in a diverse range of nations and settings,


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implying the advent of a new worldwide trend. (Cornwell, Gershuny, & Sullivan,
2019).
Investment Behaviors
Saxon (2020) states that how students perceived their parents' financial
behaviors had the most influence on their capacity to invest, save, and manage
their savings. There is evidence that there may be differences in parent's
financial behaviors depending on a variety of conditions. This includes their
family's social status, income, financial situation, and beliefs, as well as their
child's assistance and independence.
Samudra and Burghate (2018) revealed that most of parents from middle
class preferably have an access to their investments and do not want to old
them for a long time. In countries such as India, where the majority of the
population is middle-class, families prefer an investment that can be easily
converted into cash in order to have multiple income sources and provide a
support system for their financial health and overcome issues of financial
burdens (Canara HSBC Life, 2021), whereas upper-class families prefer to
diversify their investment portfolio as they constantly seek to multiply their
source of income and ensures that risks are diffused and overall return earned
is high (Yiji, 2022).


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One of the factor that parents also consider in investing is their income. In
spite of the fact that income is the main reason why people are encouraged to
invest, it is also serves as starting point of investment. For an example, middle
class mostly rely on their wage as major source of their income and it was used
as basis of their investment choice. (Burghate, 2018). Without an income,
people have nothing to invest with.
The differences between the parents and child’s views and beliefs has its
effects in the investment behaviors of parents, as well as in considering the
best investment choices for them. According to Mehta et al. (2020), some of
the parent’s financial wisdom may not suit their children’s financial views. The
main reason is because parents normally depends traditional insurance plans
to achieve all their financial goals. These traditional plans not only provide very
poor profits, but also insufficient life insurance. Traditional plans were adequate
for parents to reach their milestones since they had pensions and other
government perks to fall back on, but they will not be for children who need to
develop their own retirement corpus and medical buffer. More than that,
parents were often so concerned with selecting safe and prudent investment
alternatives that even a modest post-tax return on fixed or recurring deposits
was acceptable because the uncertain nature of the stock market was
absolutely repulsive to them. Additionally, there were difference between their
priorities. While parents prioritizes buying house and retirement plans, their

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child do not as it will be a financial burden and would also confine them to one
place.
Another factor that affects the investment behavior of parents is the
independency and need for assistance of their child. According to a recent Pew
Research Center study of monthly Census Bureau data, 52 percent of young
adults lived with one or both of their parents in July, up from 47 percent in
February. The number of people living with their parents increased by 2.6
million from February to 26.6 million. The number and proportion of young
adults living with their parents increased across all major racial and ethnic
groups, men and women, metropolitan and rural populations, and all four major
census areas. Growth was greatest among young adults (ages 18 to 24) and
among White young people. Some of the young adults have been more like to
lose their employment or have their wages lowered. Due to the epidemic and
subsequent economic slowdown, the proportion of 16- to 24-year-olds who are
neither enrolled in school nor working more than quadrupled from February
(11%) to June (28%). (Fry, Passel & Cohn, 2020). This growing population of
young adults that chooses to live with their parents may result to a various
sources of conflict and stress in the financial standing of their parents.
The family economic stress perspective, in particular, contends that
financial strain in the family, such as unstable work, low income, or income loss,
causes parents to worry about their finances, which, in turn, contributes to
increased emotional distress such as frustration and depression, which


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interferes with couple relationships like increases in conflict and withdrawal,
and parenting practices including reduced responsiveness and increased
hostility and disengagement.(Mistry & Elenbaas, 2021).
Increased housing costs, the precarity of young adults' labor-market
experiences, and shifting societal standards are also factors, making it more
hard for them to put their money in investment. Single parents are frequently
financially disadvantaged and at increased risk of financial difficulty of this as a
result of having just one income and the difficulties of juggling childcare,
sometimes in part-time, low-paying job.(Clery, Dewar and Bivand, 2020; JRF,
2021). Research conducted by Hill (2020) found that for struggling parents on
low to middle incomes where young adults live with them, financial contribution
from young adult sons or daughters can be critical in keeping them afloat. On
the one hand, this can be mutually advantageous, but it can also prevent young
adults from saving to move out. It may act as a safety net in an unpredictable
environment, as well as a source of company and emotional support. Most
importantly, it is less expensive than living independently, and at best, it can
assist young adults in saving up to finally move out. While some parents may
be able to help their children with a deposit or support them while they live at
home, many low-income families just do not have the money.
Financial pressures, a lack of space, and poor relationships may all
contribute to the stress for both parents and their children. While living together
might cause issues associated to young adults taking on responsibilities, it can


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also be a rewarding experience. Recent study based on the family economic
stress model has also shown that parents distinguish between perceived
economic pressure to satisfy their family's practical necessities such as paying
bills, affording a place to live, purchasing food, and their family's aspirations for
modest luxuries or wants like vacations and new clothes. Importantly, mixed-
methods research with a diverse sample of low-income shows that a
psychological sense of being able to meet basic needs is associated with
mothers' sense of stability, feeling "okay" or "caught up", whereas affording
modest extras or wants is associated with feelings of fulfillment and
accomplishment. In fact, the mothers in these studies described doing
everything they could to protect their children from feelings of economic
hardship, pooling money from extra jobs and aid from family and friends to offer
unique extras such as requested games or toys, visits to the movies, or gifts.
Thus, for parents, family financial requirements and wants are distinct notions,
and both are critical for understanding the various ways in which family
economic stress affects kid well-being. In particular, when parents expressed
anxiety about satisfying their family’s basic material needs, their children were
aware too and shared their concern.(Mistry & Elenbaas, 2021).
Preferred Investment Vehicles
Parents choose investment instruments and plans depending to their
financial goals and risk tolerance. For an example, middle class mostly rely on

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their wage as major source of their income and it was used as basis of their
investment choice. Mukul Burghate (2018) found out that most preferred
investment of middle class income is the bank deposit and mutual fund, though
it does not guarantee high return, it was a low risk. Moreover, their decisions
are primarily personal and differ from parent to parent; nevertheless, there are
certain common goals that every parents share and end up picking based on
their retirement, child's education, what they plan to leave behind for their child,
and for the general uncertainties of the future.
Many of today's parents wish to free their children of the significant
financial burden of supporting them in retirement. As a result, more parents are
focusing on ensuring they have enough for their golden years. Parents like this
often look for investment in equities that pay dividends. (Eastspring Investment,
2021). Parents who are close to retiring are mostly lacking a paycheck from a
job and constantly looking for a different way to generate income to make ends
meet while also ensuring they do not outlast their income stream. As a result,
the best retirement plans to buy are the ones that pay dividends. (Bollinger,
2022). Examples of investment vehicles that pay dividends and is perfect for
parents’ retirement are stocks or shares, bonds and individual retirement
account.
Stocks is a type of investment vehicle that represents the holder owns a
share of the issuing corporation. This allows an individual to invest in a
company by buying shares of a company. Stockholders are entitled to a share


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of the corporation's assets and earnings in proportion to the amount of stock
they possess. Stocks are purchased and sold mostly on stock exchanges, but
private trades can occur, and they are practically the foundation of every
portfolio. Corporations issue or sell shares to raise cash for their operations.
Stock is classified into two types: common and preferred. (Hayes, 2022).
However, investing in stocks would also require time, information, and an
appetite for risk. As parents might not have time to monitor stocks so closely,
thus instead of buying stocks for the short term, they might consider buying
blue-chip stocks that provide consistent dividends. Blue chips are firms that
have been around for a long time and have a consistent profit stream. Investing
in blue-chip companies might pay off in the long term and lead to a comfortable
retirement.
Another best option for parents’ retirement are bonds. Bonds are units of
corporate debt that are securitized as tradable assets and issued by firms. It is
also referred to as a fixed-income instrument since it pays debt holders a fixed
interest rate (coupon). Variable or floating interest rates are becoming
increasingly popular. Bonds have maturity dates after which the principal must
be paid in full or the bond will default. Interest rates and bond prices are
inversely related: as rates rise, bond prices fall, and vice versa. (Fernando,
2022). According to The Investopedia Team (2022), bonds are perfect for
retirees because offer a fixed rate of interest, making them a reliable source of
income. It is also considered risk-free securities, which means that the


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investor's money is not at danger. Additionally, bonds can also be traded in the
secondary bond market before they reach maturity. To put it another way,
because there is so much liquidity, or a large number of buyers and sellers,
investors may simply sell their current bonds if they need to.
Ultimately, individual retirement plan or IRA is valued retirement plan
designed by the United States government to assist employees in saving for
retirement. It is best for retirement because it gives some substantial tax
benefits and allows an individual to buy an almost endless variety of
investments – stocks, bonds, CDs, real estate, and other items. As a result, the
IRA became a highly popular account to invest in for retirement. The major
advantage is that you won't have to pay any taxes until you take the funds in
retirement.
Saving for university is at the forefront of Asian parents' minds, since they
place a great importance on education. Unfortunately, greater education has a
correspondingly high cost. To fill in this high cost, parents often buy bonds and
takes the 529 plan.
As bonds maturities can range from 1 to 10 years, one alternative for
parents is to purchase a bond with a maturity date that corresponds to the
eventual lump sum financial expenditure necessary for your child's university
expenses. Bond also has the added benefit of providing a fixed income at
regular intervals throughout the duration of the bond's existence. In the interim,

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these recurring payments might assist the parents to pay for their other ongoing
financial obligations. (Eastsprings Investment, 2021).
A 529 tax-advantaged account is an ideal investment vehicle for K-12
tuition or college fees for parents wishing to save money for their children's
education. A qualifying tuition plan, often known as a 529 plan, is a tax-
advantaged savings account for educational costs. A 529 account, unlike other
tax-advantaged savings accounts, has no income restrictions on plan
contributions. The federal income tax on capital gains from investments does
not apply to withdrawals from a 529 plan used to pay for eligible school
expenditures. It is more adaptable than a standard savings account. The
account can be transferred to another kid or family member as the new
beneficiary if the original beneficiary decides not to attend a trade or vocational
school, college, or other post-secondary educational program. 529 plan
earnings increase tax-free over time. The sooner a beneficiary's account is
setup, the more time the money are invested, allowing for higher earning
potential. (Likos, 2022).
Many parents wish to leave a legacy endowment to their children in order
to give them a leg up in life. If they have the financial resources, they might
invest in real estate with the intention of leaving it to their loved ones, or they
could opt to invest in a Real Estate Investment Trust.
Investing in real estate might provide extra rewards. They could rent it out
to provide additional income to their child in the years when they don't need to

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live in it, sell it later if the value of their property rises or if they need the money,
or put it to their own use later; as a starter home for when their child starts their
own family, or as a more cost-efficient home when their child become empty
nesters. When they die, their offspring may be able to inherit real estate.
(Eastspring Investment, 2021).
A real estate investment trust (REIT) is a business that owns and runs
income-producing real estate or associated assets. Office buildings, retail
malls, flats, hotels, resorts, self-storage facilities, warehouses, and mortgages
or loans are examples of these types of properties. Individual investors can get
a percentage of the income generated by commercial real estate ownership
and take benefit of the real estate market through REITs, without having to
acquire commercial real estate or commit a big quantity of money to a second
home. (Investor.gov, 2021).
There are several other reasons to invest in addition to the above-
mentioned main aims. Parents seek to safeguard their children from dangers
they cannot predict. Some of these demands are met by insurance products,
while others might be met by investing. Mutual funds and certificate of deposits
are an excellent alternative for those concerned parents.
According to the Philippine Investment Assets Association, a mutual fund
is "an investment organization that combines the funds of numerous individual
and institutional investors to establish a vast asset base" (PIFA). Bonds,
equities, and other investment items are handled professionally by mutual


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funds. They're made up of a pool of funds gathered from a variety of sources.
The funds are then invested in other assets. (Zoleta, 2022). Mutual funds
provide a wide range of options and are a suitable choice for parents because
the initial and recurrent outlays are often minimal and well-managed. Money in
mutual funds does not have to be locked up for lengthy periods of time; it may
be withdrawn at any moment, making it perfect for use as a fund for unforeseen
situations. (Eastsprings Investment, 2021).
A certificate of deposit (CD) is a bank or credit union product that pays a
higher interest rate in exchange for the consumer agreeing to keep a lump-sum
deposit undisturbed for a certain amount of time. CDs are a more secure and
conservative investment than stocks and bonds, with less potential for growth
but a fixed rate of return. In return for keeping monies on deposit for a certain
amount of time, top-paying certificates of deposit provide greater interest rates
than the best savings and money market accounts. (Fernando, 2021).
Child’s Investment Choices
Musab and Mehemet (2019) revealed that parental decisions in particular
generate a dynamic dilemma that influences children's maturity states and, as
a result, their future choices. In return, parental actions are influenced by those
children's adulthood results, which are a proxy for the children's worth to
parents. Groups of people aged 18 to 24 were more likely to participate in long-
term activities. Their parents are most likely still behind them. (Henager &

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Cude, 2016). This is in line with the results of the study analysis conducted by
Jorgensen (2017) stating that parents' influence has a significant impact on a
child's investment or financial knowledge that he or she can carry up to
adulthood. Children with financially responsible parents are more likely to follow
in their parents' footsteps not only throughout childhood, but also into
adulthood. The study also revealed that the significant influence that parents
may have on their children when it comes to training young persons for future
financial stability.
Investing at a young age teaches a child a habit of financial independence
and discipline. According to Axis Bank (2019), early investment explains the
true distinction between investing and saving. It also boost the likelihood of
achieving financial stability at a young age and results in compounded profits.
Starting Age
Exposing children to the stock market at a young age may inspire them to
concentrate on accumulating wealth as adults. Around the age of eight or older,
kids will learn the most about the account. Any age is a good time to create a
child's investment account, but if the child is under the age of 18, they will
require parental help and custody. (McCurry, 2021 & Lankford, 2017). On the
other hand, to begin investing in stocks on their own, the child will need a
brokerage account, and they must be at least 18 years old to open one.A
lengthy time horizon is one of the most important aspects of successful


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investment, and children have plenty of it. They're likely to receive a substantial
return on their original investment if they're prepared to leave their money
invested for several years. (O’Shea, 2022).
Purpose of Investment
Younger individuals, according to Costanza Nosi et al. (2017), invest for
the purpose of building retirement wealth. Investing in annuities when they are
young will ensure their financial security in retirement. According to Axis Bank
(2019), there are an advantage of investing in an early age. If an individual
invest early and lose money, they will have more time to recover their losses.
An investor who begins investing later in life, on the other hand, will have less
time to recuperate his losses. Subsequently, if they invest early, their money
has more time to rise in value. Compounding returns result from early
investments. Money has a temporal value that rises with time. Regular savings
started at a young age can pay off handsomely when it comes time to retire.
Furthermore, early investing allows a child to enter the world of finance sooner.
With time, their money will increase in value. This puts them ahead of those
who would rather invest later in life. A child will also acquire the habit of saving
more when they start investing at a young age. The more they put in, the more
they will receive in the future. As a result of that mental process, they tend to
save more by reducing needless costs and investing the money they save.
Furthermore, they will never need to borrow money or become someone's


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debtor if you have enough money to invest. During such circumstances where
there is a need for immediate financial assistance, investments acquired at a
young age might come in helpful. It can help the investor to get through the
difficult times and to cover unforeseen costs. In addition, young investors are
more capable of taking risks than older investors. Adult investors, on the whole,
are conservative and desire stability, therefore they shun high-risk investments.
With great risk-taking capacity, the chances of generating excellent returns at
an early age increase. Finally, investing at an early age increases the chances
of achieving financial security. It is usually a better idea to start saving for
retirement when an individual are in their 20s rather than when they are in their
40s. Life after retirement is more difficult than it has ever been, therefore
planning for it now will result in a happier retirement.
Financial Education from Childhood
Financial education, according to the OECD, is the process by which
financial consumers/investors improve their understanding of financial
products, concepts, and risks, and develop skills and confidence to become
more aware of financial risks and opportunities, to make informed decisions, to
know where to seek help, and to take other effective actions to improve their
financial well-being, through information, instruction, and/or objective advice
(Arrondel, 2018). It is a lifetime learning process that will define one’s
relationship with money. Commonly, a child’s financial education begins at a


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very young age as they are proficient at learning through imitation during their
childhood and will develop as they grow up.
Children as early as three years old grasp basic economic ideas, and by
the age of seven, they have established long-term financial habits. Parents
have the most impact over their children's financial habits; at this age, children
turn to their parents to set an example and lead them. This was an excellent
opportunity for parents to begin teaching to their children that material objects
are expensive. Parents frequently urge their children to save more money at a
young age by offering to match their savings dollar for dollar or by a particular
percentage, which will allow them to observe how their balance changes as a
result of their actions. Because children have limited resources and rely on their
parents for income, they develop the habit of saving by keeping a piggy bank
or a savings jar in which they may put coins or cash. Eventually, they can save
their money by putting it in a bank when they have made a significant amount
of money. Between the ages of 6 and 14, spending will most likely be a part of
a child's early contacts with money. They frequently witness their parents using
it to make purchases, even those for them. Children learn more effectively
when their parents introduce them to money and explain what it is and how it
is utilized. They also learns about money by assisting with grocery shopping,
taking them through their parents' decisions to shop at various places, look for
coupons and promotions, and choose certain brands based on price and
budget. However, it's critical for parents to instill in their children the idea that

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money isn't just for spending—also it's for saving. Compound interest and how
credit cards function will mostly certainly be taught to children of this age. By
the time a child reaches high school, he or she is capable of comprehending
more complex financial ideas and has at least a basic degree of financial
literacy, which includes knowledge of earning, saving, spending, and sharing.
Credit card firms specifically target college students, consequently a child now
understand the risks of maxing out credit cards, how interest works, credit
limits, and the need of safely developing credit. (Borwick, 2022 & Huddleston,
2021).
Preferred Investment Vehicles
Investing, like anything else in life, benefits from getting started early. The
earlier an individual start planning for retirement, the better the chances of
getting a good return on their investment. This is true for college students as
well as young adults. They may get a good start on saving for their future by
taking advantage of their youth. Nevertheless, financial risk and tolerance are
taken into consideration in investing.
There are numerous investment vehicles available on the market that are
ideal for students who do not have a lot of money but want to start investing.
According to Moneymax (2021), the Philippines has seven of the cheapest
investments, all of which cost less than P1,000 and mostly preferred by
students. Mutual funds are one of the greatest investments in the Philippines,

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especially for a newbie with little time or knowledge to monitor the success of
their fund. Most mutual funds have a PHP 5,000 minimum initial investment
requirement. However, at a minimum of PHP 1,000, students can make further
deposits. Their money will be managed by a professional fund manager from
the mutual fund provider of their choosing, who will grow it and make
investment choices on their behalf. The Unit Investment Trust Fund, an open-
ended pooled investment fund managed by a fund manager, is also popular
among students. It works in a similar way to a mutual fund. The only difference
is that UITFs are provided by banks and are controlled by the Philippines'
central bank, the Bangko Sentral ng Pilipinas (BSP). On the other side, if
students want to step up their investment game, they might look into investing
in stocks. In the Philippines, joining the stock market entails purchasing shares
in a publicly traded firm and becoming a shareholder. They will profit if the firm
does well, and they will lose if the company does not. The biggest benefit is
that shareholders have easy access to their money, which they may cash in or
out through their broker during trading hours. If students choose, they can place
their money in a time deposit and receive a predetermined rate of interest for a
certain length of time. The lock-in time might be as little as a year or as long as
a year, but longer periods necessitate greater placement fees. Time deposits
are a safe, secure, and insured investment alternative. Interest rates are
guaranteed and stable, and they are greater than those offered by traditional
savings accounts. It's also easy to comprehend and set up. Another low-cost

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investing option for Filipino students is the Pag-IBIG MP2. They can begin
investing as little as PHP 500 each month. Enjoy government-guaranteed
savings and a yearly dividend rate of up to 7%. Furthermore, there is no limit
to the amount of money people may invest. Their MP2 deposits will mature
after five years, and they will be able to withdraw their funds. Similar to that is
the SSS PESO Fund. The GInvest by GCash app is the last on the list; it allows
anybody with a smartphone to establish their own investment. Based on the
Risk Profile Questionnaire, it is excellent for first-time investors with little
income, college students, and anybody with a smartphone who has varying risk
appetites/profiles.
Impacts of Parents Investment Views to Child’s Investment Choices
Parental financial pattern and example has been linked to strong self-
control skills in adolescents and shown improvements in young adulthood
financial ability and literacy skills (Tang, 2017). Jackson and Schneider (2021)
stated that parents affect the resources available to children to learn and obtain
information in order to engage in opportunities. Families and governments are
the key providers of child investment, providing basic resources and additional
developmental opportunities. Study by Rea, Danes, Serido, Borden, and Shim
(2018) found that young adults use both implicit and explicit family interactions
in how they perceive communication about money and well-being connected
to their finances, confirming the family financial socialization theories. The


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model is then expanded by Rea et al. (2018), who claim that a person's
cognitive interpretation of finances and financial well-being is derived from
family financial socialization processes, which serve as the foundation for the
ongoing development of their financial attitudes, knowledge, and capabilities.
Parents have been and continue to be the major source of financial
knowledge for teenagers and college students. The financial habits and ideals
of their children are heavily influenced by their parents. One of the things that
a parent teaches their children is how to manage money. The bulk of a child's
financial socialization takes place almost subconsciously as a result of family
money habits. Financial education and training for parents and children may
also be incredibly useful. Parents may connect with their children in a variety
of ways when it comes to their financial habits and practices. Discussing family
finances with a parent improves financial literacy, meaning that more
involvement in important aspects of family finances might lead to better
understanding and experience with money management. Even if parents go to
great measures to actively socialize their children in financial matters, this does
not guarantee that their words and instructions will be valued. When money is
addressed openly, however, children may find it easier to make a deliberate
decision that is similar to or opposes their parents' ideas. This is especially true
when children live apart from their parents and are more likely to keep their own
homes, resulting in larger financial gaps between their own and their parents'
lives. (Curran et al., 2018).


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Parents and family serve as the key socialization agents for children,
acting as a conduit for knowledge from the outer world into the child's more
personal reality. Children with financially responsible parents are more likely to
follow in their parents' footsteps not only throughout childhood, but also into
adulthood. It happens via the eyes of the parents, and as a result, the function
of information in the development of that child's financial perspective is
influenced. Children's learning from witnessing parents can last far into their
adult years. (Jorgenson, 2019). Moreover, Jorgensen et al. (2017) stated that
increased financial communication between parents and children resulted in
statistically significant improvements in cash management and the prevalence
of budgeting behavior, as well as increased saving and investing behaviors,
more positive credit usage, and increased purposeful planning behavior for
long-term financial goals.
The way parents handle their personal finances has been demonstrated
to influence how their children interact with and view money. Saxon (2020)
states that student’s ability to invest, save and their how they manage their
savings were most strongly impacted by how they viewed their parent’s
financial behaviors. Parents' nurture regarding investment has a lasting effect
on a child's ability until adulthood and beyond. Since the parents are the
primary source of income of young investors, most likely they will seek
guidance about their investment; when, where and how they will save their
money. Parents who spoke directly to their children about money issues,

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teenagers who were working and receiving a pay, and parents who supported
a relationship with a financial institution for money management had children
who were more inclined to save money rather than spend it.
LeBaron, Hill, Rosa, and Marks (2018) conducted interviews with college-
aged students to learn more about how their parents or grandparents taught
them about money and what topics they were educated about. Their findings
suggest that the most common way for participants to receive financial
socialization was through their parent or grandparent's modeling behavior,
followed by explicit family discussions about money-related topics (i.e. directly
addressing needs versus wants in a store), and finally through the parent or
grandparent providing experiential learning opportunities, such as encouraging
them to have a relationship with a financial advisor (LeBaron et al., 2018).
However, there is evidence that how, where, and how often parental
financial socialization happens may change depending on family
circumstances. (Jorgenson, 2019) According to Luhr (2018)'s qualitative
research, middle-class families were more deliberate in educating their children
about money than working-class families. Working-class parents, on the other
hand, expressed increasing emotions of being inexperienced and unprepared,
as well as a lower degree of confidence in their ability to teach their children
excellent financial information. Working-class families were also shown to have
a stronger desire to protect their children from their family's financial problems
than middle-class families (Luhr, 2018).


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CHAPTER III
RESEARCH METHODOLOGY
This chapter defines the methods and procedures implemented
in conducting this research study. It concentrates on the research
methodology, population, sampling scheme, methods or procedures,
instruments and statistical treatment of data.
Research Method Used
This study used a quantitative approach to answer the research
question. Quantitative research is the process of collecting and analyzing
numerical data. It can be used to find patterns and averages, make
predictions, test causal relationships, and generalize results to wider
populations. (PrithaBandhari, 2020)
This aimed to find out how much the students know something about
savings and investment, how they perceive both, and the factors as to why
students can’t save or invest money. A questionnaire used by the researcher
to assess the response of the participants to the research. Quantitative
questions will be used in this study's research questionnaire. Based on the
research‘s design and statement of the problem in chapter one, the data and
questions offered in the questionnaire are quantitative. The questionnaire


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included questions about the respondents' socio demographic profile, such as
their age, gender, monthy income, and type of investment. What training does
the respondent have in saving funds such as seminars and E-learning. The
questionnaire also asked if the respondents experienced investing their
capital, and what are the reasons why students can’t save or invest capital in
regards to their spending habits and ningaskugon.
Population Frame and Sample Scheme
The data in this study will be derived from the estimated total number of
BSBA – Financial Management students studying in Rizal Technological
University, Boni Campus and their parents which are based on the computed
sample size of the population. Those who are qualified to participate in this
study are individuals with the following characteristics:
1. Currently enrolled in RTU BSBA – FM program.
2. Parents who have child studying Financial Management in RTU
3. Currently has savings and investment
Those who were not qualified to participate in this study are individuals
with the following characteristics:
1. Who has no investment
2. Who are not enrolled in RTU BSBA – FM program.
3. Parents who do not have child studying Financial Management in
RTU.

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According to Bock (2019), simple random sampling is the most
straightforward approach to getting a random sample. It involved picking the
desired sample size and selecting observations from a population in such a
way that each observation has an equal chance of selection until the desired
sample size is achieved. The total population of BSBA – Financial
Management students is 1,315 from 1st year to 4th year, however, the total
number of respondents will be 307 according to the result using Slovin’s
formula. This formula can be used to figure out what sample size you need to
take. In addition, Slovin's formula is used when nothing about the behavior of
a population is known at all. (Stephany Ellen 2020). The researchers will
conduct this study through online Google forms designed by them according
to the research method decided to use and it will be forward or send to target
participants.
Description of the Respondents
The respondents of the study were the selected three hundred seven
(307) students of Rizal Technological University who are enrolled in Financial
Management program and who are already engaged with investments and
their parents. They answered a survey questionnaire prepared by the
researchers along with the parents.
Research Instrument

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The instruments used for this study is an online survey questionnaires
using the Google Form. The said questionnaires were constructed by the
researchers and based on the statement of the problem. The survey
questionnaire is consist of three parts.
Part I of the questionnaire consist of the items which gathers
respondent's profile such as name, sex, and age.
Part II of the questionnaire consist of the information about the
investment views of a parent. Part II was measured using the following
Preferential Level
Scale Range Corresponding
Remarks
4 3.26-4.00 Highly Preferred
3 2.51-3.25 Preferred
2 1.76-2.50 Non-Preferred
1 1.00-1.75 Strongly Non-Preferred
Part III of the questionnaire consist of the information about the
investment choice of their child.
Part III was measure using the following Agreement Level


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Scale Range Corresponding
Remarks
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree
Data Gathering Procedures
The researchers prepared the questionnaire that led to answering the
problem and the respondents in this study were selected Financial Students
of Rizal Technological University (Boni Campus).
The researcher request permission from the Department Head of
Financial Management to distribute questionnaire to the respondents through
a Google form link. After the approval of the Department Head, the
researchers distributed to the Rizal Technological University Financial
Management Students.
After the data collected, the researchers proceed in tabulating and
summarizing the data being collected for statistical analysis and
interpretation.
Statistical Treatment of Data


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1. Weighted Mean
The weighted mean is calculated by multiplying the weight
associated with a particular outcome of an event or respondents summing
all the product all together then it will be divided by the sum of the weights.
Weighted average is considering data values to be more important to
other values since we want them to contribute to the final average of the
research.
WM = fwx
Formula:
WM: weighted mean
∑ : sum of
f: frequency
w: weights
x: total number of respondents
2. Person R
The Pearson product-moment correlation coefficient is a
measure of the strength of a linear association between two variables
and is denoted by r. In order to determine the investment influences of
a parents to child’s investment choice the coefficient can range
between -1.00 to 1.00. If the coefficient value ranges negatively the
means of relationship of variables is negatively correlated. If the


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coefficient value ranges positively the means of variables is positively
correlated or the both values can be together increased or decreased.
Formula:
r = correlation coefficient of person r

n = observation number
xi = value of x variable for its observation
yi = value of y variable for its observation
x = means of the value of x

y = means of the value of y
3. Frequency and Percentage
A percentage frequency distribution is a visualization of data
that shows the amount of observations for each data point or cluster
of data points as a percentage. It's a great way to describe the relative
frequency of survey replies and other information. Tables, bar graphs,
and pie charts are frequently used to show percentage frequency
distributions.
To create a percentage frequency distribution, begin by
determining the total number of observations to be represented, then
counting the total number of grouping of data points or exist for each

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data point, and finally dividing the total number of observations by the
number of observations within each data point or grouping of data
points. The total of all percentages that relate to each data point.
Percentage = F/N x 100%
Formula:
p = percentage
f = frequency of occurrence
n = number of respondents

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CHAPTER IV
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation of data in tabular and
graphical form which are engaged according to the problems stated in the
first chapter. Each table was given appropriate interpretation based in the
context of the problem raised in the study and with corresponding tables
presented sequentially to hive further clarity on data presentation and
analysis.
1. Demographic Profile of the Respondents
1.1 As To Age
Table 1.1
Frequency and Weighted Mean of the Demographic Profile of the
Respondents As to Age
FREQUENCY PERCENTAGE
18 years old and below 4 1.3%
19 – 22 years old 246 81.4%
23 – 25 years old 52 16.9%
26 – 28 years old 5 1.6%
TOTAL 307 100%


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This table represents the Age of the respondents. 18 years old and
below we have conducted 4 respondents (1.3%) which has the least
respondent that we had followed by the highest respondents 19-22 yrs old
we have conducted 246 respondents (81.4%). At the age 26-25 yrs old
we have conducted 52 respondents (16.92%).And last but not the least
Age 26-28yrs old we have conducted 5 respondents (1.6%).
1.2 As To Sex
Table 1.2
Respondents As to Sex
Frequency Percentage
Male 141 45.9%
Female 166 54.1%
Total 307 100%
These table represent the sex of respondents. Male 141
respondents (45.9%). Which has the highest and female 166 respondents
(54.1%).
1.3 As To Year Level
Table 1.3

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Respondents As to Year Level
1st Year 61 19.9%
2nd Year 42 13.7%
3rd Year 73 23.8%
4th Year 131 42.7%
TOTAL 307 100%
This table present the respondents that we had in the order of 1st
to 4th year. For the 1st year we had 61 respondent (19.9%). Followed by
the least respondents of 2nd year 42 respondents (13.7%) and 3rd year
we had conducted 73 respondent (23.8%) and lastly is the 4th year 131
respondents (42.7%) which has the highest respondents that we had.
1.4 As To Type of Investment
Table 1.4
Respondents As to Type of Investment
Bonds 9 2.9%

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Grocery Stores 1 0.3%
Jewelry Collection 2 0.6%
Mutual Funds 34 11.1%
Real Estate 1 0.3%
Retirement Plan 13 4.2%
Savings Account 214 69.7%
Stocks 33 10.7%
TOTAL 307 100%
This table presents the respondents type of investment. Bonds
have 9 respondents (2.9%), followed by the least respondents grocery
store having 1 respondents (0.3%), jewelry collection have 2 respondents
(0.6%), mutual funds have 34 respondents (11.1%), real state has 1
Respondent (0.3%) which is also the least respondents, retirement Plan
have 13 respondents (4.2%), savings account have 214 respondents
(69.7%) which has the highest respondent, and last but not the least
stocks have 33 respondents (10.7%).
2. Different Investment Views of Parents
Table 2.
Weighted Mean and Standard Deviation of the Different Investment
Views of Parents

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MEAN STD. VERBAL
DEVIATION INTER
PRETATION
1. I discuss financial matters 3.29 1.046 STRONGLY
with my child. AGREE
2. I track my monthly 3.53 0.829 STRONGLY
expenses. AGREE
3. I save money each month 3.51 0.802 STRONGLY
for the future. AGREE
4. I speak to my child about the 3.38 0.953 STRONGLY
importance of savings. AGREE
5. I encourage my child to 3.02 1.005 AGREE
invest.
6. I discuss how to choose the 2.87 1.057 AGREE
best investment to my child.
7. I teach my child how to track 2.84 1.079 AGREE
their investments.
8. I prefer investing in short 3.15 0.958 AGREE
term investments than in long
term investments.

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9. I tell my child to copy my 2.40 1.220 DISAGREE
investment plans.
10. I allow my child to make 3.27 1.039 STRONGLY
investment and financial goals AGREE
on their own.
WEIGHTED MEAN 3.13 0.637 AGREE
RESPONSE
PARAMETERS
(3.26 – 4.00) STRONGLY AGREE
(2.51 – 3.25) AGREE
(1.76 – 2.50) DISAGREE
(1.00 – 1.75) STRONGLY
DISAGREE
Table 2 above indicates a grand weighted mean of 3.13 in the
different investment views of parents. This means that the respondent
Agrees they are seeing their investment in different aspects. It can be
seen that the item 2 “I track my expenses.” ranked first with a weighted
mean of 3.53 and item 5 “I tell my child to copy my investment” ranked
least with a weighted mean of 2.40


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The highest mean that can be seen in item 2 with the statement of
'I track my expenses' agrees with the study of Saxon (2020) in which it
can be seen that parents are the most influential people to their child.
Children usually perceive their parents' financial behavior in a way of
tracking their expenses to be mindful of their investment, savings and
management of financial.
This supports the claim of Saxon (2020), that students perceived
their parents' financial behaviors had the most influence on their capacity
to invest, save, and manage their savings. There is evidence that there
may be differences in parent's financial behaviors depending on a variety
of conditions. This includes their family's social status, income, financial
situation, and beliefs, as well as their child's assistance and
independence.
3. Child’s Investment Choices
Table 3
Weighted Mean and Standard Deviation of the Impact of Parent’s
Investment Views to Child’s Investment Choices
MEAN STD. VERBAL
DEVIATION INTER
PRETATION

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1. I discuss financial matters 3.13 1.068 AGREE
with my parents.
2. My parents often tell me to 3.37 0.956 STRONGLY
track my monthly expenses. AGREE
3. My parents teach me to 3.52 0.781 STRONGLY
save money each month for AGREE
the future.
4. My parents encourage me to 3.09 0.971 AGREE
invest.
5. I make investment decisions 2.68 1.040 AGREE
based on what my parents
have done similar situation.
6. I look up to my parents as 3.02 1.077 AGREE
my role model when it comes
to managing money.
7. When it comes to choosing 2.58 1.147 AGREE
the best investment, my own
decisions are influenced by my
parents.
8. My parents have a positive 3.01 1.019 AGREE
influence on me when it comes


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to managing my own
investments.
9. I always follow my parents’ 2.50 1.121 DISAGREE
investment plans.
10. It is easy to choose my 3.07 1.127 AGREE
preferred investment without
any help from my parents..
WEIGHTED MEAN 3.00 0.679 AGREE
RESPONSE
PARAMETERS
(3.26 – 4.00) STRONGLY AGREE
(2.51 – 3.25) AGREE
(1.76 – 2.50) DISAGREE
(1.00 – 1.75) STRONGLY
DISAGREE
Table 3 shows the impact of parents on their children’s investment
decision making. It shows that on average, students agreed on statements
under parents’ impact to child’s investment decision making with overall
mean of 3.52 (Strongly Agree). Respondents strongly agreed in the
statement [My parents teach me to save money each month for the future.]

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with mean of 3.53 - highest mean while respondents Disagreed on
statement [I always follow my parent’s investment plans.]' with lowest
mean of 2.50 (Disagree).
The highest mean with the statement "My parents teach me to save
money each month for the future." had the average response of strongly
agree. The study of Grohmann & Menkhoff (2015), reflects why most of
the respondents strongly agreed to statement 2. According to them, the
research on child financial behavior shows for instance, parents
encouraged their children to save or taught them to budget, has a strong
impact on financial literacy. The present study shows that family
background has a major impact on financial literacy levels and, through
financial literacy, has a knock-on effect on financial behavior.
The lowest mean with the statement "I always follow my parents’
investment plans." had the average response of disagree. This is because
BSBA students know that parents understood their children has their own
plan of investing and saving up money which will be helpful to them. This
was supported by Jorgensen & Savla (2010), which states in their findings
that perceived parental influence had a direct and moderately significant
influence on financial attitude, and did not have an effect on financial
knowledge, and had an indirect and moderately significant influence on


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financial behavior, mediated through financial attitude. It includes parents
allowed their children to make their own investment decisions.
4. Relationship Between Parent’s Investment Views to Child’s
Investment Choices
Table 4
Relationship Between Parent’s Investment Views to Child’s
Investment Choices
r Strength p- Sig
value value
PARENT’S CHILD’S .872 STRONG p= S
INVESTMENT INVESTMENT 0.000
VIEWS CHOICES < 0.05
The statistical treatment used is Pearson-r correlation. The tables
above shows the correlation coefficient and the p-value. The strength of
the relationship can be determined by the value of the correlation
coefficient presented as r. The significance level is at .05. So if the p-value
is less than or equal the significance level then we consider the
relationship significant.

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If r is positive that means as one variable increases the other also
increases. But if r is negative that means that as one variable increases
the other decreases.
The table 4 shows the significant relationship between parents
investment views to child's investment choices. The result shows that
there is .872 r value, which indicates that there's a strong relationship
between parents investment views to child's investment choices. The
parents' perspective in investment has a big factor in their children's
preference in selecting investment which is a good result for the reason
that they still consider their parents' opinion when it comes to investment.

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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
This chapter summarizes the study on Parent’s Investment Views:
Its Impact To Child’s Investment Choices. It present results of quantitative
data analysis to come up with the findings and conclusions drawn from
the research that serves as the basis for the recommendations.
Summary of Findings
The following are the major findings of the study based on the
research conducted:
Based on the data obtained, majority of the students who are
engaged in investment are ages 19 to 22 years old, and more than half of
them are female. Results also showed that most of the respondents are
in their 4th year and consider savings accounts as their preferred
investment vehicle, while the second-most pick are the mutual funds and
stocks.
2. Different Investment Views of Parents


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It was revealed in the data that majority of the parents provide
resources and information for their child to learn and gain knowledge
about managing their own finances and investment. For example, parents
teach their children to keep track of their monthly expenses and to save
money for the future. Most of them also strongly agreed that they talk
about financial matters with their child, which includes discussing the
importance of saving money and allowing them to make their own financial
goals and investments. However, they do not recommend telling their
child to copy their investment plans. This implied that while parents had a
direct influence on their child's financial behaviors, they had no overall
control over how their child perceived investments. Most of them allow
their child to make their own decisions and determine what type of
investment is best for them.
3. Child’s Investment Choices
The responses revealed that a child learns about managing their
finances and investing from their parents. They gain knowledge through
consistent teaching and advising, such as when their parents encourage
them to invest and tell them to keep track of their expenses. Through these
kind of discussion, a child is more likely to get behavior of their parents
because they are more experienced in finance and investment. The
findings also revealed that, despite adopting their behaviors, a child may

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not apply this when making their own investment decisions. For instance,
a child may consider following their parent's investment techniques and
methods, but not their entire investment plan. This indicates that a child
has to make the decision. Although their parents have a major influence
on choosing their preferred investment vehicle, they are still allowed to
realize what type of investment are best for them and to make their own
decision.
4. Relationship Between Parent’s Investment Views and Child’s
Investment Choices
The data collected from the survey showed a significant correlation
between parent’s investment views and child’s investment choices at a
strong level, indicating that the relationship between the two is strong.
Parents are the most influential people to their child, especially in
managing their finances and investments. The knowledge provided by
parents has an impact on a child's ability to manage their money and
investment. The child learned by direct example and instruction from their
parents, and they will eventually seek advice on when, where, and how to
save their money. While parents who encouraged their child to invest and
taught them about financial matters, recognize that their child still consider
their opinions and views, as well as the importance of their perceptions,
in choosing their own investment.


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Conclusion
Based on the foregoing findings, the following conclusions are
drawn:
1. Parent's investment views are taken into consideration when a
child chooses for the best investment. The values and behaviors they
passed on to their child will serve as a guide in making financial decisions
and choosing the best investment on their own. They may have a direct
influence on their decision making, but they have no control over them.
2. The financial behaviors and teachings of parents had the
greatest influence on their children's ability to invest, save, and manage
their finances. A child who has a financially responsible parent will always
consider their parent's advice and lesson when making their own
investment. Nonetheless, the child has the complete authority to choose
and decide in what is the best investment for them on their own
3. Parent’s views and behaviors had a strong influence to a child’s
investment choices. They seek for their parent’s opinion and consider their
perspective when choosing their preferred investment vehicle.


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Recommendations
Based on the findings and conclusions, the following
recommendations are hereby follows:
1. Increased financial and investment literacy. The results showed
a significant relationship and proved that parent's investment views had a
strong impact to a child's investment choices. Owing to that, the
researchers decided to suggest that parents should improve their financial
and investment literacy since their views and behaviors are passed down
through generations. A good knowledge about finance and investment
would maintain positive growth and increase the impact of the modelling
behaviors they are able to pass on to their child before the latter chooses
their preferred investment.
2. Establishment of investment planning programs in higher
education institutions. Although parent's investment views and behaviors
can be passed down to their child, this does not necessarily indicate that
they have control on how their child chooses the best investment for
themselves. Therefore, the researchers strongly recommend that college
campuses should provide a program that assists a child in utilizing the
views and behaviors of their parents in creating their own investment
plans.

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3. Conducting research studies that focuses on identifying the
problem areas. Since the researchers concluded that a child do not copy
their parent's investment plans, it is recommendable for future researchers
to study the problem areas of the impacts of parent's investment views
and behaviors on child's investment choices. Further research into how a
child previously learned to create their own investment plan and how they
would like to gain more knowledge would also be critical in identifying and
solving the area of concern.


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Appendices
SURVEY QUESTIONNAIRE
VALIDATION OF SURVEY QUESTIONNAIRE
STATISTICIAN CERTIVICATE
CURRICULUM VITAE
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SURVEY QUESTIONNAIRE
PARENT’S INVESTMENT VIEW: IMPACT TO CHILD’S INVESTMENT

CHOICES
We are 3rd year students from Department of Business Administration of

Rizal Technological University, Boni Campus. We are working on a
research titled "Parents' Investment View: It's Impact To Child's
Investment Choice's" as part of our requirements for completing the
program Bachelor of Science in Business Administration major in
Financial Management.
Your responses will remain anonymous and confidential. Thank you for
participation.
Researchers:
Lazarte, Reyna C.
I agree that any that any personal information provided in this

survey
Data Privacy Act of 2012

In accordance with the Data Privacy Act of 2012 and it's Implementing
Rules and Regulation in answering this form and disclosing your
personal information you give the researchers from CBET-22-603A your
consent to collect, access, and process any personal information and/or
sensitive personal information for evaluating purposes. We will surely be
gathered information with confidentiality.
Part I. General Information
Instruction: Please fill out the needed information or check the

corresponding answer for each item.
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1.1 Name: (Optional) ________________________________
1.2 Gender
Male Female
1.3 Age
18 below 26-29
18-21 30-34
22-25 35 above
1.4 Year level
1st Year 2nd Year

3rd Year 4rd Year
Do you have investment or savings?
Yes No
What type of investment do you have?
Stocks
Bonds
Mutual Funds
Retirement Plan
Savings Accounts
Others: ___________________
Part II:
Direction: Read each statement carefully. Please indicate your level of

agreement on the following statements by checking the box provided.
1 – Strongly Disagree
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2 – Disagree
3 – Agree
4 – Strongly Agree
Parents View 1 2 3 4
1. I discuss financial matters with my child.
2. I track my monthly expenses.
3. I save money each month for the future.
4. I speak to my child about the importance of
savings.
5. I encourage my child to invest.
6. I discuss how to choose the best investment to
my child.
7. I teach my child how to track their investments.
8. I prefer investing in short term investments than
in long term investments.
9. I tell my child to copy my investment plans.
10. I allow my child to make investment and
financial goals on their own.
Part III:
Direction: Read each statement carefully. Please indicate your level of

agreement on the following statements by checking the box provided.
Child’s View 1 2 3 4
1. I discuss financial matters with my parents.
2. My parents often tell me to track my monthly
expenses.
3. My parents teach me to save money each
month for the future.
4. My parents encourage me to invest.
5. I make investment decisions based on what my
parents have done in similar situation.
6. I look to my parents as my role model when it
comes to managing money.
7. When it comes to choosing the best investment,
my own decisions are influenced by my parents.
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8. My parents have a positive influence on me
when it comes to managing my own investment.
9. I always follow my parents investment plans.
10. It is easy to choose my preferred investment
without any help from my parents.
Rizal Technological University
Boni Avenue, Mandaluyong City
Bachelor of Science in Business Administration
Financial Management Department
VALIDATOR’S CERTIFICATION
Date: _____________________
This is to certify that the Test Instrument “Parent’s Investment Views: Its Impact To
Child’s Investment Choices” of Researcher/s: Macawile, Jenifer A., Dionisio, Trisha Mae
M., Lazarte, Reynca C., Jesalva, Angela Mae F. and Junawid, Jubileen G. was corrected
for content and face validation.
This further certifies that on the bases of my utmost content knowledge in Research,
the content of the test instrument is:
( ): Poor ( ): Good ( / ): Very Good ( ): Excellent.
Validated By:
_DR. NELSON R. GARCIA_________________

Name & Signature of Evaluator/Expert
__Doctorate Degree________________________
Highest Degree Attained & Year Attended
_Rizal Technological University______________

Granting University/College
___ _________________________________
On- Going Degree/Study
_ 8/25/2022_____ _____________________
Date of Validation

Date: September 5, 2022
This is to certify that the Test Instrument “Parents’ Investment Views: Its Impact
To Child’s Investment Choices” of Researcher/s: Jenifer A. Macawile, Angela Mae
F. Jesalva, Jubileen G. Jumawid, Trisha Mae M. Dionisio and Reyna C. Lazarte
was corrected for content and face validation.
( ): Poor ( ): Good ( / ): Very Good ( ): Excellent.
Validated By:
Gabriela C. Flores___________
Name & Signature of Evaluator
Master of Arts in Literature and Language Instruction/ May 2016_

Rizal Technological University_____

Doctor of Philosophy in Technology Education

September 5, 2022_ _____________________

Date of Validation

Date:
This is to certify that the Test Instrument “Parents Investment Views: Its Impact
To Child’s Investment Choices” of Researcher/s: Jenifer A. Macawile, Angela Mae
F. Jesalva, Jubileen G. Jumawid, Trisha Mae M. Dionisio and Reyna C. Lazarte
was corrected for content and face validation.
( ): Poor ( ✔ ): Good ( ): Very Good ( ): Excellent.
Validated By:
Christian Neil A. Ramos

__________________
Name & Signature of Evaluator/Expert
Master’s in Business Administration / 2016‐2019
__________________________
Polytechnic University of the Philippines
______________
N/A
___ _________________________________
September 7, 2022
_ _____ _____________________
Date of Validation
CERTIFICATE OF STATISTICIAN
This is to certify that the undersigned has computed and analyzed the thesis
entitled Parent's Investment Views: Its Impact To Child’s Investment Choices by
Dionisio, Trisha Mae M., Jesalva, Angela Mae F., Jumawid, Jubileen G., Lazarte, Reyna
C. and Macawile, Jenifer A. aligned with the set of rules that govern the analysis of data
in Statistics.
This certification is issued upon request of the researchers. Given this 18th day of
November in the year of the Lord, 2022.
Signed:
KARIZZA M. ABOLENCIA
Statistician

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COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY

FINANCIAL MANAGEMENT DEPARTMENT i

PARENT’S INVESTMENT VIEWS: ITS IMPACT TO CHILD’S

Presented to the Faculty of the

College of Business and Entrepreneurial Technology

RIZAL TECHNOLOGICAL UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Business Management Major in Financial

Dionisio, Trisha Mae M.

Jesalva, Angela Mae F.

FINANCIAL MANAGEMENT DEPARTMENT i

This thesis entitled “Parent’s Investment Views: Its Impact to Child’s

___________________ DR. ANNALIZA B. VIERNES

Approved by the Oral Examination Committee with a grade of _____,

Accepted in partial fulfillment of the requirements for the degree,

DR. LEONILA C. CRISOSTOMO

FINANCIAL MANAGEMENT DEPARTMENT i

We hereby declare that the thesis entitled "Parent's Investment

carried out as an Undergraduate students at Rizal Technological University

conception or in style, presentation, and linguistic expression are duly

where the due acknowledgement is made in the thesis.

Dionisio, Trisha Mae M.

Students’ Name and Signature

FINANCIAL MANAGEMENT DEPARTMENT i

The researchers would like to extend their profound gratitude and

sincerest appreciation to the following persons who have contributed and

extended their unselfish assistance and support in the completion of this

To the selected students of RTU who serve as respondents in our

To our research professor, Dr. Annaliza Viernes, for guiding us

knowledge and for patiently understanding our concerns. Thank you.

knowledge and protection God is giving to us in fulfilling this requirement.

To all, heartfelt gratitude! Thank you!

FINANCIAL MANAGEMENT DEPARTMENT i

TITLE : Parent's Investment Views: Its Impact to Child’s

RESEARCHERS : Dionisio, Trisha Mae M.

DEGREE : Degree of Bachelor of Science in Business

Administration Major in Financial Management

INSTITUTION : Rizal Technological University

ADVISER : Dr. Annaliza B. Viernes

Parents have been and continue to be the major source of financial

investment choices for them. Because of this, the researchers conducted a

child's investment choices.

FINANCIAL MANAGEMENT DEPARTMENT i

In this study, a survey questionnaire was used to poll the respondents,

used the Weighted Mean, Pearson Product Moment Correlation Coefficient

determine if there was an impact and a relationship between parent's

investment views and child's investment choices.

Finally, based on the careful analyzation of the findings, the researchers

come up with recommendations which consists of some suggested increased

financial literacy and investment planning programs in order to utilize the

parent's investment views in creating and managing a child's own investment

FINANCIAL MANAGEMENT DEPARTMENT

TITLE PAGE .....................................................................................................i

APPROVAL SHEET ......................................................................................... ii

TABLE OF CONTENTS .................................................................................. vi

LIST OF TABLES .............................................................................................x

LIST OF FIGURE ........................................................................................... xii

I. THE PROBLEM AND ITS BACKGROUND

Conceptual Framework .................................................................................... 4

Statement of the Problem ................................................................... 4

Scope and Delimitation of the Study ................................................... 5

Significance of the Study…..........................………………….…………6

Definition of Terms .............................................................................. 7