Impact of Financial Stress On Working Students' Academic Performance

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
VALLEY HIGH ACADEMY, INC.

J.P RIZAL ST. MANGGAHAN,
RODRIGUEZ, RIZAL
IMPACT OF FINANCIAL STRESS ON THE ACADEMIC

PERFORMANCE OF GRADE 11 WORKING
STUDENTS OF VALLEY HIGH
ACADEMY
A Research Study Presented and Submitted

to theFaculty of the Senior High School
Department of Valley High Academy
Inc., Rodriguez, Rizal. In Partial
Fulfillment of the Requirements
in Research in Daily Life 1.
DAGARAT, NELISA ROSE B.

DANDAN, JENREE T.
RABAGO, AHRON L.
MANUEL, YUMI ANNE R.
LAGUILLES, GABRIEL A.
SALINAS, SHYREN R.
RAMOS, STEFANNY JANE B.
Researchers
STEM 11-H
J.P RIZAL ST. MANGGAHAN, RODRIGUEZ, RIZAL
Science, Technology, Engineering, and Mathematics
APPROVAL SHEET
This research titled IMPACT OF FINANCIAL STRESS ON THE

ACADEMIC PERFORMANCE OF GRADE 11 WORKING STUDENTS OF
VALLEY HIGH ACADEMY prepared and submitted by Dagarat, Nelisa Rose B.,
Dandan, Jenree T., Rabago, Ahron L., Manuel, Yumi Anne R., Laguilles, Gabriel A.,
Salinas, Shyren R., Ramos, Stefanny Jane B. In partial fulfillment of the SeniorHigh
School requirements in Valley High Academy, Inc. the subject Research in Daily
Life 1’s has been examined and is recommended for approval and acceptance.
MR. JOED A. ALAGAO, LPT

Research in Daily Life 1 Teacher
Approved for the subject of Research in Daily Life 1’s by the committee
on oral examination onJune , 2023 with grade of .
Member Member
Chairman
Accepted and approved in partial fulfillment of the requirement for the

subject of PR1.
DR. MARK G. FABELLA, PhD

Principal
MS. REGINA S. QUIMNO, LPT., CLSSYB
Associate Principal
ii
ACKNOWLEDGEMENT
The following people provided significant assistance and input to the

researchers in the creation of this paper. We wish to extend our gratitude for the
success of the completion of this study.
We, the researchers, express our deep sense of gratitude to the School
President of Valley High Academy, Mrs. Iluminada S. Quimno, who willingly
allowed us to conduct this study to achieve its smooth completion.
To Ms. Regina S. Quimno, LPT., CLSSYB, our Senior High School

Associate Principal for her empathy, patience, and knowledge that she imparts
unto us.
To Mrs. Christine M. Sunga, LPT., our Thesis Adviser for all of her help,
patience, and support.
To Mr. Joed A. Alagao, LPT., our Research in Daily Life Adviser for his
generous help, assistance, information, expertise, and efforts in reviewing this
manuscript andproviding suggestions to further our work. We will not be able to
complete the paper without them. They provided important comments,
oversight, and input that served as the study’s foundation.
Participants, for spending their important time, and effort to complete

the survey. They gave us the information we requested for the study.
Above all, we are grateful to our Heavenly Creator for granting the
researchers the courage, fortitude, and enlightenment necessary to complete
this research study.
iii
DEDICATION
We deeply and wholeheartedly dedicate this research to our families,

especially our loving parents who gave us all the courage and support to make
this research possible. Who continually provided and cheered us on, physically,
morally, mentally, emotionally, and financially.
To our friends and partners who did nothing but support us.
To all the Grade 11 Science, Technology, Engineering, and Mathematics

(STEM) Students and beyond.
To our classmates in STEM 11-H and our class adviser, Mr. Emmanuel
M. Magno.
To our thesis adviser, Mrs. Christine M. Sunga, for providing us with

guidance and feedback that further improve our research paper.
To all the teachers and staff of the Valley High Academy, particularly our
Research in Daily Life Adviser, Mr. Joed A. Alagao for the fatherly love and
support he showed throughout our research.
To our beloved school, Valley High Academy, Inc. who provided us

with education that we can use in the future.
And most of all, to our Almighty God, we thank you for the guidance,
strength, and life that you gave us. All of these, we offer to you.
iv
ABSTRACT
Managing finances is particularly challenging in the Philippines, where
half of Filipino families consider themselves poor. This drives several
households into financial stress, which then trickles down to the children,
compelling them to work. However, juggling their employment and academics
would eventually affect their academic performance. Hence, this study is
conducted particularly to focus on the various impacts of financial stress on
working students’ academic performance. This is conducted at Valley High
Academy, Inc., during the school year 2022-2023. Ten participants were
selected among the Grade 11 working students using a purposive sampling
technique based on the pre-screening interview. This study employed a
qualitative design and a phenomenological approach. The lived experiences of
the participants were used to determine whether the academic impacts of
financial stress are beneficial or detrimental to the performance of the Grade
11 working students at Valley High Academy.
Keywords: financial stress, financial problems, academic performance,
working students, coping strategies, negative impacts, positive impacts
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TABLE OF CONTENTS
Page
Title Page
Acknowledgement……………..………………………………………... ii
Dedication……...………………………………………………………… iii
Abstract…………………………………………………………….......... iv
I. INTRODUCTION………………………………………………… 1
Background of the Study.………………………………. 2
Statement of the Problem...………….…………………. 3
Research Assumption.….…….…………………….…… 4
Scope and Delimitations of the Study……...……...……. 4
Significance of the Study…………………………... …... 5
Definitions of Terms……………………………………… 5
Theoretical Framework………………………….……... 6
II. REVIEW OF RELATED LITERATURE AND STUDIES……… 9
Foreign Literature………………………………………… 9
Local Literature…………………………………………… 11
Foreign Studies…………………………………………… 13
Local Studies ……………………………………………… 15
Synthesis…………………………………………………… 17
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III. RESEARCH METHODOLOGY……….………………………... 18
Research Design ………………………………………… 18
Population and Sampling Procedure…………………… 18
Data Gathering Procedure ……………………………… 19
IV. BIBLIOGRAPHY…………………………………………………. 21
References……………………………………….……….. 21
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter contains a brief introduction, following the background of
the study, the statement of the problem, the research assumption, the
significance of the study, the scope and limitations, the operational definition of
terms, and the theoretical framework of the study.
Introduction
A study by Harvard, Princeton, and Warwick University discovered that
financial difficulties directly influence an individual’s cognitive ability. More
intriguingly, the scientists found a correlation between poverty and low cognitive
ability and concluded that financial stress influences the disparity in IQ between
a low-income individual and a high-income individual. (Medina, 2013)
Financial stress can be defined as a state of anxiety regarding a money
shortage that is a result of the inability to pay financial obligations. This could
lead to depressive symptoms such as insomnia, loss of appetite, lack of
presence of mind, isolation, suicidal attempts and/or thoughts, and many more.
It is a common stressor and, therefore, can be experienced by everyone.
However, it is most prevalent among those below the poverty line.
In the Philippines, where 51 percent of families consider themselves
poor and 30 percent consider themselves borderline poor (Pinlac, 2023),
financial difficulties inevitably drive low-income families into financial stress.
1
Unfortunately, when it comes to finances, adults are not the only ones that are
affected. The study by Iqbal, N., Iqbal, S., Nadeem, Perveen, and Malik (2022)
has proved that the financial stress of families trickles down to their children
and similarly affects them. The researchers believe this to be true, particularly
for working students since it is impossible to rely solely on the patriarchs for
income when living in poverty. According to Widener (2017), there are two ways
in which a financial problem could have a detrimental impact on the student's
academic performance which are health problems and the need to engage in
employment. To overcome financial problems, most students opt to work part-
time and even work long hours. Thereby, taking away their time to concentrate
on their academics and putting their academic grades at risk.
On the other hand, numerous papers suggest that working students who
know efficient methods of managing financial stress would experience a
different and most likely positive impact of financial stress. Moreover, several
studies have discovered a beneficial aspect of stress, wherein it inspires
individuals rather than detrimentally influences their lives. Assuming all working
students can manipulate the impact of financial stress to their benefit, juggling
school and work may not be entirely negative. This prospect could lead them
toward success in both their professional and academic pursuits.
Background of the Study
According to a Social Weather Stations (SWS) survey, 27 percent of the
population, experiences stress regularly, with financial issues as the
2
predominant stressor. The aforementioned survey shows that stress is common
among people between the ages of 18 and 24, which is primarily students
(Culili, Mercado, Sabila, and Cu Chiam, 2021). Consequently, the number of
working students in the country continues to increase. As a matter of fact,
according to the Commission on Higher Education (CHED), approximately
216,000 students in the country are currently juggling school and work. (Galleto,
2022)
Working demands time and effort from students, so a problem arises
when it is time for the students to attend school since fatigue from work might
affect their concentration and performance in their academics. Along with the
constant anxiety regarding their financial obligations at home and school.
Furthermore, financial stress influences the students’ perspective on life, and
they tend to place grave importance on money. This could affect their priorities
and put working over their academics. Which might result in poor grades and
poor academic success.
Previous studies that were equally concerned about the financial stress
of students provided the factors and root causes. Nevertheless, there is a lack
of perspective from a working student suffering from financial stress. Which is
already difficult to experience, yet, working students have the added burden of
earning an income. Hence, the researchers believe that there is a need for
further study to better understand the impact of financial stress on academic
performance with working students as the primary subject.
3
Statement of the Problem
This study aims to determine the impact of financial stress on the
academic performance of Grade 11 working students at Valley High Academy.
Specifically, this seeks answers to the following questions:
1. What are the positive impacts of financial stress on working students’
academic performance?
2. What are the negative impacts of financial stress on working students’
academic performance?
3. What is the leading impact of financial stress on working students?
4. What are the challenges encountered by working students?
5. What could increase the academic success of working students?
Research Assumption
In this study, the assumption was made that there are financially
stressed Grade 11 working students at Valley High Academy whose financial
stress impacts their academic performance. These impacts differ from person
to person; however, it is further assumed that those without a strategy to
mitigate the impact are bound to have poor academic performance, which
results in lower grades. Additionally, their pressing financial difficulties can also
lead to health problems, which can also lead to poor academic performance.
4
Scope and Delimitations of the Study
The general intent of this research is to determine the impact of financial
stress on the academic performance of working students including their
productivity and concentration. Moreover, the study briefly covers the well-
being of the working student for it directly impacts their focus during class.
The primary subjects of this research will be the Grade 11 students
enrolled in the academic year 2022-2023. The participants will be limited to 5-
10 Grade 11 students of Valley High Academy at Rizal St. Manggahan,
Rodriguez, Rizal.
This study does not consider aspects of students' personal information
such as their parent’s educational background and their household’s annual
income. The purpose of this study is simply to find out how financial stress
affects students' academic performance and how they deal with it.
Significance of the Study
The study aims to know the impact of financial stress on the academic
performance of Grade 11 working students. This study may help the following
people:
Working students. This would help working students be aware of the
detrimental impacts of financial stress and the importance of having the right
coping strategy.
Parents and Guardians. This provides the challenges their children
5
face, enabling them to offer more effective guidance.
Future researchers. This provides them with the perspective of a
working student suffering from financial stress and how it affects their academic
success.
Definition of Terms
The following terms are conceptually and/or operationally defined for a
better understanding of this study.
Academic success is the outcome of a working student’s performance.
Coping strategy refers to strategies or tactics that help students to
lessen their financial stress or problems.
Working student or student refers to a Grade 11 that studies at Valley
High Academy and has a job outside school.
Theoretical Framework
To account for individual differences in the stress response, this study
was anchored on Lazarus and Folkman’s Transactional Model of Stress and
Coping (TSC), published in 1984. This theory was created to help individuals
better understand how stress affects their physical and psychological well-being
and how they cope with stressors or stressful events. The relevance of this
theory to the study lies in the fact that it explains and highlights the complexity
and importance of a comprehensive understanding of stress. The theory
classified stressful circumstances into two types: challenging and threatening.

6
Challenging circumstances are those that are considered to provide an
opportunity for improvement, proficiency, and benefit (for example, excelling in
an exam). Threatening circumstances are those that are considered to have the
potential for damage or loss (for example, underperforming in an exam)
(Putwain et al., 2021). This demonstrates that the impact of stress depends on
the cognitive judgments of the meaning of a situation and the response of an
individual. Moreover, it suggests that financial stress can directly affect an
individual's cognitive functioning, which is relevant to our research
Furthermore, to better understand the influence of employment on a
student’s academics, the study is based on a more relevant theory cited in the
study by Buendicho et al. (2022) which is John von Neumann’s theory of the
zero-sum game. It was stated that Warren et al. (2007) used the
aforementioned theory in their investigation of the correlation between a
student’s employment and academic outcome. Originally, a zero-sum game is
when an individual’s gain is equivalent to their counterpart’s loss. This is
relevant to the study since a working student’s time is divided and it is safe to
say that there is a different persona at work and school, thus, it cannot be
avoided when there are instances wherein, they would have to prioritize one
and sacrifice the other. Doing well in academics might have an impact on their
efficiency as a worker. Meanwhile, working long work hours to gain more
income would have an impact on their academic performance.
Buendicho et al. further presented the alternative theory of Warren
7
(2007) which is the Primary Orientation Model that is devised due to criticisms
regarding zero-sum. It was stated that students who are primarily focused on
academics tend to perform well in school, regardless of their effort, whereas
students who prioritize employment struggle in school since it is only of
secondary importance to them.
The concepts of the Zero-Sum theory and the Primary Focus Model
demonstrate the circumstances of a working student and how it may potentially
affect their academic performance. The transactional model of Stress and
Coping is useful in assessing the impacts of financial stress since the way each
person responds to stress differs, thus proving that stress can trigger different
results depending on the person going through it. The present study will
examine the accuracy of these theories in relation to the diverse impacts of
financial stress on the academic performance of working students.
8
Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the literature and studies relevant to the present
study. This analyzes both foreign and local materials from the internet to provide
sufficient background and information essential for the validity of this study. It
also includes the synthesis of the related literature and studies.
Foreign Literature
According to Mind (2022), in the article titled “What Is Stress?”. Stress
is an individual’s mental response when faced with situations over which they
have little to no control. It can be experienced as an individual, part of a group
or community, and as a society. In individuals, the usual cause of stress is
overwhelming obligations that they struggle to manage. There are occasions
when stress motivates an individual to be productive as it made them feel
energized. However, stress becomes a problem when it persists for a long time
and/or is severe. In certain instances, it detrimentally impacts the physical and
mental well-being of an individual.
The term “stress” has often been associated with an unhealthy outcome
of an experience. However, Rudland (2019), in the article “The Stress Paradox:
How stress can be good for learning” explicitly stated that the idea of stress
being detrimental to learning is a myth. Rudland identified two types of stress:
eustress and distress. Wherein the term “eustress” is said to be a positive
response and is beneficial (Selye, 1974, as cited by Rudland), while the term
9
“distress” represents a negative response with detrimental impacts. It was
emphasized that eustress and distress are two different responses to a
stressor. Therefore, stress could evoke various responses and outcomes in the
individual experiencing it. Furthermore, in the journal titled “From Vulnerability
to Growth: Positive and Negative Effects of Stressful Life Events”, Updegraff
and Taylor (2021) examined the reported positive outcomes from stressful
circumstances. It was found that severely stressful circumstances have a
detrimental impact; however, they also become an opportunity for other
individuals to transform their lives for the better.
There is ample evidence that stress does not equate to distress. In the
context of financial stress, which has been the most prevalent over the past
couple of years (Bennet, 2022), that is also the case.
An article by Indeed (2022) titled “8 Important Benefits of Working While
You're a Student” argues that working while studying gives students an
advantage. The author believes this counterintuitively improves students'
grades since their situation provides them with an opportunity to develop their
time management and organizational skills. This helps the students build better
study habits that allow them to work on their learning outputs despite only
having a short amount of time. Moreover, working students are technically
receiving paid hands-on training, which furthers their academic and
professional growth since they could utilize the concepts and information
gained inside the classroom on their jobs, and vice versa.
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However, numerous official works of literature have found financial
stress to be associated with detrimental impacts on students’ academic
performance. According to an article by iGrad Financial Wellness (2022), a
finding from an Ohio State survey found that 32 percent of students who
experience financial stress tend to disregard their academic pursuits. The
findings show financial stress affects working students to the degree of a
change in priorities. As a result, their grades will suffer due to the lack of
engagement shown in their academic record. Perman (2019) further supported
this by citing that according to the Georgetown University Center on Education
and the Workforce, 59 percent of working students achieved a C-average in
school, or even less, for a job of 15 hours or more.
This implies that financial stress puts working students at a
disadvantage in school. According to Norazlan et al. (2020), affluent students
perform better in school than students from lower-income families. The
academic gap is due to the latter facing various challenges, including
insufficient educational resources, the inability to fulfill financial obligations in
school, an unstimulating academic environment, and a lack of concentration.
Whereas students from higher-income families are given more privileges and
are unfamiliar with the aforementioned situations. Which allows them to focus
on their academics, thus, climbing up the
Local Literature
ABS-CBN News (2010) reported the latest data from the Commission
11
on Higher Education (CHED) regarding working students. Apart from the usual
on-campus work of a working student, they are now commonly found in other
industries, particularly food, entertainment, and sales. With that being said, the
reported reason for this is due to the increasing prices of school expenses.
Among the 216,000 working students in the Philippines, CHED reported that
only half are able to finish college. While the other half are hindered by the
inability to cope and concentrate on their academics. The article highlighted
that balancing work and academics puts too much pressure on working
students.
According to the journal by Villahermosa et al. titled "Working Scholars:
Life as a Worker and an Academic Performer" (2015), working while studying
has various impacts on the student's academic performance. The authors
stated numerous benefits, such as becoming independent, responsible, more
confident, having adequate time-management skills, and satisfying their needs.
They added that these are advantages working students have against full-time
students, particularly their improved time-management skills, which instill the
importance of responsibility in students.
However, it was identified that the financial stress endured by working
students leads to substandard academic performance. This is due to the daily
lives of working students, who face financial problems that preoccupy their
thoughts. In the same journal, a statement by Charmaine (2014) was quoted:
"There are a lot of problems that have to be faced by the working students
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without escapes. There are three major roles to be obligated: role as a student,
role as a worker, and role as human as per the life social issues". In situations
such as that, it is natural to feel pressured, which eventually adds to the level
of stress for working students.
Hence, the students used various coping strategies to manage their
financial stress, including seeking help from family and friends and cutting down
on expenses; however, these coping strategies had limitations and were not
always effective (Adajar et al., 2019). Therefore, Pasig City Representative
Roman Romulo advised the Commission on Higher Education (CHED) to
devise a “fast-acting financial aid program” for students who urgently require
support to cover their living and educational expenses. (Doyo, 2015).
Foreign Studies
Kyoshaba (2009) conducted a study to examine the factors influencing
the academic performance of college students at Uganda Christian University
(UCU). The findings revealed that the financial status of a student is an
important factor since it provides the psychological support necessary for good
academic success. The author emphasized that the execution of acquired
knowledge in exams, quizzes, and performance tasks is the key determinant of
a student's academic performance. These determinants enable the educational
institution to assess whether the students have learned. Therefore, a low grade
implies insufficient acquisition of knowledge.
Unfortunately, the thesis by Widener (2017) discovered that financially
13
stressed students had failing grades. The author stated that they are compelled
to work due to the burden of their financial problems. This further puts their
academic grades at risk, as their focus is divided between their jobs and
academics, which leads to poor academic performance. Nevertheless, they are
not able to quit their jobs because of their financial circumstances. Despite not
paying for household bills and daily necessities yet, there are still financial
obligations in schools, such as fees for tuition, exams, extracurriculars, books,
school projects, and a few more.
Working students' financial circumstances, according to Tesfaw and
Yitayih (2018), affect their dedication to learning, which, in turn, influences their
academic performance. The constant worry about money, debt, or financial
instability makes it difficult to remain motivated and focused on their studies.
Therefore, Usmam and Ameena (2019) recommend that students pursue
financial aid and scholarships to ease their financial burden and increase their
academic success. Additionally, students should also practice good financial
management skills such as budgeting and saving to avoid accumulating debt
and financial stress. This is somehow similar to a study by Britt et al. (2016)
who found that financial stress was not directly associated with academic
achievement, but was related to financial stressors, objective financial
knowledge, and financial resources. Therefore, seeking ways to improve their
financial situation would subsequently improve the student’s academic
performance.
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Local Studies
As mentioned in the study of Cayetano et al. (2022), several factors
affect academic success, and some of these may have a considerable impact
on students. A few individuals may excel and achieve great success, whereas
others may become mediocre.
Amaro et al. (2023) cited a study by a group of scholars at Harvard,
Princeton, and Warwick University (n.d.) that found financial problems have a
direct influence on an individual’s cognitive ability. Which is essential in
academics to comprehend, analyze, plan, and solve assigned tasks. Hence, it
is only natural that the academic performance of a student burdened with
financial problems is affected. The authors of the same study further analyzed
the long-term impacts of financial stress and found that the financial instability
of Filipino students was a hindrance to their future goals. Findings of the
Philippine Statistic Authority (2015) were cited, wherein 20 percent of Filipino
children were compelled to drop out due to the financial problems of their
families. With financial stress having the ability to impact a student’s personal
and academic lives to such an extent, it is no wonder that they turn to working
part-time and/or full-time to ease their financial problems.
Thus, Watanabe (2005), as cited by Abenoja et al. (2019), investigated
the impacts of employment on students' academic performance and presented
an unexpected discovery. The result of the study shows that the work of
students did not influence their academic performance. On the contrary, the
15
same study cited Pike in Lederman (2009), who found that work has a direct
impact on students' grades and indirectly affects their engagement in academic
activities. Working affects the grade of the students regardless of the type of
job; however, they emphasized that there is little difference between the grades
of working students and full-time students.
Buendicho et al. (2022) reason that, in contrast to pursuing full-time
studies, working while being a student is more helpful for developing skills.
Furthermore, financial stress encourages students to create a financial plan,
minimize expenses, improve their savings, and explore new financial
prospects. Overcoming financial stress leads to increased confidence and
independence, which inspires them to seek out new professional endeavors or
become entrepreneurs. Ultimately, the sense of self-accomplishment becomes
a newfound motivation for working students to study well.
However, those working students who are not able to adjust their
financial circumstances, according to Asuncion and Tullao (2018), can apply
for scholarship grants. Although many scholarships are aimed at high-
achieving high school students, there are programs particularly created for
working students, namely the Working Scholarship Program, the Working
Students and Financial Aid Program, the Unified Student Financial Assistance
System In Tertiary Education (UniFAST), and a lot more. These grants
acknowledge the difficulties experienced by working students and offer
financial assistance to enable them to continue their studies while juggling their
16
career obligations.
Synthesis
The reviewed literature and studies confirm that financial stress has an
impact on working students’ academic performance. More papers suggest that
financial stress can negatively impact the academic performance of students.
Since those who are financially stressed belong in poverty, they are burdened
with many responsibilities, not to mention their financial problems. Naturally,
their priority would shift from what should be their academics to finances.
This situation put the students at a disadvantage compared to their
classmates. As a result, there is an evident disparity between the academic
grades of students from low-income families and students from higher-income
families. Financially stressed students are compelled to work due to the burden
of their financial problems. This further puts their academic grades at risk, as
the division of focus leads to poor academic performance.
However, there are a few claims that financial stress might have led
working students to juggle work and academics; nonetheless, it eventually
became an advantage as it improved their academic performance. The reason
behind this is that the students are provided with a “paid opportunity” to improve
their soft skills while academics hone their hard skills. Ultimately, these papers
suggest that interventions to increase financial resources and knowledge and
reduce perceived stress may help mitigate this impact, which in turn would
improve academic outcomes.
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Chapter 3
RESEARCH METHODOLOGY
This chapter explains various methodologies that were used in gathering
data that are relevant to the research. The methodologies include research
design, sampling procedure, and data-gathering procedure.
Research Design
The researchers used a qualitative design and a phenomenological
approach to collect the data for the study. The phenomenological approach
seeks to understand the overall nature of a phenomenon. Individuals with lived
experiences of the phenomenon are the source of data; therefore, this
approach provided the researchers with a genuine understanding of the
phenomenon. With this design, the present study can determine the diverse
academic impact of financial stress on the working student without any prior
assumptions or biases on the part of the researchers.
Population and Sampling Procedure
The participants of the study are the selected Grade 11 working students
enrolled at Valley High Academy. The researchers have sought ten (10) Grade
11 working students. The participants are limited to seventeen (17) years old
or older.
The sample from this study was selected through non-probability
sampling, wherein the samples are selected based on purpose. Purposive
sampling refers to a group of non-probability sampling techniques in which units

18
are selected because they have characteristics or experiences that are needed
in the sample. In other words, units are selected “on purpose” in purposive
sampling. The researchers used purposive sampling since it allowed them to
select participants who have specific experiences that are relevant to the
research question. This leads to a more focused and efficient data collection
process than trying to gather data from a random sample.
Data Gathering Procedure
This study used interviews as the primary data collection technique. By
conducting interviews with working grade 11 students at Valley High Academy,
the researcher aimed to gather valuable insights and form a conclusion based
on their data. Interviews provide in-depth understanding and allow for a detailed
exploration of participants' perspectives and experiences. The process of
conducting the interview is described in the narrative below.
First and foremost, the researchers asked for permission from the senior
high school principal of Valley High Academy Inc. to conduct the study. After
receiving approval, the researchers approached several sections of grade 11
students to determine whether there were any students that are currently
employed. When approaching the potential participants, we first briefed them
regarding the topic of the study and explained what would be expected of them.
The working students were asked a few questions that would help the
researchers determine whether they have experienced financial stress or not.
Then, when the participant quota was met, the researchers provided
19
each of them with an informed consent form discussing the purpose of the study
and their rights as participants. After signing the forms, the researchers
individually interviewed the participants during their free time to avoid
disturbances while purposefully not leading the participants to a specific
response.
Note that the questions that were asked to the participants have gone
through an examination and have been validated by the research and thesis
adviser to fix some errors and provide clarification before being given to the
participants. The questions were also made sure to be open-ended to generate
long responses from the participants. Moreover, the interviews focused on
factors influencing academic performance and the overall educational
experience.
After gathering data, the researchers collected it to classify whether it is
negative or positive and for a comprehensive understanding of the academic
impact of financial stress on working grade 11 students at Valley High
Academy.
20
Bibliography
References:
5 Signs That Financial Stress Is Impacting College Students and How Financial
Wellness Can Help. (2019, November 25). iGrad Financial
Wellness. https://www.igradfinancialwellness.com/blog/five-signs-
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Republic of the Philippines

VALLEY HIGH ACADEMY, INC.

IMPACT OF FINANCIAL STRESS ON THE ACADEMIC

A Research Study Presented and Submitted

DAGARAT, NELISA ROSE B.

Science, Technology, Engineering, and Mathematics

This research titled IMPACT OF FINANCIAL STRESS ON THE

MR. JOED A. ALAGAO, LPT

Accepted and approved in partial fulfillment of the requirement for the

DR. MARK G. FABELLA, PhD

Science, Technology, Engineering, and Mathematics

The following people provided significant assistance and input to the

To Ms. Regina S. Quimno, LPT., CLSSYB, our Senior High School

Participants, for spending their important time, and effort to complete

Science, Technology, Engineering, and Mathematics

We deeply and wholeheartedly dedicate this research to our families,

To all the Grade 11 Science, Technology, Engineering, and Mathematics

To our thesis adviser, Mrs. Christine M. Sunga, for providing us with

To our beloved school, Valley High Academy, Inc. who provided us

Science, Technology, Engineering, and Mathematics

Managing finances is particularly challenging in the Philippines, where

half of Filipino families consider themselves poor. This drives several

compelling them to work. However, juggling their employment and academics

would eventually affect their academic performance. Hence, this study is

conducted particularly to focus on the various impacts of financial stress on

working students’ academic performance. This is conducted at Valley High

selected among the Grade 11 working students using a purposive sampling

technique based on the pre-screening interview. This study employed a

qualitative design and a phenomenological approach. The lived experiences of

the participants were used to determine whether the academic impacts of

financial stress are beneficial or detrimental to the performance of the Grade

11 working students at Valley High Academy.

Keywords: financial stress, financial problems, academic performance,

working students, coping strategies, negative impacts, positive impacts

Science, Technology, Engineering, and Mathematics

Background of the Study.………………………………. 2

Statement of the Problem...………….…………………. 3

Scope and Delimitations of the Study……...……...……. 4

Significance of the Study…………………………... …... 5

II. REVIEW OF RELATED LITERATURE AND STUDIES……… 9

Local Studies ……………………………………………… 15

Science, Technology, Engineering, and Mathematics

III. RESEARCH METHODOLOGY……….………………………... 18

Research Design ………………………………………… 18

Population and Sampling Procedure…………………… 18

Data Gathering Procedure ……………………………… 19

Science, Technology, Engineering, and Mathematics

THE PROBLEM AND ITS BACKGROUND

This chapter contains a brief introduction, following the background of

terms, and the theoretical framework of the study.

A study by Harvard, Princeton, and Warwick University discovered that

financial difficulties directly influence an individual’s cognitive ability. More

a low-income individual and a high-income individual. (Medina, 2013)

Financial stress can be defined as a state of anxiety regarding a money

lead to depressive symptoms such as insomnia, loss of appetite, lack of

It is a common stressor and, therefore, can be experienced by everyone.

However, it is most prevalent among those below the poverty line.