TABLE OF CONTENTS PAGE

PRELIMINARIES

Title Page

Approval Sheet

Acknowledgement

Dedication

Certificate of Originality

Editor’s Certification

Abstract

Table of Contents

CHAPTER 1: THE PROBLEM AND IT’S BACKGROUND

Introduction

Background of the Study

Theoretical Framework

Conceptual Framework

Conceptual Paradigm

Statement of the Problem

Hypothesis

Significance of the Study

 Scope and Delimitations of the Study

Objectives

Definitions of Terms

CHAPTER 2: REVIEW OF RELATED LITERATURE

Literature and Studies

Synthesis

CHAPTER 3: RESEARCH AND METHODOLOGY

Research Design

Respondent of the Study

Instrument of the Study

Data Gathering Procedures

Statistical Treatment

CHAPTER 4: PRESENTATION OF DATA ANALYSIS

List of Table

Table

Table 1.1 The Frequency and Percentage Distribution of the Respondents

According to their Age

Table 1.2 The Frequency and Percentage Distribution of the Respondents

According to their Sex

Table 1.3 The Frequency and Percentage Distribution of the Respondents

According to their Socioeconomic Status in terms of Allowance

Table 2.1 The Respondents Assessment of Internal Factor (Personal

Traits) Affecting the Use of Allowance in Impulsive Buying Behavior

Table 2.2 The Respondents assessment of External Factors (Family)

Affecting the Use Allowance in Impulsive Buying Behavior

Table 2.3 The Respondents Assessment of External Factors (Peers)

Affecting the Use of Allowance in Impulsive Buying Behavior

Table 2.4 The Respondents Assessment of external Factors (Trends)

Affecting the Use of Allowance in Impulsive Buying Behavior

Table 2.5 Summary Table for the Factors Affecting the Use of Allowance

in Impulsive Buying Behavior

 Table 3. The Pearson Correlation and T-test result of the Relationship of

Using Allowance to Impulsive Buying Behavior

CHAPTR 5: CONCLUSION AND RECOMMENDATION

Summary of Findings

Conclusion

Recommendation

BIBLIOGRAPHY

APPENDICES

Appendix A. Letter to the Principal

Appendix B. Validations of Questionnaires

Appendix C. Letter to the Respondents

Appendix D. Survey Questionnaire

CURRICULUM VITAE
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Financial literacy begins at home and it may begin at the early age of the students, it is

the education and understanding of knowing how money is made, sent and saved. Money plays

vital role in every person’s life. It is the medium used for exchange. It is used to buy goods and

materials that are necessary in life. It can also prevent the suffering that come with poverty and

hunger, provide education and even power. Money is the source of survival. Money is a

fundamental and indispensable tool to live in materialistic world. And money also uses for

educational purposes called “Allowance”, it refers to the money given to students that shall be

used for their daily needs and expenses; it is given by their parents or guardian. During the

Progressive Era (1890s1920s), allowance advocates recommended giving students a fixed supply

of money to inculcate respect for money. An allowance is money given to a child at regular

intervals to teach the child how to manage money. Allowance budgeting is one of the practical

skills that come in useful for them. It helps them to attain a better understanding of financial

matters that would become handful in their future, as well as the skills and ability to use financial

resources to make decisions.

Nowadays student on the other hand, as they grow they want to buy their own things, buy

a specific product category to fulfill their specific buying task. The students’ economic
socialization and their money attitudes are engage in impulse purchasing. By the use of their

allowance students given a chance to buy things has not planned in advance. A student has two

main reasons why they use their allowance to buy certain products or avail services. It might be a

necessity or want. Basically, people buy or avail things in order to fulfill their satisfaction. They

satisfyingly purchase to their content knowing that it is worthy by examining the quality, price,

or its importance and etc. Student impulse purchasing is mostly found in food products, clothing,

accessories, and based on what are the trends in the environment. But in some circumstances,

students are driven to buy things out of their impulse. It might be the present circumstances that

triggered them to do so. That is why there are many getting emotional while shopping that can

end up with big hole in their pockets. This buying behavior has becoming such a part of every

person’s lifestyle especially nowadays the students, they do not realize or they are not even

aware that they are doing it at times using their allowance.

Students need to buy rationally rather being emotional about making purchases. Being

unpredictable with this kind of matter shows their instant decision making are easily influenced

by many factors. Students have different kinds of behavior when it comes to buying but even

though they have differences, this might contribute to the research conducted.

In the students behavior when it comes to purchase decision, they are more likely

spending money that is not supposed to be. Students more likely to purchase outside of the

normal purchase behavior and is initiated by emotional appeal, where is made upon something

cueing or reminding the students to purchase. Also when the student sees product, visualizes an

application for it, and decides that they need it or the student has prior knowledge about the item
and must learn about it based on the display, packaging or product itself that eager them to buy

and use their money or allowance cause of impulse purchase decision. In understanding their

buying behavior, it may also lead in knowing the reason behind their purchases. It might help in

fulfilling their satisfying human needs and wants. The researchers felt the need to exactly

identify and see the use of allowance on the impulsive buying behavior and how it affects the

decision making of grade eleven ABM1 students in CITI Global College Biñan Campus. Also

knowing what are the factors that affect their impulse purchasing with the use of their given

allowances.

Background of the Study

Students have two reasons to why they use their allowances to buy or acquire products or

services. First, it is a necessity. Second, it is a desire. But in some unexpected situations, students

tend by out of their impulsivity. Thus, this further suggests that there may be some influences,

specifically in the given situation where the buyer might exhibit an impulsive buying behavior

affecting purchasing decision.

As many researchers spent years to identify and define what impulsive buying behavior

is, they have generalized that this type of buying behavior is affected by various factors. In early

stages of studying the impulsivity of the students toward their purchases, they presume that

product drives them to do so but as time goes by, they pinpointed that external influence are not

the only determinants to simulate them. As they defined impulsive buying behavior, it is an
unplanned buying behavior induced from external, internal and situational as assessed from

studying the said behavior.

Analyzing their purchasing behavior in this generation, the allowance of the students

spends to the undesirable things where able to satisfy and meet their unlimited wants and needs.

Students has their own decision making, as they easily attract and avail some products and

services, they missed their financial responsibilities. Commonly once a student holds or provided

an allowance, they experience a sudden, often powerful and persistent urge to buy something

immediately. As Solomon (2010) stated in his study, as students also a consumers they are also

important to the marketers, considering their likes and dislikes they spend their allowances which

made their selves some impulse purchasing.

The researchers intend to significantly understand the use of allowance in impulsive

buying behavior of the selected grade twelve students. Specifically incorporating the factors

affect in creating purchase decision on the students buying behavior, namely external and

internal factors.

Theoretical Framework

In this study, the researchers considered a body of theoretical work that suggests that

money, which is equivalent to allowance in the case of the students, plays a crucial role.

A Theory of Financial Management. Many studies argue that Financial Management is a

pervasive part of students’ behavior. Financial Management denotes the practice of grouping

expenditures into categories and constraining each with an implicit or explicit spending limit that
applies to a specified time period (a week, a month, etc.).2 This practice cannot be explained by

the classic life-cycle theory of the consumer. Nonetheless, it has important consequences. It can

account for “mysterious” large differences in wealth accumulation between consumers, which

cannot be explained by time or risk preferences (Ameriks et al. (2003)). It affects how seller

promote their products so as to avoid falling into the same category with and thus compete for

the financial management of the student (Wertenbroch (2002)). It is at the foundation of the

economics of commitment devices (Bryan et al. (2010)) by creating a demand for students

personal budgeting services. Almost all existing studies informally suggest that young consumers

personal budgets to manage self-control problems, often caused by present bias, which interfere

with their saving goals than to compete in impulse buying. Thaler (1999) argues that households

group expenditures into category specific budgets (housing, food, etc.) “to keep spending under

control.” According to Ameriks et al. (2003), “many households that set up regular budgets

regard this activity as contributing to a reduction in their spending. These results support a theory

in which the channel connecting wealth accumulation and the propensity to plan operates

through a form of effortful self-control.” Antonides et al. (2011) find a positive correlation

between budgeting and having savings goals against the unplanned purchasing. Despite this

consensus on the existence of a link between budgeting and self-control problems, a formal

investigation of such a link seems to be missing. The paper fills this gap and offers a solid

foundation for personal budgeting in a precise aspect of time preferences: present bias. It shows,

however, that present bias alone is not enough to explain personal budgeting. Present bias

induces consumers to value commitment in the form of constraints on future choices. But for
personal budgeting to emerge, this preference for commitment has to be combined with a

preference for flexibility of a specific but plausible kind, namely, that resulting from uncertainty

about intratemporal tradeoffs—for instance, due to shocks in the taste for or the price of some

goods. Moreover, the paper uncovers potential tensions between good-specific budgets and

minimum-savings rules, another commitment technique often studied in the literature. In turn,

this leads to a negative relationship between the intensity of present bias and the use of good

specific budgeting in the allowance of the students. These novel predictions help organize the

existing evidence on personal 1See Bakke (1940), Rainwater et al. (1962), Thaler and Shefrin

(1981), Thaler (1985), Henderson and Peterson (1992), Baumeister et al. (1994), Heath and Soll

(1996), Zelizer (1997), Thaler (1999), Wertenbroch (2002), Ameriks et al. (2003), Bénabou and

Tirole (2004), Antonides et al. (2011), Beshears et al. (2016).

This paper uses the term “Financial Management” rather than “mental accounting”

because the latter has a much broader meaning, indicating a general process by which people

frame and label events, outcomes, and decisions. As such, mental accounting includes

phenomena like choice bracketing in which differ from budgeting. The first approach ties

allowance to the completion of chores. The second approach emphasizes allowance as practice

money to teach basic money management skills. Studies argue that Financial Management is a

pervasive part of consumer behavior.

 Conceptual Framework

INPUT PROCESS OUTPUT

Demographic profile of Ho: There is no

the students in terms of: significant relationship
between the
 Name (optional)
demographic profile and
 Age
the factors that affects
 Sex
the use of allowance in
 Socioeconomic
Data Gathering Tools: impulsive buying
status
behavior of the Grade
 Survey
Factors that affect the 11-ABM1 students.
Questionnaire
use of allowance in
 Statistical treatment Ha: There is significant
impulsive buying
 Data Presentation, relationship between the
behavior of the Grade11-
Analysis and demographic profile and
ABM1 students in CITI
Interpretation the factors that affects
Global College Binan
the use of allowance in
Campus in terms of:
impulsive buying
 Internal factors behavior of the Grade
 Personal traits
11-ABM1 students.
 External factors
 Peers (friends)
 Family
 Trends

FEEDBACK

Figure 2: Research Paradigm

Conceptual Paradigm

The conceptual paradigm of the study sought to determine the factors affecting the

use of allowance in impulsive buying of the student. This will give guidance and awareness to

the student in their making purchase decisions.

The conceptual framework, in input it is indicated the Factors that affect the use of

allowance in impulsive buying behavior of the G11-ABM1 students in CITI Global College

Binan Campus. In process the researchers will use data gathering tool such as survey

questionnaires, statistical treatment and data presentation, analysis and interpretation. And the

output indicates the outcome of the study; it will determine the either the Ho (Null Hypothesis)

which indicates there is no significant relationship between the demographic profile and the

factors that affects the use of allowance in impulsive buying behavior of the G11 ABM1students.

Ha (Alternative Hypothesis) which indicates there is significant relationship between the

demographic profile and the factors that affects the use of allowance in impulsive buying

behavior of the G11-ABM1 students.

Statement of the Problem

The study aimed to determine the demographic profile and the factors that affect the

use of allowance in impulsive buying behavior of the G11-ABM1 students of CITI Global

College Binan Campus. This study sought to answer the following:

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

1.1 Name (Optional)

 1.2 Age

1.3 Sex

1.4 Socioeconomic status

2. What are the factors that affect the use of allowance in impulsive buying behavior of the G11

ABM1 students in CITI Global College Binan Campus? In terms of:

2.1. Internal factors

2.1.1. Personal traits

2.2. External factors

2.2.1. Peers

2.2.2. Family

2.2.3. Trends

3. Is there any significant relationship between the demographic profile and the factors that

affects the use of allowance in impulsive buying behavior of the G11-BM1 students?

Hypothesis

Ho: There is no significant relationship between the demographic profile and the factors

that affects the use of allowance in impulsive buying behavior of the G11- ABM1

students.
 Ha: There is significant relationship between the demographic profile and the factors that

affects the use of allowance in impulsive buying behavior of the G11-ABM1 students.

Significance of the Study

The result of the study will be of great benefit to the following:

Students. The result will provide knowledge to some students on how their behavior works

when they are in impulse buying. This study will help G11 ABM1students to improve their

behavior and this will give a realization for them on how it affects their decision making and also

in managing their allowance.

Parents. This research may be essential to parents to improve the behavior of their children and

not be misguided in managing financially and to make their children knowledgeable in creating

purchase decision.

Teachers. This research may be essential also to the teachers as the school is the second home

and the teachers are the second parent. They will be able to guide also the students to go in a

right path in terms of financial management.

School.

Future Researchers. The study will serve as a guide for other researchers as basis for future

studies. The presented data may be used as reference on conducting new researches, this will

give them a background or an overview of the predictors all about the factors that affect the use

of allowance in impulsive buying behavior of the students.

Scope and Delimitation

The study is focused on assessing the Factors Affecting the Use of Allowance in

Impulsive Buying Behavior of the G11 ABM1 students that the researchers conducted this study

in CITI Global College Biñan Campus. The research respondents are the selected Senior High

School from the school. To gather 36 respondents, the population of this study was carefully

chosen through simple random technique. The collected data will be used to identify what are the

internal and external factors affecting the students including the needs and wants, to determine

the impulsive buying behavior. This study is conduct during the academic year 2019 2020.

Objectives of the Study

1. To identify the use of allowance in impulsive buying behavior of the students.

2. To know the factors of using the allowance of the student to their buying behavior.

3. To study the relationship between the use of allowance in impulsive buying and the creation of

purchase decision of the students.

4. To give awareness, guidance and avoidance on how to give essential on financial management

against impulse buying.

Definition of Terms

This is for the purpose of clarification; the important terms used in this study has

been defined. And the following terms are:

Allowance. The amount of money given or allotted usually at regular intervals for a specific

purpose, especially within a set of regulations given to the students.

Demographics. Define as statistical data about the characteristics of a population, such as the

age, gender and income of the people within the population.

Economic Socialization. Students developmental and participating in economic process of

entering the purchasing actions of the economic environment.

External Factors. That affect or influence oneself may be environmental, political, social or
technological.

Educational. A field of study that deals with the methods and problems of teaching financial
management.

Financial literacy. Is the ability to use knowledge and skills to manage financial resources
effectively for a lifetime of financial well-being.

Impulsivity. A tendency to act on a whim, displaying behavior characterized by little or no

forethought, reflection on consideration of the consequences.

Impulsive Buying Behavior. An unplanned decision to buy a product or service made just

before a purchase.

Influence. A person that affects someone on involving purchase decision.

Internal Factors. As those that the student brings with him or her to a particular learning

situation, including attitude, aptitude, perception, and motivation.

Management. Essential act or skill of controlling and making decisions financially.

Money. A medium of exchange use to buy things that is necessary and unnecessary in life. Uses

as allowance for the students educational purposes.

Needs. Are basic or advanced urges or a demand that leads us to take an appropriate action to

fulfill them.

Opulent. Very comfortable or wealthy

Price. The value that is put to a product or service and is the result of a complex set of

calculations, research and understanding and risk taking ability.

Product. Anything that can be offered to a market that might satisfy a want or need.

Purchase. It refers to a business or organization attempting to acquire goods or services to

accomplish the goals.

Quality. Refers to the perception of the degree which the product or service meets the

customer’s expectations.

Service. It is a set on time consumable and perishable benefits.

Want. A desire for products or services that are not necessary, but which students wish for.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides conflation of researchers that may stands as supporting

evidence to the focused of the study which the factors affecting the use of allowance in impulsive

buying behavior of students. This chapter also discusses the different related literature and

present studies both local and foreign which are relevant to this research.

Foreign Literature and Studies

An allowance is not an entitlement or a salary. It is a tool for teaching children how

to manage money. Allowance is an amount of money given. It is a need for teenagers where they

can save up for their wants or daily needs. Its history concerns the development means of

carrying out transactions involving a medium of exchange. Money is any clearly identifiable

object of value that is generally accepted as payment. There is a motion that is working on

teaching basic personal finances to high school students before they graduate. A budget is clearly

the key to succeeding financially. As students there are also other things to spend on, it can be

wants or needs not just school supplies.

According to Romeen Anne Salangan et al (2017) as students, we often whine about

our allowance due to financial dilemmas and we should remember how to budget our allowance

or better yet we should be thrifty enough so that in a way we’ll be able to help our parents. As

impulse buying behavior has been observed as one of the important studies conducted by the

researchers, as impulse buying has becoming a prevalent phenomenon in the students. However
this students buying behavior has becoming such a part of every person’s lifestyle that they do

not realize or they are not even aware that their families or blood related affecting their buying

behavior too in a hideous influence.

According to Pooja Luniya and Dr. Manoj Verghese (2015), Environment of the

store is also a major factor that influences impulse buying behavior of young consumers. Money

of the students is not essential on how they will manage or how they will keep it within or

without controlled. The sellers try to create an environment which boosts the spirit of the

students’ consumers and tries to impart positive effect on buying behavior of the students. Seller

nowadays mostly involved in doing artificial environment especially selling trends products

made all the consumers highly influence to visit a specific store which ultimately leads them to

impulse buying not just once but in unlimited purchases. Other environmental factors: Individual

Determinant, Moods, Emotions, Self-Image, Culture and Shopping Enjoyment.

Danes (2013). Allowance as a specified amount of money given to children.

Children will feel more independent because they directly correlate financial success with their

drive and hard work. Parents or guardians over compensate a child for tasks; the child may

misunderstand how much effort it actually takes to earn money. For that reason, it is important to

accurately pay children for their tasks relative to the amount of work it requires. Another issue

with the earning method is that parents or guardians often assume that simply requiring their

children to earn money is enough to teach them how to manage their money. This simply is not

the case. Students easily involve in impulsive buying, can’t control their selves in managing
money or so called allowance. Lessons in financial competence and money management must

occur in order for any type of allowance system to be effective in the long run (Danes, 2013).

G. Muruganantham & Ravi Shankar Bhakat (2013). The students engage spending

allowances in impulse purchasing, there are factors influencing impulse buying of the student.

The factors influencing students is influence by number of factors which could be either related

to the students shopping environment, student shoppers’ personal traits, product itself and

diverse demographic aspects.

Wahida Shahan Tinne (2011) investigated that impulse purchase or impulse buying

of an students is an unplanned or otherwise spontaneous purchase. Impulse items that every

students avail can be anything, a new product, samples or well-established products at surprising

low prices. Students may experience positive or negative consequences by the post-purchase

evaluation after the purchase on impulse. In this process, students spend allowances influenced

by internal and external factors that trigger their impulse purchase behavior.

As stated by Rebecca W. Hamilton, Rebecca K. Ratner, and Debora Thompson

(2010), using a durable product makes the students attraction more connected to purchase. It says

that the usage frequency can influence the product interest of student’s consumer. It explains

how the students decide to spend their money whether to buy a durable good and how much they

are willing to pay for it. It says that students conclude that they are more attractively affected in

the quality of the products where this are pleasing them to purchase with unplanned decisions.
 Functional benefits can also trigger the impulse buying phenomenon (Schiffman &

Karuk, 2010). The internal factors of impulse buying denote the student’s internal cues and

characteristics that make him or her engage in impulse buying. Variety seeking behavior was

found to be associated with impulse buying according to Sharma (2010). Hulten & Vanyushyn,

observed that students that are impulsive buyers are giving more attention to the in-store displays

and combo offerings. As long as they have money, they are uncontrollable with their money

spends in uncertain things rounded. Strong feelings and emotions making their selves more

involves internally.

According to Nielsen's Shopper Trends Report (2009), many students enjoy doing

their shopping in-store, “Students might be among the most active netizens on social media, but

when it comes to shopping it seems tradition remains a hard habit to break,”. They find joy in

going up and down the aisles to check out products. Students can intensify in-store shopping

experience by offering a pleasant store environment,” students still prefer making a purchase in a

store and overseeing it or not touching the goods for themselves.

Parboteeah (2005) stated that impulse purchasing is unplanned, the result of an

exposure to a stimulus, and is decided on-the-spot. Impulse buyers are commonly students, they

are begin browsing without having an intention to purchase a certain item or visiting a certain

store. As students browse, they are exposed to the stimuli, which triggers customers’ urge to buy

on impulse and uncontrolled financially. When students’ impulse buyers feel the desire to buy,

they make a purchase decision without searching for information or evaluating alternatives.
Local Literature and Studies

Alvin V. Nuqui et. al (2015). Along with students or young consumer protection in

school, financial literacy program develop among the values of financial discipline and

responsibility. As guidance for the impulse buying of the students it will engage the students and

learners alike in achieving financial wellbeing.

“The love for shopping is alive among Filipinos. They find joy in going up and

down the aisles to check out different. Retailers can further intensify the in-store shopping

experience by offering a pleasant store environment,” said Lou-Ann Navalta, Nielsen’s (2015)

Shopper Insights leader in the Philippines. Despite the rise of online shopping, Filipinos still

prefer making a purchase in a store and seeing, if not touching the goods for themselves.

According to Suan (2015) the allowance of the students is based the parents’

socioeconomic, if the parents, socioeconomic is high their allowance is high too. Commonly

more students’ spending money to satisfy their wants. While if the parent socioeconomic is low

their allowance is low to, they are not prone to impulse purchasing, students more analytical

thinkers for spending money based on their needs not just wants

Umali (2012) mentioned that everyone needs to be financially literate and can

determine priorities in allocating their resources. He revealed that more than third of seniors and

more than quarter of freshmen did not purchase any uncertain things which is not significant for

their everyday living. Both group said that they are worried about having enough money for their

everyday expenses.
 Sander (2011) investigated that impulse purchase or impulse buying is an unplanned

or otherwise spontaneous purchase of the student. Impulse items can be anything, a new product,

samples or well-established products at surprising low prices where young consumers attract.

Parboteeah (2005; based on Piron) stated that impulse purchasing is unplanned, the result of an

exposure to a stimulus, and is decided on-the-spot influence of the environment/ people around

him/her. Students impulse buyers begin browsing without having an intention to purchase a

certain item or visiting a certain store where decided them to spend amount of money.

Jennifer (2010) in his study of “Socioeconomic Factors”, she believes that education

provides individual students with knowledge and skill necessary to advance them in handling

financial responsibility. Low socioeconomic status of the parents reduces the chance to influence

students in immediately purchasing of products or services just to satisfy their desires. It enables

the students to develop their maturity in creating decisions especially in purchasing behavior.

Purisima (2008), managing money is very important as if there is an unforeseen

event, how can a student save up among the influences affecting their buying behavior? He

identified impulse buying behavior of the students which it is based on an intense, exciting,

spontaneous, urge to but with the purchaser often ignoring the consequences. Recent research

says that impulse buying as a trait rather than as a classification of a purchase decision,

researchers agree that students vary in their impulse buying tendency. Without having prior

information of a new product or intention to purchase a certain item, students are exposed to

stimuli, suggesting that it can affect to the allowance of the students.

Synthesis of the Study

Parboteeah, Rebecca W. Hamilton, Rebecca K. Ratner, and Debora Thompson, and

Hulten & Vanyushyn, impulse buying as a trait rather than as a classification of a purchase

decision, researchers agree that students vary in their impulse buying tendency. Without having

prior information of a new product or intention to purchase a certain item, students are exposed

to stimuli, suggesting that it can affect to the allowance of the students and decided on the spot,

attractively affected in the quality of the products where this are pleasing them to purchase with

unplanned decisions. Observed that students that are impulsive buyers are giving more attention

to the in-store displays and combo offerings. As long as they have money, they are

uncontrollable with their money spends in uncertain things rounded.

Jennifer and Umali believe that education provides individual students with

knowledge and skill necessary to advance them in handling financial responsibility. Sander and

Umali investigated that impulse purchase or impulse buying is an unplanned or otherwise

spontaneous purchase of the student. Impulse items can be anything, a new product, samples or

well-established products at surprising low prices where young consumers attract. Everyone

needs to be financially literate and can determine priorities in allocating their resources.

Hence, according to the authors mentioned in this study, since money or the

allowance made the students financially satisfy, it is not possible that students can be engaged in

purchasing products or services. As students has many basic needs in the school and within their

selves, fulfilling their needs and wants makes them satisfy enough. Also stated that the impulse
buying of the student is also based on the socioeconomic status of their family either parents can

sustain the high allowance of the students or not. Obviously as students have enough money to

buy somethings, they are encountering impulse purchasing as its striking in their eyes and catch

their attentions to purchase it. The students has no financial management is a financial

irresponsibility.
 Chapter 3

Research Methodology

This chapter defines the method that is used in conducting the study. As a

researcher, there is an evaluation of the data and analyze from the survey and questionnaires, that

maximizes the information about the students buying behavior in impulse buying of the

respondents. On this chapter, all the data are explained and it contains the concepts of the study.

This includes the research design, respondents of the study, instrumentation, data gathering

procedures, and statistical treatment.

Research Design

The Descriptive research method is used to gather information about the study.

The researcher will collect data conveniently on this method. This method main concept is to get

the scoop from the respondents through survey questionnaires. Using this method the

respondents will not be having any difficulties in answering the survey that gives data about the

factors affecting the use of allowance in impulsive buying behavior of students.

According to Adibhat (2013), Descriptive research is as a research method that

describes the characteristics of the population or phenomenon that is being studied. This

methodology focuses more on the “what” of the research subject rather than the “why” of the

research subject.
 According to Shona McCombes (2011), Descriptive research is research used to

“describe” a situation, subject, behavior, or phenomenon. It is used to answer questions of who,

what, when, where, and how associated with a particular research question or problem.

Descriptive studies are often described as studies that are concerned with finding out “what is”.

It attempts to gather quantifiable information that can be used to statistically analyze a target

audience or a particular subject.

According to Victoria Canadian (2010), Descriptive research is used to observe and

describe a research subject or problem without influencing or manipulating the variables in any

way. Hence, these studies are really correlational or observational, and not truly experimental.

This type of research is conclusive in nature, rather than exploratory. Therefore, descriptive

research does not attempt to answer “why” and is not used to discover inferences, make

predictions or establish causal relationships.

Respondents of the study

The respondents of the study were the selectedGrade11 ABM1 students of CITI

Global College Biñan Campus, during the academic year 20192020. Our estimated respondents

are 36 grade 11 ABM1 students.

N- Population n- Sample size 5%- standard error

n=N/1+Ne2

=40/1+40 (.05)2
 =1+40 (.0025)

=40/1.1

n =36

Instrumentation

The instrumentation use to produce data is questionnaire so as to serve the intended

respondents. The questionnaire was created using suitable questions modified from related

research and individual questions formed by the researchers. In the questionnaire, “likert scale”

was used to limit the answers of the respondents to response options provided on the questions.

The data collection was designed to be allowed with the different responses of our respondents

given. The researcher gathers the relevant data to the study and determines the factors affecting

the use of allowance in impulsive buying behavior of the students.

Grade level Strand and No. of Boys No. of Girls Total

Section

Grade 11 ABM1 26 10 36

Data Gathering Procedures

To conduct the survey, after the research instructor approved the questionnaire, we

would be asking permission that will be requested to the administration. Copies were distributed

to the 36 respondents of CITI Global College of Biñan Campus. Participants were given time to

respond and then the researchers collected the survey questionnaires.

 The data gathered from this research instrument were tabulated and tallied for

interpretation according to the frequency of items checked by the participants. Along with

primary data, the researchers also made use of secondary sources in the form of articles and

literatures to support the survey results. After all, the researchers will determine the result if it is

allowed to be the basis of the study gathered.

Statistical Treatment of Data

The data to be gathered in this study will be subjected to the ff. statistical treatments:
The test statistic is Weighted Mean:

WM= 4f+3f+2f+1f
N
Where:
WM= for weighted mean
f= frequency distribution
N= number of respondents

The test statistic is Pearson Correlation:

Where:

r= correlation value

n= number of respondents

xy= sum of the products

x= sum of x
 x2= sum of squared of x

y= sum of y

y2= sum of squared of y

The researchers followed this scale in interpreting the correlation value obtained.

±0.80 to ±1.00 very high correlation

±0.60 to ±0.79 moderately high correlation

±0.40 to ±0.59 moderate correlation

±0.20 to ±0.39 low correlation

±0.00 to ±0.19 illegibly correlation

The test statistic is T-test:

t=r n2
1r2

Where:

r= correlation value

n= number of respondents

n2= degree of freedom

CV>TV ACCEPT HA.

Chapter 4
 PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION

Introduction

This chapter comprises with the data accumulated, outcome of the conducted analysis,

and the interpretations of the findings form our 36 respondents that had been randomly selected.

The tables reveal the results from the survey conducted that contains relative questions to our

statement of the problem. Furthermore, the gathered data will be purposively use by the

researchers to attain the goal and objectives of the study.

I. Profile of the Respondents

Table 1.1

The Frequency and Percentage Distribution of the Respondents

According to Their Age

Age of the Respondents

Age Frequency Percentage

15-16 17 47.22%
17-18 17 47.22%
19-20 2 5.56%
21-above 0 0%
Total 36 100%

Table 1 shows the age of the 36 respondents. Majority of them, 17 respondents, ranges

from 15-16 and 17-18 years old, shares an equal percentage of forty-seven point twenty-two

percent (47.22%). 2 out of 36 or five point fifty-six percent (5.56%) are ages 19-20. Respondents

ages 21 and above, has zero percent (0%), overall total of 100%.
 Table 1 interprets that the use of allowance in impulsive buying behavior is more popular

to the young adults or teenagers students. It is rarely for them to use the allowance in impulsive

buying behavior by the adult ones whose ages range from twenties and up.

Table 1.2

The Frequency and Percentage Distribution of the Respondents

According to Their Sex

Sex Frequency Percentage

Female 26 72.22%
Male 10 27.78%
Total 36 100%

It determines that females are the most who always spend the allowance in impulsive

buying behavior. Seventy-two point twenty-two percent (72.22%) of the respondents are filled

by the female population. There are 26 female individuals over 36 respondents. While the

remaining 10 respondents are the male that represent the twenty-seven point seventy-eight

percent (27.78%) of the population.

 Table 1.3

The Frequency and Percentage Distribution of the Respondents

According to Their Socioeconomic Status in terms of Allowance

Allowance Frequency Percentage

20-50 9 25%
50-100 10 27.78%
100-150 8 22.22%
150-250 2 5.56%
250-500 1 2.78%
500-above 6 16.66%
Total 36 100%

Above is the table that reveals the Socioeconomic Status in terms of Allowance of the

respondents. As we can see in the table above, we have the Frequency, and Percentage. For

Php20.00-Php50.00, we have 9 frequency out of 36 respondents with a 25% percentage. For

Php50.00-Php100.00, we have 10 frequency and 27.78% percentage. In Php100.00-Php150.00,

we have 8 frequency and 22.22% percentage. For Php150.00-Php250.00 we have 2 frequency

and 5.56% percentage while in Php250.00-Php500.00 we have 1 frequency and 2.78%. Lastly,

for Php500.00 and above we have 6 frequency and 16.66% percentage.

II. Factors Affecting the Use of Allowance in Impulsive buying Behavior

Legend:

Score Point Range Interval Descriptive Rating

4 3.26-4.00 Always
3 2.51-3.25 Often
2 1.76-2.50 Seldom
1 1.00-1.75 Never

Table 2.1

The Respondents Assessment of Internal Factor (PersonalTraits) Affecting the

Use of Allowance in Impulsive Buying Behavior

The table shows analysis of data for Personal Traits as Internal Factor Affecting the use of
Allowance Impulsive Buying Behavior.

Personal Traits Weighted Interpretation Rank

Mean
1. I am easily attracted to the new products/services
that I see and it leads me to spend my allowance 2.89 Seldom 1
immediately.
2. I do roaming (Gala) in the mall and unintentionally 2.39 Seldom 5
spend my allowance buying products/services.
3. I spend my allowance for buying needs with 2.69 Seldom 2
unplanned decision.
4. I spend my allowance for buying wants with 2.61 Seldom 4
unplanned decision.
5. It fulfills my satisfaction even though I spend my
allowance buying products/services without planned 2.64 Seldom 3
decision.
TOTAL WEIGHTED MEAN 2.64 Seldom
 Illustrated in the table 2.1 are the survey answers that are conducted on the 36

respondents. As we can see from the table of Internal Factor (Personal Traits), the first statement

got 2.89 weighted mean which means seldom. The next statement that got 2.39 weighted mean,

has a seldom interpretation. Then the third statement is interpreted seldom and has 2.69 weighted

mean. For the fourth statement got 2.61 weighted mean and seldom interpretation. And the last

statement has 2.64 weighted mean which means seldom. Therefore the final result got 2.64 total

average which is interpreted that seldom personal traits affecting the use of allowance in

impulsive buying behavior of the students.

Stated in the study of “G. Muruganantham & Ravi Shankar Bhakat (2013). The

factors influencing students is influence by number of factors which could be either related to the

students personal traits, product itself and diverse demographic aspects. And also according to

Sharma (2010) functional benefits can also trigger the impulse buying phenomenon (Schiffman

& Karuk, 2010). The internal factors of impulse buying denote the student’s internal cues and

characteristics that make him or her engage in impulse buying.”

Table 2.2

The Respondents Assessment of External Factors (Family) Affecting the

Use of Allowance in Impulsive Buying Behavior

Weighted
Family Mean Interpretation Rank
1. My family affects my buying behavior. 2.39 Seldom 3
 2. My family influences me to buy and
spend my allowance immediately. 2.27 Seldom 4
3. My family let me to spend my
allowance with unplanned decision. 2.14 Seldom 5
4. My family guides me to have financial
management. 3.42 Often 1
5. My family helps me how I will manage
my money. 3.39 Often 2
TOTAL WEGHTED MEAN 2.72 Seldom

This testifies that the highest weighted mean is the statement number. that has a total of

3.42 and interpreted as seldom. Next is the statement number 5 has a total of 3.39 and interpreted

as seldom also. Likewise, the statement number 1 has a total weighted mean of 2.39 and

statement number 2 has a total weighted mean of 2.27 and for the last statement number 3 has

total weighted mean of 2.14 and which has the same seldom interpretation. Overall, it has an

average with a seldom interpretation also of 2.72 weighted mean.

According to the given statements of Romeen Anne Salangan (2017), “As impulse

buying behavior has been observed as one of the important studies conducted by the researchers,

as impulse buying has becoming a prevalent phenomenon in the students. However this students

buying behavior has becoming such a part of every person’s lifestyle that they do not realize or

they are not even aware that their families or blood related affecting their buying behavior too in

a hideous influence.”
 Table 2.3

The Respondents Assessment of External Factors (Peers) Affecting the

Use of Allowance in Impulsive Buying Behavior

Weighted
Peers Mean Interpretation Rank
1. My peers affects my buying behavior. 2.92 Seldom 1
2. My peers influence me to buy and
spend my allowance immediately. 2.61 Seldom 2
3. My peers force me to buy and spend
my allowance immediately. 2.5 Seldom 3.5
4. I spend my allowance unintentionally
because of your enviousness to your Seldom 3.5
friends.

2.5
5. I spend my allowance unintentionally
to avoid “Out of Place” among of your 2.25 Seldom 4
friends.
TOTAL WEIGHTED MEAN 2.56 Seldom

Shown in Table 2.3 are the results from the conducted survey of the 36 respondents. In

accordance with the external factors in terms of Peers, most of the respondents’ response with an

average weighted mean of 2.91. Thus, this perceives a seldom interpretation. Out of 36

respondents, 2.61 of them response that their peers influence them seldom to buy and spend their

allowance immediately. They also response in the statement no. 3 and 4 with the same weighted
mean of 2.5 and also seldom interpretation. With the last statement they response with 2.25

weighted mean and a seldom interpretation. The overall total of 2.56 weighted mean and also

seldom interpretation.

As Sander (2011) mentioned that “Impulse purchasing is unplanned, the result of an

exposure to a stimulus, and is decided on-the-spot influence of the environment/ people around

him/her.”

Table 2.4

The Respondents Assessment of External Factors (Trends) Affecting the

Use of Allowance in Impulsive Buying Behavior.

Weighted
Trends Mean Interpretation Rank
1. Trending products/services affects my
buying behavior. 2.42 Seldom 3

2. I am spending my allowance immediately

when trending product/services caught my 2.47 Seldom 2
attention.
3. Trending products/services gives me 4
satisfaction. 2.36 Seldom
4. Trending products/services gives me 5
blissfulness. 2.19 Seldom
5. Trending products/services enhances my
willingness to spend my allowance 2.53 Seldom 1
immediately.
 TOTAL WEIGHTED MEAN 2.4 Seldom
Table 2.4 illustrated the survey answers that are conducted on the 36 respondents. As we

can see from the table of external Factor (Trends), the first statement got 2.42 weighted mean

which means seldom. The next statement that got 2.47 weighted mean, has a seldom

interpretation. Then the third statement is interpreted seldom and has 2.36 weighted mean. For

the fourth statement got 2.19 weighted mean and seldom interpretation. And the last statement

has 2.53 weighted mean which means seldom. Therefore the final result got 2.4 total average

which is interpreted that trends seldom influence and enhance their willingness to buy and spend

their allowances.

According to Pooja Luniya and Dr. Manoj Verghese (2015), “Nowadays mostly involved

in doing artificial environment especially selling trends products made all the consumers highly

influence to visit a specific store which ultimately leads them to impulse buying not just once but

in unlimited purchases.”

Summary Table for the Factors affecting the Use of Allowance in Impulsive Buying Behavior

WEIGHTEDMEAN RANK
1. PERSONAL TRAITS 2.64 3

2. FAMILY 2.72 4

3. PEERS 2.56 2

4. TRENDS 2.4 1

TOTAL 2.58
 Table 3

The Pearson Correlation and T-test Result of the Relationship of Using Allowance to
Impulsive Buying Behavior

Factors Affecting the T-test

Use of Allowance in
Interpretation cv > tv Decision Interpretation
Impulsive Buying
Pearson
Behavior
Correlation
Very high Accept Significant

correlation Ha.
Personal traits

23.09>2.021

.97

Very high Accept Significant

correlation Ha.
Family

23.09>2.021
 .97

Very high Accept Significant

correlation Ha.
Peers 40.82>2.021

.99

Very high Accept Significant

correlation Ha.

Average >2.021

.98

The table above shows the significance in formulating the ideas and concept on the Use

of Allowance in Impulsive Buying Behavior of the students. Wherein, the internal factor which

is Personal Traits affects the use of allowance in impulsive buying behavior of the students. Next

is the External Factors, where Family and Peers affects the use of Allowance in impulsive buying

Behavior of the Students.

The table shows that there is significant relationship between the use of allowance in

impulsive buying behavior of the G11 ABM1 students.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Introduction
This chapter presents the summary of the findings, conclusions and recommendations

based on the data analyzed in the previous chapter. The objective of this study is to show the

connection between the dependent variable and the independent variable where our study entitled

factors Affecting the Use of Allowance in Impulsive Buying Behavior of G11-ABM1 students.

Summary of Findings

Illustrated below are the concise findings induce from the provided results of the conducted

survey stated in chapter 4.

I. Profile of the Respondents

I.1 Age

The researcher analyze that among the 36 respondents that had been surveyed, majority of

them are 15 to 16 and 17 to 18 years old which represents 47.22% or 17 individuals from the

selected population. Respondents ranging from 19 – 20 years old dominate after with a 5.56% of

the population. These summarize that students age of 15 to 18 are prone in impulsive buying and

without proper spending habit of their allowance.

I.2 Sex
 Research had determined that majority of the students involving impulsive buying and

without proper management of the allowance are female, representing 72.22% or 26 of 36 of

the selected population. Proving that the remaining 10 stands for the group of male surveyed

which is the 27.78% of the chosen population.

1.3 Allowances

Based on the data shown in the chapter 4, the majority of the students who have an

allowance of Php20.00 to Php50.00 were 9 individuals with the percentage of 25%. Next is the

allowance range from Php50.00 to Php100.00 were 10 individuals with the percentage of 27.78%

and the allowance that ranges from Php100.00 to Php150.00 were 8 individuals with the

percentage of 22.22%. The first three ranges of allowance summarizes that most of the students

have an allowance of Php20.00 to Php150.00. Then Php150.00 to Php250 of allowance were 2

individuals with the percentage of 5.56%. For Php250.00 to Php500.00 allowance has only one

individual with 2.78% and lastly the allowance ranges from Php500.00 and above has a no. of 6

individuals with 16.66%. The next three ranges of Allowance summarizes that there are few

students who have bigger bill for their daily, weekly and monthly allowance.

II.

2.1 Personal Traits as an Internal Factors Affecting the Use of Allowance in Impulsive

Buying Behavior
 Respondents response that the use of allowance in impulsive buying behavior gives an

impact on students personal traits that has a weighted mean of 2.64 , correlation of .97 and T-

test of 23.09.

2.2 Family, Peers and Trends as an External Factors Affecting the Use of Allowance in

Impulsive Buying Behavior

 Respondents response that the External Factors Family, Peers and Trends affects the use of

allowance in impulsive buying behavior. Rank first is family has a weighted mean of 2.72,

correlation of .97, and T-test of 23.09. Next is peers has a weighted mean 2.56, correlation

of .99, and T-test of 40.82.

1. Significant relationship between the demographic profile and the factors that affects the

use of allowance in impulsive buying behavior of the G11-BM1 students?

 There is significant relationship between the demographic profile and the personal traits as

internal factor that affects the use of allowance in impulsive buying behavior of the G11-

ABM1 students.

Conclusion

On this part of the research paper, the researchers are to indicate the conclusions of the

final findings of this purposive study using the gathered data as well as the questions in the

previous chapter as the basis. The conveyed conclusion below will be based on the results of the

conducted survey from the chosen 36 respondents with supporting evidences by some experts

stated in chapter 2.
1. Respondents age range from 15-18 years old has majority percentage of 94.44% or 34

individuals that are seldom involve in impulsive buying behavior through the use of

allowance while from the age range of 19-20 has a 5.56% or 2 individuals out of the total no.

of respondents that are seldom. Furthermore, majority of the respondents is in the middle and

adult adolescence age range of 15-18 years old

where they try to assert their independence especially in terms of financial management.

Research had determine that majority of the students involving impulsive buying and

without proper management of the allowance are female, representing 72.22% or 26 of 36 of

the total no. of population then the remaining 10 of 36 stands for the group of male surveyed

which is the 27.78% of the chosen population.

Based on the data shown in the chapter 4, the majority of the students who have an

allowance of Php20.00 to Php50.00 were 9 individuals with the percentage of 25%. Next is

the allowance range from Php50.00 to Php100.00 were 10 individuals with the percentage of

27.78% and the allowance that ranges from Php100.00 to Php150.00 were 8 individuals with

the percentage of 22.22%. The first three ranges of allowance summarizes that most of the

students have an allowance of Php20.00 to Php150.00. Then Php150.00 to Php250 of

allowance were 2 individuals with the percentage of 5.56%. For Php250.00 to Php500.00

allowance has only one individual with 2.78% and lastly the allowance ranges from

Php500.00 and above has a no. of 6 individuals with 16.66%. The next three ranges of

Allowance summarizes that there are few students who have bigger bill for their daily,

weekly and monthly allowance.

2. Researchers conclude that personal traits gives an impact on the use of allowance in

impulsive buying behavior of the students with the use of weighted mean that interpreted

“seldom”, Pearson correlation that interpreted a “very high correlation” and the T-test which

formulate a decision “Accept Ha.” and interpreted a significance relationship between

personal traits as an internal factor and the use of allowance in impulsive buying behavior.

Researchers conclude that External Factors Family, Peers and Trends gives an impact

on the use of allowance in impulsive buying behavior of the students. Rank first is family has

a weighted mean of 2.72 which interpreted “seldom”, correlation of .97 which interpreted a

“very high correlation”, and T-test of 23.09 which formulate a decision “Accept Ha.” and

interpreted a significance relationship between family as an external factor and the use of

allowance in impulsive buying behavior. Next is peers has a weighted mean 2.56 which

interpreted of “seldom”, correlation of .99 which interpreted a “very high correlation”, and T-

test of 40.82 which formulate a decision “Accept Ha.” and interpreted a significance

relationship between Peers as an external factor and the use of allowance in impulsive buying

behavior.

3. There is significant relationship between the demographic profile and the factors that

affects the use of allowance in impulsive buying behavior of the Grade 11-ABM1 students.

Demographic profile and the family and peers as the external factors highly affect the use of

allowance in impulsive buying behavior of the students.

RECOMMENDATIONS

1. Personal Traits, Family and Peers are the factors that must be highly recommended in order

to avoid impulsive buying by the use of allowance and to be aware on how to have good

spending habits.

2. As the students have their own spending strategies, which means parents and teachers must

have different way of guiding and managing the students to have proper financial

management.

3. Findings revealed that the Personal traits, Family and Peers were the factors that very related

to the use of allowance in impulsive buying behavior of the students, parents and school

administration should execute hard advantageous of the students. Future Researcher should

conduct similar studies using other variables.

4.