FINANCIAL PROBLEM TO SENIOR HIGH SCHOOL STUDENTS IN RELATION TO

THEIR ACADEMIC PERFORMANCE

A Research Study Presented to

The Senior High School Faculty
Cebu City Don Carlos A. Gothong
Memorial National High School
C. Padilla St., Cebu City 6000

In Partial Fulfillment of the

Requirements for Practical Research 2
First Semester, School Year 2019-2020

Abellana, John Bonen

Abellar, John Mark
Alonso, kenneth
Labuca, Angel
Roxas, Bryan
 SEPTEMBER, 2019

APPROVAL SHEET

This research proposal, entitled “FINANCIAL PROBLEM TO SENIOR HIGH

SCHOOL HUMSS STUDENTS IN RELATION TO THEIR ACADEMIC

PERFORMANCE“, prepared and submitted by ABELLANA, JOHN BONEN, ABELLAR,

JOHN MARK, ALONZO, KENNETH, LABUCA, ANGEL and ROXAS, BRYAN in partial

fulfillment of the requirements for the Grade 12 Practical Research II, First Semester,

School Year 2019 – 2020 has been examined and is recommended for acceptance and

approval for oral communication.

VIOLETA I. VILLASICA, Ed. D

Adviser

Approved by the Committee on oral examination with a grade of _________ on

September____, 2019.
 PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with a grade of ________.

MELVIN P. SANTARITA, Ma. Ed./Geodetic Engr.

Chairman

CYBELLE GONZALES LOUBERT JOHN P. GO

Member Member

Accepted and approved fulfillment of the requirements of the Grade 12 Practical

Research ll

ALICE S. GANAR

School Principal II
 ABSTRACT

This is a quantitative research study that determines the financial problem which made

used of as survey questionnaire to gather data. This research was conducted in Cebu

City Don Carlos A, Gothong Memorial National High School. The school was located at

C. Padilla St. Cebu City. The respondents were all Senior High School HUMSS

students. It focuses mainly on Grade 11 and Grade 12 HUMSS students. The target

population is two hundred ninety-eight (298). One hundred eighty (180) of these are

grade 11 HUMSS students. One hundred eighteen (118) are grade 12 HUMSS

students. The research has a sample of seventy-four (74) for grade 11 and 12 HUMSS

students. The findings revealed that the respondents were both females and males and

there were mostly 16-18 years old with a frequency of 22% and 47%. Furthermore,

most of the respondents experienced financial problem. Financial problem can affect

their performance in school. The result suggests that both Grade 11 and Grade 12

HUMSS students should know how to manage their money to avoid financial problem

because it will surely affect their performance in school. Moreover, it also affect their

mental and physical aspect if they have problem about financial.

ACKNOWLEDGEMENTS

This research study is a product of the concerted efforts of this wonderful people

without whom, there would have been no realization of the proponent’s goal. The study

has been made possible by the guidance, supervision, cooperation, and participation of

the following:

Mrs. Alice S. Ganar, for approving our research study for us to conduct and defend.

Mrs.Violeta Villasica,We would like to express our deep and sincere gratitude to our

adviser, for giving us the opportunity to do research and providing guidance throughout

this research, for her patience and motivation that helped us in all the time of research.

for helping us all throughout the journey of this research, for giving us information's

about how and what we will put in the study.

Panel of oral examiners, for helping us defend and improve our study.

Family and Friends,We are extremely grateful for our parents and friends for their love,

unending support, financial support and continuous encouragement during the process

of researching. for giving us the strength and encourages us to pursue the study. Thank

you for encouraging us to strive hard.

Respondents,We are grateful for those people who participate and we appreciate their

help during this research. their information is a big help for us to complete our research

study.

ALMIGHTY GOD, for guiding us all throughout the making of this study, He gave us

strength, peace of mind to finish this research, and especially for giving us

enlightenment.
 TABLE OF CONTENTS

PAGES

TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

PANEL OF ORAL EXAMINER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

CHAPTERPAGES

1 THE PROBLEM AND ITS SCOPE

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2 THEORETICAL FRAMEWORK

Related Literature and Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

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

Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
 3 RESEARCH METHODOLOGY

Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Research Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Research Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

4 PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

Demographic Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . 1

Financial problem to Senior High School HUMSS S

tudents in relation to their academic performance. . . . .

…………………………………………………… 2

5 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

APPENDICES

A Permit to Conduct Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

B Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

C Documentation of data gathering procedure. . . . . . . . . . . . . . . . . . . . . 29

D Curriculum Vitae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
 Chapter I

Problem and Its Background

Introduction

A significant feature of the literature on development finance is the renewed

interest in the links between financial development and the pace of economic growth.

Since Schumpeter (2013), and later with Goldsmith (2014); McKinnon (2013) and Shaw

(2015), this issue has been extensively researched, yielding considerable evidence that

financial development correlates with growth. In recent decades, numerous authors

have examined this relationship, contributing important theoretical and empirical

arguments (Gupta 2013; Jung 2015; Demetriades and Hussein 2015; Levine 2012;

Arestis and Demetriades 2015; Levine et al. 2014; Arestis et al. 2013; Calderón and Liu

2003; Christopoulos and Tsionas 2016, among others).

In general terms, the empirical results suggest that financial development

enhances economic growth and, simultaneously, growth propels financial development,

as the expansion of the real sector may have a notable influence on the development of

the financial sector. At the same time, another topic extensively studied in development

economics is the relationship between economic growth and poverty reduction. Indeed,

in current literature, there is widespread consensus regarding the major importance of

growth in order to reduce poverty, though initial inequality may affect the impact of

growth on poverty reduction. This relationship has been widely proven in different

contexts and circumstances by considering the poor as a pre-specified proportion of the

population— usually the lowest quintile (Dollar and Kray 2015; Foster and Szekely

2013), and by using a definition of poverty in which the poor are people with

income/expenditure levels below a pre-determined threshold—for instance,

purchasing power parity (PPP) adjusted US$1 per person per day, or a country-specific

poverty line computed on the basis of the cost of a country-specific subsistence

package (Ravallion and Chen 2015; Adams 2013). Although most researchers have

focused on the analysis of the relationship in the direction of causality growth–poverty,

some studies have highlighted a possible twofold causal link, taking into account that

poverty reduction can also be regarded as a causal factor for economic growth in the

developing world, since poverty reduction may improve economic performance and

efficiency and thus contribute to boosting economic growth (Lustig et al. 2013). In

contrast to the significant attention paid to these relationships the causal linkages

between financial development and poverty have received much less attention in the

literature. In this context, this article attempts to carry out a causal analysis of the links

between financial development and poverty in developing countries, in order to shed a

little more light on the likely causal linkages. In particular, we are interested in testing

not only whether there exists any causal relationship in the direction from financial

development to poverty, but also whether there exists a possible causal link from

poverty to financial development. In any case, the problem of testing for causality

between financial development and poverty is considerable because of the scarcity of

uniform annual data for most countries. The implementation of traditional time-series,

Granger causality tests requires long time series. For this reason, this study relies on

other econometric techniques that allow using a data panel of different countries and
exploiting the cross section variation. To that end, we have reconsidered and modified

the original spirit of Granger (2014) paper to apply it to the case of panel data by taking

the methodological scheme used by Weinhold and Reis (2015) and Perez-Moreno

(2014) as reference, though we use bootstrapped standard errors in the application of

the sum-difference test in order to obtain more robust stand errors.

Statement of the Problem
This study aimed to identify the the FINANCIAL PROBLEM OF SENIOR

HIGH SCHOOL HUMSS STUDENTS IN RELATION TO THEIR ACADEMIC

PERFORMANCE STUDENT inCebu City Don Carlos A. Gothong Memorial National

High School.

Specifically, this seeks to answer the following questions:

1. What is the demographic profile of respondents in terms of;

1.1; Age;

1.2: Sex?

2. Factors interrelated within the family that affect the financial problem of the

student?

3. Factors that affect the students’ emotional aspect?

4. Factors that affect the students’ emotional aspect?

Scope and Delimitation of the Study

This study focuses on gathering information regarding to financial problem to

senior high school HUMSS students in relation to their academic performance. This

study considers personal information such as their name (optional), gender, age, and

section. The researchers have 74 respondents from grade 11 and grade 12 of HUMSS

students in Cebu City Don Carlos A. Gothong Memorial national High School. The

information needed will be gathered using the likert questionnaires that are provided.
Significance of the study

This study would be a great help to the school administrators, teachers,

parents, students, community and future researchers.

School administration. This study would allow school administrators to have better

information about financial problem. Such information would help them to those Senior

High School HUMSS Students.

Teachers. They would lead the students about this study. To help them to understand

or give some advices. To be the good influnce to the students.

Parents. This study serve as the watcher of their children, allowing them to see the

problems of their children in the school. In order for them to realize the important details

of their children.

Students. The result of this study would assist them to handle their problems about the

financial poverty, to be a strong student and value toward a better relationship in school.

Community. This study is to have an awareness about the said study, the result would

help the community to rise up their knowleadgeable. To lift up themselve, to enjoy the

activities.

Future researchers. The outcome of this study can be used as a guide or research

reference to future researchers who would conduct the same study.

 Chapter II

THEORETICAL FRAMEWORK

REVIEW OF RELATED LITERATURE/STUDIES

RELATED LIERATURE

A study conducted by Sum and Fogg (2015) found that poor students are ranked

in the 19 th percentile on assessments while students from a mid-upper income family

are ranked in the 66 th percentile on assessments. In data from the Early Childhood

Longitudinal Study (ECLS) measuring kindergarten students achievement on the ECLS

reading achievement assessment, low-income students scored at about the 30 th

percentile, middleincome students scored at about the 45 th percentile, and upper-

income students scores at about the 70 th percentile (Rowan et al., 2014). Students

from low income families consistently, regardless of ethnicity or race, score well below

average (Bergeson, 2013). For example, in one study, 43.5% of low-income students

did not successfully meet any of the required subject area assessments while only

13.2% of low-income students met all of the required subject area assessments

(Bergeson, 2015). Similar studies have found comparable results (Bergeson, 2014).

The term financial problems has not been defined consistently in the literature,

but the term generally refers to a mismatch between financial resources and demands.

For example, this may include such specifics as debt, the inability to meet obligations or

buy essential goods and services, and even bankruptcy (Deacon & Firebaugh, 2013;

Ulrichson & Hira, 2015). The concept of financial problems has its roots in human
ecology theory, and utility theory. Like financial management, it is a concept from the

family resource management model (Bubolz & Sontag, 2013; Deacon & Firebaugh,

2015; Fitzsimmons, et al., 2014). Review of Literature Marital satisfaction has been a

topic of interest among social scientists for decades (Glenn, 2014; Hicks & Platt, 2014;

Spanier & Lewis, 2013). This concept has been associated with numerous variables

including recreation/leisure, religion, affection, sexual relations, conventionality,

philosophy of life, goals, time spent together, decision making, household chore

performance, career decisions (Locke & Wallace, 2014; Spanier, 2015) as well as ease

of role transitions (Hackel & Ruble, 2014; Kurdek, 2014; Miller, 2013; Wilkinson, 2015 ).

Stress caused by economic factors such as unemployment appears to be accompanied

by increased hostility, which in turn affects marital satisfaction and stability (Conger,

Elder, Lorenz, Conger, Simons, Whitbeck, Huck & Melby, 2014; Vinokur, Price &

Caplan, 1996). Husbands and wives tend to report different levels of marital satisfaction

(Bernard, 2014; Fowers, 2015). Such differences appear to be greater at low levels of

marital satisfaction (McRae & Brody, 2013; Schumm, Jurich, Bollman & Bugaighis,

(2015). While it has been suggested in earlier literature that financial issues and marital

satisfaction are related (Blumstein & Schwartz, 2014; Locke & Wallace, 2015; Spanier,

2013), the direct relationship has not been examined recently. However, an indirect

relationship can be hypothesized from studies examining the effects of stress caused by

unemployment and economic pressures, which may lead to financial problems and the

need for more careful financial management (Conger et al., 2015). Similarly, the well

documented effect of children on their parents’ marital satisfaction (Hackel & Ruble,
2014; Kurdek, 2013) can be hypothesized to be indirectly related to an increased

demand for financial resources and the subsequent potential for financial problems.
Conceptual Framework

The diagram below shows the conceptual framework of the identified variables in

the study. The study focuses on the financial problem of Senior High School HUMSS

students in Cebu City Don Carlos A. Gothong Memorial National High School. The

search for a fair society is in fact a search for some form of equity among the members

of this society, an equitable position being defined by the equality of all members

relatively to « things » which need to be specified. Poverty, which corresponds to an

unacceptable degree of inequality, cannot be analysed without referring to our

conception of the desired equality in the framework of the social arrangement.

INPUT

Demographic
Profile ofPROCESS PROCESS
Respondents’
a. Name Analysis of data
through: OUTPUT
b. Age?
 Conduct
c. Sex;
survey FINANCIAL PROBLEM
d. Section?  Questionnaire TO SENIOR HIGH
SCHOOL HUMSS
Financial problem  Statistical
STUDENTS IN
to senior high treatment
RELATION TO THEIR
school HUMSS ACADEMIC
students in PERFORMANCE
relation to their
academic
performance
Figure 1: Diagram of the Conceptual Framework of the Study

This diagram shows the financial problem to Senior High School HUMSS
students. These variables are used to determine how it affects the respondents.
Definition of Terms

In order to give a common definition, the following terms were defined. To

provide a common frame to facilitate understanding on the part of the readers.

Financial. refer to matters concerned with money, usually refers to money matters or

transactions of some size of importance, refers to money as used in making ordinary

payments. (Random House, Inc. 2019)

Problem. a matter or situation regarded as unwelcome or harmful and needing to be

dealt with and overcome

Lack. to not have or not have enough of something that is needed or wanted:

a condition of not having any or enough of something, esp.something

necessary or wanted: the fact that something is not available or that there is not enough

of it.

Academic performance. is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement

using classroom performance, graduation rates and results from standardized tests.

Relation. The way in which two or more concept, subjects, or people are connected ; a

thing’s effect on or relevance to another

 CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

This is a quantitative study which made use of a survey questionnaire to gather

data. A questionnaire helped the researchers in analyzing the financial problem of

Senior High School HUMSS Students in Cebu City Don Carlos A. Gothong Memorial

National High School.

RESEARCH RESPONDENTS

The respondents of the study will be 13 males and 24 females from the Grade 11

Senior High School HUMSS students, while 12 males and 25 females from the Grade

12 Senior High School HUMSS students of Cebu City Don Carlos A. Gothong Memorial

National High School, C. Padilla St., Cebu City, School Year 2019 – 2020

RESEARCH ENVIRONMENT

The researchers conducted their study in Cebu City Don Carlos A. Gothong

Memorial National High School, C. Padilla St., Cebu City, Senior High School Building.

It is an establishment where learners from different grade levels can be found.

RESEARCH INSTRUMENT

The main instrument that is being used in this study is the questionnaire. The
interview guide questionnaire is consisted of five parts. Part I elicited the information on
STATISTICAL TREATMENT

The data will be gathered from the respondents will be tallied, analyzed,

tabulated and organized. To interpret the data effectively, the researcher will employ the

following statistical treatment:

Percentage Computation

f
P= x 100
n

Where: P = percentage

f = number of respondents

n = total number of respondents

Weighted Mean

∑ fx
WM = N

Where: WM = weighted mean N = sample size

∑ fx = sum of the products of the frequency with weights

 CHAPTER IV

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

This chapter presents, analyses and interprets data out of the instruments used

in the study.

Table 1. Demographic profile of the respondents in terms of sex and age

Categories N % Categories N %

Male 25 34% 16 – 18 16 22%

19 – 21 8 11%

22 & above 0 0%

Female 49 64% 16 – 18 35 47%

19 – 21 15 20%

22 & above 0 0%

Total 74 100% Total 74 100%

Table 1 shows the demographic profile of the respondents such as their sex and

age of seventy – four (74) Grade 11 and Grade 12 Senior High School HUMSS

students of Cebu City Don Carlos A. Gothong Memorial National High School. As

shown in table 1, there were seventy – four (74) respondents, where twenty – four (25)

male students of Grade 11 and Grade 12 have a percentage of 34% while, fifty (49)

female students of Grade 11 and Grade 12 have a percentage of 66%.

 It is also shown that male students from Grade 11 and Grade 12 aging from 16 to

18 years old have a percentage of 22% and 19 – 21 years old have a percentage of

11%. However, there were no male students from Grade 11 and Grade 12 aging 22

years old and above. On the other hand, Grade 11 and 12 female students aging from

16 to 18 have a percentage of 47% and 19 – 21 years old have a percentage of 20%.

Moreover, there were no female students from Grade 11 and Grade 12 aging 22 years

old and above.

Table2. Financial problem to senior high school HUMSS students in relation to their

academic performance

Statements W.M. Interpretation

1. Unemployed 3.66 Agree

2. Insufficient income 3.74 Agree

3. Too much debt 3.58 Agree

4. Anxiety about the future 3.76 Agree

5. Feeling of inferiority 3.62 Agree

6. Needs and wants 3.73 Agree

7. Health and well-being 3.81 Agree

Average Weighted Mean 3.7 Agree

Legend: 4:20 - 5:00 Strongly Agree

3:40 - 4:19 Agree
2:60 - 3:39 Neutral
1:80 - 2:59 Disagree
1.00 - 1.79 Strongly Disagree

Table 2 shows the statements about Financial problem to Senior High School HUMSS

students in relation to their academic performance.

 Based on the table above, with 74 respondents, it was shown that the statement

with the highest amount of weighted mean was statement number 1 (“Health and well-

being”) with a weighted mean of 3.81 and thus have a succeeding interpretation of

“Agree”. However, the statement with the least amount of weighted mean was

statement number 4 (“ Too much debt ”) with a weighted mean of 3.58 and thus have a

succeeding interpretation of “Agree”.

With an average weighted mean of 3.7 and thus have a succeeding interpretation

of “Agree”,
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn from the

findings and the corresponding recommendations.

SUMMARY OF FINDINGS

The main purpose of this study is to determine the Financial problem of Senior

High School HUMSS students in relation to their academic performance of Cebu City

Don Carlos A. Gothong Memorial National High School. They are seventy – four (74)

respondents of the study and a simple random sampling procedure is used in selecting

the respondents. A survey questionnaire is used as the instrument of the study.

The general problem of this study is to determine the financial problem to

Senior High School HUMSS students of Cebu City Don Carlos A. Gothong Memorial

National High School.

Specifically, this study aims to answer the following questions:

1. What is the demographic profile of respondents in terms of;

1.1 Age ;

There majority age of the respondents is 16 to 18 years old with a frequency

and percentage of 51 or 69%. On the other hand, 19 – 21 years old had a

frequency and percentage of 23 or 31%. Moreover, there were no

respondents who are 22 years old and above.

;
 Sex;

There were seventy – four (74) respondents and the majority of the

respondents are females with a frequency and percentage of 49 or 64%

while, males with a frequency and percentage of 25 or 34%.

2. Factors interrelated within the family that affect the financial problem of the

student?

2.1 Unemployed;

Most of the respondent from grade 11 and grade 12 answered ‘’Strongly

Agree’’ with a frequency and percentage of 32 or 43%. However, least of the

respondents from grade 11 and grade 12 answered ‘’ Disagree’’ with a frequency

and percentage of 6 or 8%.

Unemployment is the major reason for poverty in Australia today. King

(2013) finds that unemployed people in Australia had the highest rate of poverty with

almost 70 per cent of unemployed people having incomes below the Henderson after

Housing Poverty Line in 2013. The Victorian Social Justice Consultative Council (2014)

has documented the rapidity with which unemployed people experience hardship and a

decline in their standard of housing, diet, clothing and health care.

2.2 Insufficient income;

Most of the respondent from grade 11 and grade 12 answered ’’Strongly

Agree’’ with frequency and percentage of 24 or 32%. However, least of the respondents
from grade11 and grade 12 answered ‘’Strongly Disagree’’ with the frequency and

percentage of 2 or 3%.

The limited access many low-income people have to financial and

community institutions may, in turn, exacerbate their knowledge deficiencies. In

addition, several studies have found that low-income persons lack information about

available public benefits, which contribute to the underutilization of such services

(Anderson, 2002; Anderson & Gryzlak, 2013; Julnes et al., 2014).

2.3 Too much debt;

Most of the respondents from grade11 and grade 12 answered ‘’Strongly

Agree’’ with the frequency and percentage of 23 or 31%. However, least of the

respondents from grade 11 and grade 12 answered ‘’Strongly Disagree’’ with the

frequency and percentage of 4 or 5%.

Although a certain level of debt is inevitable for most people, some have

more than others (Betti, Dourmashkin, Rossi, Verma, & Yin, 2014). Statistics show debt

to be strongly correlated with age, with young adults in general more likely to have debt

and in higher amounts than older people (A'Court, 2013; Valins, 2014).

3.Factors that affect the students’ emotional aspect?

3.1 Anxiety about the future;

 Most of the respondents from grade 11 and grade 12 answered ‘’ Strongly

Agree’’ with the frequency and percentage of 26 or 35%. However, least of the

respondents from grade 11 and grade 12 answered ’’Strongly Disagree’’ with the

frequency and percentage of 3 or 4%.

Anxiety is one of the most widely experienced emotion and one of the most

essential constructs of all human behaviour. It is a displeasing feeling of uneasiness,

nervousness, apprehension, fear, concern or worry (Barlow, 2014).

3.2 Feeling of inferiority;

Most of the respondents from grade11 and grade 12 answered

‘’Neutral’’ with the frequency and percentage of 26 or 35%. However, least of the

respondents from grade 1 and grade 12 answered ‘’ Strongly Disagree’’ with the

frequency and percentage of 0 or 0%.

According to Adler, all human experiences feeling of inferiority as children.

Also, they spend the rest of their lives trying to compensate for those feelings. When a

person goes from childhood to the adulthood, the inferiority persists. However, the

intensity of this feeling varies in different people.

4.Factors that affect students’ physical aspect?

4.1 Needs and Wants;

Most of the respondents from grade 11 and grade 12 answered ‘’Agree’’

with the frequency and percentage of 22 or 30%. However, least of the

 respondents from grade 11 and grade 12 answered ‘’ Strongly Disagree’’ with

the frequency and percentage of 0 or 0%.

Financial stress relates to the international student incapability to meet its

needs and wants (Northern, O’Brien & Goetz, 2013).

4.2 Health and well being;

Most of the respondents from grade 11 and grade 12 answered

‘’Strongly Agree’’ with the frequency and percentage of 27 or 36%. However,

least of the respondents from grade 11 and grade 12 answered ‘’ Strongly

Disagree’’ with the frequency and percentage of 4 or 5%.

Bernardo (2018) among Filipino students in higher education concluded that

financial stress affects students’ well-being.

CONCLUSIONS

Based on the findings marked from this study, the following conclusions were

known:

Mostly of the respondents from the Grade 11 and Grade 12 Senior High School

HUMSS students were females than males and most of the respondents were aging

from 16 to 18 years old. It was also hinted that most of the students has a problem

about financial. Therefore, it can be seen that financial problem affect the academic

performance of Grade 11 and Grade 12 Senior High School HUMSS students of Cebu

City Don Carlos A. Gothong Memorial National High School. Based on the conclusion of

financial problem among student are they have many problem by the student. They

can’t take it slightly about this problems. They still have to find solution so that they

won’t regret in future. students also must take an example of other effected students

who had gone threw money problem as a lesson. In conclusion, students must have

ability to plan their money to avoid financial problems from occurring. Aside from that,

almost of students not yet to master managing financial. They were not aware on how to

manage their pocket money while they spent their for non-necessary things or

overspend and living away from their family causes of the financial problems among

the student.
RECOMMENDATIONS

Based on the findings and the conclusions, this research study is highly

recommended for other researchers and their future researchers. Since our research

only limits to one particular school and strand. Having this type of research for future

researchers would be gladly appreciated since we, the researchers limited in terms of

gathering some information. Students must know how to manage their money to avoid

financial problem.
 REFERENCES

Barbara C. Kerkmann, Family Therapist and Financial Counselor, Box Elder Family

Support Center,25 West 400 South, Brigham City, UT 84302; Phone:435-723-6010.

Fax:435-723-7539. E-mail: bkerkmann@mstar2.net 2.

Thomas R. Lee, Professor and Extension Specialist, Department of Family and Human

Development, Utah State University, 2905 University Hill, Logan, UT 84322-2905;

Phone:435-797-1551. Fax:435-797-3845. E-Mail: toml@ext.usu.edu 3.

Jean M. Lown, Professor, Human Environments Department, Utah State University,

2910 University Hill, Logan, UT 84322-2910; Phone:435-797- 1569. Fax:435-797-3845.

E-mail: Lown@cc.usu.edu 4.

Scot M. Allgood, Associate Professor, Department of Family and Human Development,

Utah State University,2905 University Hill, Logan UT 84322- 2905; Phone 435-797-

7433. Fax:435-797-3845. E-mail: allgood@cc.usu.edu

Williams, F. I. & Berry, R. (1984). Intensity of family disagreements over finances and

associated factors. Journal of Consumer Studies and Home Economics, 8, 33-

APPENDICES
 APPENDIX A
APPROVAL LETTER
Republic of the Philippines
Division of Cebu City
CEBU CITY DON CARLOS A. GOTHONG MEMORIAL NATIONAL HIGH SCHOOL
C. Padilla St., Cebu City

July 8, 2019

ALICE S. GANAR
Principal II, CCDCAGMNHS
C. Padilla Street, Cebu City

Madame:

Christian Greetings!

The undersigned has come with a research concept entitled, FINANCIAL PROBLEM
TOSENIOR HIGH SCHOOL HUMSS STUDENTS IN RELATION TO THEIR
ACADEMIC PERFORMANCE.

In this connection, the researchers would like to request permission to conduct a

quantitative study with students, parents, and teachers from July to September 2019
respectively.

Your favorable consideration and approval will be highly appreciated.

Very respectfully yours Researchers Name:

ABELLANA, JOHN BONEN LABUCA, ANGEL
ABELLAR, JOHN MARK ALONSO, KENNETH
ROXAS, BRYAN

Noted by:
VIOLETA I. VILLASICA, Ed. D.
Research Teacher

Approved by:
ALICE S. GANAR
Principal II
 APPENDIX B
QUESTIONNAIRE
General Instruction: Please fill in the needed information on the blanks. Read the questions

carefully, and put a check mark (/) on the most appropriate box which corresponds most closely

to your desired response. Answer it acuurately.

NAME: ______________________ SECTION: _______ AGE: ______ SEX: _____

Use a response scale in which 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 =

Disagree, and 1 = Strongly Disagree.

Factors interrelated within 1 2 3 4 5

the family that affect the
financial problem of the
student

 Unemployed

 Insufficient
income

 Too much debt

Factors that affect the

students’ emotional aspect

 Anxiety about the

future
 Feeling of inferiority

Factors that affect students’

physical aspect
  Need and wants

 Health and well-being

 APPENDIX C
DOCUMENTATION
 APPENDIX D

CURRICULUM VITAE

BRYAN ROXAS
GEN. GINES STREET SAWANG CALERO CEBU CITY
Email Address: consas_b@yahoo.com
Contact Number: none

PERSONAL INFORMATION
Name: Bryan Roxas
Age: 18 years old
Sex: Male
Status: Single
Father: Rolando Consas
Mother: Nelinda Roxas

ACADEMIC BACKGROUND

SENIOR HIGH SCHOOL: Humanities and Social Sciences (HUMSS) Strand

Cebu City Don Carlos A. Gothong Memorial National
High School
C. Padilla St., Cebu City
 Grade 12 (S.Y: 2019-2020)
JUNIOR HIGH SCHOOL: Cebu City Don Carlos A. Gothong Memorial National
National High School
March 2018

ELEMENTARY: Sawang Elementary School

GEN. GINES STREET SAWANG CALERO CEBU CITY
March 2014

Outstanding Achievements

with Honors Grade 12 – First Semester School Year 2018 – 2019

 ABELLAR, JOHN TULOD
40- MAGSAYSAY ST. PASIL CEBU CITY
Email Address: Johnabellar29@gmail.com
Contact Number: 09192252977

PERSONAL INFORMATION
Name: John Tulod Abellar
Age: 18 years old
Sex: Male
Status: Single
Father: Wilfredo G. Abellar
Mother: Diosdada T. Abellar

ACADEMIC BACKGROUND

SENIOR HIGH SCHOOL: Humanities of Social Sciences (HUMSS) Strand

Cebu City Don Carlos A. Gothong Memorial
National High School
C. Padilla St, Cebu City
Grade 12 (S.Y: 2019-2020)
JUNIOR HIGH SCHOOL: Cebu City Don Carlos A. Gothong Memorial National
National High School
March 2018

ELEMENTARY: Pasil Elementary School

L. Flores St., Pasil Cebu City
March 2014