Expenses Spent by Grade-9 Science, Technology and Engineering (STE) Students

on Buying Foods from the SSC Canteen

In partial fulfillment of the requirements in Mathematics 10

By:

VINCE ANTHONY CORPUZ

CHRISTIAN JHAY DIAZ
EIRREHS JENILLE SANDI
10 – SSC Archimedes

April 2024
I. INTRODUCTION

Background of the Study

School canteen is a place where food is to be served and eaten, where

different healthy snack and drink products are sold. These food options can

significantly impact students' health, academic performance, and overall well-

being. The establishment and operation of school canteen is important in

developing love and interest in buying nutritious and healthy food among students

making it possible for them to enjoy nutritious and healthy food at affordable

prices during the school day.

The SSC canteen serves as a primary source of food for many Grade- 9

STE students, offering convenience and accessibility during the school day. The

canteen should also provide the students variety of foods and dishes that

enhance their skills and knowledge (DepEd Order No. 8 of 2007). A school utilizes

a canteen to meet the food and nutritional needs of its students in order for them

to have the energy in to accomplish the task that they would do for the day. The

spending habits of these students particularly Grade- 9 STE students in the SSC

canteen can provide important insights into their financial literacy.

The researcher is challenged to conduct this study to assess the expenses

spent by Grade-9 students daily at the SSC canteen. Understanding how much

money Grade 9 STE students spent can help identify how much they are willing to

spend every day. This study aims to describe the current spending behavior of

students.
 Statement of the Problem

The researcher would like to study the expenses spent by grade-9 Science,

Technology, and Engineering students at Ilocos Norte National High School in

buying their food at SSC canteen this school year 2023-2024. Specifically, the

research seeks to answer the following questions:

a. What are the daily expenses of the students that belongs to the upper and

lower quartile?

b. What are the daily expenses of the student that belongs to the 5th decile?

c. What are the daily expenses of the student that belongs to the 30 th

percentile?

II. METHODOLOGY

This study used descriptive and quantitative data, specifically the positioning of

data. Positioning of ungrouped data is used in the interpretation of the study.

The target population for this study includes Grade-9 Science, Technology and

Engineering students of Ilocos Norte National High School who buys at SSC canteen.

The researcher conducted the survey online through a structured questionnaire to

collect daily expenses data of grade-9 STE students who buys at SSC canteen.
III. DATA GATHERING

The following table was a summary of the gathered data based on the expenses

spent by Grade-9 Science, Technology, and Engineering students at Ilocos Norte

National High School in buying at their SSC canteen. The data below shows the

students and how much money they spent daily in buying foods at the SSC canteen.

DATA DATA
STUDENTS EXPENSES STUDENTS EXPENSES
SPENT SPENT
Student 1 50 Student 19 45
Student 2 60 Student 20 150
Student 3 200 Student 21 250
Student 4 50 Student 22 50
Student 5 150 Student 23 100
Student 6 150 Student 24 70
Student 7 100 Student 25 100
Student 8 100 Student 26 50
Student 9 180 Student 27 100
Student 10 200 Student 28 100
Student 11 50 Student 29 45
Student 12 50 Student 30 130
Student 13 190 Student 31 90
Student 14 200 Student 32 100
Student 15 150 Student 33 100
Student 16 190 Student 34 150
Student 17 80 Student 35 35
Student 18 40 Student 36 40
IV. STATISTICAL TREATMENT

The study used the measure of position, such as quartile, decile, and percentile as

the statistical treatment of the gathered data of the Expenses Spent by Grade-9

Science, Technology and Engineering (STE) Students on Buying Foods from the SSC

Canteen
DATA
STUDENTS EXPENSES
DATA SPENT
STUDENTS EXPENSES Student 19 45
SPENT Student 20 150
Student 1 50 Student 21 250
Student 2 60 Student 22 50
Student 3 200 Student 23 100
Student 4 50 Student 24 70
Student 5 150 Student 25 100
Student 6 150 Student 26 50
Student 7 100 Student 27 100
Student 8 100 Student 28 100
Student 9 180 Student 29 45
Student 10 200 Student 30 130
Student 11 50 Student 31 90
Student 12 50 Student 32 100
Student 13 190 Student 33 100
Student 14 200 Student 34 150
Student 15 150 Student 35 35
Student 16 190 Student 36 40
Student 17 80
Student 18 40

Quartile for Ungrouped Data:

th
k
Q k =[ ( n+1 ) ] position
4

Wherein Q = nth that can be 1, 2, or 3 and n is the total number of scores.

Decile for Ungrouped Data:

 th
k
D k =[ ( n+1 ) ] position
10

Wherein D = nth that can be 1, 2, 3, 4, 5, 6, 7, 8, 9, or 10 and n is the total number

of scores.

Percentile for Ungrouped Data:

th
k (
Pk =[ n+1 ) ] position
100

Wherein P = nth that can be 1, 2, 3, …, 99. and n is the total number of scores.

V. PRESENTATION AND INTERPRETATION

Presentation:

ASCENDING ORDER OF DATA

STUDENTS EXPENSES
SPENT
Student 35 35
Student 18 40
Student 36 40
Student 19 45
Student 29 45
Student 1 50
Student 4 50
Student 11 50
Student 12 50
Student 22 50
Student 26 50
Student 2 60
Student 24 70
Student 17 80
Student 7 100
Student 8 100
Student 23 100
Student 25 100
ASCENDING ORDER OF DATA
STUDENTS EXPENSES
SPENT
Student 27 100
Student 28 100
Student 32 100
Student 33 100
Student 30 130
Student 5 150
Student 6 150
Student 15 150
Student 20 150
Student 34 150
Student 9 180
Student 13 190
Student 16 190
Student 3 200
Student 10 200
Student 14 200
Student 21 250

Computations:

 Lower Quartile (Q1) where n = 36 and k = 1

tℎ
k
Q k =[ ( n+1 ) ] position
4
tℎ
1
Q 1=[ ( 36+ 1 ) ] position
4
tℎ
1
Q 1=[ ( 37 ) ] position
4
tℎ tℎ
Q1=9.25 =9 position

Q1=50

 Upper Quartile (Q3) where n = 36 and k = 3

tℎ
k
Q k =[ ( n+1 ) ] position
4
 tℎ
3
Q 3=[ (36 +1 ) ] position
4
tℎ
3
Q 3=[ (37 ) ] position
4
tℎ tℎ
Q3=27.75 =28 position

Q3=150

 5th Decile (D5) where n = 36 and k =5

tℎ
k (
D k =[ n+1 ) ] position
10
tℎ
5 (
D 5=[ 36+1 ) ] position
10
tℎ
5 ( )
D 9=[ 37 ] position
10
tℎ
D9=18.5=19 position

D9=100

 30th Percentile (P30) where n = 36 and k = 30

tℎ
k (
Pk =[ n+1 ) ] position
100
tℎ
30 (
P30=[ 36+ 1 ) ] position
100
tℎ
30 ( )
P30=[ 37 ] position
100
tℎ
30
P30=[ ( 37 ) ] position
100
tℎ tℎ
P30=11.1 =11 position

P30=50
 Interpretation:

Based on the computations made by the researchers, the following

interpretations are drawn:

1. 1st quartile or 25% of the students spent less than or equal to Php50 in

total of buying foods from the ssc canteen.

2. 3rd quartile or 75% of the students spent less than or equal to Php150 in

total of buying foods from the ssc canteen.

3. 5th quartile or 50% of the students spent less than or equal to Php100 in

total of buying foods from the ssc canteen.

4. 30th percentile or 30% of the students spent less than or equal to Php50

in total of buying foods from the ssc canteen.

VI. CONCLUSION

Based on the computations and discussions presented, the following conclusions

were derived:

The following conclusions were drawn from the calculations and commentd

that were given: The information displays a distinct breakdown of how much money

students spend in the SSC canteen. Three-quarters of students spend up to Php150,

while a quarter spend less than or equal to Php50. With a median expenditure of

Php100, half of the students spend less or the same amount.

 Furthermore, thirty percent of pupils only spend Php50 or less. This implies

that a sizable percentage of students are frugal with their cafeteria expenditures, with

many making purchases at or below the lowest end of the spectrum.

VII. RECOMMENDATION

Based on the conclusions mentioned above, the following statements are being

recommended by the researcher.

1. Promote Value Meals: You may help students manage their costs while still ensuring a

well-balanced diet by offering bundled meals or special offers to those who are looking

for affordable solutions.

2. Gather More Input: Surveys and focus groups with students might help you better

grasp their preferences and financial constraints. The SSC canteen will be able to

support the financial limits of its students and patrons and better meet their demans by

putting these suggestions into practice

3. Track Student Spending Patterns Over Time. The canteen can help adjust to shifting

requirements and preferences by tracking students’ spending patterns over time. This

will help the canteen stay current and responsive to the student body.

By implementing these recommendations, the SSC canteen can enhance its

offerings to better align with students’ spreading habits and preferences, fostering

a more inclusive and supportive dining experience

VIII. REFERENCES
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6192152/

https://www.researchgate.net/publication/

333836421_Canteen_Service_Quality_And_Student_Satisfaction

https://healtheducationresources.unesco.org/library/documents/school-canteen