LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS

JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

Level of Parental Financial Management and Degree of Budgeting Efficiency

Among Grade 12 Accountancy, Business, and Management Students:

Basis for Financial Management

A Research Paper
Presented to
Mr. Rodolfo F. Bumanglag
Inquiries, Investigation, and Immersion Teacher
Las Pinas City National Senior High School -
Dona Josefa Campus

Researchers:
Barredo, Danica C.
Bernardo, Nicole May N.
Bodoso, KC Q.
Boñon, Alexa Kaye R.
Caburobias, Kathlene Rose
De Jesus, Noel Brien E.
Dy, Sean Adrian A.
Fabe, Rexel P.
Gervise, Eddieson A.
Lepiten, Jericho C.

March 2024

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TABLE OF CONTENTS

I. Content Page

Title page……………………………………………………………………………….i
Table of Contents……………………………………………………………………..ii

II. Chapter 1 The Problem and its Background

1.1 Introduction
……………………………………………………………………….1
1.2 Background of the Study
………………………………………………………..2
1.3 Statement of the Problem …………………………………………………...
….4
1.4 Hypothesis
………………………………………………………………………..5
1.5 Scope and Delimitation ..………………………………………………………..5
1.6 Conceptual Framework …………………………………………………………6
1.7 Significance of the Study …………….…………………………………………8
1.8 Definition of Terms
……………………………………………………………..10

III. Chapter 2 Review of Related Literature

2.1 Foreign Related Literature…………………………………………………….12

2.2 Local Related Literature……………………………………………………….16
2.3 Synthesis of the Reviewed Literature………………………………………. 19
2.4 Gaps Bridged by the Present Study..………………………………………. 21

IV. Chapter 3 Methodology

3.1 Research Design ………………………………………………………………22

3.2 Locale of the Study …………………………………………………………....23
3.3 Population and Sampling ……………………………………………………..23
3.4 Respondents of the Study ………………………………………………….…24
3.5 Research Instrument ……………………………………………………….....24

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3.6 Validation of Research Instrument …………………………………………..29

3.7 Data Gathering and Techniques ……………………………………………..29
3.8 Statistical Treatment of Data …………………………………………………31

ii

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the review of introduction, background of the study,

statement of the problem, hypothesis, significance of the study, conceptual framework,

scope and delimitation, and definition of terms.

1.1 Introduction

In the Philippines, the Grade 12 Accountancy, Business and Management (ABM)

strand focuses on enhancing financial literacy among its students. Amidst the range of

factors for their growth, parental financial influence and personal budgeting ability arises as

an important factor in fostering financial literacy and prudent decision-making. Financial

decision-making skills are crucial for young adults navigating the complexities of the modern

world. As students prepare for higher education, potential careers, and independent living,

understanding how to manage resources effectively becomes increasingly important.

This research project investigates the financial lives of Grade 12 Accountancy,

Business, and Management students, focusing on two variables:

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Parental financial influence could be described as the acquisition and

development of; values, attitudes, standards, norms, knowledge, and behaviors that affect

financial planning and support financial well-being (Danes, 1994). This means that parents

play a big role in shaping how their children perceive and budget their money for different

purposes. It's not just about giving them money or teaching them how to save; it's about

passing down various beliefs and habits related to money.

The concept of budget efficiency has been based on the essence of the efficiency

of resource allocation combined with budgeting. It determines the choice between possible

directions of spending the budget resources (Jastrzębska, 2012). This means that budgeting

efficiency is the idea of making sure that the allowance of the students would be spent

wisely. Moreover, it's not just about having a budget, but also about using your money in the

best possible way.

1.2 Background of the Study

The majority of people will eventually start to understand the importance of

handling finances. It is important that at a young age children and teenagers should

understand the proper use of their money. However, according to Bernardo and

Resurreccion (2018), among Filipino students, a possible source of stress relates to

financial difficulties that students or their families experience. Financial difficulties often

occur due to improper allocation of money, which could stem from the fact that some people

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are not educated on the matter. Most of the population was taught the basic skills in life by

their parents, this includes their finances. This was supported by recent studies conducted

by Bangko Sentral ng Pilipinas (BSP) which show that Filipinos struggle to understand basic

financial concepts, with a survey showing that 41% of Filipinos can only answer one of three

financial literacy questions correctly and a meager eight percent can answer three.

Many students struggle with the complexity of financial management, including

budgeting, saving, and investing, due to a lack of essential skills and understanding in this

field. This problem can be traced back to a lack of parental guidance and influence over

financial matters throughout their formative years. Without the fundamental understanding

taught by parental lectures and examples, these students enter adulthood unprepared to

negotiate the complexities of personal finance. As a result, people may struggle to make

good decisions about spending, saving goals, debt management, and long-term financial

planning. This lack of financial literacy not only hinders their capacity to reach financial

security, but also exposes them to worry, anxiety, and the negative effects of poor financial

management. Addressing this systemic issue would include extensive efforts to improve

financial education in schools, provide students with practical skills and tools, and develop a

culture of financial responsibility within families and communities.

The study will be conducted at Las Piñas City National Senior High School -

Doña Josefa Campus targeting Grade 12 Accountancy, Business, and Management

students during the school year 2023-2024, focusing on the level of parental financial

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influence and degree of budgeting efficiency among Grade 12 students majoring in

accountancy, business, and management. Participants will be selected from the student

population at the mentioned campus, the choice of Grade 12 ABM students is intentional,

given their expected proficiency in financial matters, aligning with the research's focus on

parents' financial influence and budgeting efficiency among this specific academic strand.

This study focuses on the relationship between the level of parental financial

influence and budgeting efficiency of students in Grade 12 Accountancy, Business, and

Management. Enhancing the role of students in budgeting aspects having an active part to

the Accountancy, Business, and Management academic strand. This research aims to

correlate the financial capabilities of students related to the parental financial influence that

deepens the understanding of students in the said strand regarding financial influence. The

results of this research will enhance comprehension of how parental influence impacts

student financial decision-making and encourage responsible budgeting habits among

Senior High School students.

1.3 Statement of the Problem

This study aims to determine whether there is a relationship between Parental

Financial Influence and Budgeting Efficiency Among Grade 12 Accountancy, Business, and

Management Students.

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The researcher sought the answers to the following questions:

1.) What is the level of parental financial influence on their respondents?

2.) What is the degree of budgeting efficiency of the respondents?

3.) Is there a significant relationship between level of parental financial influence and

degree of budgeting efficiency of the respondents?

4.) What recommendations can be formulated based on the results of the study?

1.4 Hypothesis

This research study tested the hypothesis:

Null Hypothesis

H0: There is no significant relationship between Parental Financial Influence and

Budgeting Efficiency Among Grade 12 Accountancy, Business, and Management

students.

1.5 Scope and Delimitation

Scope

In this study, the researcher will establish a study on the relationship between

Parents’ Financial Influence among Grade 12 Accountancy, Business, and Management

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students in Las Piñas City National Senior High School - Doña Josefa Campus. The ABM

students are the target population as they are most concerned regarding the importance of

budgeting efficiency. This study will be conducted within the time frame of at the start of 2nd

semester until the end of 2nd semester school year 2023-2024. The study will use

quantitative research and correlational research design to establish the relationship between

Level of parental financial influence and the Degree of budgeting Efficiency among the

respondents.

Delimitation

The study does not include other strands except Accountancy, Business and

Management Strand. This study will be exclusively for the academic year 2023–2024 which

will be the time period for the study's data gathering; any future findings or changes won't be

taken into account. The study does not include other grade level and will only accept grade

12 as respondents. The study will not extend into any other form of areas and will only be

used for research purposes only.

1.6 Conceptual Framework

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Based on the foregoing theories, illustrated below is the research paradigm used

in the study.

Figure 1, presents the conceptual framework of the study. It consists of two

variables, level of parental financial influence as the independent variable and degree of

budgeting efficiency as the dependent variable.

Level of parents' financial influence as an independent variable pertains to

parents having control or impact over their children's financial decisions, either directly

through financial support or indirectly through guidance, education, or modeling of financial

behaviors. It pertains to parents teaching their children about money and finance, and how

their financial habits shape their own children's financial beliefs.

Degree of budgeting efficiency as a dependent variable pertains to a significant

role in the student's competency in financial aspects as it presents processes and plans of

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handling their financial expenses. Allocating funds optimally, prioritize expenditures based

on needs and goals, and minimize wasteful or unnecessary spending.

Therefore, Figure 1 presents financial literacy as an output pertaining to the

knowledge of students in handling their money. Furthermore, it is the student’s ability in

adhering their finances with enough understanding of financial concepts and practices. As

an output, financial literacy is also the skill of effectively having good financial behavior in

terms of budgeting.

1.7 Significance of the Study

This study has been undertaken to understand the correlation between the level

of parental financial influence and the degree of budgeting efficiency of Grade 12

Accountancy, Business, and Management students. Parents have a big influence on the

lives of their children so knowing the effects of their influence can help them enhance their

financial habits and improve their financial literacy. The study will benefit the following:

To Students

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This research is relevant to students because this will give them a basis of

knowledge to know whether their parental financial influence will affect their budgeting

efficiency. This study can benefit students who are curious to know how their budgeting

efficiency will be affected positively or negatively. Moreover, this study will benefit students

who are interested in handling their finances and budgeting. Overall, the research promotes

awareness of how students handle their own money, which is an essential life skill.

To Parents

The study helps parents be more aware of the possible effects of their influence

on their children's budgeting efficiency and financial literacy. Moreover, this study can

provide information on whether their influence can be considered as a positive or negative

influence on their children so parents can use this to take action if necessary. Overall, this

study can benefit both parents and children by providing them with the knowledge that they

can use to improve their financial literacy.

To Teachers

The research provides educators with an enhanced understanding of the role

parents' financial influence plays in shaping the budgeting efficiency of students. This

knowledge can guide teachers in developing targeted instructional strategies and integrating

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relevant financial concepts into their curricula, thereby fostering a more comprehensive

approach to financial education.

To Future Researchers

The study provides a foundation for further investigations into the dynamics of

parental financial influence and budgeting efficiency of grade 12 Accountancy, Business,

and Management students. It opens avenues for exploring nuanced aspects, refining

methodologies, and expanding the scope to different educational levels or disciplines,

contributing to the broader body of knowledge in financial education.

1.8 Definition of Terms

Budgeting Efficiency

Significant role in the student's competency in financial aspects as it presents

processes and plans of handling their financial expenses. Allocating funds optimally,

prioritize expenditures based on needs and goals, and minimize wasteful or unnecessary

spending.

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Expenses

This refers to the money spent or the costs incurred in the process of acquiring

goods, services, or assets. In personal finance or business, expenses encompass a wide

range of expenditures, including but not limited to daily living costs, bills, operational costs

for businesses, and any other outflows of financial resources.

Financial Management

The process and strategies employed by Grade 12 Accountancy, Business, and

Management students to effectively handle their finances. This includes activities such as

budgeting, saving, investing, and making financial decisions to achieve personal financial

goals. Assessing students' level of financial management is crucial for understanding their

ability to responsibly handle money and make informed financial choices, which is a key

component of financial literacy.

Financial Socialization

It refers to how Grade 12 Accountancy, Business, and Management students

learn about money management from parents, peers, and society in shaping their financial

attitudes and behaviors.

Parental Financial Influence

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A fundamental role as the foundation agents for young adults. It is important to

acknowledge the impact of how parents' financial behavior is perceived, as it significantly

influences the financial literacy and investment habits of their children.

Chapter 2

RELATED LITERATURE AND STUDIES

This chapter discusses the important literature that researchers have considered

to further strengthen the importance of this study. It also presents the synthesis of the art of

fully understanding the research for better comprehension.

2.1. Foreign Literatures

2.1.1 Parental Financial Influence

According to Chawla, D., Bhatia, S., & Singh, S. (2022). Parents are the first and

leading socialization agents for young adults. It is vital to recognize the influence of

perceived parental financial behavior in shaping the financial literacy and investment

behavior of their children. The statement emphasizes that parents significantly influence

their children's financial literacy and investment habits. Children tend to emulate the financial

behaviors they observe in their parents, whether responsible or irresponsible. Thus,

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acknowledging parental financial influence is crucial for fostering positive financial habits in

young adults.

In addition to the above-mentioned study, Zhao, H. & Zhang, L., (2020), "The

effectiveness of family financial socialization by showing that parental financial socialization

has significant positive impacts on financial literacy, financial behavior, and financial well-

being". As family financial socialization positively impacts the financial aspects of a student,

this also relates to the parental financial influence. The parent's financial being is effective in

nature as this impacts the financial being of its students, specifically its behavior. Since

behavior is being addressed, financial behavior also establishes its connection to the

budgeting of students, having the link in family financial socialization and financial behavior.

Furthermore, according to Chambers (2019) that parent–child financial discussion

during high school is positively associated with concurrent financial knowledge and financial

behavior. Findings suggest that the quality and frequency of financial discussions between

parents and their children play a pivotal role in shaping the financial attitudes and behaviors

of adolescents. Parents act as primary influencers, serving as role models and educators in

the realm of financial literacy. The positive association identified in the study implies that

when parents actively engage in financial conversations with their children during high

school, it contributes positively to the development of financial knowledge and behavior in

the adolescent population.

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Moreover, according to Noh, M. (2022) The effect of parental financial on college

students' financial attitude and behavior has a positive influence on their children's financial

attitude and behavior by enhancing their self-esteem. The study of parental financial

teaching positively affected students' financial behavior, both directly and indirectly through

self-esteem and financial attitude. Self-esteem played a significant role in connecting

parental financial teaching to students' financial attitude and behavior, while financial

knowledge did not have any influence.

Similarly, according to J. D. (2022) Social Support and Financial Literacy for

Senior High School Learners emphasizes the importance of financial literacy for teachers,

parents, and the community, as it contributes to the financial well-being of the learners. This

article is conducted to evaluate the social support and financial literacy levels of senior high

school students in El Salvador City. It aims to understand various aspects such as the

respondents, their perception of social support, and their financial literacy concerning

budgeting, interest rates, savings, and investments.

To illustrate, greater frequency of communication or greater amount of time spent

with children by parents. Emotional intelligence and prudent money management are related

(Antoni et al, 2019). Regular money management discussions give children the information

and resources they need to make wise financial decisions. They gain knowledge about

responsible spending, saving, and developing budgets. It can also equip children with critical

thinking skills as they analyze wants versus needs, compare prices, and evaluate the long-

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term impact of spending decisions. This empowers them to become conscious consumers

and responsible decision-makers throughout their lives.

However, the study of Lippi, A. (2023) There is no doubt that the maternal instinct

tends towards protecting one's offspring, but some influences can be negative, especially for

female daughters as regards their future financial planning.” As parental influence is proven

to have some sort of effect on their offsprings financial behavior this can be related to this

study. This proves that parental involvement does have an effect on the student’s financial

behavior and that it can impact them both positively and negatively.

2.1.2 Budgeting Efficiency

As budgeting efficiency talks about the credibility of a budget, it also needed

special attention to remain efficient. According to the study of Cruz, M., Wiagustini, N., &

Soares, A. (2023). "The dimensions of budget changes need special attention in order to

maintained the budget credibility". This briefly explains the dimensions of budget to be the

main focus, in that way, creating more routes for budgeting to be effective. Therefore,

budgeting efficiency is composed of dimensions and budget credibility that enhances the

budgeting changes.

In particular, according to Jung H. (2022) budget efficiency is generally

interpreted in the context of budget management or spending, ultimately achieving the

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allocative efficiency of available resources. It is understood that budget efficiency means

using resources wisely and effectively to achieve the best possible outcomes. Students

incur their daily expenses and they are required to prioritize their spending, making sure that

they have enough funds to cover these essential living costs while minimizing unnecessary

expenses.

Moreover, according to Nicky, L. (2021), it emphasizes the need for students to

manage their expenses within their allocated budgets, save for unforeseen events, and be

accountable for their expenditure, especially when receiving allowances from their parents.

Various aspects related to student budgeting, including the challenges they face, the

influence of family income, the impact of technological advancements, and the role of

marketing strategies in shaping spending habits. Emphasizing the importance of developing

saving habits and financial responsibility among students to ensure financial sustainability

and avoid debt. In essence, it underscores the multifaceted nature of budgeting for students,

incorporating technical, psychological, controllable, and uncontrollable factors.

2.2 Local Literature

2.2.1 Parental Financial Influence

According to Kumar (2016), income, occupation and level of educations of

parents are directly associated with the academic performance of students. This means that

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the parents with higher incomes may have more financial resources to provide their children

with opportunities for learning about budgeting. Also, parents with higher levels of education

may possess a greater understanding of the importance of budgeting and may be better

equipped to teach their children about financial management.

Furthermore, parents have an effect on the children they raise in a variety of

ways to help children' character development, which will teach kids the value of budgeting

(Angela & Pamungkas, 2023). Parents can model good financial habits by saving, investing,

and spending wisely. They can also involve their children in making household budgets,

setting financial goals, and tracking expenses. Parents can also encourage their children to

earn money by doing chores, selling crafts, or tutoring. Parents can help their children

develop a sense of responsibility, self-reliance, and gratitude and it can help their children

develop a sense of generosity, compassion, and social responsibility.

To illustrate, according to Pasco, A. (2023) The result shows the overall mean

rating is 4.39, with a descriptive story of very high. Parental influence on saving got the

highest mean level of 4.39 with a descriptive story of very high. This study shows that

parental influence on saving indicates that oftentimes parental influence is one of the factors

that affects the saving behavior and spending habits of the students.

In contrast, according to Enano et. al. (2022), parental influence on students'

money primarily revolves around the role of parents or guardians in teaching financial

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management skills to their children. It suggests that the way parents raise their children, as

reflected in their parenting styles, may impact the spending behaviors of students. However,

parenting styles of the respondents' parents did not directly influence the spending

behaviors of the students in this particular context.

2.2.2 Budgeting Efficiency

A budget is how a person controls their spending and savings to arrive at a

specific time, and permits or offers a specific quantity of funds set aside in a budget for

spending (Encio, L., et al, 2022). They may lead to being efficient in budgeting by closely

monitoring spending, and ranking necessities. This gives individuals the ability to manage

their money wisely, making sure there's enough for long-term goals without going overboard

or feeling stressed out. Budget efficiency attitude keeps you on track toward your financial

objectives by enabling you to modify when your requirements and income change.

Moreover, according to Amanda Daper (2017), without setting up and adhering to

a reasonable budget, students run the risk of running out of money before the end of the first

semester or the academic year. This means a budget is essential since it can help students

to allocate their funds appropriately, covering necessary expenses while also setting aside

money for savings and emergencies.

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For instance, DIY projects, meticulously planned meals, dedicated savings

through a piggy bank, and prioritizing needs over wants, they unlocked the power of budget

efficiency, impacting their budgeting across school expenses, food, savings, and even their

desired purchases (Deloso et al, 2019). Students' budget efficiency can be improved by

implementing these tactics. It can assist children in saving their allowances and preventing

overpaying or being irresponsible. Additionally, these tactics can help students develop

valuable financial literacy skills that will benefit them throughout their lives. By learning to

budget effectively, students can avoid debt and make informed financial decisions in the

future.

2.3 Synthesis of the Reviewed Literature

The gathered literatures and studies that were established foreign supports the

relationship between the Level of parental financial influence and Degree of budgeting

efficiency as a basis for financial literacy.

Parental financial influence plays a significant role in shaping the financial literacy

and behavior of young adults. Studies by Chawla, Bhatia, & Singh (2022), Zhao & Zhang

(2020), Chambers (2019), Noh (2022), and J. D. (2022) highlight the positive impact of

parental financial socialization and discussions on students' financial attitudes, behaviors,

and self-esteem. This influence extends to emotional intelligence and prudent money

management, as emphasized by Antoni et al. (2019) underscoring the importance of regular

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financial discussions and parental involvement in shaping responsible financial decision-

making among students. However, one study emphasize that parental involvement does

have an effect on the student’s financial behavior by Lippi, A. (2023)

Furthermore, budgeting efficiency is crucial for students' financial management.

Studies by Cruz, Wiagustini, & Soares (2023), Jung (2022), and Nicky (2021) emphasize the

importance of budget credibility and effective resource allocation in student budgeting.

Students are encouraged to prioritize essential expenses, develop saving habits, and be

accountable for their expenditure to ensure financial sustainability and avoid debt.

The gathered literature and studies that were established locally supports the

relationship between the level of Parental Financial Influence and degree of Budgeting

Efficiency as a Basis for Financial Literacy.

Parents significantly shape students' financial behaviors and attitudes toward

budgeting. Kumar (2016) links parental income and education to students' financial habits.

Angela & Pamungkas (2023) highlight parents' role in teaching budgeting through modeling

and involvement. Pasco (2023) shows parental influence impacts saving behaviors.

However, Enano et al. (2022) suggest parenting styles may not directly influence spending

habits.

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Budgeting efficiency, emphasized by Encio et al. (2022) and Amanda Daper

(2017), is crucial for managing finances wisely and avoiding strain. Deloso et al. (2019)

demonstrate practical tactics like DIY projects and meal planning can enhance students'

budget efficiency and financial literacy.

2.4 Gaps Bridged by the Present Study

From the above review of related literature, the following gaps were determined:

1. The current research landscape lacks an existing study regarding the correlation

between parental financial influence and the budgeting efficiency of grade 12

students specializing in Accountancy, Business, and Management.

2. There were no studies yet conducted on Level of Parental Financial Influence and

Budgeting Efficiency of Grade 12 Students in Las Piñas City National Senior High

School Doña Josefa Campus.

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Chapter 3

METHODOLOGY

This chapter presents the methods, processes and procedure that was applied to

research design, locale of the study, population and sampling, respondents of the study,

research instrument, validation of the research instrument, data gathering procedure and

statistical treatment of data.

3.1 Research Design

This research design that the researchers will use is Correlational Research

Design. According to the official Practical Research 2 Alternative Delivery Mode Module 1

(Pantolla et al., 2022), Correlational Research Design is a type of non-experimental study in

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which relationships are assessed without manipulating independent variables or randomly

assigning participants to different conditions. The researchers intend to identify the preferred

academic reference used by Accountancy, Business, and Management students, and their

perceived availability for responsible and efficient utilization of references. Thus, the

Correlational Research Design is the most suitable research design to be used in this study.

By analyzing the survey's results, which the researchers will be conducting, the correlational

research design will be applied.

3.2 Locale of the Study

The research was conducted at the Las Piñas City National Senior High School -

Doña Josefa Campus school year 2023-2024 to have an access to Grade 12 ABM students

who have been exposed to financial matters, budgeting, and students who are influenced by

their parents regarding financial matters.

3.3 Population and Sampling

This study investigates correlation between the Level of Parental Financial

Influence and Degree of Budgeting Efficiency of Grade 12 Accountancy, Business, and

Management (ABM) students. Given the nature of the topic, a non-probability sampling

technique will be employed. While the target population encompassed all Accountancy,

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Business, and Management students within Las Piñas City National Senior High School -

Doña Josefa Campus. Purposive sampling offers valuable advantages in this context by

having the characteristics which is needed by the researchers that meets the criteria of their

study; the criteria being:

1. They must be Grade 12 Accountancy, Business, and Management students.

2. They must have experienced their parental financial influence.

3. They must be students who budget their allowance frequently.

This targeted approach ensures participants possess relevant experiences and

perspectives aligned with the research question.

3.4 Respondents of the Study

The respondents will be the Grade 12 Senior High School students in the

Academic Strand of Accountancy, Business, and Management of Las Piñas City National

Senior High School - Doña Josefa Campus during the school year 2023-2024. There will be

130 total respondents(n) in the study, which is calculated through the Slovin’s Formula

below. Where, 192 is the total population(N) of the Accountancy, Business, and

Managements students and 0.05 as the Margin of Error(e).

3.5 Research Instrument

In this study, the researchers will use online survey questionnaires as a tool for

conducting the research. The questionnaire uses Likert Scale as the type which provides

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options to its respondents to choose from. Moreover, the research instrument used is

adapted from the study of Alqadi, M. in 2014 entitled "Spending Habits among Malaysian

Students" for the parental financial influence of the students and from the questionnaire of

OECD Organization in 2017 entitled "Financial Literacy Questionnaire for PISA 2018" for

budgeting efficiency of the students.

3.5.1. Adapted Research Instrument – Level of Parental Financial Influence

I. Level of Parental Financial Influence of Grade 12 Accountancy, Business and

Management Students in Las Piñas City National Senior High School Doña Josefa Campus

for the School Year 2023-2024.

Adapted from the survey questionnaire of OECD Organization, (2017). FINANCIAL

LITERACY QUESTIONNAIRE FOR PISA 2018. Retrieved from

https://www.oecd.org/pisa/data/2018database/CY7_201710_QST_MS_FLQ_NoNote

s_final.pdf?

fbclid=IwAR10C30KEwiwMynGvaxkMPBfuqovpwi99dDBZIPTSzS405Hsib9Xfh-VhM.

Directions:

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Read each statement below carefully and indicate your response by checking the column

that corresponds to your answer for each of the statements below. Your honest responses

are essential as they will significantly impact our study's outcome. There is no right or wrong

answer.Rest assured that your answers and identity will remain confidential and will be used

exclusively for research purposes only.

Note: Writing the name of the respondent is optional in respect for their privacy

Name:_____________________ Grade & Section:_____________

Email address/Gmail:________________ Contact number:_________________

Code name of the respondent:________ Age:___ Gender:__________

LEGEND

4 Strongly Agree (SA)

3 Agree (A)

2 Disagree (D)

1 Strongly Disagree (SD)

Statements 4 3 2 1
(SA) (A) (D) (SD)

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I can independently decide where to spend my allowances.

I can independently decide on my expenditures with high amounts.

I need parents/relatives/guardian's guidance to decide where I

spend my allowances.

My parents' financial decisions significantly impact my own

financial choices.

I acknowledge influence from my parents' financial behavior on my

own.

I believe my financial decisions are mostly independent of my

parents' influence.

My parents' financial choices have no impact on my own financial

behavior.

I can spend bigger amounts but I need to ask my parents for

permission first.

I need to ask my parents for permission before I spend any of my

money.

I am responsible for my own money matters without asking any

permission from my parents.

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Mark only one box per row.

3.5.2 Adapted Research Instrument – Degree of Budgeting Efficiency

II. Degree of Budgeting Efficiency Among Grade 12 Accountancy, Business, and

Management Students in Las Piñas City National Senior High School - Doña Josefa

Campus for the School Year 2023-2024.

Adapted from the study of Alqadi, M., (2014). Spending Habits among Malaysian Students.

Retrieved from https://www.slideshare.net/amaamazen2/questionnaire-msc?

fbclid=IwAR0yWzzyaH9mZvkd_gaks32HX4uEExfht4gtZPAae1dWlTUjhd6wZ7CmwM

LEGEND

4 Strongly Agree (SA)

3 Agree (A)

2 Disagree (D)

1 Strongly Disagree (SD)

Statements 4 3 2 1
(SA) (A) (D) (SD)

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I do budget planning preparation either written or electronic.

I planned but did not record (such as preparing some amount of

money for specific purposes: saving and entertainment).

I am committed to budget planning.

I do price comparison.

I keep receipts and bills.

I record my expenses.

I spend within my budget.

Mark only one box per row

3.6 Validation for the Research Instrument

The researcher adapted a research survey questionnaire that are similar to the

variables of the study. Specifically, Parental Financial Influence was Adapted from the

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survey questionnaire of OECD Organization, (2017). FINANCIAL LITERACY

QUESTIONNAIRE FOR PISA 2018. Budgeting Efficiency was adapted from the study of

Alqadi, M., (2014). Spending Habits among Malaysian Students. The researchers modify the

survey questions by removing all of the questions unrelated to the variables. The

researchers also modify the questions to become a 4-point Likert scale, so as to avoid

neutral answers. The adapted research questionnaire was analyzed by four professionals.

The experts of Las Piñas City National Senior High School- Doña Josefa Campus to exam

the validity for accurate outcome.

3.7 Data Gathering and Techniques

The data gathering procedure for this correlational research project involves

several key steps. Firstly, in addition to collaborating with the administration of Las Piñas

City National Senior High School-Doña Josefa Campus to identify Grade 12 students

enrolled in the Accountancy, Business, and Management strand, the researchers obtained

permission from the school principal and the Grade 12 ABM teachers to conduct the study

among their students. This ensured the necessary institutional support for the research.

Non-random sampling will be employed to ensure that the sample of participants is selected

based from factors. Upon identification, informed consent will be obtained from the

participants, ensuring they comprehend the study's purpose and voluntary nature.

Subsequently, an online survey questionnaire utilizing a 4-point Likert scale will be

developed to gauge the level of parental financial influence and degree of budgeting

efficiency among the students. This questionnaire will be disseminated to the participants

through email or an accessible online platform, accompanied by clear instructions for

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completion. Throughout the survey period, participants will be encouraged to provide honest

and reflective responses based on their personal experiences. Once the survey responses

are collected, the researchers will conduct statistical analysis, particularly correlational

analysis, to explore the relationship between parental financial influence and budgeting

efficiency. The findings will be comprehensively reported in the research paper, shedding

light on the correlation observed and its implications for financial literacy education among

Grade 12 students in the specified academic strand.

3.8 Statistical Instrument

Weighted Mean

It is equivalent to the simple mean when all the weights are equal. If the samples

are all different, then weights can be thought of as sample frequencies, or they can be used

to calculate probabilities where pi = wi/Pwi. For brevity we also define Wn as the sum of the

weights.

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Where,

W = weighted average

n = number of terms to be averaged

W_{i} = weights applied to x values

X_{i} = data values to be averaged

Likert’s Scale

Likert’s Scale According to Sullivan, G. M., & Artino, A. R. (2013), Likert Scale is

a 5- or 7-point ordinal scale used by respondents to rate the degree to which they agree or

disagree with a statement.

Likert scale is a widely used psychometric tool in educational and social sciences

research. The study reviews literature and combines it with scientific reasoning to construct

a comprehensive understanding of the Likert scale. The analysis starts by highlighting the

importance of psychometric tools like the Likert scale and its variants. It then delves into

complex issues such as validity, reliability, and scale analysis.

Pearson’s R

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The Pearson correlation coefficient ® is the most common way of measuring a

linear correlation. It is a number between –1 and 1 that measures the strength and direction

of the relationship between two variables. (Turney, S., 2024).

Pearson’s correlation coefficient, a measurement quantifying the strength of the

relationship between two variables. Pearson’s correlation coefficient r takes on the values of

−1 through +1. Values of −1 or +1 indicate a perfect linear relationship between the two

variables, whereas a value of 0 indicates no linear relationship. (Ken Stewart, 2024)

Where,

n = Number of pairs of scores

√x= Sum of x Scores

√y= Sum of y scores

√xy= sum of the products of paired scores

2 √x = sum of the squared x scores

2 Vy = sum of the squared y scores

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04-2020-0174.

CURRICULUM VITAE

DANICA C. BARREDO
Sitio Pugad Lawin Almanza II Las Piñas City
0992 421 0472
barredodanica5@gmail.com

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EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Las Piñas National High 2018-2022
JUNIOR HIGH SCHOOL School – Almanza
PRIMARY: Pilar Village Elementary 2011-2018
ELEMENTARY School
PERSONAL INFORMATION
Age: 18 Birthday: November 07, 2005
Height: 155cm Religion: Catholic
SKILLS
Critical Thinking
Problem-solving skills
AWARDS RECEIVED
Name of Award Grade Level Award Attained Year Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

NICOLE MAY N. BERNARDO

39 Joy Street St. Joseph Subd Almanza Uno Las Pinas City

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JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

0993 567 0199

nicolemay0502@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Our Lady of Pilar Montessori 2018-2022
JUNIOR HIGH SCHOOL Center
PRIMARY: Our Lady of Pilar Montessori 2011-2018
ELEMENTARY Center
PERSONAL INFORMATION
Age: 17 Birthday: May 02, 2006
Height: 160cm Religion: Catholic
SKILLS
Critical Thinking
Problem-solving skills
AWARDS RECEIVED
Name of Award Grade Level Award Attained Year Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

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KC Q. BODOSO
B32 L1 Sampaguita St. T.S. Cruz Subdivision, Almanza Dos,
Las Piñas City
0985 789 8795
kcbodoso@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Lydia Aguilar National High 2018-2022
JUNIOR HIGH SCHOOL School
PRIMARY: Almanza Elementary School 2011-2018
ELEMENTARY T.S. Cruz Annex
PERSONAL INFORMATION
Age: 17 Birthday: April 26, 2006
Height: 152cm Religion: Catholic
SKILLS
Creative Writing
Communication Skills
AWARDS RECEIVED
Name of Award Grade Level Award Attained Year Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HIGH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

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JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

ALEXA KAYE R. BOÑON

Blk 3 Lot 18, Camachile Street, Doña Josefa, Almanza I Las
Piñas City
0930 367 1676
alexakayebonon@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Las Piñas National High 2018-2022
JUNIOR HIGH SCHOOL School - Almanza
PRIMARY: Almanza Elementary School 2011-2018
ELEMENTARY
PERSONAL INFORMATION
Age: 18 Birthday: February 18, 2006
Height: 157cm Religion: Christian
SKILLS
Leadership
Problem-solving Skills
AWARDS RECEIVED
Name of Award Grade Level Award Year Attained
Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

Accountancy, Business, and Management 45

 LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS
JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

KATHLENE ROSE CABUROBIAS

1617 A Almanza Metropolis Condm., Manila doctor’s
Village Almanza Uno Las Pinas City
0916 511 7929
caburobiaskathlene097@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Pili National High School 2018-2022
JUNIOR HIGH SCHOOL
PRIMARY: Pili Elementary School 2011-2018
ELEMENTARY
PERSONAL INFORMATION
Age: 18 Birthday: November 18, 2005
Height: 157cm Religion: Catholic
SKILLS
Emotional Intelligence
Self-Management
AWARDS RECEIVED
Name of Award Grade Level Award Year Attained
Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)

Accountancy, Business, and Management 46

 LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS
JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

NOEL BRIEN E. DE JESUS

Camino Real St. Zone 7 Las Piñas City
0921 471 5636
dnoelbrien@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: San Beda College Alabang 2018-2022
JUNIOR HIGH SCHOOL
PRIMARY: San Beda College Alabang 2011-2018
ELEMENTARY
PERSONAL INFORMATION
Age: 18 Birthday: December 25, 2005
Height: 157cm Religion: Catholic
SKILLS
Cooperation Skills
Problem-solving Skills
AWARDS RECEIVED
Name of Award Grade Level Award Year Attained
Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

Accountancy, Business, and Management 47

 LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS
JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

SEAN ADRIAN A. DY
14 Linda St. BF Almanza, Almanza Dos, Las Pinas City
0976 094 2442
dyseanadrian978@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: BF Homes School Las Piñas 2018-2022
JUNIOR HIGH SCHOOL City
PRIMARY: Alliance Christian School Las 2011-2018
ELEMENTARY Piñas City
PERSONAL INFORMATION
Age: 18 Birthday: October 18, 2005
Height: 180cm Religion: Christian
SKILLS
Cooperation Skills
Analytical Skills
AWARDS RECEIVED
Name of Award Grade Level Award Year Attained
Attained

CERTIFICATE OF RECOGNITION Grade 3 2019

(WITH HONORS)

Accountancy, Business, and Management 48

 LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS
JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

REXEL P. FABE
Blk23 Lot18 Sampaguita Street T.S. Cruz Subdivision
Almanza Dos Las Piñas City
0951 963 6841
rexelfabe009@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Las Piñas City Technical 2018-2022
JUNIOR HIGH SCHOOL Vocational High School
Talon Tres
PRIMARY: Almanza Elementary School 2011-2018
ELEMENTARY TS Cruz Annex
PERSONAL INFORMATION
Age: 18 Birthday: November 24, 2005
Height: 170cm Religion: Catholic
SKILLS
Intrapersonal Skills
Leadership Skills
AWARDS RECEIVED
Name of Award Grade Level Award Attained Year Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

Accountancy, Business, and Management 49

 LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS
JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

EDDIESON A. GERVISE
#59 Almanza Uno, Sampaguita Dulo Street, Las Piñas City
0930 967 3296
eddieson.gervise_student@depedlaspinas.ph

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Las Piñas National High 2018-2022
JUNIOR HIGH SCHOOL School - Almanza
PRIMARY: Almanza Elementary School 2011-2018
ELEMENTARY TS Cruz Annex
PERSONAL INFORMATION
Age: 18 Birthday: October 18, 2005
Height: 157cm Religion: Catholic
SKILLS
Mathematical Skills
Cooking Skills
AWARDS RECEIVED
Name of Award Grade Level Award Attained Year Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

Accountancy, Business, and Management 50

 LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL - DOÑA JOSEFA CAMPUS
JOSEFA AVE., DOÑA JOSEFA VILLAGE, ALMANZA UNO, LAS PIÑAS CITY

JERICHO C. LEPITEN
Blk 1 Lot 3 Lotus Carnation St., Almanza Dos, Las Piñas City
0993 590 7662
jericholepiten97@gmail.com

EDUCATIONAL BACKGROUND
SECONDARY: Las Piñas City National 2022-2024
SENIOR HIGH SCHOOL Senior High School –
Doña Josefa Campus
SECONDARY: Lydia Aguilar National High 2018-2022
JUNIOR HIGH SCHOOL School
PRIMARY: Almanza Elementary School 2011-2018
ELEMENTARY TS Cruz Annex
PERSONAL INFORMATION
Age: 17 Birthday: May 07, 2006
Height: 170cm Religion: Catholic
SKILLS
Technical Skills
Problem-solving Skills
AWARDS RECEIVED
Name of Award Grade Level Award Attained Year Attained

CERTIFICATE OF RECOGNITION Grade 11 2023

(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 10 2022
(WITH HONORS)
CERTIFICATE OF RECOGNITION Grade 9 2021
(WITH HONORS)

Accountancy, Business, and Management 51