Practial Research 2-Impact of Financial Literacy On Budgeting Among Grade 11 Students

Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF ZAMBALES
CABANGAN NATIONAL HIGH SCHOOL
STA. RITA, CABANGAN, ZAMBALES
“Impact of Financial Literacy on Budgeting Among Grade 11 Students at

Cabangan National High School”
A Research Paper submitted at Cabangan National High School
In Partial Fulfillment of the Requirements for Practical Research 2 of Grade 12

Accountancy and Business Management
Members
Apple Joy B. Dabbay
Rashim Kishna P. Dabay
Ric Symon Dais
January 2024

Address: Brgy. Sta. Rita, Cabangan, Zambales
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Email Address: 301010@deped.gov.ph
ABSTRACT
Financial literacy is the ability to understand and effectively use various financial skills,
including budgeting. Student budgeting essentially involves strategically managing available
financial resources to prioritize key expenses. This includes allocating funds for necessities like food,
transportation, and educational costs, while also allowing for some flexibility in spending. However,
financial literacy exerts a significant influence on student budgeting.
This research employs quantitative methods to investigate the factors of financial literacy
that affects student budgeting among Grade 11 students at Cabangan National High School during
the 2023–2024 school year. In the first semester, a study involving 151 students from eight different
academic strands was conducted. Utilizing a simple random sampling approach, researchers
employed survey questionnaires featuring a 5-point Likert scale to collect data.
The findings of the study provides compelling evidence of the link between financial
literacy and effective budgeting among Grade 11 students. The study revealed these factors
significantly influence how students manage their finances. Importantly, students with higher levels
of financial planning and awareness exhibited more prudent and strategic spending habits. These
findings suggest that enhancing financial literacy among Grade 11 students can be instrumental in
equipping them with the necessary tools to navigate their financial future with confidence.

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ACKNOWLEDGEMENT
First and foremost, we express our deepest gratitude to Almighty God, the giver of all
wisdom and knowledge, for guiding us throughout this research journey.
We extend our heartfelt thanks to our research subject teacher, Sir Cloyde Sediarin, for
your invaluable guidance and mentorship. Your expertise, patience, and unwavering support were
instrumental in shaping our research and propelling us to achieve our goals.
We are also indebted to our principal, Sir Joselito P. Ramos, for providing us with the
opportunity and resources to undertake this research and we are also grateful to the teacher-in-
charge, Ma'am Mary Ann Gamban, who graciously allowed us to conduct our research. We truly
appreciate your belief in our potential.
We express our deepest gratitude to all our respondents who willingly gave their time and
shared their experiences. Your contributions are the heart and soul of this research, and we are truly
grateful for your trust and support.
Finally, we acknowledge the unwavering support of our parents. Your sacrifices,
encouragement, and unwavering belief in us provided the foundation on which we built this research.
We are eternally grateful for your love and guidance.
Researchers
TABLE OF CONTENTS

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Abstract …….…………………………………………………………………………………………1
Acknowledgement ……………………………………………………………………………………2
Table of Contents ……………………………………………………………………………………..3
……………………………………………………………………………………..4
……………………………………………………………………………………..5
List of Tables…………………………………………………………………………………………..6
List of Figures ……………………………………………………………………………….………..7
Introduction …………………………………………………………………………………………...8
Rationale …………………………………………………………..………………………......8
………………………………………………………………...……………….……9
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Statement of the Problem ……………………………………………………………………10
…………………………………………………………………….11
Conceptual Framework …………………………………………………………………..…..12
Scope and Delimitations………………………………………………………….……...…...13
Significance of the Study …………………………………………………………………….13
…………………………………………………………………….14
Definition of Terms ………………………………………………………………………….14
Methodology …………………………………………………….…………………………………..15
Research Design ……………………………………………………………………………..15

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Respondents of the Study ……………………………………………………………………15
Locale ………………………………………………………………………………………..15
Data Gathering Instrument …………………………………………………………………..16
Data Gathering Procedures …………………………………………………………………..16
………………………………………………………………….17
Statistical Treatments of Data ……………………………………………………………….17
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Results ……………………………………………………………………………………………….19
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Discussion .……….………………………………………………………………………………….25
Summary….………………………………………………………………………………….25
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Conclusion……………………………..……………………………………………………..28
Recommendation……………………………………………………………………………..28
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References ………...…………………………………………………………………………………30
….…....………………………………………………………………………………….31
Curriculum Vitae ……………………………………………………………………………………32
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List of Tables

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Table 1 ……………………………………………………………………………………………….18
Table 2 ……………………………………………………………………………………………….18
Table 3 ……………………………………………………………………………………………….19
Table 4 ……………………………………………………………………………………………….19
Table 5 ……………………………………………………………………………………………….20
Table 6 ……………………………………………………………………………………………….21
Table 7 ……………………………………………………………………………………………….22
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Table 8 ……………………………………………………………………………………………….24
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List of Figures
Figure 1 ……………………………………………………………………………………………...12

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INTRODUCTION
Rationale

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In a period marked by escalating financial intricacy and a heightened focus on individual
financial accountability, the significance of financial literacy has become increasingly paramount,
particularly among young adults undergoing the transition into adulthood. According to Amanda
Daper (2017), students frequently make the mistake of failing to establish and adhere to a suitable
budget. If they don’t make and follow a budget, students face the risk of running out of money before
the first semester or the end of the academic year.
The concept of student budgeting pertains primarily to the effective management of
financial expenditures within the allocated budget. Students depend on financial resources to meet a
range of essential daily requirements, such as sustenance, transportation, discretionary expenditures,
and the bulk of their educational costs. Additionally, to follow trends and purchase anything they
desire while still being students and members of the millennial generation.
According to Failaman (2017), it has been observed that students often allocate their
allowances towards recreational pursuits, such as renting computer units for entertainment purposes,
purchasing products at shopping malls, and contributing to expenses shared with their peers.
Adolescents exhibit significant consumer behavior in terms of their expenditure patterns, as well as
exerting considerable influence within their families and on broader cultural trends. Despite having
grown up during a time of significant societal transformation, individuals of this era exhibit notable
levels of self-assurance in their ability to make sound judgments. Consequently, the students were
faced with the task of managing their daily allocation and assuming responsibility for budgeting.

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Students perceive budgeting as a practice mostly undertaken in times of financial constraint;
however, they choose to allocate their allowances predominantly towards leisure pursuits.
Financial literacy is the ability to understand and effectively use various financial skills,
including budgeting. According to G.R. Terry (2014), “A budget is an estimate of future needs
arranged according to an orderly basis, covering some or all of the activities of an enterprise for a
definite period of time.” Financially literate people are more likely to have a budget and stick to it.
Additionally, individuals in this group exhibit a higher propensity to engage in well-informed
financial decision-making, including determining optimal savings amounts and appropriate
borrowing levels.
To gain a comprehensive understanding of the relationship between financial literacy and
budgeting, this study reviews relevant literature and previous research findings. Several studies have
investigated the impact of financial literacy on budgeting among senior high school students.
According to a study by Mottola (2013), financial literacy is positively associated with budgeting.
This means that people who know more about money are more likely to make a budget and stick to
it. Lusardi and Tufano (2015) also discovered that people who knew more about money were more
likely to save money regularly and have a budget.
Moreover, studies by Lusardi (2019) revealed that an essential indicator of people’s ability
to make financial decisions is their level of financial literacy. With this, students would be more
educated and able to understand how money works, as well as possess the necessary skills and

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abilities to use financial resources, in making decisions such as spending, saving, and investing
money. Lusardi and Mitchell (2018) discussed that financial literacy can be seen as an investment in
human capital, and can be helpful in decision-making about pensions, savings, mortgage, and other
financial decisions. The study found that budgeting behavior is an important mechanism through
which financial literacy leads to improved financial well-being.
By examining these previous studies, we aim to develop a comprehensive understanding of
how financial literacy can influence students’ financial habits and decision-making when it comes to
budgeting.
Statement of the Problem
The main concern of this study is to describe how financial literacy affects the budgeting
behavior among senior high school students.
Specifically, this study sought to answer the following questions;
1. What is the profile of the student-respondents in terms of;
1.1 Sex
1.2 Age
1.3 Strand

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2. How financial literacy affects the budgeting behavior among senior high school students?
3. How financial literacy affects the budgeting skills/knowledge among senior high school
students?
4. How financial literacy affects the financial decisions among senior high school students?
5. Is there a significant relationship between financial literacy and budgeting behavior among
senior high school students?
6. Is there a significant relationship between financial literacy and budgeting skills/knowledge
among senior high school students?
7. Is there a significant relationship between financial literacy and financial decisions among
senior high school students?
Conceptual Framework
Outcome
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 Budgeting
Behavior
Financial Literacy  Budgeting
Skills/Knowledge
 Financial
Decisions
Feedback
Figure 1. Paradigm of the Study

The paradigm shows the factors of financial literacy that affect the budgeting among Grade 11
students.
Scope and Delimitations
This research is limited to Cabangan National High School, with a particular focus on
Grade 11 students during the academic year 2023-2024. This institution will be the sole source of

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data for the research, which will include Grade 11 students from multiple strands. The survey will
cover 151 respondents aged 15 to 19 and above, ensuring full knowledge about the impact of
financial literacy on their budgeting. This study's conclusions are only applicable to Grade 11
students at Cabangan National High School for the school year 2023-2024. It suggests that these
findings are not applicable to students in other grades and schools.
Significance of the Study
This study will be beneficial to the following groups of people:
Students – The study will help students to make informed financial decisions, improve their
financial well-being, and achieve their long-term financial goals.
Parents – The study’s findings can help parents to understand how their children’s financial literacy
is impacting their budgeting behaviors and to help their children develop the skills and knowledge
they need to make informed financial decisions.
Teachers – By understanding how financial literacy impacts budgeting behaviors, teachers can
develop more effective financial literacy lessons for their students and they can help students to
become more interested in and motivated to learn about personal finance.
Future Researchers – The study’s findings can be used to inform the development of more effective
financial literacy interventions for senior high school students. Future researchers can develop more
effective interventions to promote financial well-being among senior high school students.

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Definition of Terms
Financial Literacy: It encompasses knowledge of financial concepts, skills like budgeting and
investing, and the ability to make informed decisions about your finances.
Budgeting: It's about planning how you spend and save your money, making sure you have enough
for the things you need and the things you want, today and in the future.
Budgeting Behavior: Refers to the actions and attitudes you have towards managing your money
within your budget.
Budgeting Skills/Knowledge: It is a way to equip you to make informed choices about spending,
saving, investing, and borrowing.
Financial Decisions: Are the choices we make about how to manage our money.
METHODOLOGY
Methodology in research is defined as the systematic method to resolve a research problem through
data gathering using various techniques, providing an interpretation of data gathered and drawing
conclusions about the research data (Bouchrika, 2023).
Research Design

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A descriptive survey research design was used in this study. A descriptive survey is a
systematic method of gathering data from a sample of individuals through questionnaires or
interviews to describe a population's characteristics, attitudes or behaviours (Siedlecki 2020). This
study design will assist researchers in determining whether there are any correlations between the
factors mentioned previously and the budgeting among Grade 11 students.
Respondents of the Study

In this research, simple random sampling was used. Simple random sampling is a sampling
technique in which each member of a population has an equal chance of being chosen through the
use of an unbiased selection method (Julia, 2023). The study included 11 ABM, 20 STEM, 50
HUMSS, 15 EIM, 13 FBS, 25 Caregiving, 12 Animal Reproduction and 5 Carpentry students from
Cabangan National High School's eight (8) strands. Slovin’s Formula was used to determine the
student population, which is 151 total of Grade 11 students.
Locale of the Study

The research will be conducted at Cabangan National High School, which is located in Sta.
Rita Cabangan Zambales. The data was collected and analyzed over the school year 2023–2024.
Data Gathering Instruments
The instrument used in gathering data is questionnaire checklist, structured and constructed
by the researchers. Comprising two key parts, the initial section contains the research title, letter for
the respondents, and instruction for the respondents. This part also contains the demographic
information, including name (optional), sex, age, grade level, and strand.

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The second part delved into three identified factors of financial literacy that affects
budgeting among Grade 11 students; budgeting behavior; budgeting skills/knowledge; and financial
decisions. This questionnaire checklist is validated by the researcher’s subject teacher. The gathered
data will be analyzed and serve as basis of information of this research.
Data Gathering Procedures

In the conduct of the study, the researcher used the following procedures:
1. To proceed with the study, the researchers will request permission from the school principal and to
the focal person.
2. Following the necessary approvals, the researchers will gather information using a questionnaire.
This survey will ask about things like respondent’s name (optional), sex, grade level, and strand.
3. The subsequent section of the survey will delve into the factors of financial literacy that affects the
budgeting among Grade 11 students at Cabangan National High School for the academic year 2023 –
2024. This section will explore the factors including budgeting behavior, budgeting
skills/knowledge, and financial decisions.
4. Upon completion of data gathering, the researchers will undertake a comprehensive analysis and
interpretation of the acquired information.
Statistical Treatment of Data

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Statistical treatment of data is a process used to convert raw data into something
interpretable (Vishak, 2022).
The statistical tools employed in this study were the following:
a. Slovin's Formula: According to Kate (2017), is a statistical method used to determine the
sample size for a population.
b. Likert Scale: Is rating system, used in questionnaires, that is designed to measure people’s
attitudes, opinions, or perceptions (Jamieson, 2022).
Table 1. The standard table for interpretation of the correlation was stated below:
SCALE LINEAR RELATIONSHIP
1 Strongly Agree
2 Agree

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3 Neutral
4 Disagree
5 Strongly Disagree
Table 2. The equivalent of the mean scores for the Likert Scale was stated below:
SCALE INTERVAL LINEAR RELATIONSHIP
1 1.00 - 1.80 Strongly Agree
2 1.81 - 2 .60 Agree
3 2.61 - 3.40 Neutral
4 3.41 - 4.20 Disagree
5 4.21 - 5.00 Strongly Disagree
c. Weighted Mean: A type of mean that is calculated by multiplying the weight (or probability)
associated with a particular event or outcome with its associated quantitative outcome and then
summing all the products together (Harshit, 2021).

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d. Frequency Count: This statistical method was used to collect information on the impact of
financial literacy on budgeting among Grade 11 students.
e. Percentage: This was used to determine the relative frequency of associated variables.
RESULTS
This chapter presents the complete dataset collected from respondents, including
interpretation, alongside tabulation and results of the responses.
Table 3. Frequency Distribution of Sex of Grade 11 Students
Gender Frequency Percentage

Male 64 42%
Female 87 58%

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TOTAL 151 100%
Table 3 shows the frequency and percentage distribution of the students-respondents
according to their sex. There was a total of 151 Grade 11 students who responded to the
questionnaire/checklist according to their sex. Of this total, one hundred fifty-one (151) Grade 11
students. The Grade 11 respondents were composed of sixty-four (64) or 42% males and eighty-
seven (87) or 58% females.
Table 4. Frequency Distribution of Age of Grade 11 Students
Age Frequency Percentage

15-16 74 49%
17-18 72 48%
19 and above 5 3%
TOTAL 151 100%
Table 4 shows the frequency distribution of the student-respondents according to their age.
The ages of the student-respondents who answered to the questionnaire/checklist ranged from 15
years to 19 and above years old. As could be gleaned from the table, the biggest number of student-
respondents belonged to the bracket of 15-16 years old. They were seventy-four (74) or 49% of the
total respondents in this bracket. Moreover, seventy-two (72) or 47.68% belonged to the age bracket

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17-18 years old and the least number of students-respondents belonged to the bracket of 19 and
above. They were five (5) or 3.31%. This further implies that the majority of the Grade 11 students-
respondents were in the age level of 15-16 years’ old.
Table 5. Frequency Distribution of Strands in Grade 11 Students
Strand Frequency Percentage

ABM 11 7%
STEM 20 13%
HUMSS 50 33%
EIM 15 10%
FBS 13 9%
Caregiving 25 17%
Animal Reproduction 12 8%
Carpentry 5 3%
TOTAL 151 100%
Table 5 shows the frequency distribution of the students respondents according to their
strand. The table shows that HUMSS strands have the most student respondents with fifty (50) or
33.11%, Caregiving strand with twenty-five (25) or 16.56%, STEM strand with twenty (20) or
13.25%, EIM strand with fifteen (15) or 9.93%, FBS strand with thirteen (13) or 8.61%, Animal
Production strand with twelve (12) or 7.95%, ABM strand with eleven (11) or 7.28%, and the least
respondents belonged to Carpentry strand with five (5) or 3.31%.

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Table 6. Frequency Distribution of Budgeting Behavior of Grade 11 Students
A. BUDGETING BEHAVIOR Weighted Mean Description
1. I am able to allocate my budget to match 2.0 Agree

with my spendings.
2. I spend more on my wants compared to 2.58 Agree
needs.
3. I see to it that I would always have weekly 2.33 Agree
or monthly savings.
4. I am able to determine what should be 2.15 Agree
prioritized before and during buying an
item/s.
5. I keep track of how much money I spend. 2.21 Agree
General Weighted Mean 2.26 Agree
As shown in table 6, The weighted mean of these indicators describe how budgeting
behavior affects the budgeting among Grade 11 students. Budgeting behavior in financial literacy is
a great factor affecting students budgeting. “I am able to allocate my budget to match with my
spendings”, “I spend more on my wants compared to needs”, “I see to it that I would always have
weekly or monthly savings”, “I am able to determine what should be prioritized before and during
buying an item/s”, and “I keep track of how much money I spend” are all interpreted as agree (A)
and have a general weighted mean of 2.26. It implies that budgeting behavior in financial literacy is a
great factor affecting budgeting among Grade 11 students.

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Table 7. Frequency Distribution of Budgeting Skills/Knowledge of Grade 11 Students
B. Budgeting Weighted Mean Description

Skills/Knowledge
1. I feel confident in my 2.14 Agree

skills/ knowledge and
ability to manage my own
finances.
2. I consider myself to be 2.23 Agree
financially literate.
3. I understand the 2.0 Agree
importance of saving
money for future expenses.
4. I am aware of the basic 2.04 Agree
concepts of personal
finance, such as budgeting,
saving, and investing.
5. I know how to compare 2.05 Agree
prices and shop around for
the best deals.
As shown in table 7, the general weighted mean of all the indicators is 2.09 which is agree
(A). Budgeting skills/knowledge in financial literacy is a great factor affecting students budgeting. “I
feel confident in my skills/knowledge and ability to manage my own finances”, “I consider myself to
be financially literate”, “I understand the importance of saving money for future expenses”, “I am
aware of the basic concepts of personal finance, such as budgeting, saving, and investing”, and “I

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know how to compare prices and shop around for the best deals” are all interpreted as agree (A) and
have a weighted mean of respectively. It implies that budgeting skills/knowledge in financial literacy
is a great factor affecting budgeting among Grade 11 students.
Table 8. Frequency Distribution of Financial Decisions of Grade 11 Students
C. Financial Decisions Weighted Mean Description
1. I avoid unnecessary 2.01 Agree

spending.
2. I have a plan for 2.25 Agree
managing my finances
after graduating from
senior high school and for
emergency fund.
3. I plan for major 2.37 Agree
expenses like school fees
and travel.
4. I seek advice from my 2.21 Agree
parents or guardians when
making significant
financial decisions.
5. I prioritize my needs 1.98 Agree
over my wants when
making financial decisions,
but I also allow myself to
spend money on things that
I enjoy in moderation.

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As shown in table 8, the general weighted mean of all the indicators is 2.16 which is agree
(A). Financial decisions in financial literacy is a great factor affecting students budgeting. “I avoid
unnecessary spending”, “I have a plan for managing my finances after graduating from senior high
school and for emergency fund”, “I plan for major expenses like school fees and travel”, “I seek
advice from my parents or guardians when making significant financial decisions”, and “I prioritize
my needs over my wants when making financial decisions, but I also allow myself to spend money
on things that I enjoy in moderation” are all interpreted as agree (A) and have a weighted mean of
respectively. It implies that financial decisions in financial literacy is a great factor affecting
budgeting among Grade 11 students.
DISCUSSIONS
This section culminated in a concise synthesis of summary of the study, conclusions, and
recommendations of the researchers on this study.
Summary of the Findings
This study investigated the impact of financial literacy on budgeting among Grade 11
students at Cabangan National High School during the academic year 2023-2024. The survey
employed a 5-point Likert scale to gather data from 151 respondents across eight academic strands.

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This study aimed to answer the key questions about the: (1) the demographic characteristics of Grade
11 students, (2) the factors influencing their budgeting practices, and (3) the significant relationships
between financial literacy and budgeting.
I. Demographic Profile:
A. Females made up 58% of the participants, followed by males at 42%.
B. The majority were over the age of 15-16 (49%), with 48% being 17-18 years old.
C. The largest number of students according to their strand is the Humanities and Social Sciences
(HUMSS) strand with 33%, followed by Caregiving strand with 17%, followed by Science,
Technology, Engineering, and Mathematics (STEM) strand with 13%, followed by Electrical
Installation and Maintenance (EIM) strand with 10%, followed by Food Beverage Services strand
with 9%, followed by Animal Reproduction strand with 8%, followed by Accountancy, Business,
and Management (ABM) strand with 7%. The Carpentry strand got 3%, showing a lesser preference
than the other strands.
II. Budgeting Behavior:
This was interpreted as agree (A) and have a general weighted mean of 2.26, highlighting
the influence of budgeting behavior on spending patterns among Grade 11 students. Notably, the data
reveals that budgeting habits play a significant role in financial management for this age group.

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III. Budgeting Skills/Knowledge:
This factor has a general weighted mean of 2.09 for all indicators, falling within the
"agree" range (A). This suggests that budgeting skills and knowledge, a key component of financial
literacy, significantly influence student budgeting practices.
IV. Financial Decisions:
This factor has an overall weighted mean of 2.16 for all indicators, which translates to an
"agree" response. This suggests that financial decision-making within the realm of financial literacy
plays a significant role in student budgeting. Specifically, statements such as "avoiding unnecessary
spending", having a plan for post-graduation finance and emergency funds, planning for major
expenses, seeking parental/guardian advice for significant financial decisions, and prioritizing needs
over wants (while allowing responsible indulgence) all received "agree" scores with respective
weighted means. This further underlines the strong influence of financial literacy-related decision-
making on budgeting behaviors among Grade 11 students.
CONCLUSIONS
The study's findings reveal a clear and compelling connection between financial literacy
and effective budgeting practices among Grade 11 students. All three key components evaluated,

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budgeting behavior, skills and knowledge, and financial decision-making are demonstrated a
significant influence on how students manage their finances. Notably, students who exhibited greater
financial planning and awareness tended to spend more diligently and strategically. Therefore, it's
evident that fostering financial literacy among Grade 11 students can play a crucial role in equipping
them with the necessary skills and knowledge to navigate their financial landscape effectively. By
encouraging responsible budgeting practices, students can gain greater control over their spending,
prepare for future financial needs, and ultimately achieve greater financial autonomy.
RECOMMENDATIONS
For students:
Seek educational resources: Take advantage of workshops, seminars, or online courses focused on
financial literacy. Read books or articles about budgeting, saving, and responsible credit use.
Financial professionals: Seek guidance from financial advisors, counselors, or trusted adults when
facing complex financial challenges. These experts can provide valuable guidance and insights to
help you make informed decisions and navigate complex situations.
For teachers:
Develop open communication: Create a safe and supportive environment where students feel
comfortable discussing their financial concerns and questions by utilizing class

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discussions, anonymous surveys, or individual feedback sessions to gather insights into students'
budgeting practices and challenges.
Empowering Students through Financial Knowledge and Resources: Equipping students with the
knowledge and resources they need to make informed financial decisions independently.
For future researchers:
Investigate the influence of socioeconomic factors: Consider how family background, income
levels, and access to financial resources impact students' budgeting behavior and financial literacy
development.
Digital Tools and Platforms: Examine how students utilize technology for budgeting, managing
finances, and accessing financial education, identifying gaps and opportunities for improvement.
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Techniques. Research.com. https://research.com/research/how-to-write-research-
methodology

Telephone Nos.:
CURRICULUM VITAE

Telephone Nos.:
APPLE JOY BONDAME DABBAY

09605893417
applejoydabbay@gmail.com
I. Personal Data
Address: Sitio Baculi Cadmang-reserva Cabangan Zambales
Age: 17
Date of Birth: October 19, 2006
Place of Birth: Cagayan Valley
Civil Status: Single
Weight: 42
Height: 152 cm
Religion: Iglesia Ni Cristo
Citizenship: Filipino
Name of Father: Alejo P. Dabbay
Name of Mother: Maricris B. Dabbay

Telephone Nos.:
II. Educational Background

2022 - present Cabangan National High School
Senior High Student
2018 - 2022 Cabangan National High School
Junior High Student
2014 - 2018 Sta. Rita Elementary School
Grade 3 – Grade 6 Student
2012 - 2014 Gammad Elementary School
Grade 1 - Grade 2 Student
III. Awards and Achievements

Senior High School
- With high honors
- Conduct Awardee
- Perfect Attendance Awardee
Junior High School

- With honors
- Editorial Journalist Participant
Elementary
- Editorial Writing (2nd Place)

Telephone Nos.:
- Essay Writing (3rd Place)

- Odyssey of the Mind Contest (3rd Place)
- Islogan Filipino (3rd Place)
- Poster Making Contest (2nd Place)
RASHIM KISHNA PIMENTEL DABAY

09107147271
ashdabay2005@gmail.com
I. Personal Data
Address: Brgy. Sta Rita Cabangan Zambales
Age: 18
Date of Birth: November 04, 2005
Place of Birth: Iba, Zambales
Weight: 45
Height: 172 cm
Religion: Methodist
Name of Father: Dominador D. Dabay Jr.
Name of Mother: Adelaida P. Dabay

Telephone Nos.:

Senior High Student
2018 - 2022 Cabangan National High School
Junior High Student
Grade 6 Student

Telephone Nos.:
RIC SYMON TALA DAIS

09063938283
ricsymondais3@gmail.com
I. Personal Data
Address: Brgy, San isidro Cabangan Zambales
Age: 17
Date of Birth: May 01, 2006
Place of Birth: Iba, Zambales
Weight: 55
Height: 165 cm
Religion: Aglipay
Name of Father: Renato R. Dais
Name of Mother: Ma.Elena T. Dais

Telephone Nos.:

Senior High Student
2018 - 2022 San Isidro Integrated High School
Junior High Student
2017 - 2018 San Isidro Elementary School
Grade 6 Student
2011 - 2017 San Isidro Elementary School

Telephone Nos.:

Telephone Nos.:

Practial Research 2-Impact of Financial Literacy On Budgeting Among Grade 11 Students

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Practial Research 2-Impact of Financial Literacy On Budgeting Among Grade 11 Students

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Republic of the Philippines

“Impact of Financial Literacy on Budgeting Among Grade 11 Students at

A Research Paper submitted at Cabangan National High School

In Partial Fulfillment of the Requirements for Practical Research 2 of Grade 12

Apple Joy B. Dabbay

Rashim Kishna P. Dabay

Ric Symon Dais

CABANGAN NATIONAL HIGH SCHOOL

including budgeting. Student budgeting essentially involves strategically managing available

financial literacy exerts a significant influence on student budgeting.

employed survey questionnaires featuring a 5-point Likert scale to collect data.

CABANGAN NATIONAL HIGH SCHOOL

wisdom and knowledge, for guiding us throughout this research journey.

instrumental in shaping our research and propelling us to achieve our goals.

appreciate your belief in our potential.

grateful for your trust and support.

Finally, we acknowledge the unwavering support of our parents. Your sacrifices,

We are eternally grateful for your love and guidance.

CABANGAN NATIONAL HIGH SCHOOL

Table of Contents ……………………………………………………………………………………..3

List of Figures ……………………………………………………………………………….………..7

Statement of the Problem ……………………………………………………………………10

Conceptual Framework …………………………………………………………………..…..12

Scope and Delimitations………………………………………………………….……...…...13

Significance of the Study …………………………………………………………………….13

Definition of Terms ………………………………………………………………………….14

Research Design ……………………………………………………………………………..15

CABANGAN NATIONAL HIGH SCHOOL

Respondents of the Study ……………………………………………………………………15

Data Gathering Instrument …………………………………………………………………..16

Data Gathering Procedures …………………………………………………………………..16

Statistical Treatments of Data ……………………………………………………………….17

CABANGAN NATIONAL HIGH SCHOOL

Curriculum Vitae ……………………………………………………………………………………32

CABANGAN NATIONAL HIGH SCHOOL

CABANGAN NATIONAL HIGH SCHOOL

CABANGAN NATIONAL HIGH SCHOOL

In a period marked by escalating financial intricacy and a heightened focus on individual

the first semester or the end of the academic year.

The concept of student budgeting pertains primarily to the effective management of

range of essential daily requirements, such as sustenance, transportation, discretionary expenditures,

CABANGAN NATIONAL HIGH SCHOOL

Students perceive budgeting as a practice mostly undertaken in times of financial constraint;

Additionally, individuals in this group exhibit a higher propensity to engage in well-informed

financial decision-making, including determining optimal savings amounts and appropriate

To gain a comprehensive understanding of the relationship between financial literacy and

likely to save money regularly and have a budget.

CABANGAN NATIONAL HIGH SCHOOL

which financial literacy leads to improved financial well-being.

By examining these previous studies, we aim to develop a comprehensive understanding of

Statement of the Problem

behavior among senior high school students.

Specifically, this study sought to answer the following questions;

1. What is the profile of the student-respondents in terms of;

CABANGAN NATIONAL HIGH SCHOOL

senior high school students?

6. Is there a significant relationship between financial literacy and budgeting skills/knowledge