Guiguinto National Vocational High School

Poblacion, Guiguinto, Bulacan

SENIOR HIGH SCHOOL DEPARTMENT

S.Y. 2022-2023

The Budgeting Techniques of Working Students in Managing Their

Daily Allowances

A Qualitative Research Presented to

The Faculty of Senior High School Department
Guiguinto National Vocational High School
Poblacion, Guiguinto, Bulacan

In Partial Fulfilment
of the Requirements for the Academic Track
ABM - Strand

Researchers:
Abad, Johana Margarette
Abajon, Aivan
Alinghawa, Colette
Basco, Kyla
Caparas, Katrina Cassandra O.
Gadon, Bhea
Garcia, Alliana Marie G.
Jao, Abby Andrea
Oray, Archie G.
Rodriguez, Francine Arianne V.
Roque, Reyn Juris

Anna Veronica D. Sabariaga

Subject Teacher

June, 2023
 Table of Contents

Page
List of Tables
………………………………………………………………….. vii
List of Figures
………………………………………………………………..... viii
List of Appendices
…………………………………………………………….. ix

Chapter 1: The Problem and Its Background

Introduction
…………………………………………………………..... 1
Background of the Study 2
Statement of the
Problem………………………………………………. 4
Hypothesis of the Study ………………….………………... 5
Conceptual Framework 5
Significance of the Study
……………………………………………… 6
Scope and
Delimitation………………………………………………... 7
Definition of Terms
…………………………………………………..... 7

Chapter 2: Review of Related Literature and Studies *edit

using your own research title

Work and life among working

students………………………… 8
Financial Management of Studets................................ 10
Savings............................................................ 12
Effects of working while
studying……………………………………………………......
.......... 14
Students' awareness about money saving............ 15
Chapter 3: Methodology of the Study

Research Design …………………………………………….. 17

Research Sample……………………………………………... 18
Research 18
 Instruments……………………………………………….
Plan for data analysis
……………………………………………. 19

Chapter 4: Presentation, Analysis and, Interpretation of Data (use your

own topic)

Personal Profile ……………… 20

Reasons to work while studying……………………. 21
Academic performance status ……………………………….. 22
Budgeting practices in managing their daily allowances 23
1. Meals 23
2. Transportation 26
Chapter 5: Summary, Conclusions and, Recommendations

Summary of
Findings…………………………………………………... 29
Conclusions……………………………………………………
……….. 30
Recommendations……………………………………………
………… 31

References… ………...
……………………………………………………...... 32
 Chapter I

INTRODUCTION OF THE STUDY

This chapter of the paper presents the problem and its setting. It includes the background

of the study and the statement of the problem.

Introduction

High School is a crucial aspect of everyone's life. Students likely encounter

independence for the first time during this period. Independence comes with both responsibilities

and privileges. It takes time to develop the character necessary to be a responsible student. It

requires consideration and an attitude. One of these duties is overseeing their allowance

(Kazmier, 2004). Managing their parents' financial support is one of the difficulties that all

students face. When it comes to budgeting their allowances, many students struggle. Every

student's ability to survive senior high school depends in large part on their ability to meet basic

needs like money (Babbie, 1997).

One of the practical skills that they can employ is budgeting (Norvilitis, et al., 2006). It

aids children in developing a better grasp of financial issues that will be challenging for them in

the future. The way the students handle their money varies depending on their daily demands;

there are various things that can cause this to happen. We will learn how and where working

students typically spend their money through this study. Students have personal needs.
 The main subject of the investigation is how students manage their personal budgets,

determining whether the students are capable of handling their finances, to understand their own

budgeting techniques, and the effects of the many factors on how they handle their finances. The

reason the researchers chose this subject is that they are interested in learning more about the

techniques employed by working students so that they can apply them for themselves.

The purpose of this study is to determine the factors or reasons that led them to work, its

effect to their academic performance, and the techniques they employ to save money. The ABM

Senior High School students at Guiguinto National Vocational High School who were employed

were the subject of this study's primary focus. The results of this study will also be helpful to

students in terms of assisting them in improving their budget planning. Based on the respondents,

recommendations will be made regarding the best practices for allocating allowances as well as

any adjustments that should be made to the students' budgeting process.

Background of the Study

Because the market is getting more and more complicated, working kids aren't getting the

financial education they need to succeed in the modern economy. Students need to learn more

about the economy and their own personal finances (Jorgensen, 2010).

There are a lot of expenses for students. The most stable costs include those for food,

transportation, books, computers, and other products. They thus struggle with budgeting. Not

only do they need to worry about transportation, but also about housing, food, and supplies, as
well as socializing. It may be challenging for working students to manage their allowance on

their own due to their inexperience and youth (De Guzman & Gaston, 2003).

Everybody's existence depends on money to some extent. It serves as a medium for value

storage, an accounting unit, and exchange. To function in a materialistic environment, money is a

necessary and fundamental instrument. Businessmen are those who only spend money when it is

absolutely essential. Yet they also know when to put a lot of money into something they are sure

will be profitable afterwards. In actuality, every person in every profession has a unique manner

of spending and saving money. It is crucial to use it prudently because of this. But, using money

doesn't stop with spending; it's equally crucial to save money for future use and planning

(Resnera,2002).

As they mature and take on more responsibilities at school as well as things they wish to

buy for themselves, students, on the other hand, learn to save their allowance. They can employ

practical skills like budgeting, which is one of them. But as they progress through higher school,

especially in senior high, students find it increasingly difficult to manage their finances because

of the increasing obligations and opportunities (Inamac, 2003). It aids students in gaining a

deeper comprehension of financial issues that will be important to them in the future. One aspect

of financial literacy that may have an impact on achieving financial success is budgeting

management. Due to an increasingly complex market, some students who are also working may

not be obtaining the financial education they need to succeed in today's industry.
 The researcher's primary goal is to demonstrate the students' attitudes regarding financial

matters through the scenarios and events previously discussed. In order for working students to

achieve their financial goals, this study explores and looks for efficient ways. Examining how the

budgeting process aids working students in accomplishing their financial goals is the study's

main purpose. In light of the fact that Professor Kathlene from Santo Tomas University said that

money is a necessary good that aids a person in managing his or her life.

Being aware of how you spend your money is the key to financial success. Understand

that there is a fine line between being cheap and having good spending habits. There's nothing

wrong with staying within your means rather than going above and beyond (Caole Vila, 2014).

Money management skills are important for achieving a quality life as a working adult because

students' spending habits on campus influence how they manage money throughout their lives

(Ibrahim, 2014). Due to a lack of financial literacy, students were found to have poor money

management skills. Budgeting management is one of the factors that can influence financial

literacy and its impact on financial success.

Statement of the Problem

The purpose of this study is to determine the factors that led them to work, its effect on

their academic performance, and their ways in order to save money. The following questions

wiere addressed by the research:

1. Personal Profile of the Student

A. Gender

B. Year & Strand

2. What are the reasons that influenced them to work?

3. Is their academic performance better when they work while studying?

4. What are the ways do student employ to manage their allowances when it comes to:

A. Meals

B. Transportation

Hypothesis of the Study

The use of the following budgeting techniques by the ABM working students has a positive

effect on how they manage their allowances.

Conceptual Framework
 The study's research paradigm was represented in the above-mentioned figure. It displays

the financial management strategies used by the working students who were in charge of their

daily allowances. In order to manage their daily allowances, the respondents' use of each

budgeting approach will be assessed through a survey. The profile of the respondents is

combined by these variables.

Significance of the Study

RESPONDENT - (working senior high school students at GNVHS)—The study’s conclusions

serve as a reference point and source of knowledge for the students as they decide how best to

allocate their minimal allowance or income. The results of the study support students’ financial

success.

PARENTS/GUARDIAN - It would be useful to the parents or guardians as well. In that it can

provide expertise and information on the proper amount of allowance for their children to use for

the needs of their selected course.

TEACHERS -The study can be utilized by professors and educators to gauge how well their

pupils can manage any financial difficulties. It could help them comprehend the situation and

hunt for less expensive ways to fulfill their financial obligations and contributions.
SCHOOL CANTEEN -The findings may also provide insight into the students' spending habits

and food preferences for the school canteen, enabling them to better plan the types of products

and services they will offer to students.

Scope and Delimitation of the Study

The main focus of the study was on identifying and analyzing how budgeting

management and financial literacy relate to a college student's ability to achieve their financial

goals. The respondents for this research study, ranges from age 16 to 19, at Guiguinto National

Vocational High School. The school have 7 ABM sections. Only 2 pupils from each section were

surveyed by the researchers. However, because some of their costs are covered by the general

operating budget of the school, this research study excludes students who get financial aid from

the mentioned institution.

Definition of Terms

Allowances—An allowance is a sum of money granted or allotted, typically on a regular basis

for a particular purpose. Parents may provide their child an allowance for errands and other

personal expenses while talking about children. An allowance in the construction sector could be

a sum of money assigned to a particular task as part of a larger contract.

Budget—A sum of money that can be spent and is determined by a plan for how it will be spent;

a plan that determines the sum of money that can be spent and the method of spending it.
Expenditure—An expenditure is a payment made in cash or on a credit card to buy goods or

services. Unlike an expense, which is documented in a period after it has been used up or

expired, it is recorded at a single point in time (the time of purchase).

Financial Goal—A financial goal is a financial milestone that you intend to hit or accomplish

that has been scientifically defined. In order to achieve your financial goals, you must earn, save,

invest, and spend in amounts that correspond to your short-, medium-, and long-term plans.

Financial Literacy—Financial literacy is described as having the knowledge and abilities to

manage money wisely and effectively.

Money Management—Money management, often known as investment management, is the act

of monitoring expenditures, making investments, creating budgets, maintaining accounts, and

determining tax obligations. A strategic strategy called money management aims to maximize

the return on each investment made.

Strategies—The development of a distinct and useful position via the use of a variety of actions

is referred to as strategy. The term "strategy" relates to fundamental guiding choices, or goals

and objectives. Strategy is made up of the crucial steps required to carry out these objectives.
 Chapter 2

Review of Related Literature

This section of the study presents the review of related literature and studies on the local

and foreign source, which added more relevance and depth to the research study.

WORK AND LIFE AMONG WORKING STUDENTS

Being a working student is a responsibility of many less fortunate but willing young

adults and adult individuals. Not all parents have enough income to send and assist their children

in school. As a result, some students have to support themselves by becoming working students.

Working while studying has its positive and negative sides. One of the negative impacts on

working while studying is the student's performance in school, while some students may use

employment as a way to explore career options or earn spending money.

In the present institutions, labor is a necessary aspect of an establishment. Thus, the

proficiency and efficiency of an individual are fundamental to visualize the objective of the

company (Köhler-Olsen, 2017). Correspondingly, working is the responsibility of many

undergraduates. But understanding how employment affects students ‘educational experiences is

complex by why students work. To escape from the chains of poverty, students seek education as

an antidote. Financial freedom or independence is one of the many reasons why students choose

to work while studying.

According to the findings of the study conducted by Williams (2014), the reasons why

students work is due to budgetary need, meet a quick or basic necessity, and to help the
understudies in their future objectives. Aside from these reasons, there were also consequences

of working while studying and that is according to the findings of the study of Darolia (2014),

where understudies take fewer attributes in school because of work duties. As a result, the

students' lost confidence to enroll and are dropping out and started to find a stable job.

As many studies have suggested, a combination of full-time studying as well as part-time

job can be detrimental to students' physical and mental health. It has the potential to harm school

performance (Hovdhaugen, 2015; Creed, French, & Hood, 2015; Darolia, 2014).

According to Elisabeth Hovdhaugen's (2015) research, there are many possible reasons

why students leave a particular university before completing their degree, and one of the most

popularly cited is being employed while studying. This paper examines the impact of work status

on school dropouts using survival analysis. It recognizes that employment status has an impact

on dropout rates for students that are less likely to finish their project due to working full-time

while studying full-time than students who work part-time or not at all. Working more than 20

hours per week, on the other hand, seems to raise the probability of dropout as much as regular

shift, as if there is a limit to the amount that students can work. The inclusion of employment

status in the analysis doesn't quite change the effect of known dropout predictors such as gender,

grades, and cultural status, but it does help to explain who the potential dropouts are. This means

that models for retention and drop - outs must consider such external factors in addition to what

happens at the school, as in the scenario for student departure.

FINANCIAL MANAGEMENT OF STUDENTS

 According to Jumpstart Coalition for Personal Financial Literacy, (2015) providing

children with a thorough understanding of financial literacy at an early age, is vital to ensure

proper money management skills later in life. Setting a realistic budget, responsibly managing

credit and debt, saving for unexpected expenses, and learning how to invest will all be important

life skills for every young adult to master. Unfortunately, there are many students who enter into

adulthood without entirely understanding how to manage their finances properly. Financial

literacy is defined as a “meaning-making process”, in which individuals use acquired skills,

external resources, and contextual knowledge to accurately process information and make

competent decisions in regards to potential consequences of their financial decisions. Although

there are lessons to be learned from trial and error, financial literacy is about managing finances

proactively and with intention. For adults or college-age students, improvements of financial

literacy can be made by educating yourself through reading books about saving money and

setting financial goals, asking for guidance from a financial counselor, taking classes within your

local community, or finding online resources which provide tools and assistance to help make

good financial decisions. Unfortunately for children and young students, financial literacy is

often left out of the typical education system’s curriculum. Parents and guardians become the

primary educators when it comes to teaching children the money management skills which will

allow for a strong foundation of lasting financial competence. The average student who

graduates from high school lacks basic skills in personal money management. In fact, many

cannot balance a checkbook, and have little understanding of basic concepts involving earning,

spending, saving, and investing. This is a growing problem in our society today, since there are

more debt options, higher debt amounts, costlier student loans, bankruptcy age averages are

starting younger, and adults are starting to save later.

 Every student should be aware that they should be competent in their spending planning

and financial management. A student's self-needs are constantly increasing, and there are no

limits. Now, furthering their studies is indeed one of the efforts of students to change their future

to be better. The issue of spending among students is often heard. Expenses are significant to

guarantee the financial well-being of a student's life. If students have trouble spending, they have

to bind their stomachs to resist hunger. Therefore, students at the polytechnic need to be

competent in dividing and managing their expenses. Each individual mostly wants to be a wise

buyer, but only a few manage to achieve that goal. This is said because most of the items

purchased do not reflect the individual's daily living needs. The problems that arise stem from

the confusion in identifying the necessary and desired items. Issues in financial management can

be overcome if students save considerable sums of money if they manage to distinguish desires

from needs. Necessities are items needed for family life, such as shelter, food, clothing, and

transportation (Aisyah & Wajeeha, 2016).

Every student realizes that they should be wise in their spending planning and financial

management. The self-needs of a student are constantly increasing, and there are no limits. On

the other hand, the income or allowance received does not always increase. However, a

comfortable life can still be enjoyed if each student is wise to spend through proper financial

management and expenses through what has been planned.

Usually, many people feel that they need financial management and planning. However,

the lack of information and knowledge about management and financial planning undermines its
importance and has been ignored. Awareness of the significance of financial planning and the

importance of saving money management should be nurtured so that every student can plan their

expenses well (Sarah, Aisyah & Hairunnizam, 2015).

SAVINGS

According to the study of Bona (2018), students choose the product that best meets their

needs in terms of both product and price. According to the study, college students' spending

habits are heavily influenced by their social background. Parents also play an important role in

shaping their children's attitudes toward financial management, as well as their overall life

attitudes. Students must spend time developing concrete strategies that help individuals keep

track of what they spend in order to improve their financial habits. They should first construct

their own budget and take account of ways to improve it. Keeping track of their expenses will

allow them to keep track of how much they're spending on clothing, entertainment, or even

devices. They should not miss to budget for savings since a good budget includes savings.

Finally, they should maintain a positive attitude.

According to (Manju, 2016) Having a little hold on your expenses and managing your

spending amount isn't just a great method but also makes a significant contribution to financial

success that will be important in future. Because youth play an increasingly beneficial role in our

world, it is critical to monitor their financial behavior. Money management is a lengthy process

that includes budgeting, saving, investing, spending, and tracking overall cash usage. In terms of

students, how they spend their money is an aspect of cultural freedom, and they're always up to

date on the latest fashion trends. Another study conducted in Turkey by Balint and Horvathne
(2013) found that 46% of respondents save. According to the findings, respondents end up

saving money for three reasons: investment, retirement, and any other reason. Saving is the

portion of disposable income that doesn't get spent on consumption.

Saving is recognized as a positive financial behavior that improves families' well-being in

the short and long term (Babiarz and Robb 2014; OECD, 2016). Savings promote balanced

consumption throughout an individual's life cycle and help to maintain purchasing power in the

eyes of income shocks caused by unemployment, disability, unexpected medical expenses, or the

costs of buying a house or car (Heckman and Hanna, 2015).

The goal of the study, titled 'Saving money: Do consumers spend less if they think about

the future,' conducted by University of Chicago Press Journals, is to learn why it is so difficult

for consumers to save money. The authors, Daniel M. Bartels and Oleg Urminsky (both from the

University of Chicago's business schools), discovered that one or the other is insufficient to

motivate consumers to save money; they must think about future financial consequences and

make sufficient savings about their financial future when spending. The study found that

consumers are frequently impatient and fail to consider the long-term consequences of their

purchases (Bartels and Urminsky, 2015).

EFFECTS OF WORKING WHILE STUDYING

Many researchers focus on working after higher education but little research the effects

of working while in higher education. Recently, higher education has been increasing tuition and

other costs that go into attending college. This has had an effect on students. Mainly, they are
looking for jobs while in school to help cushion some of those costs and everyday expenses. In

Moris Triventi’s study, he looked into the effect of working in higher education. He found that

working at low-intensity had positive effects but higher-intensity jobs, 35 hours or more per

week, tended to have negative effects. Some of the positive effects are increased independence,

ability to budget, managing a schedule, and gaining soft skills, such as communication and

problem-solving skills.

The risks of dropping out are increased, graduation rates are delayed, and academic

performance is negatively impacted. He discovered that full-time employees typically have less

free time for academic pursuits and school-related activities. Part-time and full-time employees

study 15.7 hours a week on average, compared to 17.0 hours for non-workers. Furthermore, less

time is spent in class each week for full-time employees. In this study, part-time workers were

able to manage the effects of working while enrolled in school (Triventi, 2014).

Even when someone is working a lot of hours, work has a positive impact on things like

psychological well-being and leadership. Work did not have a significant negative impact on

cognitive outcomes like moral reasoning and critical thinking. Due to a desire to reduce debt and

loans, Kavarana (2013) found that there was an increase in the number of working students. To

earn more of the tuition, students felt the need to reduce their borrowing. Another advantage is

the sense of accomplishment and satisfaction one gets from pushing oneself to balance two very

different lifestyles and a double workload. It all comes down to pushing oneself to the maximum

and showcasing to the world how well one can manage their time.
STUDENTS’ AWARENESS ABOUT MONEY SAVING

A study titled 'Financial Literacy of Senior High School Students in Bacolod City'

conducted by Binobo et al. (2019) collected data through questionnaires and discovered that a

total of 140 out of 9,636 students from different private schools in Bacolod City see no

difference in the level of awareness regarding their personal demographic profile. They also

concluded that a child should be exposed to financial management as early as possible. This is

due to the fact that people who are able to learn their financial habits during their adolescence

will apply this knowledge as they grow older and enter the adulthood stage. Today's youth will

be able to manage and budget their money wisely in the future if they understand and practice

financial literacy. Furthermore, higher education should implement programs aimed at

developing students' budgeting skills so that they can comprehend aspects of financial stability

through additional training.

According to Wong (2013), in her study titled "Practices of Savings Among Students,"

Wong used questionnaire-based surveys to evaluate 300 students, 70 from secondary school and

230 from college or university. According to the findings, high school students have the worst

saving habits among all individuals.

Another research performed by Akaresh Jose in Kerala, India, revealed how banks assist

people in saving money, particularly students. Banks assist students not only in saving money,

but also in having their money secured or safe. It also states that financial services allow students

to gain control of their own money and allows them to lend money in the future if necessary.
 According to the findings of the study, many students have opened bank accounts. The

majority of students who have a savings account are men or boys. Based on the study, many

people are aware of banks and how they help people save money, but they are unaware of the

additional benefits or uses of banks (Jose, 2017).

The primary goal of a study titled Financial Awareness Among University Tungku Abdul

Rahman Undergraduate Students in Kampar Campus is to analyze financial awareness among

UTAR undergraduate students in Kampar Campus. This study discovered that gender has no

effect on financial behavior and financial attitude among learners; rather, financial awareness is

determined by common characteristics such as general investment products, financial

knowledge, financial behavior, and financial attitude.

UTAR has a total of 375 survey participants who were chosen at random. According to

the findings, students have a moderate knowledge of general financial products but a high level

of understanding of financial knowledge. Financial behavior and financial attitude have been

discovered to be related to financial awareness, and the results show that there is no difference

between the independent variables and the respondent's age (Chee et al., 2017).
 Chapter 3

Research Methodology

This chapter presents the methods and techniques in the study, the respondents of the

study, the instruments, and the data processing and statistical treatment to answer the sub-

problems given in Chapter 1.

Research Design

As stated, this study is qualitative because the research topic we are trying to answer

yields non-numerical data. Among the qualitative research design, a case study was used in this

study in order to gather the necessary data. The characteristics of this method were used as a tool

to know the ways of working ABM students regarding their daily allowances and budgeting

practices.

Research Sample

The study's target group is the Senior High School students enrolled in Guiguinto

National Vocational High School in Poblacion, Guiguinto, Bulacan, during the Second Semester

of the Academic Year 2022-2023. These learners are from the ABM Strand. Since there are 7

sections for Grades 11 and 12, the researchers take into account a sample of 2 respondents for

each section, for a total of 14. Through convenience sampling, in which samples are chosen

based on convenience, the sample for this study was chosen. This allowed for the collection of a

sample of 14 pupils.
The table contains the population:

Grade and Section No. of Respondents

ABM 11 - A 2

ABM 11 - B 2

ABM 11 - C 2

ABM 11 - D 2

ABM 12 - A 2

ABM 12 - B 2

ABM 12 - C 2

Total Sample 14

Research Instrument

To collect information on the factors under investigation, this study used one research

instrument. To evaluate the respondents' daily allowance management strategies for budgeting,

the researchers suggest using a set of inquiries that would assist them in gathering the required

data. To find out how they feel about their daily allowances and spending habits, a questionnaire

was employed. The sentences that follow further define these instruments.

Budgeting practices: A survey for working students. This questionnaire's objective is to

evaluate the respondents' budgeting practices. Apart from the fact that the instruments are new,

the researchers chose to use them because it is simpler to gather information that will enable

them to find the answers to their queries. The questionnaire is accompanied by a cover letter

addressed to the researchers outlining the study's rationale, goals, and basic instructions for
filling out the form. There are two sections to the questionnaire. The first part aims to collect

information on the respondents' sex, grade level, and specialization as well as their demographic

profile. The respondent is instructed to check as many of the options they encountered in the

second part of the questionnaire that asks about their daily allowances and budgeting procedures.

Plan for Data Analysis

To answer the questions presented under the Statement of the Problem, the following

statistical tools will be employed:

1. Frequency and percentage distribution will be used to present and analyze data about the

respondents' socioeconomic status and problems encountered while working and learning.

2. The score will categorize the respondents’ from the set of questionnaire by using likert

scales, multiple choices questions and yes or no questions.

Chapter 4
 Results and Discussion

The information gathered during the study is presented, examined, and interpreted in this

chapter. For clarity of presentation and consistency in the discussion, the data are presented

following the order and sequence of the questions raised in Chapter 1, (1) the personal profile of

the respondents; (2) reasons that led them to work while studying; (3) their academic

performance status; and (4) the ways that they employ in order to manage their daily allowances

1. Personal Profile

1.1. Gender

The most respondents were females with a percentage of 64, according to Table 1. The

lowest number of respondents are men at 36%.

Gender Relative Frequency

Male 5/14=36%

Female 9/14=64%

Table 1

1.2. Age

Table 2 shows that half of the respondents are 16-17 years old and the other half are 18-

20 years old. Table 2

Age Relative Frequency

16-17 7/14=50%

18-20 7/14=50%

1.3. Grade Level

Table 3 shows that the highest number of respondents were enrolled in grade 11 with a

population of eight and 57 percentage points. With a population of six, 43% of the

respondents are in the 12th grade.

Grade Level Relative Frequency

11 8/14=57%

12 6/14=43%

Table 3

2. Reasons

2.1. Why did you choose to work and study at the same time?

The three options available to respondents are depicted in Figure 1 below. A percentage

of 50 respondents indicate that the majority of them are working to be financially

independent. 29% of them are for supporting their families, and 21% are for developing

their skills.

Figure 1

2.2. Who influenced you to work while studying?

Three components are indicated in the Figure 2. It demonstrates that 93% of respondents

made their decision to work while studying based on their own influence, 7% on the

impact of their families, and none on the influence of their friends.

Figure 2

3. Academic performance status

3.1. Do you still manage to take care of your studies while working?

As indicated in Table 4, the majority of respondents (86%) claim to be able to balance

employment and school while managing to take care of their academics, while 14% claim

to be unable to do so.

Variables Relative Frequency

Yes 12/14=86%

No 2/14=14%

Table 4

3.2. Is your academic performance better when you work and study at the same time?
 According to Table 5 below, 64% of respondents believe that working and studying

simultaneously improves their academic achievement. Those with a percentage of 36 who

claim that their academic performance isn't better.

Variables Relative Frequency

Yes 9/14=64%

No 5/14=36%

Table 5

4. Budgeting practices in managing their daily allowances

There are two (2) variables included as the factors affecting the budgeting practices of

students.

1. MEALS

The responders chose from the four (4) options listed in the following ways under the

variable "meals," which are:

1. Very Frequently

2. Frequently

3. Rarely

4. Very Rarely

1.1. I bring packed lunch at school to save my allowance.

Our survey found that 50% of participants use this method very frequently. 14% of them

use this method frequently, 21% only rarely, and 14% very rarely. The data displayed in

Figure 3.

Figure 3

1.2. I spend 40-50% of my allowance in food

According to the findings of our survey, 64% of respondents rarely spend

between 40 and 50 percent of their income on food. 14% use this technique very

frequently, another 14% of them use this frequently, and 7% chose very rarely. The

information showed in Figure 4. Figure 4

1.3. I eat my meal at home before I go to school for less expense.

According to our findings, 43% of respondents frequently have breakfast at home before

heading to class to save money. 21% use this method rarely, whereas 36% use it very

frequently. This is depicted in the Figure 5 below.

Figure 5

1.4. I prefer to eat outside the school for more choices of food.

According to our survey, 14% of participants prefer to eat outside the school very rarely.

A total of 43% of them employ this approach frequently, while the remaining 43% do it

rarely. Figure 6 depicts the outcomes in this regard for the variable "meals".

Figure 6
1.5. I bring packed lunch at school because it is provided in my allowance.

The results of our survey shows that 50% of the respondents use this way rarely. Among

respondents, 29% prefer to utilize this method frequently, 14% very rarely, and 7% very

frequently. This is depicted in Figure 7 below.

Figure 7

2. TRANSPORTATION

2.1. I have a regular school service which eliminates my transportation expenses.

Our survey's findings indicate that 50% of respondents use this kind of transportation

very rarely. Options very frequently and frequently are both 14%, while 21% are rarely.

It is depicted in the Figure 8 below.

Figure 8
2.2. I live in a dorm or in a house which is just a walk from school.

Figure 9 below demonstrates that 43% of the respondents live in a home that is only a

short walk from the school. 36% of them selected very rarely, 14% selected rarely, and

7% selected frequently.

Figure 9

2.3. I spend 50% and above of my allowance for my transportation.

Our findings demonstrate that, with a percentage of 71, the majority of respondents spend

their 50% and above of allowance rarely. 14% of them act in this manner frequently, and

another 14% act in this manner very rarely. Figure 10 demonstrates this.

Figure 10
2.4. I take an alternative route or mode of transportation that is less expensive.

The summary in Figure 11 below shows that, with a percentage of 50, the majority of

respondents frequently act in this manner. 43% of them rarely engage in this behavior,

whereas 7% usually do so.

Figure 11

2.5. How often do you spend money in commuting or for transportation?

Figure 12 indicates the data that 43% of the respondents spend money on commuting

rarely. 29% of them are spending frequently, 21% very rarely, and 7% very frequently.

Figure 12
 Chapter 5

Conclusion and Recommendation

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

regards to the budgeting techniques of working students in managing their daily allowances.The

respondents of the study were 14 ABM students from Guiguinto National Vocational High

School during the School Year 2022-2023.

Summary of Findings

The goal of this study was to identify the various budgeting techniques used by ABM

students. To collect data, survey questionnaires were distributed. 14 ABM students were

included in the sample, 8 of whom are in 11th grade and six are in 12th grade.

There are 14 responded in all, including 5 men and 9 women. They are between the ages

of 16 and 20.

Reasons

Our findings indicated that, based on the variable with the greatest percentage, students

are working while they are in school because they want to be financially independent. "To

improve skills" is the variable with the lowest percentage. The findings also demonstrated that

the majority of respondents are motivated to work while they are in school only by their own

desires.
Academic Performance Status

The majority of respondents still manage to take care of their academics while working,

according to the results on their academic success status. With percentages of 86 and 64,

respectively, students also stated that working while studying improves their academic

achievement.

There are two (2) variables included as the factors affecting the budgeting practices of

students.

1. Meals

1.1 Our research demonstrates that the options 1 and 3 for the variable "meals" received

the most very frequently and frequently selected responses. It entails that students save money by

bringing a packed lunch to school and by eating breakfast at home instead of buying food at the

cafeteria.

1.2. The most very rarely and rarely replies were given for options 2 and 5. The

respondents' 40% to 50% food budget is not being used more frequently, according to this. Also,

because it is included in their allowance, they rarely bring a packed lunch to school.

2. Transportation

2.1 The transportation results show that, with a percentage of 50 and 43, options 2 and 4

garnered the most "frequently" responses. It indicates that the majority of respondents utilize

alternative routes or less expensive modes of transportation in addition to living in homes that

are only a short walk from school.

 2.2 With a percentage of 50, 71, and 43, respectively, the options 1, 3, and 5 obtained the

most very rarely and rarely answers. This indicates that just half of them receive a regular school

service that covers their transportation costs. Additionally, the majority of respondents—71

percent—do not use their full transportation allowances, which is defined as 50% and above.

Conclusions

In light of the findings of the study, the following conclusions were drawn:

Based on their data, the researchers came to the conclusion that one reason why students

work while they are in school is to become financially independent. Additionally, it was shown

that the majority of respondents felt that working while studying was preferable because they

could still manage their education.

The frequency with which they use the statements under each variable in their personal

budgeting is also determined.

Regarding the first variable's statements, the research found that students usually carry

packed lunches to school and eat their meals before they arrive at class in order to manage their

food budgets. They also came to the conclusion that the respondents hardly ever used their food

allowances.

The researchers came to the conclusion that when it comes to transportation costs,

students choose an alternate route or a less expensive means of transportation to save money.
This finding falls under the category of "transportation," which has an impact on students'

budgeting practices. They came to the additional conclusion that the majority of respondents—

50%—live in homes close to their schools and hardly ever spend money on transportation. The

researchers lastly concluded that the ABM working students' usage of the following techniques

has a favorable impact on how they manage their daily allowances, as is seen in the summary of

findings

Recommendations

Based on the findings and conclusions of the study, the following recommendations are

hereby submitted:

As a general conclusion of the study, the researcher would like to suggest that each strand

should practice more effectively in managing their allowance and setting aside money for the

most essential things they require.

Additionally, those children who have already practiced saving money from their

allowance should keep doing so. They also want to suggest that future researchers must include

other expenses than those two (2) variables included in the study.

The researcher would want to advise senior high students to consider their financial plans

before making any purchases. In order to help parents effectively manage their budget, the

researchers also encourage them to keep track of how their kids use any money or allowances.
 The researchers' final suggestion is that more research be done at the school, particularly

among Senior High students, in order to better understand student concerns around money

management and budgeting.

 1

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