THE FINANCIAL STRESS OF ATENEO DE DAVAO UNIVERSITY SENIOR HIGH

SCHOOL GRADE 12 ABM LEARNERS AND THEIR ACADEMIC PERFORMANCE

A Quantitative Research
presented to the Faculty of Ateneo de Davao University Senior High School

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2 AND APPLIED INQUIRIES AND INVESTIGATION

Bolambao, Frella L.
Depra, Jearis Anne F.
Esporma, Norbert Rayjhon A.
Limjuco, Joseph John R.
Naval, Trisha Belle D.
Nicolas, Alfred Jhon M.
Tuban, Kristel Janne S.
Valenzona, Rod Clint M.

Grade 12 - ANDLAUER
ACCOUNTANCY, BUSINESS, AND MANAGEMENT

Sydney Alyzza Marie O. Maratas, LPT

Research Adviser

Chapter 1

INTRODUCTION

Financial stress is known to be experienced by many not just from the

members of the workforce but also by students, especially in the contemporary

setting. Some of its main sources include the cost of education, the need to repay

loans after borrowing money for college, and family income. As defined by Brown

University, financial stress is the feeling of stress due to the current state of one’s

personal finances. Additionally, the said institution also stated that academic

performance could be negatively impacted by these forms of financial stressors.

Based on the results of a study conducted by Inceptia (2012) on college students and

financial stress indicates that one-third of college students stated that financial stress

indeed has negatively impacted their overall academic performance and progress

within school grounds. This suggests that college is a phase wherein financial

stressors become more relevant and existing given that these may be greatly

influenced by the responsibility of students managing their money through their

preferred budgeting patterns.

To address this, the researchers of this study aim to analyze and discuss

whether there is a relationship between the financial stress of Ateneo de Davao

University Senior High School Grade 12 ABM learners and their academic

performance. In relation to this, since this research paper will make use of a

quantitative approach, application of thorough research principles will be observed to

pave the way in the development of an accurate and well-examined conclusion.

Review of Related Literature and Studies

Financial Stress

Davis and Mantler (2004) define financial stress as a feeling that includes

emotions of anxiety, fear, and anticipation with apprehension. In some cases, it may

also include anger and frustration. Furthermore, most literature on financial stress is

concentrated on stress outcomes. Stress outcomes in researches involve depression

and anxiety (Andrews & Wilding, 2004), poor academic performance (Harding, 2011),

and poor health (Northern, O’Brien, & Goetz, 2010).

Adverse conditions among many aspects of life such as health, well-being,

academics, and relationships have been tied with financial stress (Northern et al.,

2010). Globally, it has been observed that among higher education systems, one of

the sources of stress for students relates to financial pressures (Joo, Durband, &

Grable, 2008). To further explain, as students in the higher education systems emerge

from adolescence, they constantly face big changes and new responsibilities which

cause additional stressors as they become self-sufficient adults. In addition to that, it

is a first for many students to come across budget appropriation, payment of bills, and

responsible use of credit cards (Gutter & Corpur, 2011).

In the Gallup-Healthways State of Global Well-Being Index 2014, 52% of the

Filipinos were reported to be struggling in terms of financial condition, and 30% were

found to be suffering. It was also indicated that the perception of Filipinos on financial

security was at below the Asian and Global averages of 25% (Diola, 2015).

Across the nation, it is not unlikely among Filipino students to encounter

financial stress — a significant measure of the school-age population experience

financial difficulties. In the basic level of education, nearly 20% mentioned lack of

financial resources as the main reason why children withdraw from school (Philippine

Statistics Authority, 2015).

Academic Performance

Several factors indicate a student’s academic success and one of these is

academic performance. As defined by Heick (2018), an academic classroom is where

the primary goal is the promotion of proficiency in regarding academic standards,

resulting in the advanced academic performance of students. According to Williams

(2018), the first step of every organization and university that offer scholarship grants

is checking the academic standing of its applicants, as to some employers, especially

when they are planning to hire fresh graduates. From this, it can be inferred that

grades itself play a vital role in one’s future employment. It tends also to carry more

weight and thus matter in industries in line mostly with technical professions including

those in the field of law, medicine and business.

In the global setting, particularly in Bangladesh, a study conducted by Debnath,

Majumder, Raychaudhuri and Sen (2010) entitled “Factors Affecting Students’

Academic Performance: A case study in Agartala Municipal Council Area” discussed

that student academic result in the school is significantly related to a student’s

attendance in class, family income, mother’s education, father’s education, teacher-

student ratio, sex of the student, and distance of schools from student’s house.

Focusing on one of its variables, family income specifically, the results of the study

implied that there is a negative relationship between a student’s academic

performance and family income. To explain this, there has been a coefficient value of -

0.003 and negative insignificant t-value -0.069 from the variables, showing the inverse

relationship of one’s academic performance and family income.

In the national level, a study conducted by Alos, Caranto, and David (2015) of

the College of Nursing in Benguet State University discussed the factors affecting the

academic performance of fourth-year nursing students. These include home-related

aspects, personal, condition, school-related concerns, study habits, and teacher-

related factors. It has been concluded, based on the findings, that several factors pose

a high impact on the academic performance of nursing students, with teacher-related

factors topping the list. Among the five (5) factors, study habits and school-related

concerns follow after teacher-related factors. Despite this, both categories remained

highly impactful. Personal conditions and home-related factors, on the other hand,

pose a minimal impact on the academic performance of fourth-year nursing students

of Benguet State University.

Relationship of Financial Stress and Academic Performance

Globally stating, financial stress directly affects the performance of students in

the academe. Staying in school and being able to graduate on time is a vital factor for

students themselves and also to their families. More financial burdens, however, may

lead them to compromise their academic productivity or drop out of school to work

instead (Joo, Durband, & Grable, 2008).

In a web-based survey at Ohio State University, analyses were led to contrast

the students who dropped out because of financial reasons to the students who

stayed enrolled. Findings were able to demonstrate the significant relationship

between the two variables, monetary pressure and academic performance. Seven out

of 10 undergraduates feel unsure if their financial resources can settle their accounts,

as per another American overview. Almost 60% said they stress in regards to having

enough cash to pay for school, while the remaining 40% are worried about paying

their monthly expenses (Ohio State University, 2015). This led to a conclusion that

students who are stressed financially are less likely to graduate since they are more

likely to drop out from their courses and as a result, engage instead in the workforce.

In the Philippines, stress related to financial instability has been known to have a

negative impact on a student’s well-being. The government measurements reflect that

a huge portion of the school-age population suffer from financial difficulties. Starting at

the basic education level, relatively 20% of Filipino children who dropped out of school

mentioned inadequate financial resources as the main reason behind their situations

(Philippine Statistics Authority, 2015). Dropping out of school was most common

among 17-year olds, especially among those from families in the lower class (Reyes,

Tabuga, Asis, & Mondez, 2015). In college, the primary reason for students to not

pursue a degree is due to how expensive it is to acquire higher education. In addition,

about 16% of those who opted not to finish their education reported that they did so in

order to earn money and support their families even though it may involve sacrificing

education itself (Reyes, et al., 2015).

Research Design

As defined by Research Methodology (2018), research design is the overall

plan regarding on what should be done in order to answer the research questions of

the study as well as the involvement of the research method to be used in the

collection and analysis of data. De Franzo (2011) stated that a quantitative research is

applied in terms of quantifying a problem through gathering numerical data or any

form of data that can be translated and transformed into statistics. This includes

quantifying attitudes, behaviors and other defined variables that can generalize results

that will serve as a representation of a larger sample population. According to Cherry

(2018), a correlational research design examines whether a relationship exists

between two variables. This is the most applicable research design for this study since

there are two variables involved, the level of financial stress and academic

performance.

The Sample

According to Fraenkel, Wallen, and Hyun (2012), sampling is the process of the

selection of the individuals that will participate as respondents in a research and will

represent a population. The researchers will have a total of thirty (30) respondents for

this study. According to Shott (1940), sample sizes as smaller as 30 are generally

adequate to ensure that the sampling distribution of the mean will approximate the

normal curve. In this study, the sampling method that the researchers will use is

convenience sampling. According to Saunders, Lewis and Thornhill (2012),

convenience sampling or also known as availability sampling is a method that relies

on data collection from members of a population who are conveniently available to

participate in a study.

The Instrument

A research instrument is a tool used for the gathering, measurement, and

analysis of data related to a study (Gumberg Library, 2018). A survey questionnaire is a

research instrument comprising of a sequence of questions and other stimuli for the

purpose of gathering information from respondents (Mathers, Fox & Hunn, 2009).

Researchers use survey questionnaire to collect information that is advantageous to a

group of individuals (Kelley, Clark & Sitzia, 2003). It uses statistical analysis to gather

data, and the outcome of it will be used in the improvement of an individual or to a

community (The Pennsylvania State University, 2006). Furthermore, questionnaires

provide quantifiable answers, is relatively easy to understand, and is less time-

consuming than interview or observation (Cohen, Manion & Morisson, 2007).

A closed-ended survey question provides respondents with a fixed number of

responses from which to choose an answer. It is made up of a question stem and a set

of answers to choose from (Lavrakas, 2008). Through close-ended survey questions,

the researchers are able to limit responses that are within the scope of the study.

Data Collection Procedure

According to Lani (2017), data collection procedure discusses how the

researchers will choose, gain access, and gather information from the respondents of

the study. As stated by Crossman (2018), convenience sampling relies on the

selection of respondents based on who are readily available and most accessible.

One of the major advantages of this sampling method is that it can be conducted and

can be facilitated in a short period of time, thus making it the easiest and the most

convenient method in the data gathering process for a research (Research

Methodology, 2018).

Plan for Data Analysis

The study will be using Pearson Product-Moment Correlation statistical tool in

order to determine the relationship between the two variables. This statistical tool is

defined as the measure of the strength of a linear association or relationship between

two variables and is denoted by r (Pearson Product-Moment Correlation, 2018).

Ethical Considerations

The main purpose of research is to promote wisdom, understanding, truth, and

avoidance of misrepresentation (Resnik, 2015). As explained by Armiger (1997), an

informed consent is a medium for an individual to express that he knowingly, willingly,

and deliberately is giving his consent. It likewise inhibits attack on the individual’s

morals and dignity and protects veracity (Beauchamp & Childres, 2001). The informed

consent will discuss the methods on how the researchers will secure the anonymity

and confidentiality and other essential information the respondents may need to know

whether he will choose to become a participant for the study or not (Davies, 1983).

Lastly, the freedom to withdraw from the study will be explained (Robinson, 1992).

Respondents are set at liberty to share information personal or not to

whomever he wishes to and it is the responsibility of the researchers to uphold

confidentiality that goes beyond the bounds of loyalty (Levine, 1976). To further

defend respondents from any type of attack, information on their rights will be

disclosed (Fouka & Mantzorou, 2018). However, in some cases in which respondents

would like to receive acknowledgment for their contributions, researchers must

discuss to the respondents' new confidentiality and privacy risks affiliated with their

participation (Guidelines on anonymity and confidentiality in research, 2014).

Theoretical Framework

Psychology theories on stress guided this study. Stress is a state of mental or

emotional strain or tension resulting from adverse or very demanding circumstances

(Merriam Webster Dictionary, 2018). It is a reaction to external demand, and it occurs

through the interaction of a stressor, and the situation of an individual (Smith, 1987).

Coping happens when an individual responds to pressure and is communicated through

both social and mental procedures (Folkman, 1984; Folkman & Lazarus, 1980). How an

individual responds to pressure is alluded to as an adapting procedure and can vary

both between and within individuals. Coping strategies fall into two groups: problem-

focused and emotion-focused (Folkman & Lazarus, 1980). At the time an individual

uses a problem-focused coping style, he/she attempts to alter their relationship with a

stressor. On the other hand, an individual uses an emotion-focused coping when he/she

seeks to reduce the emotional feedback caused by a stressor.

Financial difficulty is one of the strong stressors of the students. This includes

tuition, school fees, and especially the expenses that the student will spend in satisfying

their peers. Financial stress is a pandemic, causing genuine monetary medical issues

among individuals around the world. Numerous people are getting to be exploited

people on the hands of this pressure. High debt levels, unstable income, little

investment funds and enormous understudy loans are some of the reasons (Financial

Stress: The Causes, Impact, and Remedies, 2017). To overcome every financial

difficulty, students must learn how to budget money and develop strategies to reduce

their expenses.

Conceptual Framework

Academic
Financial Stress Performance

Figure 1. The correlation between financial stress and academic performance.

The diagram above shows the correlation between the two variables involved in

the study. These are the level of financial stress and academic performance of Ateneo

de Davao University Senior High School Grade 12 ABM learners.

Statement of the Problem

The researchers of this study aim to analyze and discuss whether there is a

relationship between the financial stress of Ateneo de Davao University Senior High

School Grade 12 ABM learners and their academic performance. In relation to this,

since this research paper will make use of a quantitative approach, application of

thorough research principles will be observed to pave the way in the development of

an accurate and well-examined conclusion.

This research aims to answer the following questions:

1. What is the level of financial stress of Ateneo de Davao University Senior

High School Grade 12 ABM learners?

2. What is the level of academic performance of Ateneo de Davao University

Senior High School Grade 12 ABM learners?

3. Is there a significant relationship between the financial stress and the

academic performance of Ateneo de Davao University Senior High School

Grade 12 ABM learners?

Research Hypothesis
Ho: There is no significant relationship between the financial stress and the

academic performance of Ateneo de Davao University Senior High School Grade 12

ABM learners.

Significance of the Study

This study and its results will be of great help and benefit to the following:

The School. This study is beneficial to Ateneo de Davao University Senior High

School for it is helpful in the achievement of its vision, mission, and goals as an

educational institution. This research study determines whether there is a relationship

between the financial stress and academic performance of Grade 12 ABM learners of

the said institution. By means of this, it achieves its primary purpose, and that enriches

students by not just providing them high-quality education and making them undergo

holistic formation as individuals but also by acknowledging their difficulties and

developing ways on how to address and resolve these concerns affecting their

academic performance.

The School Administration. This research is significant in such a way that it

informs the teachers and the non-teaching staff about the difficulties the learners

experience, particularly in financial matters. Through this, the school administration will

gain more awareness regarding the topic, leading them to extend their help and

guidance to the Grade 12 ABM learners on how they can manage their financial stress

as they cope up with academic demands.

The Participants. This study will help the Grade 12 ABM learners to be more

aware and to have prior knowledge about financial stress in relation to academic

performance.

Future Researchers. This research is beneficial to the future researchers that

will examine and articulate the same topic because it will serve as one of their

references, giving them insights and ideas on what strategies will work during the

research process, resulting to the accuracy and precision of future studies to be

conducted. They will also be enlightened whether there is a relationship between the

financial stress and the academic performance of Grade 12 ABM learners of Ateneo

de Davao University Senior High School.

Scope and Delimitation

This study focuses on the Ateneo de Davao University Senior High School

Grade 12 ABM learners and their level of financial stress and academic performance.

It aims to elicit response regarding the learners’ experience regarding financial stress

and how they cope up with academics. The participants of this study will be chosen

among the Grade 12 Senior High School learners of Ateneo de Davao University

specifically from the ABM strand. Accordingly, only thirty (30) learners from the said

strand will be chosen as participants in this study. The respondents will be chosen

based on their convenience and therefore does not reflect the majority of Grade 12

population. This research, however, is concentrated to Grade 12 ABM learners. Given

this, responses from learners in other strands, Science Technology, Engineering, and

Mathematics (STEM) and Humanities and Social Sciences (HUMSS), are not

recognized and discussed in this research paper.

Definition of Terms

The operational definitions of the terms used in the study are the following:

Academic Achievement - It is assessed in relation to what is achieved at the

end of a period since it is the achievement of long term goals of education.

Academic Performance - Academic performance is characterized or viewed as

participants’ grades toward the finish of a given span (term, semester, and

programme). It could likewise be viewed as the level of performance in a particular

field of study. Higher scores demonstrate better scholarly performance.

Assessment - It is a systematic procedure for gathering data about what and

how a student has learned.

Finance - Finance is an approach through which students’ bills are settled. If

their financial conditions are not sufficient, the situation may tend to influence their

scholarly performance unfavorably. If then again, their financial capacities are met

enough, presumably their academic performance might be upgraded.

Financial Instability - It happens when external events in the financial system

are considerable enough to significantly distort national or global financial markets or to

create significant risks for total economic performance.

Financial Stress - Financial Stress refers to the amount of stress a student had

about their economic condition.

Stressors - These are used to imply constraints that demand some sort of

adaptation from the individual.

Tuition fee - The expense or fee for instruction and guidance, at a private

school or a college or university.

Chapter 2

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the

data collection procedure, and the plan for data analysis.

Research Design

As defined by Research Methodology (2018), research design is the overall

plan regarding on what should be done in order to answer the research questions of

the study as well as the involvement of the research method to be used in the

collection and analysis of data. This study will make use of a quantitative approach to

examine whether there is a significant relationship between the financial stress and

academic performance of AdDU SHS Grade 12 ABM learners. As stated by De

Franzo (2011), quantitative research is applied in terms of quantifying a problem by

gathering numerical data or any form of data that can be translated and transformed

into statistics. This includes quantifying attitudes, behaviors and other defined

variables that can generalize results that will serve as a representation of a larger

sample population. In line with this, correlational as means of research design will be

observed in the completion of this research. According to Cherry (2018), a

correlational research design examines whether a relationship exists between two

variables. Thus, it can be inferred that this is the most applicable to this study given

that there are two variables involved, financial stress and academic performance. This

study will also use convenience sampling as its sampling method. The data needed

will then be collected from the survey questionnaires and will be analyzed and

examined, resulting to the development of a well-supported conclusion due to the

thorough and systematic process that has been done to achieve results and

discussions with precision and accuracy.

The Sample

According to Fraenkel, Wallen, and Hyun (2012), sampling is the selection of

the individuals that will participate as respondents in a research and will represent a

population. The researchers will have a total of thirty (30) respondents for this study.

According to Shott (1940), sample sizes as smaller as 30 are generally adequate to

ensure that the sampling distribution of the mean will approximate the normal curve.

The researchers will determine who the respondents will be by means of dividing the

total number needed, thirty (30) in this case, to the ten (10) Grade 12 ABM sections in

AdDU SHS. With that being said, three (3) learners in every Grade 12 ABM section

will be chosen to be the respondents. In this study, the sampling method that the

researchers will use is convenience sampling. According to Saunders, Lewis, and

Thornhill (2012), convenience sampling or also known as availability sampling is a

method that relies on data collection from members of a population who are

conveniently available to participate in a study. Also, it is a type of sampling method

wherein the first available primary data source will be used for the research without

being asked for additional requirements and qualifications. This sampling method

involves getting respondents by choosing whoever is present and readily available to

fill out a survey questionnaire. It is one of the easiest ways to acquire respondents as

well as the most appropriate sampling method to be used in this study since this

research only deals with two variables.

The Instrument

A research instrument is a tool used for the gathering, measurement, and analysis

of data related to a study (Gumberg Library, 2018). The researchers formulated a

researcher-made survey questionnaire as the data collection instrument for this study to

gather the data needed for the learner’s profile. The researcher-made survey

questionnaire was first given validation by the research adviser before proceeding to the

data gathering process.

A questionnaire is a research instrument comprising of a sequence of questions and

other stimuli for the purpose of gathering information from respondents (Mathers, Fox &

Hunn, 2009). Researchers use a survey questionnaire to collect information that is

advantageous to a group of individuals (Kelley, Clark & Sitzia, 2003). The survey

questionnaire uses statistical analysis to gather data, and the outcome of it will be used

in the improvement of an individual or to a community (The Pennsylvania State

University, 2006). Furthermore, questionnaires provide quantifiable answers, is

relatively easy to understand, and is less time-consuming than interview or observation

(Cohen, Manion & Morisson, 2007).

The primary aim of the questionnaire is to determine the relationship between the

respondents’ financial stress and their academic performance. The researchers will

construct close-ended questions in such a way that respondents will be able to answer

it easily. A closed-ended survey question provides respondents with a fixed number of

responses from which to choose an answer. It is made up of a question stem and a set

of answers to choose from (Lavrakas, 2008). Through close-ended survey questions,

the researchers are able to limit responses that are within the scope of this study.

Data Collection Procedure

According to Lani (2017), data collection procedure discusses how the

researchers will choose, gain access, and gather information from the respondents of

the study. Aside from this, it also indicates and ensures that through a clear and

detailed data collection procedure or plan, the researchers will be able to obtain the

information needed in order to answer the research questions of the study itself. In the

case of this study, convenience sampling will be used given that the sample size must

be composed of at least thirty (30) respondents from ten (10) ABM sections thus to be

represented by three (3) learners per class. As stated by Crossman (2018),

convenience sampling relies on the selection of respondents based on who is readily

available and most accessible. One of the major advantages of this sampling method

is that it can be conducted and can be facilitated in a short period of time, thus making

it the easiest and the most convenient method in the data gathering process for

research (Research Methodology, 2018). In this study, this order will be followed in

the collection of data:

1. The researchers will formulate a researcher-made survey questionnaire

and will finalize it to make sure that before its promulgation, the

information it demands will answer the research questions of the study

primarily.

2. The researchers will address a letter to the Assistant Director for

Academics, asking for permission regarding the survey that will be

conducted, assuring that the ethical considerations will be observed and

that all the data gathered from the respondents will be strictly confidential

and will be used for academic purposes only.

3. The researchers will form groups composed of two (2) or three (3)

representatives to simultaneously conduct the survey among the ten (10)

sections in ABM.

4. The researchers will use convenience sampling as means of sampling

method in this study. Regarding the classification and selection of who

the respondents will be, three (3) learners per class will be chosen from

ten (10) ABM sections.

5. The permission of every learner will be recognized through a letter that

will be attached and stapled with the survey questionnaire.

6. The survey will be done during dismissal or any vacant period depending

on the varying schedules of Grade 12 ABM sections.

7. While the respondents are answering the survey questionnaire forms, the

researchers will be of aid and will be present to monitor and address

concerns in case the respondents have questions regarding the survey

itself.

8. After the respondents fill out the survey questionnaires, the responses

gathered will be tallied and prepared before it can undergo data analysis

and interpretation.

Plan for Data Analysis

After collecting the data from the conducted survey to the sample population,

the analysis of data will be completed where the presentation and interpretation of

data are done. Furthermore, this study will be using a correlational statistical tool to

measure the relationship between the level of financial stress and academic

performance of AdDU SHS Grade 12 ABM learners. Specifically, the study will use the

Pearson Product-Moment Correlation statistical tool in order to determine the

relationship between the two variables. This statistical tool is defined as the measure

of the strength of a linear association or relationship between two variables and is

denoted by r (Pearson Product-Moment Correlation, 2018). The formula for Pearson

Product-Moment Correlation will be shown below:

Figure 2. Pearson correlation coefficient

Ethical Considerations

The main purpose of research is to promote wisdom, understanding, truth, and

avoidance of misrepresentation (Resnik, 2015). With that intention in mind, the

researchers, with the aid of ethical consideration, prohibit fabricating and falsifying

data collected to minimize error. Researchers of this study will adhere to ethical

standards to ensure the course of action is in place to defend the ethical practice in

evaluation. The following are the ethical standards applied.

The first major ethical practice in conducting research is the use of informed

consent. One function of informed consent is to protect the respondents’ right to

autonomy. As explained by Armiger (1997), it is a medium for an individual to express

that he knowingly, willingly, and deliberately is giving his consent. In other words, it

aims to integrate the right to self-liberty through self-determination. It likewise inhibits

attack on the individual’s morals and dignity and protects veracity (Beauchamp &

Childres, 2001). The informed consent will discuss the methods on how the

researchers will secure the anonymity and confidentiality and other essential

information the respondents may need to know whether he will choose to become a

participant for the study or not (Davies, 1983). Lastly, the freedom to withdraw from

the study will be explained (Robinson, 1992). The researchers will take in mind that

participation in this study is voluntary and respondents may pull out at any time.

Next is the respect for anonymity and confidentiality which is closely similar to

informed consent. Respondents are set at liberty to share information personal or not

to whomever he wishes to and it is the responsibility of the researchers to uphold

confidentiality that goes beyond the bounds of loyalty (Levine, 1976). Researchers will

bear in mind that human subjects are included in the research and understand the

effects on the subjects psychologically and emotionally when respect for

confidentiality and anonymity is not protected. To further defend respondents from any

type of attack, information on their rights will be disclosed (Fouka & Mantzorou, 2018).

However, in some cases in which respondents would like to receive acknowledgment

for their contributions, researchers must discuss to the respondents' new

confidentiality and privacy risks affiliated with their participation (Guidelines on

anonymity and confidentiality in research, 2014).

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In reporting the results, the researcher stays close to the statistical findings

without drawing broader implications or meaning from them. Further, this section

includes summaries of the data rather than the raw data. A result section includes

tables, figures, and detailed explanations about the statistical results.

Level of Financial Stress of Grade 12 ABM learners

Table 1 presents the overall mean of Financial Stress which is 2.8692. This

shows that the level of Financial Stress among the Grade 12 ABM learners is high.

Table 1. Financial Stress of Grade 12 ABM learners

Indicator SD Mean Descriptive

Level
1. I experience financial problems/difficulties. 0.7720 2.897 High

2. I am uncertain about where my money is spent. 0.8064 2.690 High

3. I feel anxious and frustrated with my financial High

0.5571 2.897
decision-making skills.
4. I compare prices when shopping. 0.7328 3.414 High

5. I budget and track my spending behavior. 0.7106 2.828 High

6. I set aside a portion of my allowance to buy my needs High

0.8422 2.931
and wants.
Low
7. I deposit to a savings account on a regular basis. 1.090 2.483
Average
Low
8. I experience financial pressure in school. 0.7800 2.414
Average
9. My financial resources help me de-stress from school High
0.7328 2.586
works.
10. I understand the value of money and give High
0.5724 3.552
importance to it.
Overall 0.75963 2.8692 High

In Table 1, the findings from the conducted survey are shown and presented with

the mean scores of every indicator that will assess the level of Financial Stress among

the Grade 12 ABM learners. The results of the mean scores in every indicator suggest

that the level of Financial Stress among the respondents is high with the mean scores of

2.897, 2.690, 2.897, 3.414, 2.828, 2.931, 2.483, 2.414, 2.586, and 3.552 respectively,

yielding an overall average mean of 2.8692.

The highest mean of 3.552 has been acquired from the tenth indicator stating that

the respondents understand the value of money and give importance to it. This shows

that the Grade 12 ABM learners are still in the process of becoming financial-literate

individuals. According to Joo, Durband, and Grable (2008), it has been observed

globally among higher education systems that one of the sources of stress for students

relates to financial pressures. To further support the tenth indicator, as students emerge

from adolescence, they constantly face big changes and new responsibilities which

cause additional stressors as they become self-sufficient adults. In addition to that, it is

a first for many students to come across budget appropriation, payment of bills, and

responsible use of credit cards (Gutter & Corpur, 2011).

The lowest mean of 2.414 acquired from the eighth indicator shows that the

respondents, despite having a high level of financial stress, least likely take into account

school to stimulate financial pressure. In a study about the factors that influence

students' experiences and academic performance, an overwhelming majority of 94% of

students require external funding. Financial support for children has been greatly

affected by their parents' jobs. In the said study, 24.45% of the fathers and 22.2% of

the mothers were found to be professionally employed and were capable in terms of

providing sufficient financial resource and assistance to their children (Pather, 2015).

With this in view, it can be concluded that the Grade 12 ABM learners, based on the

results of the survey, have sufficient financial aid in sustaining their need for education,

thus minimizing the level of financial pressure they experience in school.

Level of Academic Performance of Grade 12 ABM learners

Figure 3. General Average of Grade 12 Ateneo de Davao University Senior High

School ABM learners

Table 2 presents the overall mean of Academic Performance which is 3.317. This

shows that the level of Academic Performance among the Grade 12 ABM learners is

high.

Table 2. Academic Performance of Grade 12 ABM learners

Descriptive
Indicator SD Mean
Level
1. I consider myself as an academically-competent High
0.6805 3.034
learner.
2. Academic grades play a vital role in my future High
0.6769 3.379
employment.
3. Financial education will help me in my future career. 0.6278 3.586 High

4. Our teachers are willing to provide assistance in our High

0.4837 3.345
studies.
5. My classmates affect my level of attentiveness in High
0.6490 3.276
class.
6. Academic awards motivate me to do better in school. 0.8724 3.241 High

7. I am giving my best to do good in school. 0.7608 3.310 High

8. I want to do well in class so that my friends, family, High
0.6038 3.310
teachers, and others will recognize my ability.
9. I am satisfied with my performance in school. 0.6805 3.034 High

10. I understand the value of education and give High

0.4837 3.655
importance to it.
0.6519
Overall 3.317 High
1

In Table 2, the findings from the conducted survey are presented with the mean

scores of every indicator that will contribute in the assessment of the level of Academic

Performance of Grade 12 ABM learners. The results suggest that there is a high level of

Academic Performance among the respondents since the mean scores from the first to

the last indicator are 3.034, 3.379, 3.586, 3.345, 3.276, 3.241, 3.310, 3.310, 3.034, and

3.655, respectively.

The highest mean obtained is from the tenth indicator with a mean score of

3.655, suggesting that the respondents are in agreement and possess understanding

with regards to the value and importance of education. With this, it can be inferred that

interest is an important motivator in increasing a learner’s academic performance. In

conducting a study, Schiefele (2011) observed that there is a moderate to strong

relationship between interest and educational techniques. Furthermore, in the past,

theories and concepts of motivation, interest, and achievement dominated the

understanding of performance on academic learning (Rheinberg & Engeser, 2010). In

addition, a study conducted by Watkins (2010) suggests that there are two motivational

factors that stimulate high academic performance, learning orientation and

performance orientation. These affect the enhancement of a student's knowledge,

understanding, and academic capacity and can also be associated with the confirmation

of one’s capability and competency. The results of the said study concluded that the

highest academic achiever has both of the motivational factors mentioned that drive one

to enhance and confirm his or her capabilities to others.

The lowest mean is 3.034 obtained from two indicators, first and ninth statement,

suggesting that the respondents less likely consider themselves as academically-

competent learners and are also not satisfied with their performances in school.

According to Essays UK (2018), self-efficacy expectations were moderately related to a

student's academic performance. Moreover, in the review of Baumeister et al. (2003),

the findings reflected that there is no causal effect of self-esteem and self-efficacy

expectations on academic performances of students.

Correlation between Measures

Table 3 presents the correlation between Financial Stress and Academic Performance.

As depicted in the table, it revealed an overall r-value of 0.398 with a probability value of

0.032 which is lesser than .05 alpha level. This implies that the significance between the

two variables is significant. Therefore, the null hypothesis, stating that there is no

significant relationship between the Financial Stress and Academic Performance of

Ateneo de Davao University Senior High School Grade 12 ABM learners is rejected.

Table 3. Correlations between Measures

Pearson Correlations
3_25 2.8

3_25 Pearson's r —

p-value —

2.8 Pearson's r 0.398 * —

p-value 0.032 —

* p < .05, ** p < .01, *** p < .001

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations of the

study.

Summary of Findings

This section will epitomize the overall results without the presence of tables and

graphs. The first variable presents an overall mean of 2.8692, showing that the level of

financial stress among the Grade 12 ABM learners is high. The highest mean obtained

is from the tenth indicator with a mean score of 3.552, suggesting that the respondents

understand the value of money and give importance to it. The lowest mean, on the

other hand, is obtained from the eight indicator with a mean score of 2.414, suggesting

that the respondents don’t experience financial pressures in school. The second

variable of the study presents an overall mean of 3.317, showing that the level of

academic performance among the respondents is high. The highest mean obtained is

from the tenth indicator with a mean score of 3.655, suggesting that the Grade 12 ABM

learners are in agreement and possess understanding with regards to the value and

importance of education. On the other hand, the lowest mean obtained is from the

second indicator with a mean score of 3.034, suggesting that the respondents less

likely consider themselves as academically-competent learners and are also not

satisfied with their academic performances. Regarding the correlation observed

between the level of financial stress and academic performance, an overall r-value of

0.398 is depicted with a probability value of 0.032 and classified to be lesser than .05

alpha level.

Conclusions

Due to the increasing financial pressures absorbed by the respondents,

understanding how financial stress impacts one’s academic performance is imperative.

This study investigated the relationship between the level of financial stress and

academic performance of the AdDU SHS Grade 12 ABM learners, S.Y. 2018-2019.

With the significant findings of this study, the following conclusions were drawn.

The activities and performances conducted by the researchers with regards to the level

of financial stress of the Grade 12 ABM learners is high. The findings from the

conducted survey to pave the way in the overall assessment of the level of academic

performance by the Grade 12 ABM learners is also high.

The level of financial stress and academic performance among the Grade 12

ABM learners are correlated thus rejecting the null hypothesis of the study since the

two variables involved have a significant relationship. Vaughn (2013) stated that

students from low-income families where financial resources are inadequate for

meeting the high and rising cost of education. According to Medina (2013), financial

stress is one of the main sources of stress not only among learners but also to

professionals. Thus, financing an education has become more difficult for students.

Also, the amount of salaries and wages have not kept pace with the cost of education

(Baum & Ma, 2012). These are some of the factors that made financial difficulties of

learners increase to the point wherein some have considered dropping out despite the

substantial earnings premiums a college degree.

Recommendations

The findings of the conducted study show that the two variables have been

proven to have a significant relationship, thus, the researchers recommend the following

to the stated beneficiaries:

The School. Scholarship programs should be continually granted to the learners.

A scholarship program is a financial aid given to deserving students for them to be able

to continue their education. Various types of scholarship providers such as the

government, corporate businesses, and schools offer these to financially assist students

with their expenses in terms of settling their tuition fees. An absolute example of this is

Ateneo de Davao University Senior High School’s scholarship program for the top 500

learners from public schools and also the Grant-in-Aid (GIA) scholarship program for

learners from private schools. As a form of repayment from learners who acquired the

said scholarship programs, they must maintain an overall average grade of 85% as

prescribed by the educational institution itself. This would not only lessen the financial

burden experienced by the learners but will also give them motivation in terms of

improving their academic performance since they are required to maintain the said

overall average grade. Aside from this, another solution the school can provide is to hire

a financial adviser that will facilitate in monitoring the financial stress level of learners

through a monthly financial symposium that aim to teach the learners themselves on

how to manage their money properly. This will also be beneficial on the part of the

learners for them to lessen their problems especially the ones concerning financial

difficulties.

The School Administration. The school can provide counseling services for

those who are experiencing financial stress. The school administration is expected to

have a one-to-one counseling session for every learner to assess their financial stress

level. Symposiums about financial literacy shall also be conducted by the school

administration itself to address and aid the financial difficulties endured by the learners

in the institution.

The Participants. The learners who are confirmed by the school to be financially

stressed are encouraged to attend symposiums about financial literacy conducted by

the school administration itself. They are also expected to exhibit participation towards

the programs facilitated by the school. This includes their attendance not just to the

forums but also to the monthly counseling sessions that aim to lower their risk of having

high financial stress levels.

Future Researchers. Gaining a wider scope of respondents will be of great help

for future research papers to be more accurate. The future researchers shall have at

least 15% of the total population of the ABM learners in the Senior High School

community. This can help in the improvement of future studies given that this study led

to a more thorough and deeper understanding about the importance of financial literacy

in the life of every learner as well as the relationship between the level of financial

stress and academic performance.

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