Research Title:

FINANCIAL LITERACY SKILLS OF GRADE 12

STUDENTS IN MALAYAN COLLEGES MINDANAO
Researchers:
Dellatan, John Kyle L.
Moreno, Rendell James A.
Naraval, Jasper P.
Peñalosa, Gerome B.

Research Adviser:
Anna Bianca D. Barriga
RESEARCH QUESTIONS
1. What is the demographic profile of the respondents in terms of:
a. Sex;
b. Age; and
c. Strand?
2. What is the level of financial literacy skills of the respondents in
terms of:
a. Financial Understanding
b. Fund Expenditure
c. Savings Behavior
3. Is there a significant difference in the level of financial literacy
skills of the respondents when grouped according to demographic?
CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Financial Literacy

Grade 12 Malayan 1. Financial

students Understanding
2. Fund Expenditure
3. Savings Behavior
RESULTS AND DISCUSSION
1. Demographic Profile of Respondents
Sex f %
Male 61 45.52%
Female 73 54.48%
Table 4.1 Profile of Respondents according to Sex

Age f %
16-17 48 35.82%
18 60 44.78%
19+ 8 5.97%
Unknown 18 13.43%
Table 4.2 Profile of Respondents according to Age
RESULTS AND DISCUSSION
1. Demographic Profile of Respondents

Strand f %
ABM 26 19.40%
HUMMS 38 28.36%
ICT 45 33.58%
STEM 25 18.66%
Table 4.3 Profile of Respondents according to Strand
RESULTS AND DISCUSSION
2. Financial Literacy Skills of Respondents

Indicators Mean SD
Financial 2.71 0.614
Understanding
Fund Expenditure 2.35 0.352
Savings Behavior 2.92 0.700
FINANCIAL LITERACY 2.66 0.429

Table 4.7 Financial Literacy skills

RESULTS AND DISCUSSION
3. Significant Difference

Demographic Test Statistic P-value Interpretation

Profile
Sex -1.96 0.053 Failed to
Reject Ho
Age 3.05 0.550 Failed to
Reject Ho
Strand 23.01 0.000 Reject Ho,
Accept Ha
TABLE 4.8 Significant difference between Financial Literacy to demographic of the respondents
RESULTS AND DISCUSSION
3. Significant Difference
Comparison Z-value p-value
ABM – HUMMS 4.41 0.000
ABM – ICT 1.83 0.067
HUMMS – ICT -3.05 0.002
ABM – STEM 3.28 0.001
HUMMS – STEM -0.79 0.429
ICT – STEM 1.88 0.061
TABLE 4.9 Significant Difference according to Strand
FINDINGS AND CONCLUSIONS

1. It is shown that the grade 12 students of Malayan Colleges Mindanao

are decently financially literate
2. The financial literacy skills shown to have no significant difference to
the demographic profile of the respondents in terms of sex or age,
however, strand has a significance.
3. The ABM strand is highly skilled in financial literacy between the
HUMMS and STEM, and ICT strand has the higher financial literacy
skills compared to HUMMS
RECOMMENDATIONS

1. Students should take seminars regarding to financial management

and literacy
2. The study can be thoroughly researched by adding more variables for
extracting data to the respondents.
3. Future researchers can expand the sample size in order to enlarge
and make it more accurate as well as reliability of the research.
4. Future researchers should also increase their indicators in the survey
questionnaire to thoroughly examine the level of financial literacy of
the respondents.
 REFERENCES
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https://www.researchgate.net/publication/225134785_Consumer_spending_self-control_effectiv
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Isomidinova & Singh . (2017). Determinants of financial literacy: a quantitative study among.
Retrieved from
http://www.apu.edu.my/ejournals/ejbm/journal/2017/Paper6_Determinants_Of_Financial_Litera
cy_A_Quantitative_Study_Among_Young_Students_In_Tashkent.pdf

Jayaraman & Jambunathan (2018). Financial Literacy Among High School Students: Evidence from
India . Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/2047173418809712?journalCode=csea

Oseifuah & Gyeke. (2018). FINANCIAL LITERACY AMONG UNDERGRADUATE STUDENTS: EMPIRICAL
EVIDENCE FROM GHANA. Retrieved from
https://www.abacademies.org/articles/Financial-Literacy-Among-Undergraduate-Students-Empiri