IDENTIFICATION OF FINANCIAL MANAGEMENT

GOALS OF BUSINESS STUDENTS AS

FUTURE PROFESSIONALS

A Thesis

Presented to

The Faculty of the School of Business Administration and Accountancy

University of Baguio

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Science in Business Administration Major in Financial Management

By:

JOSEPHINE A. BANGANAN

CHARLIE S. CALOBANDI

CHESKA C. COLOMA

DEXTER D.DAYSO

MARK RAYMOND S.ESTEVES

ANGEL FAYE B.GOMEZ

KASS WYNDELL B. LOYOSEN

JEAN F. MANGAOANG

MAE DESIREE D.NATURA

CRISTINE MAE JOY A.PAGAL

April 2023
 TABLE OF CONTENTS

ABSTRACT 5
CHAPTER 1 7
THE PROBLEM 7
Background of the Study 7
Theoretical/Conceptual Framework 14
Schematic Illustration of the Study 20
Figure 1 21
Significance of the Study 22
Statement of the Problem 23
CHAPTER 2 25
DESIGN AND METHODOLOGY 25
Research Design 25
Population And Locale Of The Study 25
Data Gathering Tool 27
Data Gathering Procedure 28
Treatment Of The Data 29
Table 1 30
Ethical Considerations 30
CHAPTER 3 33
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 33
Results and Discussion 33
Table 2 34
Table 3 43
Table 4 54
Table 5 64
Table 6 67
CHAPTER 4 70
CONCLUSION AND RECOMMENDATIONS 70
Conclusions 70
Recommendations 71
REFERENCES 72
APPENDICES 82
APPENDIX A 82
APPENDIX B 86
APPENDIX C 89
APPENDIX D 91
APPENDIX E 93
 APPENDIX F 95
APPENDIX G 100
APPENDIX H 103
APPENDIX I 106
LIST OF FIGURES
Figure 1: Schematic Illustration of the Study 21

LIST OF TABLES

Table 1: Four-point Likert Scale 30

Table 2: Extent of agreement towards the business

administration students' financial management goals 34

Table 3: Extent of agreement towards the business

administration students' financial management goals

according to the size of the family 43

Table 4: The extent of agreement towards the business

administration students' financial management goals

according to the number of family members earning in the

household 54

Table 5: The significant difference in the extent of

agreement towards the business administration students'

financial management goals according to the size of the

family using Analysis of Variance (ANOVA) 64

Table 6: The significant difference in the extent of

agreement towards the business administration students'

financial management goals according to the number of

family members earning in the household using Analysis of

Variance (ANOVA) 67
 ABSTRACT

In the world of business, the objective is to support

the organization to achieve its goals and objectives.

Because of this, effective financial management is crucial

to an organization's financial performance. The study will

pinpoint the objectives of future business experts in terms

of financial management. Additionally, it seeks to

determine whether there is a notable variation in the

degree to which business administration students agree with

financial management objectives that may have an impact on

their future plans depending on the size of the family and

the level of family income. The following areas of study

would be prioritized: Profit maximization, Behavioral

goals, and social responsibility. The population of the

study is business students enrolled for the second semester

at the University of Baguio with a total of 319

respondents. The researchers utilized a weighted average

and one-way ANOVA to analyze the data, to determine which

of the three identifications the business students strongly

agree more with. From this, the researchers were able to

determine that business administration students valued

social responsibility as their financial management goal

for their strategies. The study's findings indicate that

neither the future financial management goals of business

administration students nor moderator variables such as

family size nor the number of family members who earn a

living in the home differ significantly from those of other

students. From the results of the study, the researchers

have concluded that business administration students

consider financial management goals for their future

careers. This indicates that regardless of the size of

their family and the number of family members earning in

their household, business administration students

prioritize the same financial management goals and that the

size of family and number of family earning in the family

have no influence on their decision-making regarding their

financial management goals.

Keywords: Business Administration students, Financial

Management Goals, Profit Maximization, Behavioral Goals,

and Social Responsibility

 7

CHAPTER 1

THE PROBLEM

Background of the Study

In the field of business, the purpose is to assist the

organization in reaching or accomplishing its goals and

objectives. It is why an organization's financial success

is heavily dependent on financial management. A business

administration degree gives many options and may be the

entry point for marketing, management, human resources,

accounting, finance, and more careers. Financial management

includes planning, arranging, overseeing, and managing the

financial assets of a business, organization, or customer

(Bishop, 2020). Moreover, you can also start a career in

the teaching profession.

Learning the basics of financial management will be

the building block of a person's good financial behavior.

Financial literacy will reflect young professionals'

financial behavior and emotional ability to make sound

financial decisions effectively and efficiently (Eloriaga,

et al., 2022). In the Philippines, over the past 20 years,

business and education-related courses have constantly

recruited an enormous population of college students.

Business administration and other business-related courses

 8

continue to have the highest enrollment in Baguio City

universities (Philippine Statistics Authority, 2019).

Notably, many students enter this increasingly fast-paced

economic era incapable of determining the priority scale of

needs and financial management (Salsabilla, 2022). But in

the study entitled "Entrepreneurship Education through

Successful Entrepreneurial Models in Higher Education

Institutions," conducted by Boldureanu, Ionescu, Bercu,

Grigoruta, and Boldureanu, G. (2020) in Romania, aims to

identify characteristics viewed by students as being

specific to a successful entrepreneur. In this study, they

could pinpoint students' traits that were particularly

helpful in becoming great entrepreneurs. According to

several theoretical viewpoints, including the human capital

theory, the entrepreneurial self-efficacy theory, and the

self-determination theory, students' entrepreneurial

intentions are highly associated with their entrepreneurial

development because it equips them with the necessary

knowledge and abilities while inspiring them to achieve

entrepreneurial careers. The results show that 30% of the

students enter the business to create new jobs for other

people, 13.3% of the students enter the industry for

creativity and innovation, and 50.0% of the students enter

the business because of high income.Furthermore, 8 of 30

 9

students named persistence, while 7 of 30 respondents

called it a people-oriented mindset and a desire to serve

others. Lastly, 5 of 30 respondents quoted entrepreneurial

spirit as the quality defining successful entrepreneurs.

This study demonstrated that entrepreneurial education

based on effective entrepreneurial role models could

positively influence students' entrepreneurial behaviors

and intentions, potentially leading to a greater emphasis

on the social benefits of entrepreneurship rather than the

financial ones. The study's research gap is that graduate

programs for business and non-business students must be

structured differently because studying successful

entrepreneurial stories affects these groups differently.

With relevance to the current study, this shows that the

behavioral goals of students, specifically the human

capital theory, entrepreneurial self-efficacy, and

self-determination, are positively correlated with their

entrepreneurial intentions.

Furthermore, Philippine society views entrepreneurship

as a very effective way to raise one's social and economic

status. One of the leading forces fostering

entrepreneurship is this social and cultural attitude. The

huge domestic market, which has high consumer spending

rates and high levels of education and training, encourages

 10

people to try their hand at entrepreneurship. Additionally,

the government offers several initiatives to promote

entrepreneurship. Nearly half (46%) of all Filipinos have a

very favorable opinion of the entrepreneurial ventures in

their nation, and 66% think they possess the skills

necessary to launch a business. Even though the perceived

entrepreneurial skills of Filipinos are excellent, 89.5%

lack formal education. Filipino business owners consider

operating a business to achieve independence and make a

living and improve their financial situation

(Entrepreneurship in Philippines, n.d.).

Similarly, a study conducted in Malaysia entitled

"Exploring Financial Management Practices and Problems

among Students" aims to look at the financial issues

students face and how they handle their finances. It

ensures that universities and colleges may better prepare

their students for the real world by teaching them how to

manage their finances (Azer and Mohamad,2018). The

researcher utilized a purposive judgmental sampling method.

The result of the study shows that the highest mean score

concerning the financial problem is 2.9133, and it is

because of the inability of the student to increase.

Furthermore, a mean of 2.7805 shows that students do not

know how to cut their spending, and a mean of 2.7745 shows

 11

that students have no spending plan. The overall result

helps the institution, specifically the academics, to

understand the students' money management practices and

problems so that they can teach them how to make sensible

financial decisions in the future.

Salumintao and Cinches (2019) reported that "Personal

Finance Practices of Millennial Students" in Northern

Mindanao, Philippines, aims to create a concept that

describes the personal financial habits of the 641

millennial students attending higher education institutions

in Northern Mindanao. The result of the study shows that

savings and budgeting had values of 0.53 and 0.48,

respectively, indicating that they best describe the

financial habits of millennial students' personal finances.

The findings also show that only three (3) observable

factors—school, peers, and parents—impact personal

financial behavior. The school's direct influence is 0.44,

followed by the parents' direct influence of 0.51 and the

peers' direct effect of 0.30. The parents' immediate effect

is the highest among the variables. Through this research,

the researchers knew what the students prioritize in

handling their finances.

A study entitled "Indigenous Entrepreneurial Attitude

of Students in Kalinga State University" conducted by Duyan

 12

(2021) in Kalinga aims to evaluate the student's level of

entrepreneurial attitude regarding achievement, innovation,

self-esteem, and personal control. The study's respondents

are the students of the College of Business, Accountancy,

and Entrepreneurship of Kalinga State University. According

to the result, the average scores across all departments

are all <6.78, indicating that more courses are needed to

improve university students' entrepreneurial attitudinal

orientations. Overall, the study's findings show that most

students in the program are unwilling to pursue

entrepreneurship. Furthermore, a student's academic major

has been associated with their aptitude for the subject,

job availability, and earning potential (Duyan, 2019). This

research contributed to the current study by understanding

and gaining insight into the students' attitudes, which can

significantly influence future behavior and

decision-making.

Competent professionals are constantly required in the

immensely competitive business industry. The goals of most

companies are to maximize profits, behavioral objectives,

and social responsibility. Focusing on making the most

money is still current in the new century. The increasing

usage of information technology and business globalization

are two significant trends offering new and exciting

 13

challenges for increased profitability (Shim, 2022).

Therefore, an organization should view financial management

as a crucial aspect of overall organizational management.

In the past, accounting included financial management as a

component of traditional methods. In the modern day, it has

expanded with cutting-edge, multifaceted corporate

operations.

In addition to the above-mentioned study, the

"Influence of Corporate Values on the Practice of Corporate

Social Responsibility: A case study of Huawei" was

conducted by Yunxue (2019) in Baguio City. The study aims

to determine corporate values' role in CSR practice at

Huawei. The result showed that the weighted mean in

economic responsibility was 2.84 (very high influence). In

ethical responsibility, the weighted mean is 2.59 (High

influence). In philanthropic, the weighted mean is 2.25

(Low influence). In legal obligation, the weighted mean is

2.02 (low influence). The average mean score is 2.44 (Low

Influence). The result shows that dedication has a high

influence on ethical and philanthropic responsibility and a

low influence on legal and economic responsibility.

Openness and initiative greatly influence economic and

ethical responsibilities but have a low influence on legal

and philanthropic responsibilities. The practice of ethical

 14

Corporate Social Responsibility is extensive. The company

does not tolerate unethical behavior from its employees.

Dedication has a high influence on economic

responsibilities and only a high influence on legal,

ethical, and philanthropic responsibilities. With the

study, upon decision-making on the path to take after

graduation, there is a need to practice corporate social

responsibility. They would have to consider corporate

social responsibility because, as future professionals,

they will have to follow certain principles for the

betterment of the company and its customers. Being

ethically responsible does not only limit being ethically

knowledgeable but also applying the company's ethical

principles. As for the social responsibility of an

individual, it does not limit to what will be the best for

an individual but for the common good of all people.

Theoretical/Conceptual Framework

The researchers would focus on profit maximization,

behavioral goals, and social responsibility. To identify

the financial management goals of the business students,

the researchers decided to use the extent of agreement,

which helps to recognize what financial management goals

apply to the business students by knowing which among the

 15

three identifications the business students strongly agree

more. According to management finance theory, a company's

primary goal is to maximize its owners' wealth. In the book

by Shim (2022) called Schaum's Outline of Financial

Management, third edition, "Typical goals of the firm

include (1) stockholder wealth maximization; (2) profit

maximization; (3) managerial reward maximization; (4)

behavioral goals; and (5) social responsibility." In the

new millennium, there is still a focus on making the most

money possible.

Profit is a business's net financial gain from

producing and selling a good or service. Profits are

calculated as the difference between total revenue (TR) and

total cost (TC). At the same time, profit maximization

involves generating the most income or profit. The

strategic level of sales is when profits are at their peak.

It is frequently used for planning and as a benchmark for

the ideal situation. Profit-maximizing is using a product

to produce the intended profit or return on investment.

In addition to what is mentioned above, profit

maximization can be achieved in various ways but usually

requires a high level of specialization and knowledge

because minimizing costs and maximizing revenues are two

key concepts that must be addressed for this to occur.

 16

A profit maximization technique can be used to

maintain a healthy operational cash flow. Profits are the

right indicator to use when assessing the viability of a

company concept. With revenue, the business gains sight of

its primary goal and poses a significant threat to its

existence.

When it comes to setting behavioral goals, researchers

believe that performance areas are quantifiable and thus

simpler to measure because we can assign and track them

with a numeric value—for instance, what was the response

rate to the call volume received, or how many grant

applications were processed without error. Most employees

and their supervisors find it far simpler to evaluate

performance objectives but more difficult to discuss how to

improve themselves by setting behavioral goals. Student

communication abilities will be evident in professional

settings. Additionally, students can also exhibit their

professional behavior skills. Furthermore, students can

demonstrate their ability to lead by utilizing

team-building skills. Students can also show their

knowledge in facilitating collaborative behaviors in

achieving group goals and objectives. Another is it

demonstrates good work habits, time management, and

 17

self-discipline.

Social responsibility mainly focuses on taking

responsibility for one's actions. It is a promise everyone

should make for society while working for social, cultural,

and ecological causes. These responsibilities are ethically

binding and propose that each person acts to minimize the

adverse effect on those immediately around them.

The training of future executives, managers, and heads

of companies should consider incorporating such content so

that students understand that economic, social, and

environmental objectives must also be considered. Today's

students will be the managers and politicians of tomorrow

and a new generation of leaders concerned with business and

society simultaneously.

Social responsibility refers to an ethical framework

in which individuals and organizations must act for the

benefit of society as a whole (Wittman, 2018). Social

responsibility presents a meaningful, honest way of

engaging with the world. While tackling social injustices

on a large scale may feel overwhelming, social

responsibility shows us that we can create a more positive

world by making positive personal choices daily. In

addition, students who practice social responsibility are

often set up in a way that gives individuals the freedom to

 18

be and behave in socially responsible ways and has a good

influence on the world. Depending on the student's

objectives, it is a type of self-regulation that can be

represented through initiatives or strategies (Stobierski,

2021).

A study titled "Determinants of Household Food

Expenditure in a Cassava Growing Village in Southeast

Sulawesi" analyzed factors that affect the food consumption

expenditure of the people growing cassava in the Southeast

Sulawesi Province in Indonesia (Zani et al.,2019).

According to the study's findings, 89.84% of total

household spending went toward food, which is a significant

percentage compared to the 10.16% spent on non-food items.

While spending on vegetables, fruits, and milk was low,

spending on starchy staple foods, fish, and eggs was

predominant. Most cassava-growing households consumed

poor-quality, undiversified food and had low levels of

well-being. Family size, fish price, household income,

heads of household education level, and cassava yield all

positively and significantly impacted the cost of food

consumption. This data was gathered from 32 respondents

through a random sampling method. This research is relevant

to the study because the moderator variable that was used

in this study is also essential for the researchers' study

 19

since it includes the family size of the respondents that

were aiming to know the number of members in a family that

affects the financial management goals of the business

students as future professionals. The gap in the study is

that the respondents and the study is only limited to a

small province in Indonesia. The Philippine Statistics

Authority (2022) also states that the average household

size in 2020 was 4.1 persons or members. Having 3 to 4

members in the family has a possibility of helping to

minimize costs in the household but having 5 to 6, 7 to 8.

More than 8 members in the family will be hard for the

household as it will consume all of the income, and the

costs will increase due to the needs of the family members.

The percentage of households with an unemployed member

is 6.7%, down from 9.8% in 2020, and 78.5% of the nation's

83.2 million families had at least one employed member

(U.S. Department of Labor, 2022). The Current Population

Survey collects employment, unemployment, and family

relationships statistics. Households with more than one

earning member, such as 2 to 4 members and more than 5

family members earning, include those where both couples

work and joint families where relatives live together and

there are numerous working members. Actual incomes for

two-earner families are higher than those for one-earner

 20

families. However, depending on the household members, the

expenses arise according to their needs.

Schematic Illustration of the Study

This study shows the independent, dependent, and

moderator variables used for this study. The independent

variable contains the identification of financial

management goals of business students for their future

careers. The dependent variable shows the decision-making

of business students in choosing financial management

goals. The moderator variables of this research study are

the size of the family and the number of family members

earning in the household.

 21

Figure 1
Schematic Illustration of the Study
 22

Significance of the Study

The result of the study is intended to be beneficial

to the following:

First, the results of this study enable the students

to define their long-term financial management objectives.

They would be able to pinpoint the course they should take

in order to move forward with their planning. Finally,

after receiving their degree, students would be able to

recognize the various professional occupations they could

pursue.

The results can aid parents in comprehending the

direction their business-student children desire to go in.

They were able to understand their children's plans so they

could either support them or even assist them.

The research study can assist the institution in

developing or improving a specific curriculum that could

aid business students in identifying their long-term

objectives. As a result, they could support their students

and build abilities relevant to their future careers or

even their immediate ambitions.

This study shows the readers that financial management

objectives cover a wide range of topics. There is more to

it than just budgeting, which we can discover in this

research project.
 23

The research study's findings may serve as a

background or source of knowledge for upcoming researchers

looking to identify the financial management objectives of

future professionals who are business students, and they

are also helpful as a resource for new research directions.

The research study identified the financial management

goals of business students as future professionals at the

University of Baguio. The result of the study let them

create concrete goals in terms of financial management as

future professionals.

Statement of the Problem

The researchers aim to determine the financial

management goals of Business Administration students toward

their plans for their professional careers. Remarkably, the

research aims:

1. What is the extent of agreement to the financial

management goals of Business Administration students

prioritize for their plans?

a. Profit maximization

b. Behavioral goals

c. Social responsibility

1.1. Is there a significant difference in the extent of

agreement of Business Administration students to their

future financial management goals according to the size of

 24

the family and the number of family members earning in the

household?
 25

CHAPTER 2

DESIGN AND METHODOLOGY

This chapter discusses the research design,

population, and locale of the study, data gathering tool/s,

data gathering procedure, treatment of the data, and

ethical considerations.

Research Design

This study is descriptive-quantitative research. This

study design was deemed appropriate since the study aims to

identify the financial management goals of business

students as future professionals. Furthermore, it also aims

to know if there is a significant difference in the extent

of agreement of Business Administration students with the

financial management goals that can affect their plans

according to the size of the family and the number of

family members earning in the household.

Population And Locale Of The Study

The study was conducted at the School of Business

Administration and Accountancy, focusing on the Business

Administration students enrolled for the second semester,

A.Y. 2022-2023, of the University of Baguio at Upper

General Luna Road, Baguio City. The researchers chose the

population of Business Administration students as the

 26

respondents because their program is focused on and related

to business. Aside from that, it is more relevant than

Business Administration students are the respondents of

this research study. The students of the School of Business

Administration and Accountancy are the ones who focus on

the study of financial aspects and how the business world

works. Hence, the students can quickly understand the

terminologies such as profit maximization and social

responsibility. The data were tested later on by gathering

data from the accountancy students of the University of

Baguio to attest to the reliability of the collected data

from the business administration students by assessing

whether the findings are consistent with accountancy and

students studying business administration. Total population

sampling was used in conducting this study. The researchers

considered the total population of Business Administration

with a number of 774 students taking business

administration. Upon data gathering, the researchers had

319 respondents. The discrepancy between these two was

because of the ethical consideration that must be followed,

which included voluntary participation and not forcing the

respondents to answer.
 27

Data Gathering Tool

The researchers used a researcher-made survey

questionnaire to gather the needed information for this

study. The questionnaire's content was situational and

utilized the Likert Scale. Questionnaires were submitted to

the research adviser for accuracy, after which the

researcher forwarded the questionnaire to the tool

validator. The tool validator validated the questionnaires

ready to be floated. The researchers employed the Likert

Scale since it was appropriate to ascertain if respondents

agreed or disagreed based on the given statements in the

questionnaires. The indicators stated in the questionnaire

were based on the theories in the theoretical framework.

For the reliability testing, the accountancy students who

are currently enrolled for the second semester A.Y.

2022-2023 are the ones who answered the questionnaires.

The questionnaire consists of five (5) parts. Part I

contains the letter from the researcher about the research,

stating its purpose and a brief background on the study.

Information on how data collected is used, stored, and

managed was discussed. Additionally, it was made clear to

the participants in this section that their participation

is entirely voluntary, they can withdraw at any time, and

that any information they voluntarily share in the

 28

questionnaire is kept private and used exclusively for

research. Part II contains a detailed and comprehensive set

of instructions to prevent confusion among participants.

The questions relating to the independent and dependent

variables were found in Parts III and IV, respectively.

Moreover, finally, part V contains the closing statement of

the questionnaire, in which the researcher acknowledges the

participants for participating in the study. This part also

includes how participants were informed about the study's

results. In the reliability testing, after the data

gathering process, a total of 58 respondents from

accountancy students answered the questionnaire. The

reliability result that was from Cronbach's alpha is 0.90

where it was interpreted as good.

Data Gathering Procedure

In conducting the study, the researchers made a letter

of consent to be sent to the School of Accountancy and

Business Administration teachers to allow the

administration of questionnaires. The researchers, the

researchers' adviser, the adviser of the subject, two

program chairs, and the SBAA dean signed the letter. After

the validation and approval, the researchers distributed

the questionnaire to its locale using the Google Forms

link. The researchers sought assistance from instructors

 29

teaching in the School of Business Administration and

Accountancy on disseminating questionnaires to business

administration students; the instructors utilized the

Canvas inbox, Messenger, and Gmail for dissemination and

data collection.

The researchers had no other intentions of using the

survey response for other purposes but for the

questionnaire. If the respondents feel harmed or badly

affected by the research, they are free to withdraw their

participation. After data collection, the researchers asked

for help from statisticians to turn in the data collected

from the respondents and lend a hand to the respondents to

conclude the data collected. After the data treatment, the

researchers elaborated on the data from the statistician.

Treatment Of The Data

The researchers employed a weighted mean to measure

the financial management goals of business students as

future professionals by Business Administration students at

the University of Baguio to effectively interpret the data.

To improve the accuracy of the research data, a weighted

mean was applied to count the number of times the variables

occurred. The statistical technique utilized in the study

is one-way ANOVA, which was used to compare the means of

more than two groups. ANOVA was used to measure the

 30

significant differences in means while considering the

moderators: family size and the number of family members

earning in the household.

In measuring the identification of financial

management goals of business students as future

professionals of Business Administration students of the

University of Baguio, the data gathered had been treated.

The weighted means were interpreted by using a four-point

Likert Scale; the Scale is as follows:

Table 1

Four-point Likert Scale

Value Range of Value Verbal Meaning Qualitative

Interpretation

1 1.00 - 1.75 Strongly Disagree No Affect

2 1.76 - 2.50 Disagree Minor Affect

3 2.56 - 3.25 Agree Moderate Affect

4 3.26 - 4.00 Strongly Agree Major Affect

Ethical Considerations

All participants in research projects have moral and

legal rights; thus, ethical concerns are essential.

Therefore, the researchers ensured that the study adhered

to all rules and regulations set forth by the University of

 31

Baguio, the appointed instructor, and other relevant

parties.

Considering the ethical aspect of the research, the

study was examined by the external reviewer of ethics to

ensure the researcher followed the given guidelines

provided by the school organization. Consents from the

subjects were appropriately asked and authorized to refuse

to take part in the study. The respondents are given the

right to withdraw at any moment. Securing the privacy of

the data was observed to guarantee the confidentiality of

the data. The respondent’s identity was kept closed unless

permitted by the respondent. The data collected from the

respondents were treated with anonymity and confidentiality

and used solely for research purposes. The participants of

the study are not subjected to any harm. Any misleading

information and the primary data representation in a biased

way are avoided at all costs. The researcher ensured that

all participants, both researchers and participants, would

have access to the findings. The researchers will send the

research to the respondents to let them know the results by

sending the study findings to the respondents’ email

accounts individually. Also, the hard-bound copy of the

research will be placed in the centennial library for

future researchers to access the study and use it as their

 32

reference. In addition, we could also upload the paper

online for other people to access the pdf of our research

and use the study as their reference. The study will

contribute to the lives of Business students at the

University of Baguio in being wiser and knowing their

financial goals as future professionals.

 33

CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results

of the statistical analysis done, and the interpretation of

the findings. These are in tables following the sequence of

the specific research problem regarding identifying the

financial management goals of Business Administration

students toward their plans for their future professional

careers.

Results and Discussion

In this part, the results of the data gathering of the

study relate to the extent of agreement to the

identification of the financial management goals of

Business Administration students toward their plans in

their future professional careers. There are significant

differences included.

The extent of agreement with the financial management goals

of business administration students prioritizes their plans
as future professionals

Table 2 shows the extent of agreement of Business

Administration students to the financial management goals

prioritized for their plans. Based on the extent of

agreement of students with the financial management goals

prioritized for their plans, the interpretation of Profit

 34

Maximization, Behavioral Goals, and Social Responsibility

will be shown below.

Table 2

Extent of agreement towards the business administration

students' financial management goals.

35
 36

The overall mean for the extent of agreement towards

the business administration students' financial management

goals is 3.55 (SD= 0.43, Strongly Agree). Hence, showed

that business administration students strongly agree that

financial management goals are essential in order for them

to identify further their future career plans in-line with

their financial management goals. A study conducted by

Adesanya and Ogunleye (2020), entitled "Financial

Management Competencies and Career Success of Nigerian

Business Graduates.” This research examined the connection

between financial management skills and business graduates

from Nigeria's successful careers. The findings

demonstrated a strong connection between career success and

financial management competencies. Particularly, it was

discovered that financial planning, financial analysis, and

investing expertise were strong indicators of job success.

The results imply that among Nigerian business graduates,

having strong money management skills is crucial for job

success. According to the report, in order to improve their

students' job chances, business schools in Nigeria should

provide special attention to helping them build their

students' financial management skills. Financial management

objectives may be crucial for accomplishing professional

goals, according to the researchers' findings that

 37

financial management abilities are positively connected

with career success.

The upper dispersion range of the overall mean has a

result of 3.98 (Strongly Agree), and a lower dispersion

range of 3.12 (agree). This shows that the majority agree

that it is crucial to set financial management goals for

their future careers. A study entitled "Financial Literacy

of Young Professionals in the Philippines" (2020)

demonstrates that nearly all young professionals (98%)

concur that a thorough understanding of financial attitudes

and factor analysis is necessary. Most often, attitude and

outlook on the future are related. In order to successfully

achieve goals, knowledge must be converted into behavior,

which is where attitude comes into play. This demonstrates

that young professionals place a high value on creating

long-term financial objectives and the strategies to

accomplish them. Furthermore, young professionals believe

that they should be mindful of the significance of having

the right financial behavior to achieve their financial

goals.

Among the three financial management goals present,

Social Responsibility has been identified as the financial

goal that the students prioritize the most as future

professionals, as evidenced by its overall mean of 3.58

 38

(SD = 0.50, Strongly Agree). In this regard, Business

Administration students always want to be accountable for

their actions and the results of those actions, as

indicated by a mean of 3.69 (SD=0.53, Strongly Agree). With

this, students will consider economic, social, and

environmental objectives, which should also be considered.

As future professionals, they must prioritize and be

concerned with business and society at the same time and be

able to benefit both business and the community as a whole.

These findings confirm the article entitled "Accounting

Students' Perception of Corporate Social Responsibility:

Evidence from Kuwait” (2020) which demonstrates that

accounting students show a strong concern for environmental

issues. Young individuals, such as accounting students, are

members of the community and play a significant role in it.

In general, the students are eager to improve their

lives and advance in the accounting field and corporate

world while making sure that they are also part of solving

environmental issues. The study's findings also suggest

that accounting students have a basic understanding of

important aspects of corporate responsibilities.

Other studies that support these recent findings are

Business student attitudes toward corporate social

Responsibility and Factors Influencing Students' Corporate

 39

Social Responsibility Orientation in Higher Education.

According to Do (2021), this study strongly suggests that

students are idealistic and have a philanthropic attitude

toward society and others. (2019) also considers CSR to be

an essential component in improving corporate

effectiveness. In addition, students who participate in

volunteering activities have a profound sense of social

Responsibility.

The article from Emily May entitled, "What does it

mean to take responsibility for your actions at work?"

Being responsible for your actions requires a realization

that you are playing a part in a particular situation which

means it takes some courage to take responsibility for the

decisions you make to take actions and whatever

consequences or circumstances may come with it. You may

have heard it referred to as accountability. It means that

your first reaction when you make a mistake, or a conflict

arises is not to blame others, make excuses, twist the

facts, or flat-out lie. Instead, you swiftly acknowledge a

problem, identify your role, and implement an action plan

to minimize (or eliminate) the chances of it happening

again.

Moreover, behavioral goals are the least prioritized

financial goals of the respondents, with a mean of 3.52

 40

(SD =0.47, Strongly Agree). Although this goal is the least

prioritized, the respondents still consider this to be

equally important, along with the highest indicator, as

indicated by the result(Strongly Agree). Similarly, the

lowest indicator under behavioral goals is about being an

efficient part of a group, whether their role is a member

or a leader, with a mean of 3.33 and defined as strongly

agree. Such findings confirm the article "Assessing student

desire for professional skills development within the

undergraduate science curriculum: a focus on teamwork"

(2021), claiming that teamwork is more likely to be helpful

in group activities and that students place a high value on

professional skill qualities. These findings are consistent

with previous studies, which showed that students had

comparable views of professional qualities and their

potential influence on their professional growth. It also

demonstrates that employers and students regard the

importance of such professional abilities similarly. Yet

they frequently vary in terms of the student's actual level

of training and the mastery of such skills upon graduation

and entering the workforce. Teamwork will also help the

students improve their skills and gain more knowledge for

their future careers or profession.

 41

In appropriating the dispersion range, the social

responsibility's lower bound is 3.08(agree), while the

upper bound is 4.08 (strongly agree). It means that the

lower bound is defined as agree. The upper bound of the

respondents strongly agrees that social responsibility is

their top priority regarding financial goals. According to

the study of Zlatanovic, et. al. (2022) entitled "Specifics

of Corporate Social Responsibility in the Financial

Sector," One of the primary requirements for the survival

and growth of firms is the ability to build lasting

connections with key stakeholders and corporate social

responsibility is fast becoming an essential component of

corporate philosophy. According to the findings,

respondents firmly believe that social responsibility is

their top priority regarding financial goals. It is a means

for the corporation to give back to the community while

ensuring its survival and success. It is one of the

components for the firm's functioning to be stabilized. It

is one of the most important aspects of maintaining a

long-term relationship with the community and the company's

stakeholders. Prioritizing the company's social

responsibility might also imply prioritizing the welfare

and expected benefit of the company's stakeholders.

 42

Among the three, Behavioral Goals scored the lowest.

The upper dispersion range is 3.99(Strongly Agree), and the

lower dispersion range is 3.053 (Agree). The result implies

a chance of the answer strongly agreeing, turning to agree.

However, the answer strongly agrees on the Behavioral goals

indicates that Behavioral Goals still have a significant

effect on the Financial goals of the student. According to

a study by Yap, Richard Josua Christian; Komalasari,

Farida; and Hadiansah, Ihsan (2018)entitled "The Effect of

Financial Literacy and Attitude on Financial Management

Behavior and Satisfaction" financial management behavior

was the most influencing variable toward financial

satisfaction. Researchers recommend that paying more

attention to financial attitude and management behavior is

essential to achieve financial satisfaction. Therefore,

this research result increases married individuals'

awareness that financial satisfaction is achievable through

an excellent financial attitude and management behavior.

The extent of agreement to the financial management goals

of business administration students prioritizes their plans

as future professionals according to the size of the

family.
 43

The extent of agreement to the financial management goals

of business administration students prioritizes their plans
according to the size of the family

Table 3 will present the results of the extent of

agreement towards the business administration students'

financial management goals according to the respondents'

size of the family.

Table 3

Extent of agreement towards the business administration

students' financial management goals according to the size

of the family.
 44

Based on the financial management goals, in the profit

maximization, 6-8 members got the highest mean of 3.59

 45

(SD = .42, Strongly Agree), while 3-5 members and more than

eight family members have the same mean of 3.50 (Strongly

Agree). By looking at the indicator, indicator 4 has the

highest mean of 3.64 in the 3-5 members and a mean of 3.75

in the 6-8 members. This result indicates that family

members use their income well by having a future budget

plan for their business. Moreover, indicator 3 has the

lowest mean in all family sizes. This finding shows that

maximizing profit as a financial goal is achieved despite

the number of family members. No matter how many family

members there are, maximizing profit is one goal of

business students. The federal government compares

families' pre-tax cash income to a poverty threshold (often

called a poverty line) to support this data. Poverty lines

vary with the number of adults and children because larger

families need more income to meet different needs.

According to the article "Benefits of a large family owning

a Business in 2021", Family members are willing to

contribute their financial resources when starting new

sub-ventures for the business organization or when there

are financial difficulties. This result decreases costs and

expenditures while strengthening the financial capability

of the business. This desire to make sure long-term success

is inherent in part-owners. A study by Boldureanu et al.,

 46

(2020), a study that provided evidence that

entrepreneurship education based on successful

entrepreneurial role models may positively influence the

entrepreneurial attitudes and intentions of students and

could lead to a higher orientation of student perception

towards the social benefits of entrepreneurship (new jobs)

compared to financial ones (high income). In the results,

students found opportunities to start a business and use

their sources, personal savings, and family income and were

identified as sources to start a business.

In profit maximization, the highest mean comes from

the 6-8 members (Strongly Agree); the upper dispersion

range from 6-8 members is 4.01 (Strongly Agree), while the

lower dispersion range is 3.17 (Agree). This result

indicates that maximizing profit is one choice regardless

of family size by looking at the verbal meaning (Strongly

Agree, Agree). Thus, to support this claim, the study

conducted by Molly et al. (2019) states that based on a

sample of 327 family-owned Businesses in Belgium, their

results demonstrate how family-centered goals indirectly

influence the total debt rate through family board

involvement. The research suggests that the socioemotional

wealth (SEW) viewpoint is valuable and relevant for

analyzing debt decision-making in family businesses. It

 47

also says that the study adds to the body of knowledge on

family businesses and helps academics and professionals

comprehend how family firms choose their capital

structures.

The upper dispersion range of the lowest mean from

profit maximization is 3-5 members with 3.99 (Strongly

Agree) while its lower dispersion range is 3.01 (Agree). It

signifies that there is a chance that the respondents would

less likely prioritize profit maximization. A study

entitled “Social Responsibility and Financial Performance:

The Case of STOXX Europe Index” conducted by Gaio and

Henriques (2020), emphasizes the concept that companies

that go after CSR policies make a significant effort to

develop a stronger corporate reputation, leaving behind the

idea of the conventional corporations that focused

primarily on financial success. The study proved that

business owners focus more on social responsibility than

prioritizing profit maximization.

In the behavioral goals, the 6 to 8 members still have

the highest mean of 3.56 (SD=.43, Strongly agree), and 3-5

members got the lowest mean of 3.50 (SD=.50, Strongly

agree). Considering the indicator, indicator 3 has the

highest mean, which indicates that, with a mean of 3.69 and

3.64, respectively, members of families with 6–8 and 3–5

 48

members place more value on treating everyone with respect.

Also, with a mean of 3.34 and 3.33 for both family sizes,

indication 1 is the lowest. This result indicates that the

size of their family does not influence the financial

management goals of the Business Administration students

and that they prioritize the same thing regardless of how

many members they have in their family. To support these

findings, a study by Andrew (2018) stated that one of the

demographic factors of income could affect the behavior of

individual financial management because the higher income,

a person is wiser in behaving towards the use of finance

than someone who has lower gain. They also concluded that a

person tends to be able to manage income when having high

income wisely in using finance due to high income can

allocate money to other financial activities such as

spending on daily needs, education costs, saving,

registering insurance, and investing so that individuals

can manage their finances well. On the other hand,

according to research conducted by Asandimitra (2023),

entitled "Analysis Factors Influencing Financial Management

Behaviour," the level of student education does not affect

financial management behavior. This result is due to the

behavior of financial management that needs to be done for

every individual regardless of the level of higher

 49

education or lower education because every individual has

the same responsibility associated with basic survival

needs. Therefore, whether each person is educated or not,

he will still manage the finances, hoping to avoid

financial problems.

The lowest mean for behavioral goals which is the 3-5

members got an upper and lower dispersion range of 4.00

(Strongly Agree) and 3.00 (Agree), consecutively. The

change of verbal meaning in the lower dispersion range

indicates that business students can change their

perspectives when it comes to their behavioral goals. To

support this study, a study conducted by Jennifer Smith

entitled, “Putting Behavioral Goal-Setting into practice”

(2020), stated that developing a growth mindset and

changing one's behavior is a gradual process that requires

patience and consistency. With the right guidance and

support, students can learn to set achievable goals for

themselves and make positive changes in their behavior and

academic performance. Students have the ability to change

their perspectives and attitudes towards their behavioral

goals, and they can develop a growth mindset and learn to

set achievable goals for themselves. This can lead to

positive changes in their behavior and overall academic

performance. However, it is important to note that changing

 50

one's perspective and behavior is a gradual process that

requires patience and consistency.

In line with the behavioral goals, a family size of

6-8 members got the highest mean; the upper dispersion

range garnered 3.99 (Strongly agree), and the lower

dispersion range garnered 3.13 (Agree). These findings show

that behavioral goals, regardless of family size, are one

of the top priorities of Business administration students

regarding financial goals. To back up this finding, a study

from Malaysia by Sabri, M. F., et al. (2021) entitled

"Financial Literacy, Behavior and Vulnerability Among

Malaysian Households: Does Gender Matter?" stated that the

purpose of financial behavior change is to build capability

for financial management processes among people and provide

attitudes that will enable an individual or family to

achieve their life goals.

Regarding social responsibility, more than eight

family members have the highest mean with a mean of 3.71

(SD = .40, Strongly agree), and 3-5 members earn the lowest

mean of 3.54 (SD = .53, Strongly agree). Concerning the

indicator, indicator 5 has the highest mean in all family

sizes; 3.80, 3.73, and 3.66. It says that business

administration students are always responsible for their

actions and the results of their moves. On the other hand,

 51

indicator one has earned the lowest mean in the family's

3-5 members and 6-8 members. With these findings, it can be

seen that business administration students, regardless of

the number of members in the family, agree to do social

responsibility and can join programs to support the

community. In the study by Aguilar (2018), family members

adopt social responsibility behaviors more than non-family

members, particularly in the environment and society. Also,

CSR practices in family-owned businesses grow more when the

management or owner has a longer tenure in the industry, a

higher level of education, and a larger company.

Under social responsibility, the highest mean, 3.71,

came from a family of more than 8 members. Analyzing the

dispersion range of the mean, the upper dispersion range is

4.11 (Strongly Agree), and the lower dispersion range is

3.31 (Strongly Agree). This result indicates that the lower

and upper bound mean of the respondents with more than 8

members of the family strongly agree that social

responsibility is their top financial goal. Considering the

indicator, aside from the respondents wanting to be

constantly responsible for their actions, the results also

show that the Business Administration students wish to

create a business in the future that will employ

individuals to give back to the community. Such findings

 52

confirm a survey conducted by Wakefield Research (2022),

claiming that almost 60% of teenagers are more interested

in starting their businesses someday than working regular

jobs. A further finding of the survey was that 37% of teens

would be interested in workshops at or after school that

taught entrepreneurship and that 45% of teenagers want to

learn the ropes from established business owners.

3–5 members under social responsibility got the lowest

mean. Its upper dispersion range has a result of 4.07

(Strongly Agree) while its lower dispersion range has a

result of 3.01 (Agree). Considering the other indicator,

the second indicator with the lowest mean is participating

in community programs that contribute to the community,

which has a mean of 3.52. While the 2nd highest mean is

hiring employees to give them equal opportunities, which

has a mean of 3.62. This may have influenced the result,

demonstrating that the business administration students are

more willing to create jobs for people to help them than

join community programs to benefit society as a whole.

According to “Economical Benefits of Entrepreneurship” by

Joyce Doria (2021), students may be more willing to create

jobs for people because they are often idealistic and have

a desire to make a positive impact on society.

Additionally, students may have a fresh perspective and

 53

innovative ideas that can lead to the creation of new

businesses and job opportunities. Furthermore, students may

also have a sense of responsibility to address social and

economic issues, and creating jobs can be a way to

contribute to the solution. Studies have shown that

business administration students are more likely to have an

entrepreneurial mindset and be interested in starting their

own businesses. However, whether or not they are more

willing to create jobs for people is dependent on various

factors such as the economic climate, availability of

resources, and personal motivations. Therefore, while it is

possible that business administration students may be more

inclined to create jobs, it is not a definitive conclusion.

The extent of agreement with the financial management goals

of business administration students prioritizes their plans
as future professionals according to the number of family
members earning in the household

Table 4 will display the results of the extent of

agreement to the financial management goals of business

administration students prioritizing their future careers

according to the respondents’ number of family members

earning in the household.

 54

Table 4

The extent of agreement towards the business administration

students' financial management goals according to the

number of family members earning in the household.

55
 56

In Profit Maximization, only one member of the family

earning in the household with a mean of 3.54 (SD=.42,

Strongly Agree), and 2 to 4 members of the family earn in

their household with a mean of 3.54 (SD=.48, Strongly

Agree) tied as the highest mean. In contrast, more than 5

members have the lowest mean of 3.47 (SD=.59, Strongly

Agree). In only 1 member, the second indicator got the

highest mean, indicating that the Business Administration

students are interested in investing to earn more profit.

According to Pertiwi, Basana, and Yasinta (2020), Let's

Save Stock program participants from various Indonesian

colleges regularly purchase shares following the program,

making up a sizable portion of the student investor

population. For 2 to 4 members, and more than 5 members,

their fourth indicator has the highest mean where the

Business Administration students will use their money to

budget for their future businesses. It indicates that the

students are financially literate and learn in college

about money management. This claim is supported by

Santillan, Lobato, and Hernandez (2019), a higher level of

financial literacy was positively correlated to controlling

one's budget, according to a study of college students.

This finding suggests that to change people's intentions

regarding budgeting; they must change their attitudes

 57

toward money management and their level of financial

literacy. Regardless of the number of family members

earning in the household, the respondents' answers remain

in the descriptive interpretation of strongly agree.

The dispersion range of 2 to 4 members earning in the

family has an upper bound of 4.02 (Strongly Agree), and the

lower bound is 3.06 (Agree). The dispersion indicates that

students with 2 to 4 members earning in the family accepted

that profits are gained and increased by their effort by

working hard. To support this finding, in a study entitled

"Analysis Factors Influencing Financial Management

Behaviour" conducted by Prihartono (2018), they stated that

income does not affect financial management behavior due to

the difference between income with own hard work will be

different with income earned from others as obtained from

family, especially their parent. Moreover, respondents

believed that profit maximization is more possible in a

family with 2-4 family members earning. Furthermore, a

study entitled "How Multiple Earners Affect Financial

Planning and Goal Achievement," conducted by Asebedo and

Kim (2018), used data from the 2016 Consumer Financial

Capability Survey to find how multiple earners in a

household influence financial planning and goal

achievement. They found that compared to households with a

 58

single earner, households with multiple earners were more

likely to accomplish financial goals, including debt

repayment and retirement savings. In addition, they

concluded that families with diverse income sources could

practice financial planning and seek professional financial

advice more readily. This study emphasizes the importance

of considering the dynamics of numerous incomes when

creating financial objectives and plans.

While the dispersion range for the lowest mean in more

than 5 members earning in the family has an upper

dispersion range of 4.06 (Strongly Agree), and the lower

dispersion range is 2.88 (Agree). The shift from strongly

agree to agree indicates that some may disagree or accept

the idea of profit maximization. The fourth indicator has

the lowest mean among the five indicators among the five

members earning in the family. In this case, not all

Business Administration students save money from their plan

allowances, which may be affected because of how many

family members are earning in their household. A study by

Muhammad Zubair Mumtaz & Zachary Alexander Smith (2021)

entitled "The behavior of household finance on demographic

characteristics in Pakistan" strongly suggests that

financial decisions largely depend on household income.

With this, another study by Sui and Niu (2018) cited that
 59

income and wealth are closely related to households'

ability to fulfill the costs of participation in the

financial market and willingness to take financial risks.

On the other hand, in behavioral goals, having only 1

member got the highest mean of 3.60 (SD= .36, Strongly

Agree), and the lowest mean is 2 to 4 members had a mean of

3.50 (SD= .49, Strongly Agree). In one family member

earning for the family, the fifth indicator got the highest

mean among the other indicators, which shows that Business

Administration students will focus on demonstrating

self-discipline to maintain the quality of being a good

leader in the future. As the study conducted by Lin et al.

(2021) entitled "The impact of self-discipline on team

performance: A multilevel investigation". The study aims to

find the relationship between a leader's self-discipline

and team performance in a company. They found that a

leader's self-discipline is positively associated with team

performance, and team members' trust mediates this

relationship in their leader.

Respondents with 2-4 family members earned the lowest

mean score (SD= .36, Strongly Agree), with indicator one as

the lowest indicator. Having 2-4 family members earning in

the family are less likely to be effective being a part of

a group, making Business Administration students less

 60

challenged to become more effective and influential leaders

within a group. Research by Kuo et al. (2021) entitled "The

Influence of Social Class on Leadership Development" aimed

to explore the relationship of social class in shaping

leadership development. The researchers hypothesized that

lower social class individuals are less likely to access

leadership development experiences. When they do, the

experiences are less effective in building leadership

self-efficacy and outcome expectations. Hence, they found

that individuals of lower social class were less likely to

have access to leadership development experiences and that

such incidents were more likely to build leadership

self-efficacy and expectations of results than those of

higher social class. Access to leadership development

experience partially mediated the relationship between

social class and leadership self-efficacy and outcome

expectations. These findings highlight the role of social

class in shaping leadership development and have

implications for designing interventions to reduce

class-based social disparities in leadership.

In behavioral goals, the upper dispersion range is

3.96 (Strongly Agree), while the lower dispersion range is

3.24(Agree). From the result coming from the lower

dispersion range, there can be a change in the answer from

 61

strongly agree to agree. Financial management goals are

less likely to be achieved in behavioral aspects when one

family member earns. A study entitled "Financial management

practices and perceived financial well-being: Evidence from

urban and rural households in Indonesia," conducted by

Kariuki and Nugroho (2021), aims to find the financial

management practices and perceived financial well-being of

households in Indonesia. They found that families who

participate in more effective financial management

practices report greater levels of financial well-being and

that these behaviors significantly impact perceived

financial well-being. Also, in urban and rural settings,

authors found that dual-income households perceive their

financial well-being as being higher than single-income

households.

The dispersion range of the lowest mean has an upper

bound of 3.99 (Strongly Agree) and a lower bound is 3.01

(Agree). This change shows that the decision of business

students when it comes to behavioral goals as financial

goals will tend to change. Nonetheless, this signifies that

business students still consider behavioral goals.

According to Byrne et al. (2018), business schools want

their students to thrive in leadership. Thus teachers

should discover ways to support students in strengthening

 62

their leadership character, which is a crucial aspect of

excellent leadership. Business school students frequently

have preconceived ideas about leadership, ignoring the need

to develop students' leadership character, which educators

can and should actively teach them about. This statement

also supports a study by Klus, M., & Müller, J. (2020) that

leadership plays a significant role in shaping the basic

skills of the 21st century.

In social responsibility, having only 1 member has the

highest mean of 3.64 (Strongly Agree, SD= .39), and 2 to 4

members have the lowest mean of 3.56 (Strongly Agree, SD=

.52). One member earning in the family makes business

students responsible for their actions and outcomes. Those

who have had financial difficulty or come from lower-income

families typically acquire a larger sense of responsibility

and self-efficacy, which is the conviction that one can

succeed in a particular task or circumstance. Those who

came from households with only one earner may have a more

significant feeling of responsibility and self-efficacy,

which is also connected to their performance and success as

business students. According to a study conducted by

Cooper, D., entitled "One in nine U.S. workers are paid

wages that can leave them in poverty, even when working

full time," a "poverty-level wage" is a wage that would

 63

leave a full-time, year-round worker below the federal

poverty guideline for their family size if they are the

sole earner in the family. Poverty wage thresholds are

specific to each family size.

The upper dispersion range for Social Responsibility

is 4.09 (Strongly Agree), and the lower dispersion range is

3.25 (Agree). Concerning the descriptive interpretation in

the lower dispersion range, there is a change from Strongly

Agree to Agree, meaning business students with only 1

member earning in the household will likely change their

decision regarding Social Responsibility as a financial

goal. According to Brahem et al. (2022), earnings'

relevance and accurate portrayal are correlated with

corporate social responsibility (CSR) performance. This

result indicates that businesses that dedicate themselves

to corporate social responsibility initiatives are more

likely to offer high-quality earnings.

The lowest mean in Social Responsibility got a

dispersion range of 4.08 (Strongly Agree) for the upper

bound; the lower bound is 3.04 (Agree). This result shows

that the decisions of students with 2-4 family members'

earnings in the family change regarding financial

management goals in the aspect of social Responsibility.

Zuo and Tian (2019) were trying to investigate the impact

 64

of family economic stress on the financial management

behaviors and perceived financial well-being of college

students from low-income families. The authors tried to

find the connection between perceived financial well-being,

financial management behavior, Social Responsibility, and

family economic stress. And arrived as a result of

financial well-being and financial management activities

are significantly impacted by family economic hardship.

Moreover, the student's ability to manage their finances

and plan for the future is negatively correlated with

family economic hardship.

The significant difference in financial management goals of

the students according to the size of the family

Table 5 shows the descriptive analysis of the extent

of agreement of Business Administration students to the

financial management goals prioritized for their plans

according to the family size. The table below will show the

study's significance according to the family's size.

Table 5

The significant difference in the extent of agreement

towards the business administration students' financial

management goals according to the size of the family using

Analysis of Variance (ANOVA)

 65

FINANCIAL SS df MS F Sig CONCLUSION

MANAGEMENT
GOALS

PROFIT Between .60 2 .30 1. .27 NS

MAXIMIZATION Groups 33

Within 71.45 316 .23

Groups

Total 72.04 318

BEHAVIORAL Between .28 2 .14 .64 .53 NS

GOALS Groups

Within 69.06 316 .22

Groups

Total 69.33 318

SOCIAL Between 1.15 2 .57 2. .10 NS

RESPONSIBILITY Groups 34

Within 77.25 316 .24

Groups

Total 78.40 318

 

If P-value > 0.05 then the test is not significant

Legend: SS= SUM OF SQUARES; MS= MEAN SQUARE; NS= NOT
SIGNIFICANT

The table shows that in all the results, there is no

significant difference in the degree of agreement of

business students following the number of the family as

demonstrated by their respective p-values, which indicated

that it is greater than the alpha = 0.05. The results

suggested that family size does not affect the financial

management goals of business administration students. The

results also showed that the business administration

students, regardless of their family size, did not affect

 66

their decisions on answering the indicators given to them.

According to the study of Moorthi (2018) entitled "A Study

on College Students' Decision-Making Skill Based on their

Family Background," the degree of decision-making ability

among college students is determined to be ordinary; there

are no discernible differences among them in terms of their

decision-making ability based on their birth order, family

size, family type, or parental educational position. As the

study was being done by R.K. Jena (2020) entitled

"Measuring the impact of business management Student's

attitude towards entrepreneurship education on

entrepreneurial intention," regardless of whether students

decide to start their own business, entrepreneurship

education gives them a fresh perspective on the world. A

rigorous evaluation of the student's attitudes about

entrepreneurship education and its effects on

entrepreneurial intention, literature on entrepreneurship

has asserted that entrepreneurial action is a typical

illustration of planned behavior. They are all equally

capable of making decisions, regardless of their birth

order, family size, family structure, or parental

educational level. It can be triggered by educational

initiatives that raise intent and are impacted by people's

attitudes—behavioral, cognitive, and affective—and how they

 67

perceive their surroundings.

The significant difference in financial management goals of

the students according to the number of family members
earning in the household

Table 6 shows the significant difference in the extent

of agreement that business administration students

prioritize for their future careers according to the

earnings of the number of family members. The study's

result will align with the number of family members earning

in the household.

Table 6
The significant difference in the extent of agreement

towards the business administration students' financial

management goals according to the number of family members

earning in the household using Analysis of Variance (ANOVA)

FINANCIAL SS df MS F Sig CONCLUSION

MANAGEMENT
GOALS

PROFIT Between .15 2 .07 .32 .73 NS

MAXIMIZATION Groups

Within 71.90 316 .23

Groups

Total 72.04 318

BEHAVIORAL Between .44 2 .22 1. .37 NS

GOALS Groups 01

Within 69.89 316 .22

Groups

Total 69.33 318

 68

SOCIAL Between .35 2 .17 .70 .50 NS

RESPONSIBILITY Groups

Within 78.05 316 .25

Groups

Total 78.40 318

 

If P-value > 0.05 then the test is not significant

Legend: SS= SUM OF SQUARES; MS= MEAN SQUARE; NS= NOT

SIGNIFICANT

The table above shows that the extent of agreement

among business administration students is the same,

following the number of family members' earnings in the

household when prioritizing their future careers. The

number of family members earning in the household is shown

by their respective p-values, more significant than alpha =

0.05. Future careers consider financial goals regardless of

the number of family members' earnings in the household.

Business administration students at the University of

Baguio consider financial goals irrespective of the

earnings of the number of family members. Profit

maximization, behavioral goals, and social responsibility

are all financial objectives independent of the number of

wage earners in the household. Such findings confirm the

article "Family Socioeconomic Status Effect on Students'

Academic Achievement at the College of Education and

Behavioral Sciences, Haramaya University, Eastern Ethiopia"

 69

(2018), which claims a weak relationship between family

total monthly income and the academic goals of students.

Families could also support their kids' educational

objectives through appropriate supervision, guidance, and

counseling.

Moreover, parental education is one of the most

significant factors directly or indirectly related to a

student's academic ambitions. This result shows that the

financial goals of a student are highly influenced by their

family's supervision and guidance instead of the number of

family members earning and their monthly income. Therefore,

their priorities when it comes to their financial goals are

determined by how they are influenced by their families and

not by their socioeconomic status.

 70

CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusion and

recommendations of the study based on the findings on

identifying the financial management goals of business

students as future professionals.

Conclusions

From the results of the study, the researchers have

concluded that business administration students consider

financial management goals for their future careers and

that financial management goals play a significant role in

choosing their career path. The results concluded that

among the three financial management goals, social

responsibility is their priority which means participating

in a community to provide assistance and help to everyone.

Additionally, there are no significant differences between

the Business Administration students’ future financial

management goals and the moderator variables, which are the

size of the family and the number of family members earning

in the household. This indicates that regardless of the

size of their family and the number of family members

earning in their household, business administration

students prioritize the same financial management goals and

 71

that these moderator variables have no influence on their

decision-making regarding their financial management goals.

Recommendations

According to the findings of the study, the Business

Administration students at the University of Baguio

consider the importance of identifying financial management

goals based on their future careers. Based on the

conclusion, these are the following recommendations:

1. The researchers recommend conducting a seminar or an

orientation for business administration students of

the University of Baguio pertaining to the possible

careers that they can pursue in the future.

2. It is recommended that before choosing a career,

students should be aware and familiar with their

chosen path. It is advisable that they consider doing

research for the possible jobs and salaries that they

can get after getting the course according to their

financial management goals.

3. In choosing their future careers, self-assessment

tests can be a useful tool for gaining insights into

your strengths and weaknesses and areas for

improvement.

4. Future researchers should consider the research study

keywords: Financial Management Goals.

 72

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APPENDICES

APPENDIX A

QUESTIONNAIRE
83
84
85
 86

APPENDIX B

TOOL VALIDATION
87
88
 89

APPENDIX C
SIGNED LETTER FOR DATA GATHERING

SCHOOL OF BUSINESS ADMINISTRATION AND ACCOUNTANCY

General Luna Road, Baguio City Philippines 2600

Telefax No.: (074) 442-3071 Website: www.ubaguio.edu E-mail Address: ub@ubaguio.edu

January, 2023

Subject: Request for Assistance-Data Gathering

For:

Dear Madam/Sir:

Greetings!

We, the undersigned students enrolled in Business Research (MANMGT5) are currently conducting a study
entitled “Identification of financial management goals of business students as future professionals.”
With our aim to maximize the number of respondents who are currently under the Bachelor of Science in
Business Administration program in all levels and specializations to participate in our study, we are
seeking your assistance in sharing our Google form link in your subjects being taken by the previously
mentioned respondents this Second semester in CANVAS.

GOOGLE FORM LINK:

https://docs.google.com/forms/d/e/1FAIpQLSflAIFr-psZB_lAdShPAGic42_PLtZrb77teebpeNIMT_IlzQ/vi
ewform

Thank you very much.

Respectfully,

Josephine A. Banganan Charlie S. Calobandi Cheska C. Coloma Dexter D. Dayso

Mark Raymond S. Esteves Angel Faye B. Gomez Jean F. Mangaoang Mae Desiree D.
Natura

Cristine Mae Joy A. Pagal Kass Wyndell B. Loyosen

Reviewed and Endorsed by:

 90

Rhoda Marie C. Manansala, CPA, MBA

Research Adviser

Christian Michelle V. Cacho, MBA

Instructor

Madeline M. Salvino, LPT, MBE

Program Chair-BA

Candido M. Perez, CPA, PHD

Program Chair-BSAC

Approved by:

Kareen B. Leon, CPA, CMA, PhD, DBA

Dean

__________________________________
(Signature of teacher and date received)
 91

APPENDIX D

SIGNED LETTER FOR RELIABILITY TESTING

SCHOOL OF BUSINESS ADMINISTRATION AND ACCOUNTANCY

General Luna Road, Baguio City Philippines 2600

Telefax No.: (074) 442-3071 Website: www.ubaguio.edu E-mail Address: ub@ubaguio.edu

January, 2023**

Subject: Request for Assistance-Reliability Testing

For:

Dear Madam/Sir:

Greetings!

We the undersigned students enrolled in Business Research (MANMGT5) intend to conduct a study
entitled, “Identification of financial management goals of business students as future professionals.”
With our aim to test the reliability of our tool, we need fifty (50) respondents who are enrolled in Bachelor
of Science in Accountancy in all year levels. With this, we are seeking your assistance in sharing our
Google form link in some of your subjects being taken by the previously mentioned respondents this
second semester in CANVAS.

GOOGLE FORM LINK:

https://docs.google.com/forms/d/e/1FAIpQLSeWUngNtndB38zB6p5xtRtWAWj_1wwVRNVNZesjab_2S7
f1mw/viewform

Thank you very much.

Respectfully,

Josephine A. Banganan Charlie S. Calobandi Cheska C. Coloma Dexter D. Dayso

Mark Raymond S. Esteves Angel Faye B. Gomez Jean F. Mangaoang Mae Desiree D.
Natura

Cristine Mae Joy A. Pagal Kass Wyndell B. Loyosen

 92

Reviewed and Endorsed by:

Rhoda Marie C. Manansala, CPA, MBA

Research Adviser

Christian Michelle V. Cacho, MBA

Instructor

Madeline M. Salvino, LPT, MBE

Program Chair-BA

Candido M. Perez, CPA, PHD

Program Chair-BSAC

Approved by:

Kareen B. Leon, CPA, CMA, PhD, DBA

Dean

_____________________________________
(Signature of teacher and date received)
 93

APPENDIX E
ETHICS CLEARANCE
94
 95

APPENDIX F

SPSS RESULTS
96
97
98
99
 100

APPENDIX G

RELIABILITY RESULTS WITH COMPUTATION

Reliability Testing Results

Please check one from the given details that will best
identify your personal information

Please check/rate the extent to which you are influenced by

the following indicators in the identification of the
financial management goals of business students as future
professionals by using the following:
 101

Financial Management Goals Indicators:

 102

# OF ITEMS 15 INTERPRETATION
SUM OF THE ITEM VARIANCE 3.947681332
VARIANCE OF TOTAL SCORE 24.2568371
CRONBACH’S ALPHA 0.8970588235 GOOD

15 3.948
α= ⎡1 − ⎤
15−1 ⎣ 24.257 ⎦

α = 0. 897

α = 0.90
 103

APPENDIX H
ADVISER-ADVISEE CONTRACT

Form 1
Compact between Adviser and Advisee
The Research course is an essential component of the program of every student of the
University of Baguio. The student researcher hereby known as the advisee is trained in
the scientific approach to any dimension of their chosen profession. The research mentor
hereby known as the adviser serves as a role model for the student researcher. The
compact is intended to foster a positive relationship between the adviser and the advisee.
This compact is in accordance with the Guidelines for Research Instructors, Advisers and
Panel Members.

TITLE OF THE STUDY: Identification of financial management goals of business students for
future businesses

COMMITMENT OF THE ADVISER:

As the adviser I understand that it is my responsibility to recommend the study for the
proposal and final defense of the advisees with the assurance that I have exerted
reasonable effort to facilitate the conception and conduct of the study and the writing of
the final output. In view thereof, I commit myself to:
- Guide the students and give substantial input on the topic and the paper to help
ensure quality and relevance of the study.
- Assist the student with: a) plans and directions for the student’s project, b)
setting reasonable and attain- able goals, c) establishing a timeline for
completion of the project, d) performance of necessary procedures related to the
study, and the development of the thesis manuscript.
- Meet the students on a regular basis to guarantee the progress of the work and
keep documentary evidence of such meetings.
- Facilitate the training of the student in complementary skills needed to be able to
successfully defend their thesis such as oral and written communication skills,
laboratory management, animal and human research policies, the ethical
conduct of research, and scientific professionalism.
- Utilize resources carefully and frugally.
- Facilitate the conduct of the study but should not require the student to perform
tasks that are unrelated to his/her study
- Discuss, or will refer the student to resources, intellectual policy issues with
regard to disclosure, patent rights and publishing research discoveries.
- Discuss authorship policies regarding papers with the student.
- Endorse the manuscript of the students for defense after having thoroughly
checked the content of the paper.
- Prepare students for the defense of their study (for example, set a schedule for
mock defense) and encourage the advisees to defend a month before the final
exam schedule
- Be present during the defenses of the students
- Take note of panel members’ comments during the defense and ensure that
these have been addressed in the final copy of the paper
- Rephrase questions not understood by the student researchers and may
interfere on behalf of the students during defenses.
- Follow up with the students the submission of the paper at least two weeks before the final
exam schedule
- Review documents such as the manuscript, letters and tools before affixing my signature.

NAME AND SIGNATURE OF THE ADVISER: RHODA MARIE C. MANANSALA, CPA, MBA

CONTRACT COVERAGE MANMGT4: SECOND SEMESTER SY 2022-2023

 104

DATE: 01/21/22
 105

COMMITMENT OF THE ADVISEE/S:

As Research student/s I/we acknowledge that I/we have the primary responsibility for the successful
completion
of my/our study. I/we will commit myself/ourselves to:
- maintain a high level of professionalism, self-motivation, engagement, scientific
curiosity, and ethical standards.
- meet at least once a week with my/our research adviser and provide him/her with
updates on the progress and results of my/our activities and experiments.
- work with my research adviser to develop the thesis project. This will include
establishing a timeline for each phase of my/our work. I/we will strive to meet the established
deadlines.
- work with my research adviser and instructor (teacher assigned for the class) to select a
thesis committee (panel members, statistician, technical consultant, English and Format
editor). Maintain documentary evidence of my/our meetings with the adviser and
members of the thesis committee.
- be responsive to the advice of and constructive criticism from my committee.
- be knowledgeable of the policies and requirements of my/our school, and institution.
- comply with both the letter and spirit of all institutional safe laboratory practices and
animal-use and human-research policies at my/our institution and country.
- be a good laboratory citizen. I/we will agree to take part in shared laboratory
responsibilities and will use laboratory resources carefully and frugally. I/we will maintain
a safe and clean laboratory space. I/we will be respectful of, tolerant of, and work
collegially with all laboratory personnel.
- maintain a detailed, organized, and accurate laboratory notebook/index card. I/we am/are
aware that my/ our original notebooks/index cards and all tangible research data are the
property of my/our institution but that I/we am/are able to take a copy of my/our
notebooks after I/we complete my thesis.
- discuss policies on work hours with my/our research adviser. I/we will consult with my/our
adviser and other members of the research group in advance of any planned absences.
- discuss policies on authorship and attendance at professional meetings (conferences,
paper presentation of the study) with my/our research adviser. In addition, I/we will work
with my adviser to submit all relevant research results that are ready for publication in a
timely manner.

NAME OF RESEARCHERS SCHOOL/OFFICE SIGNATURE DATE

Banganan, Josephine A. School of Business Administration January 20, 2023
and Accountancy
Calobandi, Charlie S. School of Business Administration January 20, 2023
and Accountancy

Coloma, Chesca C. School of Business Administration January 20, 2023

and Accountancy
Dayso, Dexter D. School of Business Administration January 20, 2023
and Accountancy

Esteves, Mark Raymond S. School of Business Administration January 20, 2023

and Accountancy
Gomez, Angel Faye B. School of Business Administration January 20, 2023
and Accountancy

Loyosen, Kass Wyndell B. School of Business Administration January 20, 2023

and Accountancy

Mangaoang, Jean F. School of Business Administration January 20, 2023

and Accountancy

Natura, Mae Desiree D. School of Business Administration January 20, 2023

and Accountancy
Pagal, Cristine Mae Joy A. School of Business Administration January 20, 2023
and Accountancy
 106

NOTED BY:

_____________________________
(RESEARCH INSTRUCTOR/SRAP)

_____________________________
(DEAN/PRINCIPAL)
 107

APPENDIX I

CURRICULUM VITAE

CURRICULUM VITAE
JOSEPHINE A. BANGANAN

20180352@s.ubaguio.edu

#219 BONTOC VILLAGE, CAMP 8 BAGUIO CITY,

BENGUET, 2600

PERSONAL INFORMATION

Age: 22

Date of Birth: September 3, 2000

Civil Status: Single

Citizenship: Filipino

Languages Spoken: Filipino, English, Malay

EDUCATION

Tertiary Bachelor of Science in

Business Administration

and Accountancy Major in

Financial Management

University of Baguio

2020-Present
 108

Secondary Baguio City National

High School

2013-2020

Elementary Baguio Pines Family

Learning Center

2012-2013

Riverside School

2005-2011

ORGANIZATIONAL AFFILIATION

2nd Year Representative SBAA Student Body

2021-2022

3rd Year Representative SBAA Student Body

2022-Present

Treasurer UB Chamber Orchestra

2021- Present

TRAINING AND WORKSHOPS

SAP Business Training Course National

Entrepreneurship

March 2019 Summit- September 2019

 109

2016 Instrumental, Vocal Events Management

Seminar Workshop Basics Seminar

September 2016 April 2022

 110

CURRICULUM VITAE

CHARLIE S. CALOBANDI

20209325@s.ubaguio.edu

Bayabas, Pico,La Trinidad

Benguet 2600

PERSONAL INFORMATION

Age 20

Date of Birth March 28, 2002

Place of Birth Buguias, Benguet

Civil Status Single

Citizenship Filipino

Languages Spoken Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

and Accountancy Major

in Financial Management

University of Baguio

2020 - Present

Secondary
 111

King’s College of the

Philippines

2018-2020

Catlubong, National High

School

2014-2018

Elementary Pasbol Belino Elementary

School

2009 - 2014

ORGANIZATIONAL AFFILIATION

N/A

TRAINING AND WORKSHOPS

N/A
 112

Curriculum Vitae

Cheska C. Coloma

20181084@s.ubaguio.edu

Lot 8, Phase 1, Block 6, Dreamland

Subdivision La Trinidad Benguet

Personal Information

Age 20

Date of Birth September 18, 2002

Place of Birth Baguio City

Civil Status Single

Citizenship Filipino

Languages Spoken Filipino, English

Education

Tertiary Bachelor of Science in

Business Administration

Major in Financial
 113

Management

University of Baguio

2020-present

Secondary Don Bosco High School

2014-2015

Our Lady of Mount Carmel

Montessori

2015-2018

Elementary Lucban Elementary school

2008-2010

Pines City Colleges

2010-2014

Organization Affiliation

University of Baguio

Commission on Election
 114

School of Business Administration and Accountancy

Commissioner

2021-Present

Training and Workshops

SAP Business Training Course National

Entrepreneurship

March 2020 Summit

September 2019
 115

CURRICULUM VITAE

DEXTER D. DAYSO

20192298@s.ubaguio.edu

OD409 Banig Tawang,La Trinidad

Benguet 2601

PERSONAL INFORMATION

Age 21

Date of Birth November 15,2000

Place of Birth La trinidad, Benguet

Civil Status Single

Citizenship Filipino

Languages Spoken Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

Major in Financial

Management

University of Baguio

2019 - Present
 116

Secondary Benguet National High

School

2017 - 2019

Elementary Balili Elementary School

2008 - 2013

ORGANIZATIONAL AFFILIATION

N/A

TRAINING AND WORKSHOPS

N/A
 117

CURRICULUM VITAE

Mark Raymond S. Esteves

20208710@s.ubaguio.edu

Pugaro, Manaoag, Pangasinan 2430

PERSONAL INFORMATION

Age: 20

Date of Birth: May 11, 2002

Civil Status: Single

Citizenship: Filipino

Languages Spoken: Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

and Accountancy Major

in Financial Management

University of Baguio

2020-Present

Secondary Manaoag National High

School
 118

2013-2020

Elementary Manaoag Central School

2007-2013

ORGANIZATIONAL AFFILIATION

President Junior Executive Circle

2021-2022

Secretary School of Business

Administration and

Accountancy Student Body

2022-Present

TRAINING AND WORKSHOPS

Leadership Training 2018 Manaoag National High

School

Baguio Students Summit 2021 Baguio City, Benguet

ISERVE: Youth Volunteerism Baguio City, Benguet

 119

CURRICULUM VITAE

ANGEL FAYE B. GOMEZ

20200962@s.ubaguio.edu

#90 Purok Bubon, Loakan Proper,Baguio City 2600

PERSONAL INFORMATION

Age 20

Date of Birth June 09, 2002

Place of Birth Sta. Rosa City, Laguna

Civil Status Single

Citizenship Filipino

Languages Spoken Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

Major in Financial

Management

University of Baguio
 120

2020-present

Secondary Fort del Pilar National

High School (BCNHS-Fort

del Pilar Annex)

2014-2018

University of the

Cordilleras

2018-2020

Elementary Fort Del Pilar

Elementary School

2012-2014

2008-2009

Labas Elementary School

2009-2012

ORGANIZATIONAL AFFILIATION

University of Baguio

Organization of Freshmen Executives

 121

Business Manager 2020-2021

TRAINING AND WORKSHOPS

Fort del Pilar National High School (BCNHS-Fort del Pilar

Annex)

Leadership Training 2015

University of the Cordilleras

“Entering the World of Entrepreneurship: A Simple Guide to

Success” Seminar 2019

“Dress for Success” seminar 2020

 122

CURRICULUM VITAE

Kass Wyndell B. Loyosen

2019050@s.ubaguio.edu

105 Panta Street San Vicente,

Baguio City,

Benguet 2600

PERSONAL INFORMATION

Age: 22

Date of Birth: July 25, 2000

Civil Status: Single

Citizenship: Filipino

Languages Spoken: Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

Major in Marketing

2019- Present

Secondary San Vicente National

High School

2013-2019

Elementary Saint Louis School

Center
 123

2007-2013

ORGANIZATIONAL AFFILIATION

N/A

TRAINING AND WORKSHOPS

Leadership Training 2018

 124

CURRICULUM VITAE

JEAN F. MANGAOANG

20190723@s.ubaguio.edu

Bitag, Manga, Aringay, La Union 2503

PERSONAL INFORMATION

Age 22

Date of Birth October 5, 2000

Place of Birth Aringay, La Union

Civil Status Single

Citizenship Filipino

Languages Spoken Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

Major in

Financial Management

University of Baguio

2019 - Present

Secondary Manga National High

School
 125

2013 - 2019

Elementary Bitag Elementary School

2007 - 2013

ORGANIZATIONAL AFFILIATION

N/A

TRAINING AND WORKSHOPS

N/A
 126

CURRICULUM VITAE

MAE DESIREE D. NATURA

20184025@s.ubaguio.edu

298 LOWER CABINET HILL BAGUIO CITY,

BENGUET, 2600

PERSONAL INFORMATION

Age: 20

Date of Birth: May 10, 2002

Civil Status: Single

Citizenship: Filipino

Languages Spoken: Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

Major in Financial

Management

University of Baguio

2020- Present
 127

University of the

Baguio

2018-2020

Secondary Baguio City National

High School

2013-2018

Elementary Apolinario Mabini

Elementary

2007-2013

ORGANIZATIONAL AFFILIATION

Sangguniang Kabataan Sk Kagawad

2017-2020

TRAINING AND WORKSHOPS

SAP Business Training Course National

Entrepreneurship March 2019

Summit- September 2019

Sangguniang Kabataan Training May 2018

 128

CURRICULUM VITAE

CRISTINE MAE JOY A. PAGAL

20200941@s.ubaguio.edu

28 E. Delos Santos St. Middle Quezon Hill,

Baguio City

PERSONAL INFORMATION

Age 21

Date of Birth September 10,2001

Place of Birth Natividad, Pangasinan

Civil Status Single

Citizenship Filipino

Languages Spoken Filipino, English

EDUCATION

Tertiary Bachelor of Science in

Business Administration

Major

in Financial Management

University of Baguio

2020-present
 129

Secondary Natividad Oriental

Academy

2014-2018

Tayug National High

School

2018-2020

Elementary San Miguel Elementary

School

2006-2014

ORGANIZATIONAL AFFILIATION

University of Baguio

Commission on Election

School of Business Administration and Accountancy

Commissioner

2022-Present

San Macario Norte, Natividad Pangasinan

Barat Grande Small Water Impounding System Association Inc.

Sub-Secretary

2022-Present

TRAINING AND WORKSHOPS

Webinars

Digital Marketing June 2022

 130

SEC Communication Advocacy and

Network (SEC CAN!) Webinar Series)

April 2022

Trainings

Students’ Baguio Day September 2022 Baguio City

Convention

Youth Lead Convention October 2022 Baguio Teachers

Camp
131