The Spending and Saving Behaviors of The Senior High School Students of PSU-BC: A Descriptive Study

SPENDING AND SAVING BEHAVIORS OF THE SENIOR
HIGH SCHOOL STUDENTS OF PSU-BC:

A DESCRIPTIVE STUDY
A Quantitative Research
Presented to
the Faculty of the Senior High School
Pangasinan State University-Bayambang Campus
Bayambang, Pangasinan
In Partial Fulfillment
of the Requirements for the Course
PRACTICAL RESEARCH 2
12 – STEM
Alloysius Jessearl Macam
December 2019
i
ACKNOWLEDGMENT
The researcher wishes to express his ardent gratitude and gratefulness to the
people who have inspired, guided, strengthened, and supported him in this endeavor:
Dr. Nelda J. Garcia, his research instructor, for providing essential suggestions
and recommendations for the advancement of this study;
The respondents, who lent their time to truthfully answering the questionnaire
given to them, which has provided vital data required for this study;
Mr. Jerome Rosario, his statistician, for sharing his valuable time and expertise
in ensuring that the findings in this quantitative study are accurate and reliable;
Ms. Princess Alberto, his critic reader, for generously taking the time and effort
to ensure that the findings of this study are expressed accurately and clearly;
His mother, Mrs. Maggie Macam, for her motivational and encouraging words
that encouraged him to push on with the study;
And his dear friend, Ms. Eloisa H. Lamputi, for assisting him in this endeavor
with her experiences and knowledge regarding the research subject by making
suggestions and recommendations to further enhance this study.
ii
DEDICATION
This work is earnestly dedicated to the most important people in my life:
My dearest parents, Mr. Joel Sales Macam
and Mrs. Maggie Gaviola Macam;
My brothers, Aleser, Alec, and Aleguas;
My aunt and uncle, Lalaine Lansangan and Rene Lansangan;
My grandfather, Alejandro Macam;
My friends, Ye Lin, Paulene Villaurel, Reyniel Urquiola, Kyle Alberto, Andrei
Angeles, and Henry de Leon;
My beloved pet cat, Merrit Macam.
Everything I do, I do for you.
- ALLOYSIUS
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ABSTRACT
Title : SPENDING AND SAVING BEHAVIORS OF THE SENIOR
HIGH SCHOOL STUDENTS OF PSU-BC: A DESCRIPTIVE
STUDY
Researcher : Alloysius S. Macam
Institution : Pangasinan State University Bayambang-Campus
Year : 2019
Instructor : Nelda J. Garcia
The purpose of this research was to determine the spending and saving behaviors
of respondents in a numerical and descriptive sense. It found that grade 11 and grade 12
students tend to have an average daily allowance of P134.00 and P143.00 respectively
and that students are likely to spend 28.7% of their daily allowance on transportation,
33.1% for food, 15.1% for school-related expenses, and 7.2% on other/miscellaneous
expenses.
Students also generally tend to Almost Never spend on personal pleasures and
Often save for it, Often spend and save for personal needs, Sometimes spend and save for
family needs and social needs, and Always spend on school expenses but only Often save
for it. The value of the factors that affect students spending behaviors are High for
Frugality (55 percent) and Expense Efficiency (70 percent), and moderate for Foreign
Influence (25 percent) and Trendiness (40 percent) while the level of value of the type of
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savers students typically are is high for Steady savers (55 percent), Powerhouse Savers
(60 percent), Non-committed Savers (65 percent), and Dreaming Savers (50 percent).
It has also been perceived that students tend to save an average of 15.9% of their
daily allowance every day, which equates to P154.00 in a week while spending an
average of 84.1% of their daily allowance every day, which equates to P819.00 in a
week.
From the individual data of grade 11 and grade 12 students, it has been observed
that the differences in the spending and saving behaviors of both year levels descriptively
indicate that there is a very slight difference among the spending and saving behaviors of
the grade 11 and grade 12 students.
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TABLE OF CONTENTS
Page
TITLE PAGE i
ACKNOWLEDGMENT ii
DEDICATION iii
ABSTRACT iv
LIST OF CONTENTS vi
LIST OF TABLES xi
CHAPTER I
THE PROBLEM
Rationale 1
Theoretical Framework 4
Conceptual Framework 5
Statement of the Problem 6
Scope and Delimitation 7
Significance of the Study 8
Definition of Terms 9
vi
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 13
How Students Spend and Save 13
The Four Types of Savers 14
Related Studies 14
Foreign 15
Local 17
Synthesis 19
CHAPTER III
METHODOLOGY
Research Design 21
Sources of Data 21
Locale of the Study 21
Population Sampling 22
Instrumentation and Data Collection 22
Statistical Treatment of Data 23
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA
Profile of the Respondents 26
How the Respondents Budget Their Allowance 27
How Often Students Spend and Save 28
Percentage of Money Respondents Save 31
Percentage of Money Respondents Spend 31
How Students Choose to Spend their Money 31
How Students Choose to Save their Money 35
The Difference of Spending and Saving Behaviors of 38
Both Year Levels
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
Summary 47
Findings 49
Conclusions 50
Recommendations 51
viii
BIBLIOGRAPHY
APPENDICES
A Letter of Permission to Conduct the Study 55
B Request Letter for the Statistician 56
C Request Letter for the Critic Reader 57
D Letter to the Respondents of the Study 58
E Questionnaire-Spending and Saving Behaviors of the 59
Respondents
F Table Profile of the Respondents in Terms of 60

Year Level Daily and Allowance
G Table of the Budgeting of the Daily Allowance of the 61
Respondents
H Table for the Spending and Saving Frequencies of the 62
Respondents
I Table of the Spending Preferences of the Respondents 63
J Table of the Saving Preferences of the Respondents 64
K Table of the Spending and Saving Values of 65
Grade 11 and Grade 12 Students
L Table of the Budgeting of Grade 11 and Grade 12 Students 65
M Table of Frequency in How Often Grade 11 and Grade 12 66
Students Save and Spend
ix
N Table of the Spending Preferences of Grade 11 and Grade 12 67
Students
O Table of the Saving Preferences of Grade 11 and Grade 12 68
Students
CURRICULUM VITAE 69
x
LIST OF TABLES
Table Title Page
1 Profile of the Respondents in Terms of Year Level and 26
Daily Allowance
2 Budgeting of the Daily Allowance of Respondents 27
3 How Often Students Spend and Save 28
4 How Students Choose to Spend Their Money 34
5 How Students Choose to Save Their Money 37
6 Difference in Spending and Saving Values of 38
7 Budgeting of the Daily Allowance of 39
8 How Often Grade 11 and Grade 12 Students Spend and Save 42
9 How Grade 11 and Grade 12 Students Choose to 43
Spend Their Money
10 How Grade 11 and Grade 12 Students Choose to 46
Save Their Money
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CHAPTER I
THE PROBLEM
Rationale
Student Allowance is occasional funding that can help students with their living
expenses while they are studying. Student Allowance is similar to student loan living
costs but the students do not have to pay it back. A student allowance is usually provided
by the parents or guardian of the student and is usually given daily or monthly
(https://www.studylink.govt.nz/products/a-z-products/student-allowance/index.html).
When students are given their allowance, they are generally not obligated to tell
their parents/guardian how they manage their money to develop their independence.
However, it is still important to know how students manage their money. Keeping track
of students’ spending and saving behaviors may benefit both the student and parent or
guardian alike.
Most published research papers found online by the researcher that are similar to
this study tend to be based on the spending and saving behaviors of college students
rather than senior high school (SHS) students, in which both levels of education require
significantly different amounts of financial support and allowance. Because SHS students
are nearing college, it is important to determine the spending and saving behaviors of the
said students to help develop their money management skills beforehand.
Additionally, most studies that do base their respondents on SHS students are
from a different generation of youth known as “Millennials” and very little is known
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about the current generation, “Gen-Z” regarding their spending and saving behaviors,
specifically, in the SHS year level.
An article from the University of Michigan states that high school seniors spend
most of their earnings on clothes, music, movies, eating out, and other personal expenses.
Spending on cars and car expenses comes in second, especially for males, showing that
teenagers spend quite a lot on luxury items. And way down the list comes saving for
college or other long-range goals and helping with family living expenses. The findings
come from a new study of 49,000 high school seniors from the classes of 1981 through
2011, based on the Monitoring the Future study conducted annually by the University of
Michigan Institute for Social Research (Bachman, 2014).
Teens in the US dedicate around 40% of their spending to clothing, accessories,
and footwear, with another fifth going to food, according to the latest biannual Taking
Stock with Teens survey from Piper Jaffray. Both average-income and upper-income
teens allocate 60% of their spending to apparel/accessories/shoes and food, with upper-
income teens skewing slightly more towards food spending. For upper-income teens, the
largest share of wallet goes to the “social budget” (food, video games, music, movies,
events, and books), which accounts for 41% of spending. Close behind, 38% of spend
goes to the “selfie budget” – for items such as clothing, accessories, personal care, and
shoes. Basic needs such as electronics and cars occupy 21% of the overall budget
(Jaffray, 2017).
According to a study conducted by a bank and financial institution, youths fork
over money to buy cellphone load, to play computer games at Internet cafes, and to buy
3
cigarettes and alcohol. They also spend money on going out and on clothes and
accessories. Proof of the trend is the increasing number of young people who are
becoming addicted to computer games. A psychologist said that as many as 70 computer
addicts go to him every month for counseling. Some financial experts are urging parents
to teach kids how to manage their spending habits. They said this will help kids save
money and stay away from vices (Manotoc, 2010).
Another article says that Filipino youth are usually compulsive spenders. There
are students who have the best gadgets but are not even up-to-date with their tuition
payments. They would not miss an opportunity for a night out, even if they know it
means being absent in class the following day. With some, a good time sometimes would
cost them their following meals. True, many students these days are resourceful enough
to find part-time jobs to fill their free time. The thing is, the jobs and earnings of
“working students” are often unable to improve their dire situation. Once they have
money hanging around their necks, they seem to feel uncomfortable from the weight, and
so they want to spend it away quickly (Rios, 2017).
With the evidence at hand, it can safely be assumed that teenagers tend to spend
more rather than save. While spending is not necessarily a bad thing, teenagers are said to
spend the majority of their money on personal pleasures and luxury. Such behavior could
lead to complications in higher levels of education such as college, where money
management is an essential skill to learn.

4
Theoretical Framework
This study was guided by the Generalizability Theory. The Generalizability
theory or “G theory” is a statistical framework for conceptualizing, investigating, and
designing reliable observations. It is used to determine the reliability (i.e.,
reproducibility) of measurements under specific conditions. It is particularly useful for
assessing the reliability of performance assessments. In G theory, sources of variation are
referred to as facets. Facets are similar to the "factors" used in the analysis of variance
and may include persons, raters, items/forms, time, and settings among other possibilities.
These facets are potential sources of error and the purpose of generalizability theory is to
quantify the amount of error caused by each facet and interaction of facets. The
usefulness of data gained from a G study is crucially dependent on the design of the
study. Therefore, the researcher must carefully consider the ways in which he/she hopes
to generalize any specific results (Brennan, 2001).
The researcher applied the G theory in the interpretation and analysis of data. In
this study, the facets that affect the spending and saving behaviors of the SHS students of
Pangasinan State University (PSU-BC) are Personal Needs, Personal Pleasures, Family
Needs, Social Needs, Studies, Personal Preferences and Values, and Daily allowance.
This study was also guided by Keynesians’ Consumer Theory. Consumer
theory is the study of how people decide to spend their money given their preferences and
budget constraints. A branch of microeconomics, consumer theory shows how
individuals make choices, given restraints such as their income and the prices of goods
and services (https://www.investopedia.com/terms/c/consumer-theory.asp).

5
This theory suggests that students may spend more depending on the amount of
daily allowance they have, for instance, a student with a higher than average daily
allowance may spend more than students with an average amount of allowance. The
choices students make when it comes to spending may also be based on their personal
preferences and restraints. The choices made by the students may differ from one another
in accordance with each of their unique personal preferences and restraints.
Conceptual Framework
The amount of money SHS students spend and save, how often they spend and
save, and their personal preferences when it comes to spending and saving are variables
related to this study, which was measured and determined with a questionnaire that was
given to the students for them to answer. The data was generalized in order to come to a
general idea of the spending and saving behaviors of SHS students.
Input Process Output
PSU–BC SHS Gathering data from A numerical based

students spending the SHS students of general idea of the
and saving PSU–BC through spending and
behaviors the means of a saving behaviors of
validated the PSU-BC SHS
questionnaire students
Analyzing and
generalizing the
gathered data
Figure 1. Conceptual Paradigm of the Study

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The study has begun with the assessment of the spending and saving behaviors of
the PSU-BC SHS students. The data was gathered through the questionnaire stated
earlier and was given to SHS students of grade 11 and 12. The questionnaire was
composed of multiple-choice and identification questions regarding students spending
and saving behaviors. The data gathered was analyzed, compared, and generalized to
come to a general idea of the spending and saving behaviors of the PSU-BC SHS
students and in turn contributing knowledge regarding the spending and saving behaviors
of Gen-Z.
The output was more concerned with the quantitative aspects of the students’
spending and saving behaviors rather than psychological factors. The data was expressed
numerically through a tabular and textual form.
Statement of the Problem
This study aims to generalize the spending and saving behaviors of the PSU-BC
SHS students during the school year 2019 – 2020.
Specifically, this study sought to answer the following sub-problems.
1. What are the profiles of the respondents in terms of the following:
1.1 Year level and
1.2 Daily allowance?
2. How do the respondents budget their daily allowance in terms of the following
variables:
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2.1 Transportation,
2.2 Food, and
2.3 School-related expenses?
3. How often do the PSU-BC SHS students save and spend for the following:
3.1 Personal Pleasures,
3.2 Personal Needs,
3.3 Social Needs, and
3.4 School Expenses?
4. How do the PSU-BC SHS students choose to spend their money?
5. How do the PSU-BC SHS students choose to save their money?
6. What is the percentage of money that the PSU-BC SHS students save relative to
their daily allowance?
7. What is the percentage of money that the PSU-BC SHS students spend relative to
8. How different are the spending and saving behaviors of the students based on the
students’ year level?
Scope and Delimitations of the Study
This study focused on the spending and saving behaviors of the senior high school
students of the Pangasinan State University-Bayambang Campus from the school year
2019-2020.
8
This study focused on SHS students, specifically, the sections Grade 11-Narra,
Grade 11-Molave, and Grade 12-Mahogany, that are provided allowance from their
parents or guardian. The said SHS students are chosen to be the focus of this study
because they are nearing college, where good money management skill is an important
trait to have, and because little is known of the spending and saving behaviors of the SHS
students of Gen-Z. The information gathered helped determine how prepared PSU-BC
SHS students really are for college when it comes to financial skills and as well as
contribute knowledge regarding the spending and saving behaviors of Gen-Z.
In order to measure the spending and saving behaviors of SHS students, the study
focused on the amount of their allowance, how often the respondents of this study spend
and save, and how they choose to spend and save. The study did not focus on the
psychological factors of spending and saving and leans more on the quantifiable aspects.
All the data was gathered through the means of a questionnaire made by the
researcher that was validated by the authorities of the PSU-BC faculty.
Significance of the Study
This study is about the spending and saving behaviors of SHS students will find
significance to the following:
Students. The information that was found in this study may assist students in
managing their allowance and help develop their financial skills in the long run.
Parents. Parents may find the information in this study useful to adjust the
allowance of their child and to help develop their money management skills.
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Vendors. Vendors that have intentions of opening an establishment in a school
environment may find the information to be found in this study useful. Knowing what
their consumers spend the most on could help maximize their profits.
Future Researchers. Above all, this study could guide future researchers in
doing their study in the area of spending and saving behaviors among youth. This could
also serve as a reference and a source of information in conducting similar studies.
Definition of Terms
To provide a better understanding of the terms used in this research, the following
important terms used are hereby defined conceptually and operationally.
Allowance. This refers to giving someone a sum of money regularly. In this
study, it is defined as the main source of income of the students that were involved in this
study.
Behavior. This refers to conscious decisions made by an individual based on their
environment and background. This study focused on the behaviors of students regarding
their spending and saving habits.
Consumer. This refers to a person or organization that uses or consumes
economic services or commodities. In this study, students were labeled as consumers.
Expense Efficiency. This refers to something that is a good value, where the
benefits and usage are worth at least what is paid for them. In this study, expense
efficiency served as one of the factors that affected the spending behaviors of the
respondents.
10
Family Needs. This refers to certain things that a family needs to maintain their
well-being, such as food, shelter, clothes, education and health services, etc. In this study,
Family Needs are products that the respondents purchase in order to assist their family.
Financial Literacy. This refers to the possession of the set of skills and
knowledge that allows an individual to make informed and effective decisions with all of
their financial resources. This study may help indirectly determine the financial literacy
of the PSU-BC SHS students based on studies related to the study at hand.
Foreign Influence. This refers to the capacity of a country that is not a persons’
own, to have an effect on the person, development, or behavior of someone or something,
or the effect itself. In this study, foreign influence refers to foreign purchasable goods and
services that affect the respondents’ spending behavior.
Frugality. This refers to the careful management of material resources and
especially money. In this study, frugality is one of the factors that affect the
respondents’ spending behavior.
Generalize. This means to infer (a general principle, trend, etc.) from particular
facts, statistics, or the like. This is how this study will express its findings.
Gen-Z. This refers to the generation reaching adulthood in the second decade of
the 21st century and born between 1995 to 2001 perceived as being familiar with the
Internet from a very young age. This demographic was the population of this study, and
the demographic this study aimed to shed light on regarding their spending and saving
behaviors in the SHS year level.

11
Millennial. This refers to the phrase used to generally describe a person who
reached adulthood in the early 21st century and covers the generation of people born
between 1980 and 1994. In this study, the spending and saving behaviors of millennials
were considered in determining the said behaviors of the current generation Gen-Z in the
SHS year level.
Money Management Skills. This refers to how well a person handles all aspects
of their finances. This study sought to improve and to develop SHS students’ money
management skills.
Personal Needs. This refers to the needs of a person including, but not limited to,
the need for food, clothing, shelter, health care and safety. For this study, Personal Needs
are purchasable products essential to the respondents' well-being.
Personal Pleasures. This refers to the enjoyment or satisfaction derived from
something that is to one's liking; gratification; delight. In this study, Personal Pleasures
refer to products that bring pleasure to the respondents.
Saving. This refers to income not spent or deferred consumption. Methods
of saving include putting money aside and depositing money in a bank account. In this
study, this defines how students decide to conserve their money.
School Expenses. These are charges assessed by the student's institution for
instructional and general fees, laboratory fees, books and supplies, room and board,
transportation, and other miscellaneous expenses. In this study, School Expenses are
products purchased by the respondents that act as a benefit or requirement of their course.
12
Spending. This refers to money being given to suppliers in exchange for goods,
services or pleasures. In this study, this defines how students decide to expend their
money.
Trendiness. This refers to following the latest trends or fashions. In this study,
trendiness is one of the factors that affect the respondents’ spending behaviors.
Income. This refers to money received, especially on a regular basis. In this
study, a student may be provided by allowance given by their parent/guardian.
Supplier. This pertains to a person or organization that provides something
needed such as a product or service, also called vendor. In this study, suppliers may
include vendors from inside or outside the educational institution or well-known brands.
13
CHAPTER II
REVIEW OF LITERATURE AND STUDIES
This portion of the study presents a set of literature and studies in the area of
spending and saving behaviors and tendencies that served as a guide in the
conceptualization of the present study.
Related Literature
How Students Spend and Save
An article from Hoyt (2013) cited that Citi, a leading bank, and Seventeen, a
monthly teen magazine, conducted a survey of more than 1,000 high school seniors and
college students to learn more about students’ spending and saving habits. According to
the findings, students are taking an increasingly active role in managing college costs.
The survey found that nearly four out of five students are working their way through
school – 19 hours per week on average, with the majority, also taking responsibility by
using their own funds for college expenses. The majority of students also use their own
money for spending cash (80 percent), clothing (71 percent) and to and from school
travel expenses (59 percent). However, parents still chip in, though it is for items that
may be deemed as necessities. The survey found that students are in the minority when it
comes to paying for books (45 percent), computers and laptops (45 percent) and food (41
percent) without their parents’ help.

14
The Four Types of Savers
An article from the website “CAPECU” states that people quite naturally tend to
live within their means. The Australian Securities and Investment Commission (ASIC)
found that a huge 43 percent of Australians can't put any money aside at all, while 41
percent are able to save a little. Only 16 percent of Australians find saving easy, which is
no doubt an obvious minority. ASIC also says there are four types of savers: The steady
saver, where around one-third (37 percent) of Australians believe that saving slowly and
steadily will eventually achieve saving goals, ASIC's research found – going up to 39
percent in women. They may put aside a set amount from their paychecks or bank
whatever's left after they've bought all the essentials. Steady savers are likely to have a
budget and will stick to it for the most part. However, they do not generally set a
timeframe on when they will have enough money. Powerhouse savers believe in saving
money as quickly as possible in order to reach saving goals. 28 percent of Australians are
powerhouse savers, and for men, 36 percent. Once powerhouse savers have a goal in their
sights, they'll drop almost everything to reach their target. Nearly one-quarter (24
percent) of Australians have a plan to reach their financial goals but tend to stray from the
track often, these types of savers are known as non-committing savers. Dreaming savers
have saving goals but no real plan to achieving them, which is a substantial 11 percent of
Australians.
Related Studies
The following are foreign and local studies reviewed by the researcher that have
bearing with the present study.

15
Foreign
Chhabra (2013) conducted a study entitled Saving and Spending Trends Among
Youth an Empirical Study of Sirsa District. His paper exhibits the saving and spending
habits of youth in a particular district Sirsa. With the arrival of New Economic Policy
(1991) and Mall culture in India, the saving & spending habits of the youth have changed
over time. The study has shown that youth spends more money on shopping and
especially on branded items. This paper is based on a study of different spending patterns
among three groups of the students i.e. school, graduation, and post-graduation level
students in Sirsa city, Haryana. Over a period of time, with a growth in the number of
nuclear families, the standard of living, economic growth, increasing per capita income as
well as globalization, fast food culture spending by youth gained prominence in India.
Primary data on spending in different categories of youth like shopping, movies, fuel,
alcohol, etc. were collected and analyzed using various statistical and research tools to
evaluate whether there is a significant difference that exists between saving and spending
patterns of different groups and the genders. The study reveals that students belonging to
different education levels differ significantly in spending on many categories. It was also
noted that both male and female youth have different spending behavior with a slight
similarity. A significant portion of their spending goes towards shopping, fuel, mobile
phone expenditure, etc. The youth should cultivate a habit of rational spending and
should move toward saving and investment. This research clearly depicts the change in
the spending and saving habits of the youth of today. There is a huge influence of peer
groups in the youth below nineteen years while making purchase decisions. This is more
so in the smaller age group i.e. for respondents below 15 years and those in the age group
16
of 15 – 19 years. The influence of friends and family decreases and he/she relies more on
evaluating product/ service features and characteristics and hence makes an independent
decision. The youth also does not believe much in saving and believes in spending more
on entertainment, gadgets, eating out and personal grooming.
Mahdzan (2013) dealt with a study entitled The Impact of Financial Literacy on
Individual Saving: An Exploratory Study in the Malaysian Context. Her study examines
the influence of financial literacy on individual savings in the context of an emerging
market, Malaysia. A survey was conducted on approximately 200 individuals’ in Klang
Valley, Malaysia to study the relationship under investigation. Other determinants of
individual saving were also examined, in particular, saving regularity, risk-taking
behavior, and socio-demographic characteristics. Results of a Probit regression revealed
that the level of financial literacy had a significant, positive impact on individual savings.
In addition, saving regularity, gender, income, and educational level influenced the
probability of saving positively. The results of this study suggest that it is important for
policymakers to increase the financial literacy of households by implementing various
financial education programs, to further influence saving rates at the national level.
On the study of Attri (2013) entitled Spending and Saving Habits of Youth in the
City of Indore, it states that India is a developing country where the middle – class has
relatively grown monetarily stronger and with the increase in the spending power of the
adults, even the young have become freehand spenders and spendthrifts in some cases.
His paper addresses the question of why, where and how the youth spend? The youth
referred to here are of the age group 14 – 30 years. With the rocketing economy, the
17
buying trends are also changing. The age group of 15 – 30 years is that part of the society
which is immortalized in advertisements. The west depicts this youth as financially and
emotionally free, but in India, the case is not the same. Despite being financially
dependent on the parents until about the age of 25 – 26 years, there is a radical difference
observed in the spending behavior of the youth of his country. His paper is an attempt to
study the spending and saving habits of the youth in the city of Indore. The research
depicts how students in Sirsa city spend in various categories. Total average spending per
month made by the school, graduate, and postgraduate students are rupees (Rs) 8,285, Rs.
5,350 and Rs. 13,775 respectively. There are significant differences in spending on
school, graduate and postgraduate students. Youth spend a large portion of their money
on shopping, fuel and mobiles recharge. A low level of awareness was seen as far as
savings or investment is a concern. Students do not spend at all on alcohol or tobacco but
rather spend more on fast food, movies, and shopping. Students purchase decisions
influenced more by family and peer groups.
Local
Bona (2017) conducted a study entitled Spending Behavior among College
Students. The primary objective of her paper was to determine the extent of spending
among college students of Surigao del Sur State University (SDSSU) and Saint Michael
College (SMC) in Cantilan, the northernmost municipality in the province of Surigao del
Sur, Philippines. This study used the descriptive survey method. A researcher-made
questionnaire was used as the main instrument for data collection. Interviews were also
conducted to answer clarifications, verify the answers of the respondents’, and to solicit
18
additional information. The study revealed that the majority of the respondents’ are
female and most of them are dependent on their parents for their allowance. The study
also revealed that there are no significant differences in the extent of spending as to room
and board, transportation, projects and assignments, tuition fees and school supplies,
laptops and other gadgets between the two schools. As a result, it can be concluded that
most of the respondents spent more money on their projects and assignments, tuition fees
and school supplies, and room and board. This is due to the increasing price of materials
to be used in doing their projects and assignments. Moreover, the growing rate of tuition
fees, room and board resulted in more spending.
A study conducted by Abwag (2019) entitled Spending Behavior of Management
Students stated that one of the challenges that college students encounter is the difficulty
to control the way they spend and in the Philippines, very minimal research has been
conducted about this. The level of the perceived problem on the spending is still not
absolutely figured out. Thus, the research aimed to evaluate the aforementioned dilemma.
The said study focused on determining the spending behavior of management students of
the University of Saint Louis Tuguegarao using Quantitative survey research design.
Stratified random sampling was used to determine the 234 respondents who are taking
Management Accounting, Financial Management and Marketing Management course. A
researcher-made questionnaire was used for data collection. Respondents were found to
spend tightly in terms of personal needs and academic purposes while loose in terms of
food and transportation. Meanwhile, Independent samples test and Analysis of Variance
were used to test the difference in spending behavior when grouped according to profile
variables. It can be concluded that sex, course, year level, and ethnicity are determinants
19
of the difference in the spending behavior of management students while socioeconomic
status was found insignificant when comparing the said behavior.
Synthesis
The researcher has presented foreign and local literature and studies related to the
present study. These literature and studies have some similarities and differences with the
present undertaking.
The respondents in the article of Hoyt (2013) were SHS students, which is the
demographic group this study focuses on. The methodologies used are also similar to the
methodologies in the study, utilizing a survey to collect data. It also revealed that SHS
students are mostly independent when it comes to spending money, having little
assistance and influence from their parents.
The article regarding the four types of savers focused on labeling individuals
based on their saving behaviors, in which, spending behaviors is one of the topics this
study covered. The data was used to determine what kind of savers do the SHS PSU-BC
students view themselves as.
The study of Chhabra (2013) showed that there is indeed a significant difference
in the spending habits of students of different year levels in the Sirsa district of India, this
finding is similar to one of the answers this study wished to gain and as well as most of
the studies depicted here, it claims that youth tend to spend more rather than save,
choosing to spend their money on personal pleasures.
The study of Mahdzan (2013) revealed a positive correlation between an
individuals’ financial literacy and savings as well as being influenced by an individuals’
educational level.
20
The study of Attri (2013) revealed that youth of the city of Indore generally are
not savers and would rather spend their money on personal pleasures. It also shows a
significant difference in spending and saving behaviors among different educational
levels.
The study Bona (2017) was very similar to this study, as it uses a researcher-made
questionnaire in order to gather data. However, it focused more on comparing the
spending and saving behaviors of two different educational institutions at the college year
level instead of the SHS year level to see if there are any significant differences between
the two. It found that the students do not differ very much from each other when it comes
to spending and that the students spent more on school projects and assignments. The
methodologies used in the study of Bona are the methodologies this study follows but
unlike the study of Bonas, this study focuses more on the spending habits of SHS
students rather than college students.
The study of Abwag (2019) is very identical to this study, utilizing a survey to
gather data and the stratified random sampling method. It found that sex, course, year
level, and ethnicity are factors that affect the difference in spending behaviors among
management students.
21
CHAPTER III
METHODOLOGY
This chapter describes the research methodology used in the study. This includes
a discussion regarding the research design, sources of data, research instrument, data
collection, and statistical tools used to analyze the data.
Research Design
The researcher utilized the descriptive research design. The descriptive research
design is a scientific method that involves describing the behavior of a subject without
influencing it in any way (Shuttleworth, 2010).
It is descriptive because this study aimed to describe the spending and saving
behaviors of the PSU-BC SHS students. This method is needed in order to properly
present the gathered data.
Sources of Data
Locale of the study
This study was conducted at PSU-BC where the researcher is a student. This
educational establishment provides SHS level education and has Science Technology
Engineering and Mathematics (STEM) as one of its available courses. The SHS students
enrolled in this school was the desired population of this study.
A wide number of these students arrive at school through tricycles and purchase
food from inside the campus as observed by the researcher, so it can be assumed that
22
most of the students in this university are given an allowance and are actively spending
and possibly saving it, which is the focus of this study.
Population Sampling
The researcher utilized the stratified random sampling method. Stratified random
sampling is a method of sampling that involves the division of a population into smaller
subgroups known as strata. In stratified random sampling or stratification, the strata are
formed based on members shared attributes or characteristics such as income or
educational attainment (Hayes, 2019).
This sampling method was chosen because there are two separate groups the
researcher wishes to gather data from, grade 11 and grade 12 SHS students. The
researcher finds it best to separate these two groups as strata to see if there are any
significant spending and saving behavior differences between the two.
The number of respondents that were involved in this study was 60 SHS students
from PSU-BC, specifically, 30 from Grade 12-Mahogany, thirty (30) from Grade 11-
Narra, and thirty (30) from Grade 11-Molave.
Instrumentation and Data Collection
The main data gathering instrument that was used in this study was a verified
questionnaire, which was administered to 60 SHS students.
The researcher first requested permission to conduct the study in the selected
research locale with a letter of permission that was sent to the principal of the educational
institution which was approved.

23
Statistical Treatment of Data
Appropriate statistical tools were utilized in the analysis of the data gathered to
ensure valid results.
To answer sub-problem # 1, the questionnaire given to the respondents’ required
them to input their year level and daily allowance. The data were expressed in tabular
form based on the respondents’ year level and average daily allowance.
In determining how the respondents’ budget their daily allowance for sub-
problem # 2, the questionnaire had the respondents fill in how much money they spend
on Transportation, Food, and School-related expenses. The average amount of money
spent on the options stated determined how much students generally spend on the said
options. The data was presented tabular form.
To answer sub-problem # 3, the questionnaire made use of a rating scale, which
was based on how the respondents spend and save money based on the variables:
Personal Pleasures, Personal Needs, Family Needs, Social Needs, and School Expenses
from one (1) being never to five (5) being always. The average of the collective ratings of
each category reflected on how often the PSU-BC SHS students spends and saves on the
said variables. The data was represented in tabular form.
In answering sub-problem # 4, the questionnaire made use of a rating scale again
based on the spending preferences of the respondents. The factors that affect the spending
preferences are Frugality, Expense Efficiency, Foreign Influence, and Trendiness which
will each be represented by a written preference. The respondents rated these preferences
from one (1) meaning strongly disagree to five (5) meaning strongly agree. The average
24
of each preference reflected on how the respondents choose to spend their money. The
data was represented in tabular form.
In answering sub-problem # 5, the questionnaire made use of a rating scale based
on the saving preferences of the respondents. The respondents were classified as the
following types of savers depending on their average ratings on each preference that
represent each type of saver: Steady Savers, Powerhouse Savers, Non-committed Savers,
and Dreaming Savers, which is based on a published article. Respondents rated these
preferences from one (1) meaning strongly disagree to five (5) meaning strongly agree.
The average of each preference will reflect on how the respondents choose to save and
spend their money. The data was represented in tabular form.
To answer sub-problem # 6, the researcher based the data on the answers of sub-
problem # 1 and # 2. The total amount of money saved by SHS students of PSU-BC
weekly was determined by deducting the average amount of money the students spend
daily by their average daily allowance. The difference will be multiplied by the seven (7),
which represents a week. The product represented how much do students save weekly.
The average amount of the weekly savings of the students was quantified relatively based
on their average daily allowance. The data was presented and explained textually.
To answer sub-problem # 7, the researcher will base the data on the answers of
sub-problem # 1 and # 2. The average total amount of money spent by SHS students of
PSU-BC from their daily allowance was deducted from their average daily allowance.
The difference between the two was multiplied by seven (7) which represents a week.
The product represented the number of money students save weekly. The average amount
25
of the weekly expenses of the students was quantified relative to their average daily
allowance. The percentage represented how much SHS students usually save from their
weekly allowances. The data was presented and explained textually.
To answer sub-problem # 8, the respondents’ year level into consideration, the
data was based on the respondents’ year level, how often they save and spend, how they
decide to save and spend, and how much do they save and spend from their daily
allowance. The average weighted means of grade 11 and 12 students from sub-problem #
3, # 4 and # 5 determine the overall rating regarding how often they save and spend on
the involved variables, and to what extent to do they agree to the involved preferences.
Percentages were also provided based on how often, how much, and how both groups
decide to save and spend. This was done by grouping the substrata based on the main
strata and obtaining the average weighted mean of their data. The data was analyzed and
compared to one another to see how different the spending and saving behaviors are for
both year levels. This was presented in tabular and textual form.
26
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter is primarily concerned with the presentation, analysis, and
interpretation of data gathered. The results are organized according to the sub-problems
presented in Chapter I. The presentation is made in tabular and textual forms and
logically arranged based on the statement of the problems.
Profile of the Respondents
The first concern of this study is the profile of the respondents in terms of their
year level and daily allowance.
The questionnaire required the respondents to provide an input of their year level
and of their daily allowance.
Table 1
Profile of the Respondents in Terms of Year Level and Daily Allowance
N = 60
% Difference
Average Daily
from Average
Average Daily Difference in Allowance of
Year Level Allowance of
Allowance Allowances Both Year
Both Year
Levels
Levels
Grade 11
P134.00 -3.6%
(n = 30)
P9.00 P139.00
Grade 12
P143.00 +2.9%
(n = 30)
Table one (1) shows that the daily allowances of both year levels differ in a small
amount. Grade 12 students tend to have a slightly higher daily allowance than grade 11
27
students, with a difference of P9.00. This could be attributed to the higher level of
education of grade 12 students.
How Respondents Budget Their Daily Allowance
The variables that affect the spending of the respondents are Transportation,
Food, and School-related Expenses. These variables were constructed in order to
determine how the respondents budget their daily allowance. The questionnaire also
included “Others” as an optional variable to see what else the respondents spend their
money on. The percentages are based on the average daily allowance of both year levels.
Table 2
Budgeting of the Daily Allowance of Respondents
N = 60
Average Amount Spent Average Percentage Spent

Variables
from Daily Allowance from Daily Allowance
Transportation P40.00 28.7%
Food P46.00 33.1%
School-Related Expenses P21.00 15.1%
Others P10.00 7.2%
Total Amount Spent P117.00 84.1%
Total Amount Saved P22.00 15.9%
As seen in the table above, the two variables that the respondents spend the most
on from their daily allowance are transportation (28.7 percent) and food (33.1 percent),
while school-related expenses are the variable that is the least spent on from their daily
allowance (15.1 percent). The other expenses are mostly personal expenses and other
school-related contributions and are spent on very infrequently. In total, students
generally spend 84.1% of their daily allowance on a daily basis.

28
How Often Students Spend and Save
The variables that affect the saving and spending frequency of the respondents are
Personal Pleasures, Personal Needs, Social Needs, and School Expenses. These variables
were constructed in order to see what causes the respondents to spend and what motivates
them to save.
The questionnaire required the respondents to rate how often they spend and save
using the Likert scale to indicate how often they spend and save for the variables, where
five (5) is Always and one (1) is Never.
The average weighted mean of each variable was described using the Likert scale
interval or simply the Likert interval, where 1.00-1.79 is Never, 1.80-2.59 is Almost
Never, 2.60-3.39 is Sometimes, 3.40-4.19 is Often, and 4.20-5.00 is always.
Shown in Table three (3) is that the frequency of how often respondents spend on
personal pleasures which is generally Almost Never where 45.0% of the respondents
answered Sometimes and 3.3% answered Always to spending for personal pleasures. This
shows that the respondents of this study do not prioritize their personal pleasures as a
means of spending money. However, it is seen that students tend to save more often for
personal pleasures rather than spend where 36.7% of the respondents answered
Sometimes and 6.6% answered Never for saving for personal pleasures. The higher
frequency to save more rather than spend on this variable can be because of the other
variables that the respondents consider more important than personal pleasures.
29
Table 3
How Often Students Spend and Save
N = 60
Spending Saving
Variable
Frequency (f) Percentage (%) Frequency (f) Percentage (%)
Personal Pleasures
5 2 3.3% 13 21.7%
4 7 11.7% 12 20.0%
3 27 45.0% 22 36.7%
2 18 30.0% 9 15.0%
1 6 10.0% 4 6.6%
Average Rating 2.7 3.4
Description Almost Never Often
Personal Needs
5 16 26.7% 23 38.3%
4 22 36.7% 30 50.0%
3 18 30.0% 7 11.7%
2 2 3.3% 0 0.0%
1 2 3.3% 0 0.0%
Description Often Often
Family Needs
5 9 15.0% 6 10.0%
4 15 25.0% 12 20.0%
3 19 31.7% 29 48.3%
2 9 15.0% 7 11.7%
1 8 13.3% 6 10.0%
Description Sometimes Sometimes
Social Needs
5 0 0.0% 5 8.3%
4 14 23.3% 15 25.0%
3 31 51.7% 31 51.7%
2 11 18.3% 6 10.0%
1 4 6.7% 3 5.0%
School Expenses
5 28 46.7% 24 40.0%
4 25 41.7% 9 15.0%
3 6 10.0% 19 31.7%
2 1 1.7% 6 10.0%
1 0 0.0% 2 3.3%
Description Always Often
30
For instance, personal needs are considered as one of the variables that the
respondents view as important enough to spend money on. Students generally Often save
and spend for personal needs, where 36.7% of the respondents answered that they Often
spend for personal needs and 3.3% answered that they Never spend for personal needs
while 50.0% of the respondents answered that they Often save for personal needs and
11.0% answered that they Sometimes save for personal needs. This shows that the PSU-
BC SHS students tend to be independent in spending for their personal needs.
Social needs are a variable that is mostly Neutral when it comes to spending and
saving for the PSU-BC SHS students. The respondents usually Sometimes spend and save
on social needs where 51.7% of the respondents answered Sometimes and 6.7% answered
Never for spending for social needs while 51.7% answered Sometimes and 5.0%
answered Never for saving for personal needs.
It is observed that school expenses are the highest variable students spend and
save their money on. The respondents generally Always spend on school expenses and
Often save for it where 46.7% of the respondents and 1.7% answered Always and Almost
Never respectively for spending for school-related expenses while 40.0% and 1.3%
answered Always and Never respectively for saving for school-related expenses. This is
expected in an educational environment and shows that students consider their studies as
a high priority when it comes to managing their financial resources.
The data provided support to the article published by Hoyt (2013), which stated
that students use their own savings (80 percent) for their own personal expenses. This
also supports the findings of the study of Bona (2017) which stated that students spend
31
most of their money on school-related expenses. However, contrary to the findings of
Chhabra (2013), which said that youth tends to spend more on personal pleasures, the
PSU-BC SHS students Almost Never spend on personal pleasures.
Percentage of Money the Respondents Save
The percentages are relative to the average daily allowance of both year levels as
seen in Table one (1). It is observed in Table two (2) that SHS students generally save
15.9% of their daily allowance. In a week, students tend to save P154.00, which is 10%
more than their daily allowance.
Percentage of Money the Respondents Spend
The percentages are relative to the average daily allowance of both year levels as
seem in Table one (1). It is observed in Table two (2) that students generally spend 84.1%
of their daily allowance on a school day. In a week, the students usually spend P819.00. It
is clear that the PSU-BC SHS students spend more rather than save.
The data supports the aspects of the study of Chabbra (2013) which stated that
young people are more of spenders rather than savers.
How Students Choose to Spend Their Money
To answer how students choose to spend their money, the questionnaire included
options of personal preferences that the respondents had to rate with the five (5) point
scale, five (5) being Strongly Agree and one (1) being Strongly Disagree.
32
The average weighted mean of each variable was described using the Likert
interval, where 1.00-1.79 is Strongly Disagree, 1.80-2.59 is Disagree, 2.60-3.39 is
Neutral, 3.40-4.19 is Agree, 4.20-5.00 is Strongly Agree.
The factors that affect the choices of the students are Frugality, Expense
Efficiency, Expense Consciousness, Foreign Influence, and Trendiness.
In Table four (4), the first preference takes to account the respondents’ frugality in
which wanting to spend less on products is a sign of this trait; the second and third
preference shows how much the respondents wish to find the best value for their money,
these are the traits of being expense efficient; the fourth option shows expense
consciousness, this refers to how conscious are the respondents when it comes to
spending money; the fourth and fifth preferences shows to what extent do foreign
influence and trendiness affect the respondents’ spending behaviors respectively.
Most respondents Agree that they prefer cheap products where 43.3% and 1.7% of
the respondents answered Neutral and Disagree respectively for the notion of preferring
cheap products. A high amount of frugality is observed in the factors that affect spending
for PSU-BC SHS students.
Most respondents Strongly Agree to look carefully for a product in order to find
the best value for their money where 45.0% and 3.3% of the respondents answered Agree
and Disagree respectively in carefully looking for the best value of their money. They
also tend to compare the prices of products in between shops in order to achieve this
where 48.3% and 1.7% answered Agree and Highly Disagree respectively in comparing
33
prices between shops. This shows that the PSU-BC SHS students tend to be very expense
efficient and they actively try to find the best way to spend their money.
High levels of expense consciousness are also observed from the respondents. The
respondents generally Strongly Agree that they tend to carefully watch how much they
spend during shopping where 40.0% and 1.7% answered Agree and Highly Disagree
respectively in carefully watching how much they spend during shopping.
The factors that the least affect the spending behavior of the respondents are
foreign influence and trendiness. The respondents neutrally prefer to purchase popular
international and best-selling brands where 53.3% and 5.0% of the respondents answered
Neutral and Strongly Disagree respectively on preferring popular international brands,
and 43.3% and 3.3% answered Neutral and Strongly Disagree respectively for
purchasing best-selling brands. A moderate amount of foreign influence and trendiness
are observed from the spending behaviors of the respondents. This implies that the
respondents do not value the international branding or the popularity of the product but
rather give more importance to the value of the product relative to the money they are
spending.
34
Table 4
How Students Choose to Spend Their Money
N = 60
Preference f %
(1) Cheap products are usually my choice.
5 10 16.7%
4 23 38.3%
3 26 43.3%
2 1 1.7%
1 0 0.0%
Average Weighted Mean 3.5
Description Agree
(2) I look carefully to find the best value for my money.
5 9 15.0%
4 27 45.0%
3 22 36.7%
2 2 3.3%
1 0 0.0%
Description Strongly Agree
(3) I compare prices between shops before buying a product.
5 19 31.7%
4 29 48.3%
3 9 15.0%
2 2 3.3%
1 1 1.7%
(4) I carefully watch how much I spend during shopping.
5 2 31.7%
4 24 40.0%
3 15 25.0%
2 1 1.7%
1 1 1.6%
(5) Popular international brands are my choice.
5 2 3.3%
4 13 21.7%
3 32 53.3%
2 10 16.7%
1 3 5.0%
Description Neutral
(6) I prefer buying best-selling brands.
5 4 6.7%
4 20 33.4%
3 26 43.3%
2 8 13.3%
1 2 3.3%
Description Neutral
35
How Students Choose to Save Their Money
For how students choose to spend their money, the questionnaire included
descriptions of personal preferences that the respondents had to rate with the five (5)
point scale, five (5) being Strongly Agree and one (1) being Strongly Disagree.
The average weighted mean of each variable was described using the Likert
interval, where 1.00-1.79 is Strongly Disagree, 1.80-2.59 is Disagree, 2.60-3.39 is
Neutral, 3.40-4.19 is Agree, 4.20-5.00 is Strongly Agree.
The preferences of the respondents can help determine whether they see
themselves as Steady Savers, Powerhouse Savers, Non-committing Savers, or Dreaming
Savers.
On Table five (5), the first preference stated takes to account the Steady Saver
aspects of students, to see in what level do they believe that they save slowly and
steadily; the second refers the Powerhouse Savers aspects, which is the mindset of saving
as much money as possible in an amount of time; the third preference refers to aspects of
a Non-committing Saver, which specifically focuses on the aspect of making saving goals
but having difficulty achieving it; the fourth being Dreaming Savers, who have saving
goals but lack the plan to achieve said goals; and the fifth preference is to determine if the
respondents simply find it difficult to save money.
Table five (5) displays that the respondents tend to Agree to all of the preferences
that make them responsible savers and savers that finds difficulty in saving money. This
implies that while the respondents are good savers, however, they usually find difficulty
in maintaining a consistently responsible saving behavior.

36
Students typically Agree that they are Steady savers, where 43.3% and 1.7% of
the respondents answered Neutral and Disagree respectively to saving slowly and
steadily. Respondents also Agree that they are Powerhouse Savers where 45.0% and
3.3% answered Agree and Strongly Disagree respectively to the notion of being focused
on saving money as quickly as possible. This means, that the respondents generally view
themselves as Steady Savers and Powerhouse Savers, which suggests that the PSU-BC
SHS students are highly responsible savers.
However, the respondents also Agree to the notion that they usually have a hard
time sticking to saving plans where 28.3% and 8.4% of the respondents answered Highly
Agree and Highly Disagree respectively, having no saving plans whatsoever where
28.3% and 8.4% of the respondents answered Highly Agree and Highly Disagree
respectively, and simply finding it difficult to save money where 30.0% and 5.0% of the
respondents answered Agree and Highly Disagree respectively. This implies that in spite
of being highly responsible savers, they usually find difficulty in achieving that aspect.
This further strengthens the study of Chhabra (2013) which states that students are more
of spenders than savers.

37
Table 5
How Students Choose to Save Their Money
N = 60
Preference f %
(1) I slowly and steadily save money.
5 10 16.7%
4 23 38.3%
3 26 43.3%
2 1 1.7%
1 0 0.0%
Description Agree
(2) I'm focused on saving money as quickly as possible.
5 9 15.0%
4 27 45.0%
3 22 36.7%
2 2 3.3%
1 0 0.0%
Description Agree
(3) I plan to save money but I usually have a hard time
sticking to it.
5 17 28.3%
4 22 36.7%
3 16 26.7%
2 5 8.3%
1 0 0.0%
Description
(4) I have saving goals, but no real plan for achieving them.
5 17 28.3%
4 13 21.7%
3 17 28.3%
2 8 13.3%
1 5 8.4%
Description Agree
(5) I find it difficult to save money.
5 11 18.3%
4 18 30.0%
3 18 30.0%
2 10 16.7%
1 3 5.0%
Description Agree
38
The Difference of Spending and Saving Behaviors of Both Year Levels
The population is split into strata in order to answer this problem. The
respondents are separated based on their year level and their spending and saving
behaviors analyzed individually then compared.
The highest and lowest frequency percentages of the ratings of each variable and
preference that the respondents answered are presented textually.
Table 6
Difference in Spending and Saving Values of Grade 11 and Grade 12 Students
N = 60
Average Average
Average % Average %
Amount Spent Amount Saved
Year level Spent from Saved from
from from
Allowance Allowance
Allowance Allowance
Grade 11
P108.00 80.6% P26.00 19.4%
(n=30)
Grade 12
P116.00 83.4% P19.00 16.6%
(n=30)
Difference in
Amount and P8.00 2.8% P7.00 2.8%
%
As seen in Table six (6), the percentage difference spent and saved by the two (2)
year levels differ only meagerly from one another (2.8 percent). Therefore, it can be
derived that the differences regarding the amount of money spent and saved by both year
levels are a slight one.
The data provided is not strong enough in a numerical sense to dispute one of the
findings of the study of Mahdzan (2013) which found a positive correlation in the
students’ educational level and savings.

39
Table 7
Budgeting of the Daily Allowance of Grade 11 and Grade 12 Students
N = 60
Average Average %
Amount Spent Spent from
Year Level Variables
from Daily Daily Allowance
Allowance
Food P49.00 36.6%
School-Related P19.00 14.2%
Grade 11 (n=30)
Expenses
Others P0.00 0.0%
Total P108.00 80.7%
Food P43.00 30.1%
Grade 12 (n=30)
Expenses
Others P10.0 7.0%
Total P116.00 81.2%
In Table seven (7), it is observed that the average amount and percentage spent on
the following variables by the two (2) year levels only differ slightly from one another.
The difference in the average amount spent by both year levels is only P8.00, where the
average percentage spent from the daily allowance of both year levels differs by only
0.5%. Therefore, no strong difference was observed in this aspect.
Table eight (8) shows how grade 11 and grade 12 students budget their daily
allowance in accordance with the variables: Personal Pleasures, Personal Needs, Family
Needs, Social Needs, and School Expenses. The following statements indicate the highest
and lowest level of frequency for each variable for both year levels:
40
For grade 11 students, 53.4% and 3.3% of the respondents answered Sometimes
and Always respectively for spending for personal pleasures while 43.7% and 6.7%
answered Sometimes and Almost Never respectively for saving for personal pleasures;
36.7% and 3.3% answered Always and Never respectively for spending for personal
needs while 33.3% and 3.3% answered Neutral and Never respectively for saving for
personal needs; 33.3% and 3.3% answered Sometimes and Never respectively for
spending for family needs while 50.0% and 3.3% answered Sometimes and Never for
saving for family needs; 56.7% and 10.0% answered Sometimes and Never respectively
for spending for social needs while 53.3% and 3.3% answered Sometimes and Almost
Never respectively for saving for social needs; and 60.0% and 10.0% answered Often and
Sometimes respectively for spending for school expenses while 33.3% and 6.7%
answered Sometimes and Almost Never for saving for school expenses.
As for grade 12 students, 36.7% and 3.3% of the respondents answered
Sometimes and Always respectively for spending for personal pleasures while 30.0% and
6.7% answered Sometimes and Never respectively for saving for personal pleasures;
36.7% and 3.3% answered Often and Never respectively for spending for personal needs
while 33.3% and 6.7% answered Often and Almost Never respectively for saving for
personal needs; 30.0% and 10.0% answered Sometimes and Always respectively for
spending for family needs while 46.6% and 10.0% answered Sometimes and Almost
Never respectively for saving for family needs; 46.7% and 3.3% answered Sometimes and
Never respectively for spending for social needs while 50.0% and 3.3% answered
Sometimes and Never respectively for saving for social needs; and 63.3% and 3.3%
41
answered Always and Almost Never respectively for spending for school expenses while
43.3% and 6.7% answered Always and Never respectively for saving for school expenses.
In table eight (8), most of the spending and saving behaviors of both year levels
are similar, with only minor differences. For instance, grade 11 students tend to save
more on personal pleasures than grade 12 students, grade 11 students Always spend on
family needs, compared to grade 12 students where they Often spend for it, and grade 12
students more Often save for social needs than grade 11 students.
Table nine (9) shows how grade 11 and grade 12 prefer to spend their money, the
following statements indicate the highest and lowest level of agreement for each
preference for both year levels:
For grade 11 students, 43.4% and 3.3% of the respondents answered Neutral and
Strongly Disagree respectively for preferring cheap products, 50.0% and 13.3% answered
Agree and Neutral respectively for looking carefully for the best value of their money,
43.3% and 6.7% answered Agree and Disagree respectively for comparing prices in
between shops, 46.7% and 20.0% answered Agree and Neutral respectively for carefully
watching how much they spend during shopping, 60.0% and 6.7% answered Neutral and
Strongly Disagree respectively for preferring popular international brands, and 46.7%
and 3.3% answered Neutral and Strongly Agree respectively for preferring best-selling
brands.
42
Table 8
How Often Grade 11 and Grade 12 Students Spend and Save

N = 60
Grade 11 (n = 30) Grade 12 (n = 30)

Variable Spending Saving Spending Saving
f % f % F % f %
Personal Pleasures
5 2 3.3% 16 26.7% 2 3.3% 10 16.7%
4 2 3.3% 10 16.6% 12 20.0% 14 23.3%
3 32 53.4% 26 43.3% 22 36.7% 18 30.0%
2 18 30.0% 4 6.7% 18 30.0% 14 23.3%
1 6 10.0% 4 6.7% 6 10.0% 4 6.7%
WA 2.6 3.5 2.8 3.2
Desc Sometimes Often Sometimes Sometimes
Personal Needs
5 11 36.7% 18 30.0% 10 16.6% 12 20.0%
4 11 36.7% 16 26.7% 22 36.7% 20 33.3%
3 7 23.3% 20 33.3% 22 36.7% 24 40.0%
2 0 0.0% 4 6.7% 4 6.7% 4 6.7%
1 1 3.3% 2 3.3% 2 3.3% 0 0.0%
WA 4.0 3.7 3.5 3.7
Desc Always Often Often Often
Family Needs
5 6 20.0% 6 10.0% 6 10.0% 6 10.0%
4 8 26.7% 14 23.4% 14 23.3% 10 16.7%
3 10 33.3% 30 50.0% 18 30.0% 28 46.6%
2 5 16.7% 8 13.3% 8 13.4% 6 10.0%
1 1 3.3% 2 3.3% 14 23.3% 10 16.7%
WA 4.0 3.7 3.5 3.7
Social Needs
5 0 0.0% 3 10.0% 0 0.0% 4 6.7%
4 6 20.0% 8 26.7% 16 26.7% 14 23.3%
3 17 56.7% 16 53.3% 28 46.7% 30 50.0%
2 4 13.3% 1 3.3% 14 23.3% 10 16.7%
1 3 10.0% 2 6.7% 2 3.3% 2 3.3%
WA 2.9 3.3 3.0 3.1
Desc Sometimes Sometimes Sometimes Often
School Expenses
5 9 30.0% 11 36.7% 38 63.3% 26 43.3%
4 18 60.0% 7 23.3% 14 23.4% 4 6.7%
3 3 10.0% 10 33.3% 6 10.0% 18 30.0%
2 0 0.0% 2 6.7% 2 3.3% 8 13.3%
1 0 0.0% 0 0.0% 0 0.0% 4 6.7%
WA 4.2 3.9 4.5 3.7
Desc Always Often Always Often
Legend:
WA = Average Weighted Mean
Desc = Description
43
Table 9
How Grade 11 and Grade 12 Students Choose to Spend Their Money

N = 60
Saving Spending
Preference Grade 11 (n = 30) Grade 12 (n = 30)
f % f %
5 4 13.3% 3 10.0%
4 10 33.3% 10 33.4%
3 13 43.4% 15 50.0%
2 2 6.7% 1 3.3%
1 1 3.3% 1 3.3%
Average Weighted
3.5 3.4
Mean
Description Agree Agree
5 11 36.7% 12 40.0%
4 15 50.0% 15 50.0%
3 4 13.3% 3 10.0%
2 0 0.0% 0 0.0%
1 0 0.0% 0 0.0%
Average Weighted
4.2 4.3
Mean
Description Strongly Agree Strongly Agree
5 10 33.3% 9 30.0%
4 13 43.3% 16 53.3%
3 5 16.7% 4 13.4%
2 2 6.7% 0 0.0%
1 0 0.0% 1 3.3%
Average Weighted
4.0 4.1
Mean
5 10 33.3% 9 30.0%
4 14 46.7% 10 33.4%
3 6 20.0% 9 30.0%
2 0 0.0% 1 3.3%
1 0 0.0% 1 3.3%
Average Weighted
4.1 3.8
Mean
Description Strongly Agree Agree
5 0 0.0% 2 6.7%
4 6 20.0% 7 23.3%
3 18 60.0% 14 46.7%
2 4 13.3% 6 20.0%
1 2 6.7% 1 3.3%
Average Weighted
2.9 3.1
Mean
Description Neutral Neutral
5 1 3.3% 3 10.0%
4 12 40.0% 8 26.7%
3 14 46.7% 12 40.0%
2 3 10.0% 5 16.7%
1 0 0.0% 2 6.6%
Average Weighted
3.2 3.2
Mean
44
As for grade 12 students, 50.0% and 3.3% of the respondents answered Neutral
and Strongly Disagree respectively for preferring cheap products, 50.0% and 10.0%
answered Agree and Neutral respectively for looking carefully for the best value for their
money, 53.3% and 3.3% answered Agree and Strongly Disagree respectively for
comparing prices in between shops, 33.4% and 3.3% answered Agree and Strongly
Disagree respectively for carefully watching how much they spend during shopping,
46.7% and 3.3% answered Neutral and Strongly Disagree respectively for preferring
popular international brands, and 40.0% and 6.6% answered Neutral and Strongly
Disagree respectively for preferring best-selling brands.
In table nine (9), the average levels of preference among the two year levels are
eminently similar to each other, having only a very minor difference in between the two
year levels, which is that grade 11 students Strongly Agree to prefer cheap products while
grade 12 students only Agree to that notion.
Table 10 shows how grade 11 and grade 12 students prefer to save their money.
The following statements indicate the highest and lowest level of agreement for each
preference for both year levels:
For grade 11 students, 50.0% and 20.0% of the respondents answered Neutral and
Strongly Agree respectively to the notion saving money slowly and steadily, 40.0% and
3.3% answered Agree and Disagree respectively for being focused in saving money as
quickly as possible, 33.3% and 3.4% answered Agree and Disagree respectively to
having a difficult time sticking to saving plans, 33.3% and 10.0% answered Strongly
Agree and Disagree respectively to having no real plan for achieving saving goals, and
45
36.6% and 10.0% answered Neutral and Disagree to finding difficulty in generally
spending money.
For grade 12 students, 46.7% and 3.3% of the respondents answered Agree and
Disagree respectively to the notion of saving money slowly and steadily; 50.0% and
3.3% answered Agree and Disagree respectively for being focused in saving money as
quickly as possible; 40.0% and 13.3% answered Agree and Disagree respectively in
having a difficult time sticking to saving plans; 23.3% and 16.7% answered Strongly
Agree and Strongly Disagree respectively in having no real plan of achieving saving
goals, and 33.4% and 10.0% answered Agree and Strongly Disagree respectively in
finding difficulty in generally spending money.
The saving behaviors of both year levels are very similar to each other, with a
minor difference in which grade 12 students have a Neutral stance on having no saving
plans and having saving difficulties. This indicates that grade 12 students do not struggle
in saving as much as grade 11 students.
The overall data indicate only a slight difference among the spending and saving
behaviors of the SHS PSU-BC students. The said data disputes the findings of the studies
of Attri (2013) and Abwang (2019), which has aspects that commonly stated that there is
a significant difference in the spending and saving behaviors of students by their year
level. However, it supports the study of Bona (2017) which states that the spending
behaviors of students do not differ very much from each other.

46
Table 10
How Grade 11 and Grade 12 Students Choose to Save Their Money

N = 60
Spending Saving
f % f %
5 6 20.0% 4 13.3%
4 9 30.0% 14 46.7%
3 15 50.0% 11 36.7%
2 0 0.0% 1 3.3%
1 0 0.0% 0 0.0%
Average Weighted 3.7 3.7
Mean
5 5 16.7% 4 13.4%
4 12 40.0% 15 50.0%
3 12 40.0% 10 33.3%
2 1 3.3% 1 3.3%
1 0 0.0% 0 0.0%
Mean
(3) I plan to save money but I usually have a hard time sticking to it.
5 9 30.0% 8 26.7%
4 10 33.3% 12 40.0%
3 10 33.3% 6 20.0%
2 1 3.4% 4 13.3%
1 0 0.0% 0 0.0%
Mean
5 10 33.3% 7 23.3%
4 7 23.4% 6 20.0%
3 10 33.3% 7 23.3%
2 3 10.0% 5 16.7%
1 0 0.0% 5 16.7%
Mean
Description Agree Neutral
5 8 26.7% 3 10.0%
4 8 26.7% 10 33.4%
3 11 36.6% 7 23.3%
2 3 10.0% 7 23.3%
1 0 0.0% 3 10.0%
Mean
Description Agree Neutral
47
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the highlights of the study, salient findings, the conclusions
drawn from the findings, and the recommendations made based on the conclusions.
Summary
This study aimed to generalize the spending and saving behaviors of the PSU-BC
SHS students during the school year 2019 – 2020.
Specifically, this study sought to answer the following sub-problems.
1. What are the profiles of the respondents in terms of the following:
1.1 Year level and
1.2 Daily allowance?
2. How do the respondents budget their daily allowance in terms of the following
variables:
2.1 Transportation,
2.2 Food, and
2.3 School-related expenses?
3. How often do the PSU-BC SHS students save and spend for the following:
3.1 Personal Pleasures,
3.2 Personal Needs,

48
3.3 Social Needs, and
3.4 School Expenses?
4. How do the PSU-BC SHS students choose to spend their money?
5. How do the PSU-BC SHS students choose to save their money?
6. What is the percentage of money that the PSU-BC SHS students save relative to
7. What is the percentage of money that the PSU-BC SHS students spend relative to
8. How different are the spending and saving behaviors of the students based on the
students’ year level?
The descriptive method was utilized in order to determine the spending and saving
behaviors of the SHS students of PSU-BC. Appropriate statistical tools were utilized:
frequency counts, numerical data, weighted means, and percentages for the spending and
saving behaviors of the SHS students of PSU-BC.
There are three (3) groups involved in this study, the critic reader, the statistician, and
the 60 SHS students of PSU-BC which served as the respondents of this study.
The main data gathering tool for this research was a questionnaire regarding spending
and saving behaviors and also involved the respondents’ year level and daily allowance,
daily allowance budgeting, spending and saving frequencies, and spending and saving
preferences/values.
49
The output of this study is a generalized numerical idea of the spending and saving
behaviors of the SHS students of PSU-BC and in extension, the spending and saving
behaviors of the current generation “Gen Z”.
Findings
Based on the gathered data, the following salient findings are hereby presented:
1. Grade 11 and grade 12 students tend to have an average daily allowance of
P134.00 and P143.00 respectively.
2. Students are likely to spend 28.7% of their daily allowance on transportation,
33.1% for food, 15.1% for school-related expenses, and 7.2% on
other/miscellaneous expenses.
3. Based on the Likert interval, students generally tend to Almost Never spend on
personal pleasures and Often save for it, Often spend and save for personal needs,
Sometimes spend and save for family needs and social needs, and Always spend
on school expenses but only Often save for it.
4. Based on the Likert interval, the value of the factors that affect students spending
behaviors are as follows: High for Frugality (55 percent) and Expense Efficiency
(70 percent), and moderate for Foreign Influence (25 percent) and Trendiness (40
percent).
5. In accordance with the Likert interval, the level of value of the type of savers
students typically are is high for Steady savers (55 percent), Powerhouse Savers
(60 percent), Non-committed Savers (65 percent), and Dreaming Savers (50
percent).
50
6. Students tend to save an average of 15.9% of their daily allowance every day,
which equates to P154.00 in a week.
7. Students tend to spend an average of 84.1% of their daily allowance every day,
which equates to P819.00 in a week.
8. The majority of the findings descriptively indicate that there is a slight difference
among the spending and saving behaviors of the grade 11 and grade 12 year
levels.
Conclusions
In light of this study, the following conclusions were drawn:
1. Grade 11 students tend to have lower allowances than grade 12 students.
2. The two variables that the PSU-BC SHS students tend to spend the most on every
day are transportation and food. School expenses and other expenses take up a
very little amount from their daily allowance.
3. SHS students tend to prioritize school expenses among all the other stated
variables. It is also observed that SHS students would often spend and save for
their own personal needs but only sometimes for personal pleasures. Medium
priority was observed in the spending and saving for family needs and low
priority for social needs.
4. PSU-BC SHS students are observed to be overall expense efficient spenders.
They prioritize finding the best value for their money and are conscious of the
amount they are spending. Foreign influence and trends are factors that
moderately affect the spending of the students.

51
5. A high amount of PSU-BC SHS students see themselves as Steady Savers and
Powerhouse Savers. However, a high amount of the students also view
themselves as Non-committed Savers and Dreaming Savers. This means that
while the students are responsible for savers, they have a difficult time
maintaining a consistently responsible saving behavior.
6. The PSU-BC SHS students tend to spend their daily allowance more than save.
7. An overall very slight difference was observed in the difference in the spending
and saving behaviors of the respondents based on their year level.
Recommendations
1. It is recommended that students be more prepared and save more for school-
related expenses as it is the variable they spend the most on.
2. Parents should encourage their children to be more independent when it
comes to purchasing their personal needs.
3. Students should understand what type of spender they are based on the study:
the four types of savers by ASIC. Understanding how you subconsciously
choose to save money can help students maximize the amount they save.
4. Teachers should, to the best of their ability, lessen the project expenses for
their students as to allow them to manage their money in contexts outside of
education.
5. Students should monitor their spending and saving behaviors in order to have
a deeper understanding of their spending and saving habits. Having this
knowledge can help them adjust their spending and saving behaviors and help
develop better money management skills.

52
6. It is recommended that future researchers should delve deeper into the
psychological influence and motivations of the spending and saving behaviors
of a demographic similar to this study.

53
BIBLIOGRAPHY
A. Published Works
Jerald Bachman. 2007. What Do Teenagers Do With Their Earnings, And Does It
Matter For Their Academic Achievement And Development? Ann Arbor, Michigan:
University of Michigan.
Shilpa Chhabra. 2016. Saving & Spending Trends Among Youth An Empirical Study
Of Sirsa District. International Journal Of Science Technology and Management
(IJSTM).
Mahdzan, Nurul & Tabiani, Saleh. 2013. The Impact of Financial Literacy on
Individual Saving: An Exploratory Study in the Malaysian Context. Transformations
in Business and Economics. 12. 41-55.
Rekha Attri. 2013. Spending and Saving Habits of Youth in the City of Indore.
Bauddhik, The Journal of Management, Vol. 3, No. 2, May-August 2013.
Jeni Bona. 2017. Spending Behavior Among College Students. The Free Library.
Christine Abwang. 2019. Spending and Saving Behavior of Management Students.

Tugegarao City, Cagayan: University of Saint Louis.
54
B. Others
https://www.academia.edu/38979306/Spending_Behavior_of_Management_Students
https://www.thefreelibrary.com/SPENDING+BEHAVIOR+AMONG+COLLEGE+STU
DENTS.-a0510060895
https://www.academia.edu/18748684/Spending_and_Saving_Habits_of_Youth_in_the_C
ity_of_Indore
http://monitoringthefuture.org/pubs/occpapers/mtf-occ78.pdf
http://www.ijstm.com/images/short_pdf/1473320828_402_IJSTM.pdf
https://www.researchgate.net/publication/275056695_The_Impact_of_Financial_Literacy
_on_Individual_Saving_An_Exploratory_Study_in_the_Malaysian_Context
https://www.studylink.govt.nz/products/a-z-products/student-allowance/index.html
https://www.marketingcharts.com/demographics-and-audiences-80708
https://news.abs-cbn.com/lifestyle/12/02/10/what-do-filipino-youth-spend-money
https://www.philstar.com/the-freeman/cebu-lifestyle/2017/10/10/1747715/spending-
habits-millennials
https://en.wikipedia.org/wiki/Generalizability_theory
https://www.investopedia.com/terms/c/consumer-theory.asp
https://www.slideshare.net/amaamazen2/questionnaire-msc
55
APPENDIX A
Letter of Permission to Conduct the Study
PANGASINAN STATE UNIVERSITY

Integrated School-High School Department
Bayambang Campus
A.Y. 2019-2020
November 19, 2019
MR. JEROME ROSARIO

Instructor
Pangasinan State University
SIR:
I am conducting a study entitled “SPENDING AND SAVING BEHAVIORS OF THE

SENIOR HIGH SCHOOL STUDENTS OF PSU-BC: A DESCRIPTIVE STUDY”,
as a partial requirement of the course, Practical Research 2, under Dr. Nelda J. Garcia.
That being said, I have the honor to request you to be my statistician for this ongoing
study.
Your expertise in the Mathematics subject would be of great help to ensure that the
results of this quantitative study were accurate and reliable.
Respectfully yours,
Alloysius Jessearl S. Macam

Researcher
Noted by:
NELDA J. GARCIA, Ph. D.

Research Adviser
Approved by:
TERESITA P. SUNGA, Ph. D.

School Principal
56
APPENDIX B
Request Letter for the Statistician

Bayambang Campus
A.Y. 2019-2020
November 19, 2019
Dear Respondents,

That being said, it would be my honor to request you to truthfully answer the
questionnaire I am to give to you.
Your answers will help develop this ongoing study to its end and if it ever comes to
concern, your identities will remain anonymous in this study.
Respectfully yours,

Researcher
Noted by:

Research Adviser
Approved by:

School Principal
57
APPENDIX C
Request Letter for the Critic Reader

Bayambang Campus
A.Y. 2019-2020
November 19, 2019
DR. TERESITA P. SUNGA

Principal
PSU-Integrated School
PSU-Bayambang Campus

It would be an honor to request your permission to hand out questionnaires to the

students of this educational establishment concerning their spending and saving
behaviors.
The data that was gathered will help expand the knowledge regarding the spending and
saving behaviors of the senior high school students of PSU-BC and the youth of this day
and age, and if it ever comes to concern, the identities of your students will remain
anonymous in this study.
Respectfully yours,

Researcher
Noted by:

Research Adviser
Approved by:

School Principal
58
APPENDIX D
Letter to the Respondents of the Study

Bayambang Campus
A.Y. 2019-2020
November 19, 2019
MS. PRINCESS ALBERTO

Instructor
MADAM:

That being said, I have the honor to request you to be my critic-reader for this ongoing
study.
Your expertise in the field of Communication and Writing would be of great help to
ensure that the findings of this study were expressed accurately and clearly.
Respectfully yours,

Researcher
Noted by:

Research Adviser
Approved by:

School Principal
59
APPENDIX E
Questionnaire – Spending and Saving Behaviors of the Respondents
STUDENT SPENDING AND SAVING BEHAVIORS QUESTIONAIRE
Name (optional): _________________________________________________________
Year level and Section: ________________________
Instruction: Answer the following questions truthfully.
1. How much is your daily allowance?
2. How much do you spend on the following every day?
Transportation: ₱ ___________
Food: ₱ ___________
School related expenses: ₱ ___________
Others (Please specify ________________________): ₱ ___________
3. How often do your spend money on the following? Answer by placing a check on
the blank column below.
5 4 3 2 1
Spending Always Often Some- Almost Never
times Never
Personal pleasures (Accessories,
Internet Café, etc.)
Personal needs (Personal groceries,
Food, etc.)
Family needs (Bills, Groceries, etc.)
Social Needs (Outings, Social

activities, etc.)
School Expenses (Reviewers, School
PETA’s, etc.)
60
4. How often do you save money for the following?

5 4 3 2 1
Saving Always Often Some- Almost Never
times Never
Personal pleasures (Accessories,
Internet Café, etc.)
Personal needs (Personal groceries,
Food, etc.)
Family needs (Bills, Groceries, etc.)
Social Needs (Outings, Social

activities, etc.)
School Expenses (Reviewers, School
PETA’s, etc.)
5. Choose the answer that best describes your choice.
5 4 3 2 1
Preferences/Values Strongly Agree Neutral Disagree Strongly
Agree Disagree
Cheap products are usually my
choice.
I look carefully to find the best
value for my money.
I compare prices between shops
before buying a product.
I carefully watch how much I spend
during shopping.
Popular international brands are my
choice.
I prefer buying best-selling brands.
6. Choose the answer that best describes your choice.

5 4 3 2 1
Preferences/Values Strongly Agree Neutral Disagree Strongly
Agree Disagree
I slowly and steadily save money.
I'm focused on saving money as

quickly as possible
I plan to save money but I usually
have a hard time sticking to it.
I have saving goals, but no real plan
for achieving them.
I find it difficult to save money.
61
APPENDIX F
Table Profile of the Respondents in Terms of Year Level and Daily Allowance
% Difference
Average Daily
from Average
Average Daily Difference in Allowance of
Year Level Allowance of
Allowance Allowances Both Year
Both Year
Levels
Levels
Grade 11
P134.00 -3.6%
(n = 30)
P9.00 P139.00
Grade 12
P143.00 +2.9%
(n = 30)
APPENDIX G
Table of the Budgeting of the Daily Allowance of the Respondents
Variables Average Amount Spent Average Percentage Spent

from Daily Allowance from Daily Allowance
Food P46.00 33.1%
School-Related Expenses P21.00 15.1%
Others P10.00 7.2%
Total Amount Spent P117.00 84.1%
Total Amount Saved P22.00 15.9%
62
APPENDIX H
Table for the Spending and Saving Frequencies of the Respondents
Spending Saving
Variable
Frequency (f) Percentage (%) Frequency (f) Percentage (%)
Personal Pleasures
5 2 3.3% 13 21.7%
4 7 11.7% 12 20.0%
3 27 45.0% 22 36.7%
2 18 30.0% 9 15.0%
1 6 10.0% 4 6.6%
Description Almost Never Often
Personal Needs
5 16 26.7% 23 38.3%
4 22 36.7% 30 50.0%
3 18 30.0% 7 11.7%
2 2 3.3% 0 0.0%
1 2 3.3% 0 0.0%
Description Often Often
Family Needs
5 9 15.0% 6 10.0%
4 15 25.0% 12 20.0%
3 19 31.7% 29 48.3%
2 9 15.0% 7 11.7%
1 8 13.3% 6 10.0%
Social Needs
5 0 0.0% 5 8.3%
4 14 23.3% 15 25.0%
3 31 51.7% 31 51.7%
2 11 18.3% 6 10.0%
1 4 6.7% 3 5.0%
School Expenses
5 28 46.7% 24 40.0%
4 25 41.7% 9 15.0%
3 6 10.0% 19 31.7%
2 1 1.7% 6 10.0%
1 0 0.0% 2 3.3%
Description Always Often
63
APPENDIX I
Table of the Spending Preferences of the Respondents
Preference f %
5 10 16.7%
4 23 38.3%
3 26 43.3%
2 1 1.7%
1 0 0.0%
Description Agree
5 9 15.0%
4 27 45.0%
3 22 36.7%
2 2 3.3%
1 0 0.0%
5 19 31.7%
4 29 48.3%
3 9 15.0%
2 2 3.3%
1 1 1.7%
5 2 31.7%
4 24 40.0%
3 15 25.0%
2 1 1.7%
1 1 1.6%
5 2 3.3%
4 13 21.7%
3 32 53.3%
2 10 16.7%
1 3 5.0%
Description Neutral
5 4 6.7%
4 20 33.4%
3 26 43.3%
2 8 13.3%
1 2 3.3%
Description Neutral
64
APPENDIX J
Table of the Saving Preferences of the Respondents
Preference f %
5 10 16.7%
4 23 38.3%
3 26 43.3%
2 1 1.7%
1 0 0.0%
Description Agree
5 9 15.0%
4 27 45.0%
3 22 36.7%
2 2 3.3%
1 0 0.0%
Description Agree
(3) I plan to save money but I usually have a hard time
sticking to it.
5 17 28.3%
4 22 36.7%
3 16 26.7%
2 5 8.3%
1 0 0.0%
Description
5 17 28.3%
4 13 21.7%
3 17 28.3%
2 8 13.3%
1 5 8.4%
Description Agree
5 11 18.3%
4 18 30.0%
3 18 30.0%
2 10 16.7%
1 3 5.0%
Description Agree
65
APPENDIX K
Table of the Spending and Saving Values of Grade 11 and Grade 12 Students
Average Average
Average % Average %
Amount Spent Amount Saved
Year level Spent from Saved from
from from
Allowance Allowance
Allowance Allowance
Grade 11 P108.00 80.6% P26.00 19.4%
(n=30)
Grade 12 P116.00 83.4% P19.00 16.6%
(n=30)
APPENDIX L
Table of the Budgeting of Grade 11 and Grade 12 Students
Average Average %
Amount Spent Spent from
Year Level Variables
from Daily Daily Allowance
Allowance
Food P49.00 36.6%
Grade 11 (n=30)
Expenses
Others P0.00 0.0%
Total P108.00 80.7%
Food P43.00 30.1%
Grade 12 (n=30)
Expenses
Others P10.0 7.0%
Total P116.00 81.2%
66
APPENDIX M
Table of Frequency in How Often Grade 11 and Grade 12 Students Save and Spend
Grade 11 (n = 30) Grade 12 (n = 30)

Variable Spending Saving Spending Saving
f % f % f % f %
Personal Pleasures
5 2 3.3% 16 26.7% 2 3.3% 10 16.7%
4 2 3.3% 10 16.6% 12 20.0% 14 23.3%
3 32 53.4% 26 43.3% 22 36.7% 18 30.0%
2 18 30.0% 4 6.7% 18 30.0% 14 23.3%
1 6 10.0% 4 6.7% 6 10.0% 4 6.7%
WA 2.6 3.5 2.8 3.2
Desc Sometimes Often Sometimes Sometimes
Personal Needs
5 11 36.7% 18 30.0% 10 16.6% 12 20.0%
4 11 36.7% 16 26.7% 22 36.7% 20 33.3%
3 7 23.3% 20 33.3% 22 36.7% 24 40.0%
2 0 0.0% 4 6.7% 4 6.7% 4 6.7%
1 1 3.3% 2 3.3% 2 3.3% 0 0.0%
WA 4.0 3.7 3.5 3.7
Family Needs
5 6 20.0% 6 10.0% 6 10.0% 6 10.0%
4 8 26.7% 14 23.4% 14 23.3% 10 16.7%
3 10 33.3% 30 50.0% 18 30.0% 28 46.6%
2 5 16.7% 8 13.3% 8 13.4% 6 10.0%
1 1 3.3% 2 3.3% 14 23.3% 10 16.7%
WA 4.0 3.7 3.5 3.7
Social Needs
5 0 0.0% 3 10.0% 0 0.0% 4 6.7%
4 6 20.0% 8 26.7% 16 26.7% 14 23.3%
3 17 56.7% 16 53.3% 28 46.7% 30 50.0%
2 4 13.3% 1 3.3% 14 23.3% 10 16.7%
1 3 10.0% 2 6.7% 2 3.3% 2 3.3%
WA 2.9 3.3 3.0 3.1
Desc Sometimes Sometimes Sometimes Often
School Expenses
5 9 30.0% 11 36.7% 38 63.3% 26 43.3%
4 18 60.0% 7 23.3% 14 23.4% 4 6.7%
3 3 10.0% 10 33.3% 6 10.0% 18 30.0%
2 0 0.0% 2 6.7% 2 3.3% 8 13.3%
1 0 0.0% 0 0.0% 0 0.0% 4 6.7%
WA 4.2 3.9 4.5 3.7
Desc Always Often Always Often
67
APPENDIX N
Table of the Spending Preferences of Grade 11 and Grade 12 Students

Saving Spending
f % f %
5 4 13.3% 3 10.0%
4 10 33.3% 10 33.4%
3 13 43.4% 15 50.0%
2 2 6.7% 1 3.3%
1 1 3.3% 1 3.3%
Average Weighted
3.5 3.4
Mean
5 11 36.7% 12 40.0%
4 15 50.0% 15 50.0%
3 4 13.3% 3 10.0%
2 0 0.0% 0 0.0%
1 0 0.0% 0 0.0%
Mean
5 10 33.3% 9 30.0%
4 13 43.3% 16 53.3%
3 5 16.7% 4 13.4%
2 2 6.7% 0 0.0%
1 0 0.0% 1 3.3%
Average Weighted
4.0 4.1
Mean
5 10 33.3% 9 30.0%
4 14 46.7% 10 33.4%
3 6 20.0% 9 30.0%
2 0 0.0% 1 3.3%
1 0 0.0% 1 3.3%
Mean
5 0 0.0% 2 6.7%
4 6 20.0% 7 23.3%
3 18 60.0% 14 46.7%
2 4 13.3% 6 20.0%
1 2 6.7% 1 3.3%
Average Weighted
2.9 3.1
Mean
5 1 3.3% 3 10.0%
4 12 40.0% 8 26.7%
3 14 46.7% 12 40.0%
2 3 10.0% 5 16.7%
1 0 0.0% 2 6.6%
Average Weighted
3.2 3.2
Mean
68
APPENDIX O
Table of the Saving Preferences of Grade 11 and Grade 12 Students

Saving Spending
f % f %
5 4 13.3% 3 10.0%
4 10 33.3% 10 33.4%
3 13 43.4% 15 50.0%
2 2 6.7% 1 3.3%
1 1 3.3% 1 3.3%
Average Weighted
3.5 3.4
Mean
5 11 36.7% 12 40.0%
4 15 50.0% 15 50.0%
3 4 13.3% 3 10.0%
2 0 0.0% 0 0.0%
1 0 0.0% 0 0.0%
Mean
5 10 33.3% 9 30.0%
4 13 43.3% 16 53.3%
3 5 16.7% 4 13.4%
2 2 6.7% 0 0.0%
1 0 0.0% 1 3.3%
Average Weighted
4.0 4.1
Mean
5 10 33.3% 9 30.0%
4 14 46.7% 10 33.4%
3 6 20.0% 9 30.0%
2 0 0.0% 1 3.3%
1 0 0.0% 1 3.3%
Mean
5 0 0.0% 2 6.7%
4 6 20.0% 7 23.3%
3 18 60.0% 14 46.7%
2 4 13.3% 6 20.0%
1 2 6.7% 1 3.3%
Average Weighted
2.9 3.1
Mean
5 1 3.3% 3 10.0%
4 12 40.0% 8 26.7%
3 14 46.7% 12 40.0%
2 3 10.0% 5 16.7%
1 0 0.0% 2 6.6%
Average Weighted
3.2 3.2
Mean
69
CURRICULUM VITAE
Personal Data
Name : ALLOYSIUS JESSEARL MACAM
Address : Cadre Site, Bayambang, Pangasinan
Date of Birth : November 7, 2000
Place of Birth : Villa Floor, Dagupan
Civil Status : Single
Father : Joel Sales Macam
Mother : Maggie Soriano Macam
Educational Background
Elementary : Emmanuel’s Way Educational Institution
2005 - 2011
Secondary : Emmanuel’s Way Educational Institution
2012 - 2013
2014

The Spending and Saving Behaviors of The Senior High School Students of PSU-BC: A Descriptive Study

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The Spending and Saving Behaviors of The Senior High School Students of PSU-BC: A Descriptive Study

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SPENDING AND SAVING BEHAVIORS OF THE SENIOR

HIGH SCHOOL STUDENTS OF PSU-BC:

Alloysius Jessearl Macam

and recommendations for the advancement of this study;

that encouraged him to push on with the study;

suggestions and recommendations to further enhance this study.

This work is earnestly dedicated to the most important people in my life:

My dearest parents, Mr. Joel Sales Macam

and Mrs. Maggie Gaviola Macam;

My brothers, Aleser, Alec, and Aleguas;

My aunt and uncle, Lalaine Lansangan and Rene Lansangan;

My grandfather, Alejandro Macam;

My friends, Ye Lin, Paulene Villaurel, Reyniel Urquiola, Kyle Alberto, Andrei

Angeles, and Henry de Leon;

My beloved pet cat, Merrit Macam.

Everything I do, I do for you.

Title : SPENDING AND SAVING BEHAVIORS OF THE SENIOR

HIGH SCHOOL STUDENTS OF PSU-BC: A DESCRIPTIVE

Researcher : Alloysius S. Macam

Institution : Pangasinan State University Bayambang-Campus

Instructor : Nelda J. Garcia

the grade 11 and grade 12 students.

Statement of the Problem 6

Scope and Delimitation 7

Significance of the Study 8

REVIEW OF RELATED LITERATURE AND STUDIES

How Students Spend and Save 13

The Four Types of Savers 14

Locale of the Study 21

Instrumentation and Data Collection 22

Statistical Treatment of Data 23

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

Profile of the Respondents 26

How the Respondents Budget Their Allowance 27

How Often Students Spend and Save 28

Percentage of Money Respondents Save 31

Percentage of Money Respondents Spend 31

How Students Choose to Spend their Money 31

How Students Choose to Save their Money 35

The Difference of Spending and Saving Behaviors of 38

Both Year Levels

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

A Letter of Permission to Conduct the Study 55

B Request Letter for the Statistician 56

C Request Letter for the Critic Reader 57

D Letter to the Respondents of the Study 58

E Questionnaire-Spending and Saving Behaviors of the 59

F Table Profile of the Respondents in Terms of 60

H Table for the Spending and Saving Frequencies of the 62

I Table of the Spending Preferences of the Respondents 63

J Table of the Saving Preferences of the Respondents 64

K Table of the Spending and Saving Values of 65

Grade 11 and Grade 12 Students

L Table of the Budgeting of Grade 11 and Grade 12 Students 65

M Table of Frequency in How Often Grade 11 and Grade 12 66

Students Save and Spend

O Table of the Saving Preferences of Grade 11 and Grade 12 68

Table Title Page

1 Profile of the Respondents in Terms of Year Level and 26

2 Budgeting of the Daily Allowance of Respondents 27

3 How Often Students Spend and Save 28

4 How Students Choose to Spend Their Money 34

5 How Students Choose to Save Their Money 37