CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter discusses the results of the gathered data. For clarity of presentation, the
data gathered were presented in order and sequence of the basic questions presented in the
statement of the problem of the study.
1. What is the demographic profile of the participants in terms of:
1.1. Age
1.2. Sex
1.3. Course and;
1.4. Allowance?
Table 1 shows the frequency and percentage distribution of the respondent’s age. The
table also portrays that the highest age bracket of the respondents is those aged 21 to 25
obtaining a 66.90 percent in contrast to the 0.80 percent, the oldest age bracket of the
respondents, 26 to 30. It can also be noted that 32.30 percent of the respondents are in the age
bracket of 17-20 percent in the middle percentage distribution. The majority of our respondents
among college students enrolled in Christ the King College aged 21-25 years old greatly
influenced the results. Today, for young adults between the ages of 18 and 24 the age at which
adulthood has begun has been blurred Glover (2022). The frequency and percentage
distribution of the respondent’s sex. It can be seen in the table that the majority of the
respondents were female with 53.10 percent outsourcing the 46.90 percent that the male
emerged on. Overall, most of the respondents are female. Since males and females are raised
differently by their parents (Cude et al, 2015), gender roles may affect the saving and spending
behaviors of male and female teenagers.
Table 1. Frequency and Percentage Distribution of Participants’ Demographics
Demographics
Age
17 – 20 years old
21 – 25 years old
26 – 30 years old
Frequency
%
42
87
1
32.31
66.92
0.77
Total
130
100.00
Sex
Male
Female
61
69
46.92
53.08
Total
130
100.00
Course
BSA
BSBA
BSCRIM
BSSW
BSHM
BSIT
BSN
TEP
52
10
32
8
7
7
10
4
40.00
7.69
24.62
6.15
5.38
5.38
7.69
3.08
Total
130
100.00
Job
6
4.62
Allowance
99
76.15
Gift
2
1.54
Others
23
17.69
Total
130
100.00
Under ₱1,000.00
₱1,000.00 - ₱1,500.00
₱1,501.00 - ₱2,000.00
₱2,000 above
43
33
20
34
33.08
25.38
15.38
26.15
Total
130
100.00
Source of Income
Allowance
It showed that female and male students did not have different savings, although
females had a more positive attitude towards spending (shopping) than males. In addition,
females were more concerned about being rich or having a lot of money than males, while
males had a more positive attitude towards spending money than females. The study also
revealed that female and male students bought different types of products. The next variable
shows the frequency and percentage of the respondent's courses. The tables portray that the
highest course in the bracket from the respondents are those BSA students obtaining a 40.00
percent with a frequency of 52. Followed by the BSCRIM students obtaining a percent of 24.62
with a frequency of 32, BSBA and BSN students obtaining 7.69 percent with a frequency of
10, BSSW students obtaining 6.15 with a frequency of 8, BSHM and BSIT students obtaining
5.38 percent this with this a frequency of 7. And lastly, the lowest bracket from respondents of
the TEP course obtained 3.09 with a frequency of 4. (Gozon 2017) states that most college
students want to be independent, and some of them are already independent or in the process
of being independent. According to the previous scholar, (Holland 2016), most college students
are unsure of managing their money wisely. It is significant to determine the effect of school
expenditure on college students’ spending on any courses in order to manage their allowances.
In addition, another variable shows the frequency and percent distribution of the
respondent's source of income. It can be seen in the table that the majority of the respondent's
source of income is from their allowance obtaining 76.15 percent in contrast to the 1.54 percent
of the respondent's source of income coming from gifts. It can also be noted that the
respondent's source of income coming from jobs obtains 4.62 percent and 17.59 percent comes
from the respondent's other source of income.
Lastly, the respondent’s allowance that they spent in a month. The table also portrays
that most of the respondent’s monthly allowance ranges (under P1000.00) obtained a
percentage of 33.09 percent in contrast to the 15.38 percent few of the respondent’s monthly
allowance ranges (P1,501.00-P2,000.00 pesos). It can also be noted that some of the
respondent’s monthly allowance ranges (P1,000.00-1,500.00 pesos) obtained a percentage of
25.38 percent and 26.15 percent of some of the respondent’s monthly allowance ranges (above
P2,000.00). According to the researchers of the La Salle University of Ozamiz City (2016),
students often whined about the allowance due to financial dilemmas. By this, students should
always remember how to budget their allowance in order to ensure their need to meet their dayto-day living expenses. A blog from Mapua Website (2016) quoted that “Budgeting is a
challenging task for anyone, even more so for students '. Computing and limiting your spending
are a must to budget your allowance. This includes your expenses for food, transportation,
school-related, and many more.
2. What are the school expenditure of college student’s levels of spending on a weekly
basis?
Table 2 shows the frequency and percentage distribution of the participant’s level of
spending on a weekly basis. The overall mean score obtained was 2.01 interpreted as “low”,
indicating that students are likely to spend less on their allowance on a weekly basis. This may
be because they live in the city and are most likely to reside in Gingoog City and it could be
that students spent less if they are living near the school—less fare and less expense for food
and other materials. The researchers found out that most of the respondents will choose
something that will lessen their cost. The findings revealed that 49% of the participants have a
“very low level” of spending habits. This only shows that students are not spending much of
their allowance on a highly expensive level. Allison and Allison (2015) stated that the
demographic characteristics of parents such as their income have become the basis of the
student’s allowance. (Sorooshian, et al., 2016) The research paper finds that the cost of college
has risen dramatically in the past years. Prices for multiple commodities like tuition, books,
and fees have risen by 5 to 10% annually.
Table 2. Frequency, Percentage, and Mean Distribution of the respondents’ level of
spending.
Range
Interpretation
Frequency
Percentage
4.21 – 5.00
Very High
2
1.54
3.41 – 4.20
High
5
3.85
2.61 – 3.40
Moderately High
20
15.38
1.81 – 2.60
Low
39
30.00
1.00 – 1.80
Very Low
64
49.23
130
100.00
Total
Overall Mean
2.01
Interpretation
Low
SD
1.13
Specific Indicators of Sp levels of spending
M
Interpretation
SD
1
Study materials (such as stationeries, lecture
notes, printing…)
1.77
Very Low
0.76
2
Food and beverages
2.35
Low
1.18
3
Daily needs (such as detergent, transportation)
2.11
Low
1.14
4
Beauty products
1.57
Very Low
0.96
5
Books
2.22
Low
1.38
6
Clothing and Accessories
2.22
Low
1.32
7
Entertainment and Leisure
1.92
Low
0.96
8
Gadgets
1.89
Low
1.22
9
Savings
2.06
Low
1.27
3. What are the school expenditures of undergraduate students in terms of:
3.1. Personal Needs
3.2. Foods
3.3. Academic Purpose
3.4. Transportation
Table 3 shows the frequency and percentage distribution of respondents spending habits
in terms of Personal Needs. The overall mean of 2.55 indicates that the respondents were
somewhat spending not that much on their personal needs as part of their spending behavior.
As for the specific indicator, I spend my allowance on my personal hygiene (M=3.2), I spend
my allowance on cheap personal items (M=3.04), and I spend most of my allowance on
unexpected expenses such as medical needs (M=2.98), the indicators that got the highest mean.
It can be inferred that respondents are usually focused and really serious about their personal
hygiene, medical needs, and spending money wisely on cheap personal items. Castillo (2017)
stated that individuals allocate money to their basic needs of themselves, their top priority is in
self-care products.
Table 3. Frequency, Percentage, and Mean Distribution of the respondents’ spending
habits in terms of personal needs.
Range
Interpretation
Frequency
Percentage
3.50 – 4.0
Very High
10
7.69
2.50 – 3.49
High
67
51.54
1.50 – 2.49
Low
51
39.23
1.0 – 1.49
Very Low
2
1.54
130
100.00
Total
Overall Mean
2.55
Interpretation
High
SD
0.85
1
2
Specific Indicators of Spending Habits
I spend my allowance on trendy clothes.
I spend my allowance on buying new shoes.
M
2.21
2.24
Interpretation
Low
Low
SD
0.93
0.87
3
I spend my allowance on my personal hygiene.
3.20
High
0.81
4
I spend my allowance on cheap personal items.
3.04
High
0.77
5
I spend my allowance on the accessories of my
gadgets.
2.20
Low
0.80
6
I spend some of my allowance on unexpected
expenses such as medical needs.
2.98
High
0.81
7
I spend a portion of my allowance on beauty
products.
2.35
Low
0.96
8
I spend my allowance on buying new accessories.
2.22
Low
0.82
9
I spend my allowance on buying something for my
entertainment.
2.55
High
0.84
10
Using my allowance, I usually buy pre-loved
items.
2.48
Low
0.86
On the other hand, as to the specific indicator which has a relatively low mean, I spend
my allowance on buying new accessories (M=2.22), I spend my allowance on trendy clothes
(M-2.21), and I spend my allowance on the accessories of my gadgets (M= 2.2). It indicated
that respondents spend most of their allowances on unnecessary things, they focus more on
their wants. In a study conducted by Bona, J (2017), most students spend their money blindly.
Thus, the call for the need to improve the financial management ability among students to cope
with future problems and challenges of finance knowing appropriate and wise spending
practices. The next variable shows the frequency and percentage distribution of respondents
spending habits in terms of food. The overall mean of 2.88 indicates that the respondents were
somewhat spending much on food as part of their spending behavior. As to the specific
indicator, I usually spend my allowance on street foods and I spend my allowance on snacks
outside of school (M=3.32), I spend half of my allowance on food (M=3.30) are the three
indicators that got the highest mean. It can be inferred that respondents are usually focused on
spending their money on food and not just any food but mostly on snacks outside school which
are very convenient and that most of those snacks can also be referred to as street foods.
Table 4. Frequency, Percentage, and Mean Distribution of the respondents’ spending
habits in terms of foods.
Range
Interpretation
Frequency
Percentage
3.50 – 4.0
Very High
17
13.08
2.50 – 3.49
High
87
66.92
1.50 – 2.49
Low
26
20.00
1.0 – 1.49
Very Low
0
0
130
100.00
Total
Overall Mean
2.88
Interpretation
High
SD
0.78
Specific Indicators of Spending Habits
M
Interpretation
SD
1
I usually spend my allowance on street foods.
3.32
High
0.64
2
I spend my allowance on fast food chains (e.g.,
Jollibee, Mang Inasal, etc.) during lunch.
2.87
High
0.84
3
I spend my allowance on snacks outside of school.
3.32
High
0.62
4
I spend half of my allowance on food.
3.30
High
0.68
5
I spend my extra money on snacks/meals after
class.
3.17
High
0.68
6
I often spend my allowance trying foods that are
trendy and affordable.
2.76
High
0.87
7
I sometimes spend some of my money on foods
that drive my curiosity.
2.77
High
0.80
8
I spend most of my allowance buying snacks for
my cravings.
2.89
High
0.87
9
I tend to spend my money when there is an
opening of a known restaurant.
2.18
Low
0.83
10
I easily spend my money on foods that are on
trend like Milk tea or Samgyupsal.
2.22
Low
0.93
According to Tew (2016), the spending behavior of students in modern times has
emerged as an essential concern in our society. He concluded that food influences the spending
behavior of the students and that they spend the biggest portion of their allowances on food
products. The informal food (snacks or street foods) sector is one of the links in the food chain
where it plays an essential role mainly in cities, allowing all socio-professional categories to
meet their food needs. However, as to the specific indicator, I tend to spend my money when
there is an opening of a known restaurant (M= 2.18), I easily spend my money on foods that
are on trend like Milk tea and Samgyupsal (M=2.22), and I often spend my allowance trying
foods that are trendy and affordable (M=2.77) are the following indicators that have a
relatively low mean. It indicated that respondents do not really spend a lot of money, allowance,
and savings on newly opened restaurants even though it is well known and is a good restaurant
with good reviews. Amoakon, Ejimakor, and Hardy (2016) reported in their study that the
average food expenditure of a student is 30% of their own allowance. In the same study, it was
discovered that the amount that the student would spend depends on the demand. Oftentimes,
unhealthy to-go foods are the ones that are easy to order right away. Whereas those who have
more money spend more meals at fancy or expensive restaurants that have a wide selection of
food (Bartash, 2016).
Table 5 shows the frequency and percentage distribution of the participants in their
academic purposes. The overall mean is 3.02 indicating that the participants agree on spending
their allowances in academics. As to the specific indicator, the highest mean is I compare prices
when I spend on my school supplies (M=3.48), can be inferred that most of the students
compare prices when they have to buy school necessities for them to incur few expenses. The
second to the highest mean is I spend my money when it comes to academic purposes (M=3.41),
can be inferred that most students didn't hesitate to spend their money when it comes to
academic related.
Table 5. Frequency, Percentage, and Mean Distribution of the respondents’
spending habits in terms of academic purposes.
Range
Interpretation
Frequency
Percentage
3.50 – 4.0
Very High
24
18.46
2.50 – 3.49
High
93
71.54
1.50 – 2.49
Low
12
9.23
1.0 – 1.49
Very Low
1
0.77
130
100.00
Total
Overall Mean
3.02
Interpretation
High
SD
0.78
Specific Indicators of Spending Habits
1
2
3
4
5
6
7
8
9
10
I compare prices when I spend on my school
supplies.
I spend my money when it comes to academic
purposes.
I spend a portion of my allowance on review
materials such as photocopies / printed handouts.
I spend money on mobile data load, prepaid WiFi load, etc.
I use my allowance to pay for school expenses
such as program fees.
I use my allowance on the expenses of our
program requirements such as projects, school
activities, etc.
I spend some of my allowance on buying books.
I spend a portion of my allowance on computer
shops when doing my requirements.
I spend my allowance to buy school supplies
from known/popular bookstores rather than
ordinary stores.
I spend a portion of my allowance on seminars
for academic purposes that need registration.
M
Interpretation
SD
3.48
High
0.63
3.41
High
0.61
3.28
High
0.80
3.09
High
0.87
3.15
High
0.75
3.33
High
0.71
2.81
High
0.84
2.48
Low
0.95
2.40
Low
0.86
2.79
High
0.84
The third to the highest mean is I use my allowance on the expenses of program
requirements such as projects, school activities, etc. (M=3.33), can be inferred that most of the
students used their allowances to pay for the relevant requirements. The importance of money
is increasing day by day as living has become costly (Archana 2017). It indicates that the more
they compare prices they can save allowances which is an advantage to every student and for
them to pay for other academic-related expenses.
The lowest mean is an indicator that I spend my allowance to buy school supplies from
known/popular bookstores rather than ordinary stores (M=2.40), can be inferred that they don't
based on known/popular stores, but rather on the cost of the price which is more or less. The
second to the lowest mean is I spend a portion of my allowance on computer shops when doing
my requirements (M=2.48), can be inferred that most of them have their own application and
devices like computers and printers at home when doing their requirements. The third to the
lowest mean is I spend a portion of my allowance on seminars for academic purposes that
needs registration (M=2.29), can be inferred that they are not spending a portion of their
allowances on seminars. They asked for payments from their parents. Most people recommend
parents to have long-term planning for their teens (Caldwell, 2017) in order to have a better
understanding when it comes to their school allowances and expenses.
Table 6 shows the frequency and percentage distribution of respondents spending habits
in terms of transportation. The overall mean of 2.64 indicates that the respondents were
somewhat spending not that much on their transportation as part of their spending behavior. As
for the specific indicator, I spend a portion of my allowance on motorized tricycles for
transportation fare going to school (M=3.20), I spend half of my allowance on transportation
(M=3.05), and I spend my allowance on my one-way trip from home to school (M=2.88), are
the indicators that got the highest mean.
Table 6. Frequency, Percentage, and Mean Distribution of the respondents’ spending
habits in terms of transportation.
Range
Interpretation
Frequency
Percentage
3.50 – 4.0
Very High
10
7.69
2.50 – 3.49
High
74
56.92
1.50 – 2.49
Low
43
33.08
1.0 – 1.49
Very Low
3
2.31
130
100.00
Total
Overall Mean
2.64
Interpretation
High
SD
0.93
Specific Indicators of Spending Habits
1
2
3
4
5
6
7
8
9
10
I spend a portion of my allowance on gasoline
since I have my means of transportation.
I spend some of my allowance on unexpected
damages such as flat tires, repairs, etc.
I spend my allowance on the accessories &
designs of my motor vehicle.
I spend half of my allowance on transportation.
I spend a portion of my allowance on motorized
tricycles for transportation fare going to school.
I spend my allowance on bus fare on going to
school.
I spend a large portion of my allowance on
transportation fares when I'm about to be late for
class.
I spend my allowance on transportation after
class to hang out with classmates
I spend my allowance on my one-way trip from
home to school.
I spend my allowance on my two-way trip
(double ride) from home to school.
M
Interpretation
SD
2.34
Low
1.08
2.28
Low
1.04
2.01
Low
0.91
3.05
High
0.81
3.20
High
0.73
2.50
High
1.06
2.73
High
0.95
2.63
High
0.85
2.88
High
0.89
2.78
High
0.98
It can be inferred that respondents mainly spent half of their allowances on one-way
trip transportation fares. David (2019) a law that seeks to institutionalize the mandatory 20%
student fare discount to cover all forms of public transportation on land, air, water, and rail all
year round, including weekends and holidays.
On the other hand, as to the specific indicator which has a relatively low mean, I spend
my allowance on the accessories & designs of my motor vehicle (M=2.01), I spend some of my
allowance on unexpected damages such as flat tires, repairs, etc. (M=2.28), and I spend a
portion of my allowance on gasoline since I have my means of transportation (M= 2.2). It
indicated that most of our respondents spend most of their allowances on transportation fare
and they don’t possess their means of transportation. In a study conducted by Lockert (2018),
If you spend hours a week commuting to school in your car, you probably know how expensive
gas is. Factor in car insurance premiums and repairs and driving can eat up a large part of your
budget.
4. Is there a significant effect between students’ spending habits in terms of school
expenditure at Christ the King College?
Ho - There is no significant effect between students’ spending habits in terms of school
expenditure at Christ the King College.
Table 5 presents the regression analysis of the effects of school expenditure on the
participants’ spending behavior. The results reveal that the whole model is significant (F =
3.68; p = 0.545) with only -.05 percent of the variability of the participants’ school expenditures
being accounted for by their spending habits. This indicates that 99.95% may be attributed to
other factors that affect the student’s spending habits. Thus, the null hypothesis is rejected.
Table 7. Regression Analysis of the Effects of School Expenditures on Spending Habits
Coefficientsa
Unstandardized
Standardized
95.0% Confidence
Coefficients
Coefficients
Interval for B
Std.
Model
1
B
(Constant)
spending
Error
15.628
4.092
.022
.037
Beta
t
Sig.
Lower
Upper
Bound
Bound
3.819
.000
7.531
23.726
.606
.545
-.050
.094
.054
behavior
a. Dependent Variable: level of spending
ANOVAa
Model Summary
Sum of
Std. Error
Model
1
R
.054a
R
Adjusted R
of the
Square
Square
Estimate
.003
-.005
a. Predictors: (Constant), spending behavior
6.572
Model
1 Regression
Squares
Mean
df
Square
15.874
1
15.874
Residual
5528.195
128
43.189
Total
5544.069
129
F
Sig.
.368 .545b
a. Dependent Variable: level of spending
b. Predictors: (Constant), spending behavior
The researcher believes that the study aids the relevant study to gain a better perspective
on the student’s spending behavior when it comes to school expenses. It can be shown that
based on the respondent’s responses, they spend their allowance in a “high level” of spending.
In addition, the researcher came to the conclusion that students usually prefer to spend
their allowance on school expenditures rather than asking for money from their guardians when
paying for school expenses. In a study conducted by Mone, J., and Tunacao, M. (2020) most
students receive their allowance on a daily basis. The allowances are used for their everyday
consumption and to be used for daily needs in school.
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary, conclusions, and recommendations based on the
findings of the study.
SUMMARY
The problem. This study aims to determine the effect of school expenditure on college
students’ spending habits at Christ the King College. Specifically, the study answered the
following questions: 1) What is the demographic profile of the participants in terms of Age,
Sex, Couse, and Allowance? 2) What are the school expenditure of college student’s levels of
spending on a weekly basis? 3) What are the school expenditures of undergraduate students in
terms of Personal Needs, Food, Academic Purpose, and Transportation? 4) Is there a significant
effect between students’ spending habits in terms of school expenditure at Christ the King
College?
Method. The respondents in this study were 130 random college students enrolled in Christ
the King College. This study utilized a correlation survey research design. Validity and
reliability procedures were done. The data obtained were analyzed using frequency, percentage,
mean, standard deviation, and Pearson correlation analysis.
Findings. The following are the findings of the study.
1. The majority of the participants are females out of 130 participants 53.08% of it were
females and 46.92% of it were males.
2. The majority of the participants were aged between 21 – 25 years old, out of 130
participants 66.92% of them were 21 – 25 years old followed by 17 – 20 years old,
32.31%, and lastly 0.77% for 26 – 30 years old.
3. The majority of the participants are from BSA Department with a percentage of 40%
out of 130 participants followed by BSCRIM – 24.62%, BSBA and BSN – 7.69%,
BSSW – 6.15%, BSHM and BSIT – 5.38% and lastly, TEP with 3.08%.
4. The majority of the participant’s source of income was their allowance with a
percentage of 76.15%.
5. The participants agreed that they used their allowance on their daily expenses in school.
6. The participants have a low level of spending. Implying that most students spend their
allowance on less expensive items.
7. There was a highly significant effect on students’ spending behavior in terms of their
personal needs, academics, food, and transportation.
CONCLUSION
RECOMMENDATIONS
Based on the findings and conclusions, the following recommendations are herein
presented: that
1. Students must have knowledge of how they will be going to budget their allowance.
2.