TIPAS NATIONAL HIGH SCHOOL
A DESCRIPTIVE-QUANTITATIVE STUDY ON THE
FINANCIAL STATUS OF THE SENIOR HIGH STUDENTS
IN TIPAS NATIONAL HIGH SCHOOL AY 2017-2018:
BASIS FOR THE CREATION OF A LEARNER
SUPPORT PROGRAM
A Thesis Presented to the Research Committee of the
Senior High School Department of Tipas NHS
In Partial Fulfillment of the Requirements in
Practical Research II and
Inquiries, Investigation, Immersion (III)
MAICA GALE B. QUINACMAN
ABIGAIL LORENZO
FRANZ GABRIEL NAVALTA
PRINCESS JOY GUISIHAN
JULIUS V. SIBUNGA
MHAYDEL B. SEGUIDO
ANDY D. BITAYO
FERDINAND ROQUE
January 2018
1
TIPAS NATIONAL HIGH SCHOOL
APPROVAL SHEET
In partial fulfillment of the requirements for the subject Practical Research
II and Inquiries, Investigation, Immersion (III) in the Second Semester Grade 12
Senior High School Department, this thesis entitled: “A DescriptiveQuantitative Study on the Financial Status of the Senior High Students in
Tipas National High School AY 2017-2018: Basis for the Creation of a
Learner Support Program” has been prepared and submitted by: Maica Gale
B. Quinacman; Abigail Lorenzo; Franz Gabriel Navalta; Princess Joy Guisihan;
Julius V. Sibunga; Mhaydel B. Seguido; Andy D. Bitayo; and Ferdinand Roque;
who are hereby recommended for oral examination.
KOBEY C. GABRIEL, M.A.
Research Adviser
Approved and recommended by the Committee on Oral Examination with a
grade of90.25.
LOVELYN M. INTAL
Chairman, Board of Panelists
Ms.Cathryn Joy Ramos
Member
Mrs. Love Lyn Intal
Member
Mrs. Cherry Ignacio
Member
Accepted and approved in partial fulfilment of the requirements for the
subject Practical Research II and Inquiries, Investigation, Immersion in the 2 nd
semester Grade 12 of the Tipas National High School- Senior High School
Department.
ADELYNE T. PALAS, M.A.
Focal Person, TNHS-SHS
Date: ________________________
GIL M. TEODORO, Ph.D.
Principal, Tipas NHS
2
TIPAS NATIONAL HIGH SCHOOL
ACKNOWLEDGEMENT
This thesis will not be possible if not with the help of the following
individuals:
To Mr. Kobey C. Gabriel, for being a supportive adviser who encourage us
to gather all the needed data and guide us to the step- by-step process of
research; Mrs. Lovelyn M. Intal for pursuing us to continue the research; Dr. Gil
M. Teodoro, for letting us conducting this study; and, to Almighty God that gave
us strength to face barriers of the study.
3
TIPAS NATIONAL HIGH SCHOOL
ABSTRACT
This study is a Descriptive-Quantitative type of research that describes the
status of a variable or phenomena. This study focused to describe the financial
status of Senior High Students in Tipas National High School. The researchers
also described the respondent's socio-economic status, know they daily allowance,
checked their savings, and sources of their allowance. The researchers used
stratified-random sampling in selecting target respondents. It is stratified random
sampling because respondents are divided in different classification. It was
classified by the respondents’ age, section, and the social class where they were
belonged. All tracks from grade 11 to 12 were considered in the population and
samples (ABM, TVL, and GAS).
The setting of the study is in Tipas NHS, because it was convenient for
them to gather data. The researchers formulated an instrument, a surrey
questionnaire used to collect data. The survey questionnaire contains questions
that regards in their financial status like how do they spend their daily allowance, if
they had savings, and where do their daily allowance comes from.
After getting data from the answers of the respondents, it revealed that most
respondents spend their daily allowance wisely. They spend it on important things
like foods, transportation and expenses in school like projects and assignments.
From the way the respondents answered, the researchers can tell that the
questionnaire used showed that their financial management has improved the
expenditure of the respondents.
4
TIPAS NATIONAL HIGH SCHOOL
TABLE OF CONTENTS
Title Page……………………………………….......... i
Approval Sheet……………………………............... ii
Acknowledgement………………………….............. iii
Abstract………………………………………............ iv
Table of Contents……………………………………. viii
List of Tables...........................................................
List of Figures…………………………………......…. ix
CHAPTER
1
TITLE
PAGE
BACKGROUND AND PROBLEMS OF THE
STUDY
Introduction
1
Background of the Study
2
Theoretical Framework
5
Research Paradigm
7
Statement of the Problem
8
Hypothesis
8
Purpose of the Study
8
Scope and Delimitations
9
Limitations of the Study
10
Significance of the Study
Definition of Terms
2
REVIEW OF RELATED LITERATURE AND
STUDIES
Related Literature
12
5
TIPAS NATIONAL HIGH SCHOOL
Related Studies
Synthesis
3
4
RESEARCH METHODOLOGY
Research Design
21
Research Locale
22
Respondents of the Study
22
Sampling Technique
23
Instrumentation
23
Data Gathering Procedure
24
Statistical Treatment
24
DATA PRESENTATION, ANALYSIS,
AND INTERPRETATION
Findings and Discussion
5
SUMMARY OF FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS
Summary of Findings
46
Conclusion
48
Recommendations
50
REFERENCES
APPENDICES
26
51
A: Survey Questionnaire/Instrument
53
B: Letter of Parental Permission
54
C: Survey Consent Letter
55
6
TIPAS NATIONAL HIGH SCHOOL
D: Validation Forms
57
E. Curriculum Vita of the
Researchers
LIST OF TABLES
TABLE
TITLE
PAGE
1
24
2
27
3
29
4
31
5
33
6
36
7
37
8
39
9
41
10
11
43
7
TIPAS NATIONAL HIGH SCHOOL
12
13
14
15
LIST OF FIGURES
FIGURE
1
TITLE
The Financial Status of Senior High School Students
8
PAGE
6
TIPAS NATIONAL HIGH SCHOOL
CHAPTER I
BACKGROUND AND PROBLEMS OF THE STUDY
Introduction
There are so many students who consistently experience a big problem
about their financial needs. Financial status is the position or ran of someone or a
group within the society of how he or they can develop themselves economically,
based on the research. Status can be adjudging in two ways: one can earn their
social status by their own achievements, which is known as achieved status; then
another is ascribed status that alternatively one can be placed in a satisfaction
position by the system. The status that most consequential for an individual at a
given time is called master status; and another is embodied status where one
generates a living through his physical characteristics within the materialistic
world. Status can also refer to the relative rank that an individual hold, this
includes attendant rights, duties, and lifestyle in the social hierarchy based upon
honor and prestige one possesses. Status has two different types that come
along with it; achieved and ascribed.
In modern societies, occupation is usually thought of as the main
determinant of status, but other memberships of associations (such as ethic
group, religion, gender voluntary associations, random, hobby) can have an
influence. Achieved status means also what individual acquire during his/her
lifetime as a result of exercise, knowledge, ability, skill and perseverance.
Occupation provides an example of status that may be either achieved or
9
TIPAS NATIONAL HIGH SCHOOL
ascribed. However, business ownership gains more economic gains and financial
build-up in faster phase than a stable career.
Students are not excluded from financial burden. Even their parents are
supporting, it is not enough to sustain school fees and other daily expenditures
related to his or her education. Such situation pushes students to work while
studying, becoming a working student.
In light of this situation, the researchers had had an initiative to describe
the financial status of Senior High School (SHS) students in a selected public
secondary school. It also aimed describe how they try to manage their
allowances or sum of money that they can get from their parents or from their
part-time jobs.
Background of the Study
Regards to the financial status, older students reported greater financial
obstacles than younger students, but this was particularly true of students who
reported having problem in financial status. This section is all about the financial
status of the respondents that the respondents were from senior high level.
Based on the observations of the previous researchers, most of the public school
students belonged from the lower class to middle class status of economic
hierarchy.
Typical high school students in Metro Manila are observed to be poor, in
general. Several of them are relying on their daily allowance they can get from
their parents. Thus, if the parents’ financial and economic condition is not stable
10
TIPAS NATIONAL HIGH SCHOOL
or unable to afford the educational expenditures of their child, a very big problem
and burden not only in the part of the parents, but also for their enrolled child,
occurs. Usually, students spend their allowance for daily food and snack,
transportation fare, and school materials and fees.
This study employs administrative and survey data to assess the impact of
students’ financial background on his or her educational sustenance. The
academic and financial profiles of students on Tipas NHS Senior HS were
analyzed by means of their financial status. The researchers gave lot of focus
and examination on what was their economic status in the society. The
researchers also examined the positive or negative effects of financial gain or
loss to the students’ daily educational activity. The prolonging of studies seems
to be an institutional effect to the public; deriving from the conditions of schooling
rather than from students; other financial circumstances, was targeted by the
respondents.
Theoretical Framework
The Theory of Constraints (TOC) is an overall management philosophy
introduced by Eliyahu M. Goldratt in his 1984 book titled “The Goal”, which was
geared to help organizations continually achieve their goals. Goldrrat (1984)
adopted the concept project management with his book “Critical Chains”, was
published in 1997. The Theory of Constraints is a management paradigm that
views any manageable system as being limited in achieving more of its goals by
a very small number of constraints. There is always at least one constraint, and
11
TIPAS NATIONAL HIGH SCHOOL
TOC uses a focusing process to identify constraints and restructure the rest of
the organization around it. TOC adopts the common idiom quoted that the chain
is stronger than its weakest link. This means that processes, organizations, etc.,
are vulnerable because the weakest person or part can always damage or break
them or at least adversely affect the outcome.
The underlying premise of the Theory of Constraints is that organizations
can be measured and controlled by variations on three measures: throughput,
operational expenses, and inventory. Inventory is all the money that the system
has invested in purchasing things which it intends to sell. Operational expense is
all the money the system spends in order turn inventory into throughput.
Throughput is the rate at which the system generates the money through sales.
Before the goal itself can be reached, necessary conditions must be first
being met. These typically include safety, quality legal obligations etc. For most
businesses, the goal itself is to make money. However, for many organizations
and non-profit businesses, making money is a necessary condition for pursuing
the goal. Whether it is the goal or a necessary condition, understanding how to
make sound financial decisions based on output, inventory, and operating
expense is a critical requirement.
TOC can be related with the allowance management of students. There
we can describe how each student decide and allot his allowance in a daily,
weekly, or monthly basis; all for the sake of continuing schooling.
12
TIPAS NATIONAL HIGH SCHOOL
Research Paradigm
Input
Process
•1:1 socio-economic status
(SES) or monthly family
income (MFI);
•1:2 daily (or weekly)
allowances;
•1.3 current savings;
•1.4 daily expenses in school
(including amounts);
•1.5 salary (if a working
student) and;
•1.6 sources of financial
support?
• Survey
• Q&A
• Data Analysis
(frequency, mean,
percentage, sum, rate,
difference, categories,
etc.)
• Data Interpretation
(Financial Analysis)
• Drawing of Conclusion
based from the
interpretations
•-spending daily allowance
•-reasons of spending
Output
• Creation
of a
Learner
Support
Program
Figure 1: The Financial Status of Senior High School Students
Figure 1 above shows the paradigm shows the flow of the research
process. In the first arrow-shaped column, the researchers have the input of
variables and points that will describe to the financial status of each respondent.
Second is the process, which sketches the strategies and methods of how the
collected data will be treated; where it includes both descriptive statistics and
financial analyses. On the third column, the output that will be the researchers’
outcome or solution to the study problem; the generation or creation of a basis
13
TIPAS NATIONAL HIGH SCHOOL
for the conduct of a learner support program that aims to increase the financial
literacy and competency of the SHS learners.
Statement of the Problem
The following were the research questions of the study:
SOP 1: What is the financial status of the respondents in terms of:
1:1 socio-economic status (SES) or monthly family income (MFI);
1:2 daily (or weekly) allowances;
1.3 current savings;
1.4 daily expenses in school (including amounts);
1.5 salary (if a working student) and;
1.6 sources of financial support?
SOP 2: How do the respondents spend their daily allowance?
SOP 3: Why do the respondents spend their daily allowance in such manner?
SOP 4: What basis is formed from the study findings in order to create a learner
support program for financial literacy and competency of the SHS students?
Purpose of the Study
The purpose of this study was to describe the financial status of senior
high school students who were taking all (GAS, ABM, & TVL), track of the Senior
High School Program of DepEd. The researchers also wanted to described the
student-respondents according to their socio-economic status or class, daily
allowance, savings, expenses, earn money and from where they get allowance
14
TIPAS NATIONAL HIGH SCHOOL
or the source of their financial support. In addition, the researchers also find out
how these students manage their daily allowance. Managing how they spend
their money, if they have their budget plan for, and evaluate some strategies for
them, were also included in this study. Findings of this research would help the
senior high students to budget their money and increase their financial literacy
even at their teenage.
Scope and Delimitations
The scope of this study was the description of the financial status of
students in Tipas National High School; all tracks from grade 11 to 12 were
considered in the population and samples (ABM, TVL, and GAS). The kind of
budgeting and financial management done in a day, week, or month, had also
been computed. The researchers choose matured students like them because
they were in the most interesting stage of development; in how they handle their
daily allowance and where they spend it.
Limitation of the Study
In the limitations, it discussed the weaknesses and the level of availability
of the respondents as predicted by the researchers. In doing the research, the
weaknesses of the researchers sought on its conduct included the fixing of
schedule for each respondent. There was a conflict of time schedule because
both of them were busy in their study, but, whether conflict was there or not, the
study was continued to examine them. However, the researchers were not too
15
TIPAS NATIONAL HIGH SCHOOL
much burdened to investigate and observe them because the respondents and
the researchers where in the same school. The only chaos was the schedule of
time, because sometimes, there was a vacant time for the respondents during
classes but not for the researchers. For the sake of this study, the researchers
were willed to give more time for the collection of the essential data.
Significance of the Study
The main significance of this study was to find out and discover all
probable status of the respondents in terms of their finance. Also, identification
and description of such social aspect is necessary to be investigated, collecting a
lot of data regarding on this topic. According to experts, one problem of the
students is to manage their financial status that affects their everyday lives. Not
only on college students but also in the secondary school level like senior high,
because they were not yet fully knowledgeable and literate how to use money.
Conducting research like this would help students to budget their daily allowance
in the future. So in getting the sample population of the possible respondents, the
researchers would be suited with their knowledge in this topic.
Definition of Terms
The following were the terms defined by the study:
Budget- amount of money for daily expenses
Expenses- some sort of which money is spent
Finance- is a way of how money are handled, spent and saved
16
TIPAS NATIONAL HIGH SCHOOL
Financial Problem- financial problem is a difficulty of resources, especially
money.
Financial Status- relating to the state of profit or money
Lower Class- is an example of a status of one individual in the society (poor)
Loan- money that is given to someone for a period of time with a pledge to pay it
back
Middle Class- is an example of a status of one individual in the society (average)
Money- (coins or bills) used to pay for goods, works etc.
Status- is a state of one particular society or individual person
Tax-is a deduction of salary. Tax is also the budget of the neither government
nor country.
Upper Class- is an example of a status of one individual in the society (rich)
17
TIPAS NATIONAL HIGH SCHOOL
CHAPTER II
RELATED LITERATURE AND STUDIES
This chapter presents the compilation of related literature and studies
regarding the general and specific description of the financial status of students.
Following discussion were about their financial literacy and allowance among
high learners and college students.
Related Literature
A US study found out that parent who had low income has an impact on
children’s brain development. It has also an impact on the government policies
promoting the rule of reducing the family poverty. If these factors are neglected, it
creates meaningful effects on children’s brain functioning and cognitive
development.
Cooper (2015) distinguished two factors of socioeconomic: first, if the
parental education and family income; and, effects on brain surface and cortical
thickness. While the study finds increases in parental education and family
income, they are both associated with increases in brain surface area and it
appears that family income has a stronger relationship.
In Columbia University in New York, co-author Noble said that relationship
between income and brain surface is greatest at the lower end of the family
income scale. The team stressed however findings should in no way imply that a
18
TIPAS NATIONAL HIGH SCHOOL
child’s socioeconomic circumstances lead to an immutable trajectory of cognitive
or brain development.
Today’s financial markets’ complexity, the connections to human rights are
rarely visible until there is catastrophic failure. The global financial crisis in 2008
was demonstrated the widespread impacts on human rights that the financial
sector can have. The solution to this problem is that most companies are not for
the full social and environmental costs of their operations. As a result, capital is
being misallocated. Irresponsible companies are able to raise finance at the
same rate as more accountable. It means that financial system is not able to its
possibility to sustain inclusive and sustainable development. IHRB’s research
thought leadership on the financial sector is looking to add and correct this
market failure. They investigated the ways that human rights can help to the
design of more sustainable financial system. They work with international
organizations and financial institutions to make human rights opportunities
highlighted for the leverage to the UN sustainable developmental goals for the
financial
flows
related
to
climate
change
(https://www.ihrb.org/focus-
areas/finance/).
Young people face financial issues at an earlier age than their parents.
Decisions about higher education, the need to be able to manage online payment
facilities, or even mobile phone plans, require a level of financial literacy. PISA
2012 offered an opportunity to collect information about the financial literacy of
Australian 15-year-old students, and compare that with their peers internationally
(Thomson, 2015).
19
TIPAS NATIONAL HIGH SCHOOL
Harris (2011) stated that there are many articles about space
management, including those that discuss space calculations and categories,
fewer articles that discuss the space budgeting processes are used by
administrators to devote space. The discussion of effective space budgeting
practice and processes were needed by administrators to devote space. The
discussion of effective space budgeting practices and processes needed from
administrators is the focus of such articles. Their article attempts the author to fill
this void by discussing administrative matters with middle Tennessee State
University space budgeting process and her discoverable observation of space
budgeting practice of other institution.
Palmer (2014) concluded that their decisions that make your small actions
affects in budgeting. It started changes alternative formula for budgeting. These
are zero-base budgeting, planning, programming and budgeting systems.
Incremental process is known as the most common tool with the help of the
experience that suggests some questions that can guide the work of community
college.
Wills & Matt (2011) found out that school finance reform has a wrench
component for transforming public schools in the United States. Student based
budgeting concedes for a more proper and logical allocation of funds among
students and schools with varying levels and types of needs and better alignment
of school budgets with institutional goals. This article illustrates how the authors
helped the Oakland in California use by students.
20
TIPAS NATIONAL HIGH SCHOOL
According to Zierdt (2009), Higher Education Institutions in the United
States are entering a new era in budgeting. Institutions are actively engaging in
dialogues achieving institutional goals and objectives within their strategic plans
and being accountable for the use of scarce resources. This paper introduces
commonly use budgeting tools for higher education institutions and provides an
expanded overview of one specific.
Weiss (2011) said that “As a teacher in the Milwaukee Public Schools
(MPS) for the past 16 years, although cuts are always frustrating and their results
were burdensome, the school has been able to “hang on” reasonably well. This
year, however, the budget cuts were extreme.” Weiss (2011) discusses how to
teach students about budget cuts.
According to Perry (2013), the effects of linking school districts funding
directly to the students they serve and providing local schools districts and
communities with more control over how that money is spent could ripple through
the entire k-12 system, from the state capital to the classroom. In the process,
the SSFR partners identified some strategies likely to prove useful to any district
leaders wanting to find effective ways to put more budget control into the hands
of their school principal staffs and communities.
Levenson (2012) challenged school superintendents, central office,
leaders, building principals and school board members to think about school
budgeting and offers a compelling way that experiencing an extended period of
financial constraints. Fast-growing high need student population will continue to
21
TIPAS NATIONAL HIGH SCHOOL
test superintendents and school boards as they seek to prepare students for a
globally competitive environment with fewer resources.
Szatmary (2011) emphasized other university over the country is having a
bad time with their financial challenges, continuing education units serve the
same pioneering role in process of new financial and budget systems.
Universities administrations began to focus on new budget & revenue allocation
models. The project’s future trends and assistance in the decision-making
process have at least five budget models. The activity based models are most
efficient when universities meet certain condition. The number of different
services and variations on those services is the most useful for a large university.
The activity based budget model can support a centralized one, or combination
of two it simply prefers information about financial performance within and
between academic units for the people during decisions.
A study revealed that school budget hold is designed to help school
districts rethink budgeting process. This way explains a long-term visioning
exercise around how the districts that benefit the student. It also helps students
step outside of the container of day-to-day decision making. The importance of
school budgets holds them and can be used for different ways and context. Other
authors reduce some ways; first, look for address of a looming budget. Second,
support difficult choices. Third, is education policy students looking for a handson
approach
to
complement
their
course
work
(https://eric.ed.gov/?
q=articles+about+ budgeting +for+ students&pg=2&id=ED541225).
22
TIPAS NATIONAL HIGH SCHOOL
Utilizing NELS information inspects parent’s idea of paying for school
before their understudies enter secondary school. Discoveries showed that racial
riches incongruities may help clarify contrasts and low-salary families who were
more averse to have data about budgeting guide and more prone to report that
their youngsters should acquire ease for school. The outcome recommended that
accessibility of assets may cost influence among African American guardian’s
view of absences of data characteristics, resulting the impression of panic and
low-pay (Warnock, 2016).
McGregor (2016) said that some students with learning disabilities go to
college and they want to manage on their own. It only means that they don’t want
extra help. McGregor cleared that if you are entering the journey of being a
college student, you may face chaos that came up to harder if you have a
learning disability. He admitted that it is interesting if someone know what type of
learning disability they had. So, McGregor was willing to investigate the specific
type of having challenges students have.
College students who receive special accommodations because of a
learning disability say that they have less difficulty completing assignments and
more contact with faculty outside of class than peers who don’t receive extra
help. A new study found out that only one third of undergraduates from 11
universities
who
reported
having
learning
disability
were
accommodation. It describes a desire to be independent on money.
23
receiving
TIPAS NATIONAL HIGH SCHOOL
Table 1
Percentage Distribution of Socioeconomic Classes in the Philippines
CLASS
% SHARE IN
NUMBER OF
FAMILIES
% SHARE IN
TOTAL INCOME
AVERAGE ANNUAL
INCOME
AB
1%
9%
PHP1,857,000
C
9%
26%
PHP603,000
D
60%
56%
PHP191,000
E
30%
9%
PHP62,000
Total
100%
100%
PHP206,000
Source: https://www.pinoymoneytalk.com/sec-abcde-percentage-population/
Table 1 above shows the percentage distribution of socio-economic
classes in the Philippines. Only 1% of the Filipino families belong to class AB
where wages amount up to 2 million pesos annually, while 56% came from the
class D of workers with annual average income of P191, 000.00. The table above
was used by the researchers in constructing a scale for the SES demographic
profile surveying of the respondents.
Related Studies
According to the authors Garieby, Elgar, Sentenac, & Leigh (2017), family
income affects the subjective well-being of adolescence. However, it included the
how and the flow of their income expansion from childhood to adolescence. In
early childhood, it can cause the enlarging of expenses that had reached
adolescence stage; that can come up with a family having lower income. The
more children grown up, the more they spent that they become in a low income
class. The timing and duration of low family income in childhood both predict
individual differences in adolescents.
24
TIPAS NATIONAL HIGH SCHOOL
A random study, “Effect of Family Income on the Relationship Between
Parental Education and Sealant Prevalence, national Health and Nutrition
Examination Survey” (2015) examined about the different levels of the family
income between sealant prevalence and parental education. It describes
variables like family income, health insurances status and regular source of
medical care and for future. In bivariate analyses, higher parental education and
family income were independently associated with higher sealant prevalence. In
multivariate analysis, higher parental education was associated with sealant
prevalence among higher among children, but not among low-income children.
Hitchcock (2008) found out that a low-income family will pay almost 40%
of the family income for a student to attend a public four-year school. The cost
attendance rose dramatically over 30% with this dramatic increase.
It is no
wonder that parents and students are concerned about the impact of college
attendance on family financially well-being. Academic advisors traditionally have
referred financial questions to the financial and office on the other hand, this is
not always necessary. Many parents and students are completely aware to the
issue surrounding the financing of college. Holistic academic advising on
incorporated financial issues, career planning, and major selection, are integral to
student success. Now, the students experience the freedom of college life and
desire to maintain or gain certain lifestyle. Financial concerns often shift once a
student entered college. The initial fear of paying for college is over on the
surface. It may appear that college students leaving on campus should have a
little or no expenses.
25
TIPAS NATIONAL HIGH SCHOOL
According to Richardson (2016), “Students’ financial variables appear to
lead to poor mental health rather than metal health problems leading to a
financial situation. In any case, there appears to be a directional relationship
between financial difficulties and global mental health and alcohol dependences
with finances worsening mental health hand vice versa suggesting a various
cycling developing”. Research in the US has seen that approximately 15.6% of
university students meet the diagnostic criteria for a depressive or anxiety
disorder, and its appear that this problem only grows over the typical four-year
undergraduate those without any mental health issues as freshman 9%
developed the symptoms of clinical depressive and 20% met the criteria for
anxiety by the end of their second year. The data revealed that experiencing
greater financial stress early on in college, like feeling that you are unable to pay
bills, is predictive of poorer global mental health and higher depression, stress
and alcohol dependence.
According to Holland (2014), the realistic budget with your students is
challenge on arriving workable time. No two budgets will be exactly the same,
just like snowflakes on winter season. Colleges post estimates of anticipated
living expenses on their website, but those estimates are not always accurate.
And of course, your financial situation will be a factor, along with the amount of
loans your students take out of college some parent or guardian to just support a
pupil with a set of amount of cash every month. Jeanne Arguelles of Rockwall,
Texas, is one and Spanish double major and cheerleader at Notre Dame. She
said, “Her schedule doesn’t allow time for a job, so we provide her with spending
26
TIPAS NATIONAL HIGH SCHOOL
money.” The good news, Arguelles stated, is that Ali is having a hard time that
she doesn’t have time to spend much, and she is generally responsible with
whatever spending she does some children is entirely responsible for their own
spending money because their parents are making them responsible or
independent. Katlheen Fennell of Valiant, Oklahoma, said she and his husband
told their daughter that they would not pay for it. Both of their daughters got
scholarships and worked during summer reaction. “They learned to live within
their means”. Fennell, said “Coming up with money saving strategies like finding
textbooks on Ebay”.
Increments in educational cost over California’s offer of four-year colleges
have heightened worries about the reasonableness of a school instruction,
particularly in for those with the most minimal earnings. In state, full of
educational cost at the University of California (UC) WA significantly higher than
at other state funded colleges in different states over the previous decay. Amid
this same period, the government, state, and institutional allow and moderate
four under studies from lower and center pay families extended. This helped
bring down salary families’ stay aware of rising educational, however, the
maximum of school reasonable for under studies from low and center wage
families. Likewise, given current educational cost levels, it is more essential than
any other time in recent memory for the state to guarantee that all under studies
round at money related guide shapes and can undoubtedly get to instruments
that can enable then to comprehend the monetary a guide bundles they are
advertising (Jackson, 2014).
27
TIPAS NATIONAL HIGH SCHOOL
Soria, Weiner, & Lu (2014) found out that low resources from working
class face many struggles to the costs and affordability of higher education; yet,
small is known about the financial decisions made by these company of students
while they are in higher education, and their choices might differ from average
upper-class students. The data was used from students, at six large public
research universities in 2012; researchers investigated the different financial
decisions of 16 undergraduate students. Results recommend that low income
and working class students are more likely to expense, serve as distraction and
bad impact to their immediate academic performance.
Conger (2010) stressed that social class or socio-economic status (SES)
is related to satisfaction and stability in romantic unions, the quality of parentchild relationships, and a range of development outcomes for adults and children.
This view focuses on evidence regarding potential mechanism proposed to
account for these associations. Research findings reported during the past
decade demonstrating support for an action interactionist model of the
relationships between SES and family life, which incorporates assumptions from
both the social causation and social selection perspectives. The review
concludes with recommendation for the future research on SES, family process,
and individual development in terms of important theoretical and methodological
issues yet to be addressed.
“Teaching financial literacy is important at all stages of life, but is often
neglected with elementary students. In this article, the authors describe a
strategy for teaching financial literacy using the books about Max and Ruby by
28
TIPAS NATIONAL HIGH SCHOOL
Rosemary Wells. These books can help introduce the five key concepts of
financial literacy: scarcity, exchange, money, saving, and giving. The practical
and hands-on classroom activities they propose integrate the stories, language
arts, and financial literacy through dramatic retelling, using graphic organizers, a
learning center, writing and drawing activities, and classroom conversations
(Brown & Ferguson, 2017).”
“A recent meta-analysis of the effect of financial literacy and financial
education on downstream financial behaviors has shown a weak collective
impact of the work of financial education. While the findings are not stellar, they
do not support a dismantling of financial education programs and funding. This
paper examines the findings of the meta-analysis and discusses the implications
for the field. In this discussion, a more thoughtful consideration of the ways to
provide financial education and the manner about how to influence behavior is
highlighted. In addition, this article proposes a systematic examination of why
timely educational approaches should coexist with longer-term financial
education programming. The field also needs a more rigorous examination of
factors that impact intervention effectiveness, including a call for improved
research protocol and evaluation and a plea for greater visibility between
researchers and practitioners (Hensley, 2015).”
Kezar& Yang (2010) said, “In this article, the authors argue that campus
communities must play a more active role in developing financial literacy than
they currently do--and not just by providing counseling in moments of
emergency. They argue that financial literacy, as a life skill, as a requisite to
29
TIPAS NATIONAL HIGH SCHOOL
citizenship, and as a critical intellectual competency, is an essential component
of a college degree. By engaging in financial literacy activities, students hone
critical thinking, judgment, and other skills of a responsible citizen. In the
remainder of this article, the authors explore current financial education practices
on college campuses, make recommendations to educators on developing
financial education on their own campus, and conclude with a review of best
practices in financial education.”
Synthesis
After collecting literatures, the researchers would create their synthesis.
The synthesis contains the summary of some points from gathered related
literature and research study. The researchers found article that were related to
their topic. The topic that the researchers choose was the financial status of
students in Tipas National High School in Taguig City. Most of the literature was
about budgeting and managing financial status of students including the
background of students regarding to their family income and status.
One article elaborates the effect of family income between parental
educations, it only indicated what the readers must know; and that is to have a
control over their finances. Cooper (2015) had the same idea that family income
gives impact to kid’s brain development. He also distinguished two factors that
effects on brain surface area and cortical thickness these are parental education
and family. Warncok (2016) also agreed that parents have difficulties to pay their
children’s tuition having a low income. Families with low income are craving for
30
TIPAS NATIONAL HIGH SCHOOL
financial aid that can help them to avail their need in school. Authors said that it
may affect the financial status, because children became adolescences the more
they grew up the more expenses they had.
So some researchers provide some ways or steps that students may
benefit. But first there are also some difficulties that may face in the budgeting of
their finances. In students, they can lead them to poor mental health. So if your
child is in the first stage of budgeting in college, they might ask more experts or
even their professor. In the article mentioned in this chapter, there are
undergraduate students that came from low-income and working-class bracket
that they can’t afford the cost of higher education. The financial challenges
encountered by low-income students can negatively impact their trajectory to
graduation; and to the working students, who were more likely to work longer
hours rather than to study.
The researchers observed from the articles that most of the students and
families who had low-income generation can affect their status in life commonly
in education.
The compiled articles from various sources announce the very diverse
economic condition of many people, particularly students in different schools. A
vast number of factors in social context had also been revealed by other authors
and researchers with regards to the financial conditions of learners in school.
With such diversity, the researchers were pushed to investigate about the living
and financial condition of the students in Tipas National High School, targeting a
specific group of respondents (sample).
31
TIPAS NATIONAL HIGH SCHOOL
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of how the data was collected. Parts of
this
are
research
design,
sampling
technique,
locale,
respondents,
instrumentation, data analysis strategy, data gathering procedure, and statistical
treatment applied for the data.
Research Design
This study was a Quantitative Research that defines the statistical
perspective based on the idea of the topic, with regards to the topic that
describes the financial status of senior high school students in Tipas National
High School. The researchers made their best to collect the data that can give
the needed answers of what and why. The information that had come up to this
topic became the basis of the researchers to interpret the data.
The researchers called it as a descriptive design because it describes the
states of financial aspects among the target respondents. It described what
financial status they manifest and how they get their financial aid and do their
financial self-support. Raising this kind of topic can help the researchers know
the probable source of their financial status.
32
TIPAS NATIONAL HIGH SCHOOL
Research Locale
Tipas NHS was built at Palingon in year 2002. The first students of Tipas
NHS before was from Palingon and Ligid citizens only; but now, their students
were from different citizens of Taguig City and Pateros likeLigid, Palingon,
Calzada, Napindan, Ibayo, Sta. Ana, Ususan, Tuktukan, and Brgy. San Roque,
Pateros.
The researchers chose Tipas NHS because it was convenient for them to
gather data. The respondents were from SHS of Tipas NHS. All tracks from
grade 11 to 12 were considered in the population and samples (ABM, TVL, and
GAS). The researchers chose them because the topic was regarding their
financial status.
Respondents of the Study
The researchers’ respondents were from the SHS of Tipas NHS. The
coverage of the respondents was only the Grade 11 and 12 enrollees from all
sections of all strands offered by the school. The researchers chose the
respondents because they can make time to collect the data fast. The searchers
asked the admin the total classroom students to their population and sample of
respondents.
The following breakdowns of the respondents are these:
33
TIPAS NATIONAL HIGH SCHOOL
Table 2
Demographic Profile of the Students
According to Gender
Frequency Percentage
Gender
(f)
(%)
Male
25
37%
Female
42
63%
Total
n=67
100.0
In the table above, there are only 2 kinds of gender; male and female. The
researchers got the highest percent of female because they are more interesting
to the topic survey than the males. The percent of female is 63% compare to
male who got 37%.
Surveys that regard to income in a family were more observably
dominated by women. In a previous study, 80% of women are budgeting. For
example, in a family, most people who had handled the income for the family
were women because they are the ones who were left in the house to take care
of their children rather than their husbands who work for the family outside.
Budgeting is not an easy work.
Table 3
Demographic Profile of the Students
According to Age
Frequency Percentage
Age
(f)
(%)
19 and above
7
2%
18
21
9%
17
32
48%
16
6
9%
15 and below
1
2%
Total
n=67
100.0
34
TIPAS NATIONAL HIGH SCHOOL
The table above describes the age of the respondents of the researchers
that come up to the survey questionnaire provided. The first column is the ages
of the respondents. Second column is the frequency for each age range.
Frequency is the total value that came from the respondents regarding to
something. And the third one, are the percent or rates of the frequency over n.
After getting the total frequency of all ages, the researchers analyzed the
age that gained the highest and the lowest percent rates. The highest percentage
is the age of 17 (48 percent). It only proves that most of the senior high students
were in the age of 17. And, 2% got the lowest percent rate that is aged 15 and
below.
There was an article that describes how age changes the family status of
a child. Gariepy, Elgar et.al (2017) said in their article entitled, “Early-life family
income and subjective well-being in adolescences) that age can affect the low
family income of a family because children are growing. This means that the
family needs are becoming larger continuously.
35
TIPAS NATIONAL HIGH SCHOOL
Table 4
Demographic Profile of the Students
According to Section
Frequency Percentage
Section
(f)
(%)
1
21
31%
2
24
36%
3
11
16%
ABM
2
3%
TVL
9
14%
Total
n=67
100.0
For this table of section frequency distribution, the sections selected were
only at the Senior High department (Senior High students). The students in Tipas
National High School were divided and classified in their chosen strand. In Tipas
National High School, there were three strands offered: General Academic
Strand (GAS), Accounting Business and Management (ABM), and Technical
Vocational-EIM. These strands are available in the school. Since the
respondents and researchers have the same school attended, they have the
capability to easily gather the observational data and answers they need.
Sampling Technique
The researchers used a type of sampling technique called stratified
random sampling technique, which describes the population of the respondents
into strata, and then the respondents will be divided in random selected samples
from each stratum. The target respondents of the topic were the senior high
36
TIPAS NATIONAL HIGH SCHOOL
school students of Tipas National High School. That had been divided into
different classifications. It was classified by the respondents’ age, section, and
the social class where they were belonged.
Instrumentation
To make the research light up, the researchers formulated an instrument
that reflects the SOP’s of the study. The instrument was a survey questionnaire
that regards with the financial status of the students targeted.
The Part I of the questionnaire was about the demographic profile, which
enabled the researchers to know what the personal background of the student
was. Part II was the way for the researchers to know what the condition is in the
financial aspect of the SHS students. Lastly, Part III was the ways for the
researchers know how the SHS spend their money in a specific period of time.
The Instrument or the Survey Questionnaire helped the researchers to
gather the data on or what were the answers in questions like “How do you
spend your daily allowance?” and “How do you spend your allowance like that?”
(See Appendix).
Before distribution, the researchers submitted the draft to three experts for
the validation of the items. Validating experts were composed of a Social Science
teacher, an entrepreneur, and a TLE teacher. Criteria for validation of the items
include brevity, coherence, relevance, focus, and clarity. After passing the
validation phase (mean≥3.00), instrument had been pilot-tested with a pilot n of
20. Correlation was resulted as positive, meaning that the questionnaire was
37
TIPAS NATIONAL HIGH SCHOOL
reliable enough. Below is the table showing a summary of the validity
computation results of the instrument used by the researchers:
Table 5
Validity Measurement of the Instrument
Mean 1
Mean 2
Mean 3
Overall Mean
4.00
4.8
3.00
11.8/3
3.76
Note: Overall Mean ≥ 3.00 = valid instrument, otherwise invalid
After the validation, a pilot testing was conducted by the researchers by
administering the validated instrument using a similarly defined sample of
respondents (n≤20). The Cronbach Alpha value computed was positively
correlated. By convention, an alpha value of 0.70 or higher is said to indicate that
there is reliability on and among the items of the instrument used for the survey.
Administering and Data Gathering Procedure
In conducting the survey, the researchers followed some steps and
guidelines of correct procedure. After getting the total population that was
considered to be the origin of the sample, the researchers checked how the
schedule of the students and their schedule were not conflicting.
The researchers started to conduct the survey by introducing the topic
itself. After that, they elaborated the purpose of the study and how significant the
study was for the researchers. Explaining every part of the survey questionnaire
can help the respondents understand the activity well. After identifying the
questionnaire in every part, the researchers guided the respondents in
38
TIPAS NATIONAL HIGH SCHOOL
answering. There were respondents that could not understand some words that
the researchers must define or give a synonym. However, how thankful the
researchers were because their respondents gave the study high value and
participation.
Data Analysis Strategy
In statistics, a frequency distribution is a table that displays the frequency
of
various outcomes in a sample. Each
entry in the table contains
the frequency or count of the occurrences of values within a particular group or
interval, and in this way, the table summarizes the distribution of values in the
sample. An example is a univariate (i.e. single variable) frequency table. The
example frequency of each response to a survey question is depicted below:
Table 6
Example of a Univariate Frequency Table
Rank
Degree of agreement
Number
1
Strongly agree
20
2
Agree somewhat
30
3
Not sure
20
4
Disagree somewhat
15
5
Strongly disagree
15
A different tabulation scheme aggregates values into bins such that each
bin encompasses a range of values. For example, the heights of the students in
a class could be organized into the following frequency table:
39
TIPAS NATIONAL HIGH SCHOOL
Table 7
Example of a Bin Type of Frequency Table
Height range
Number of students
Cumulative number
less than 5.0 feet
25
25
5.0–5.5 feet
35
60
5.5–6.0 feet
20
80
6.0–6.5 feet
20
100
A frequency distribution shows us a summarized grouping of data divided
into mutually exclusive classes and the number of occurrences in a class. It is a
way of showing unorganized data e.g. to show results of an election, income of
people for a certain region, sales of a product within a certain period, student
loan amounts of graduates, etc. Some of the graphs that can be used with
frequency distributions are histograms, line charts, bar charts and pie charts.
Frequency distributions are used for both qualitative and quantitative data.
Construction of frequency distributions can be done using the following steps:
1. Decide about the number of classes. Too many classes or too few classes
might not reveal the basic shape of the data set; also it will be difficult to
interpret such frequency distribution. The maximum number of classes
may be determined by formula: or where n is the total number of
observations in the data.
2. Calculate the range of the data (Range = Max – Min) by finding minimum
and maximum data value. Range will be used to determine the class
interval or class width.
40
TIPAS NATIONAL HIGH SCHOOL
3. Decide about width of the class denote by h. Generally, the class interval
or class width is the same for all classes. The classes all taken together
must cover at least the distance from the lowest value (minimum) in the
data set up to the highest (maximum) value. Also note that equal class
intervals are preferred in frequency distribution, while unequal class
interval may be necessary in certain situations to avoid a large number of
empty or almost empty classes.
4. Decide the individual class limits and select a suitable starting point of the
first class which is arbitrary, it may be less than or equal to the minimum
value. Usually it is started before the minimum value in such a way that
the midpoint (the average of lower and upper class limits of the first class)
is properly placed.
5. Take an observation and mark a vertical bar (|) for a class it belongs. A
running tally is kept till the last observation.
6. Find the frequencies, relative frequency, cumulative frequency etc. as
required.
7. Joint frequency distributions.
8. Bivariate joint frequency distributions are often presented as (twoway) contingency tables.
9. The total row and total column report the marginal frequencies or marginal
distribution, while the body of the table reports the joint frequencies.[3]
10. Applications
41
TIPAS NATIONAL HIGH SCHOOL
11. Managing and operating on frequency tabulated data is much simpler than
operation on raw data. There are simple algorithms to calculate median,
mean, standard deviation etc. from these tables.
12. Statistical hypothesis testing is founded on the assessment of differences
and similarities between frequency distributions. This assessment involves
measures of central or averages, such as the mean and median, and
measures of variability or statistical dispersion, such as the standard
deviation or variance.
13. A frequency distribution is said to be skewed when its mean and median
are different, or the same, depending on the textbook. The kurtosis of a
frequency distribution is the concentration of scores at the mean, or how
peaked the distribution appears if depicted graphically—for example, in
a histogram. If the distribution is more peaked than the normal
distribution it is said to be leptokurtic; if less peaked it is said to be
platykurtic.
14. Letter frequency distributions are also used in frequency analysis to crack
codes and are referred to the relative frequency of letters in different
languages. There also graphs that can help researchers.
In mathematics, and more specifically in graph theory, a graph is a
structure amounting to a set of objects in which some pairs of the objects are in
some sense "related". The objects correspond to mathematical abstractions
called vertices (also called nodes or points) and each of the related pairs of
42
TIPAS NATIONAL HIGH SCHOOL
vertices is called an edge (also called an arc or line).Typically, a graph is
depicted in diagrammatic form as a set of dots for the vertices, joined by lines or
curves for the edges. Graphs are one of the objects of study in mathematics. The
edges may be directed or undirected. For example, if the vertices represent
people at a party, and there is an edge between two people if they shake hands,
then this graph is undirected because any person A can shake hands with a
person B only if B also shakes hands with A. In contrast, if any edge from a
person A to a person B corresponds to A's admiring B, then this graph is
directed, because admiration is not necessarily reciprocated. The former type of
graph is called an undirected graph and the edges are called undirected
edges while the latter type of graph is called a directed graph and the edges are
called directed edges.
Statistical Treatment
Descriptive statistics (in the count noun sense) are summary statistics that
quantitatively describe or summarize features of a collection of information, while
descriptive statistics in the mass noun sense is the process of using and
analyzing those statistics. Descriptive statistics is distinguished from inferential
statistics(or inductive statistics), in that descriptive statistics aims to summarize
a sample, rather than use the data to learn about the population that the sample
of data is thought to represent. This generally means that descriptive statistics,
unlike inferential statistics, is not developed on the basis of probability
theory even when a data analysis draws its main conclusions using inferential
43
TIPAS NATIONAL HIGH SCHOOL
statistics, descriptive statistics are generally also presented. For example, in
papers reporting on human subjects, typically a table is included giving the
overall sample size, sample sizes in important subgroups (e.g., for each
treatment or exposure group), and demographic or clinical characteristics such
as the average age, the proportion of subjects of each sex, the proportion of
subjects with related co morbidities, etc.
Some measures that are commonly used to describe a data set are
measures
of central
tendency and
measures
of
variability
or dispersion.
Measures of central tendency include the mean, median and mode, while
measures of variability include the standard deviation (or variance), the minimum
and maximum values of the variables, kurtosis and skewness.
Descriptive statistics provide simple summaries about the sample and
about the observations that have been made. Such summaries may be
either quantitative, i.e. summary statistics, or visual, i.e. simple-to-understand
graphs. These summaries may either form the basis of the initial description of
the data as part of a more extensive statistical analysis, or they may be sufficient
in and of themselves for a particular investigation. For example, the
shooting percentage in basketball is a descriptive statistic that summarizes the
performance of a player or a team. This number is the number of shots made
divided by the number of shots taken. For example, a player who shoots 33% is
making approximately one shot in every three. The percentage summarizes or
describes multiple discrete events. Consider also the grade point average. This
single number describes the general performance of a student across the range
44
TIPAS NATIONAL HIGH SCHOOL
of
their course experiences.
In mathematics, mean has several different
definitions depending on the context.
In probability and statistics, population mean and expected value are used
synonymously to refer to one measure of the central tendency either of
a probability
distribution or
of
the random
variable characterized
by
that
distribution. In the case of a discrete probability distribution of a random
variable X, the mean is equal to the sum over every possible value weighted by
the probability of that value; that is, it is computed by taking the product of each
possible value x of X and its probability P(x), and then adding all these products
together. An analogous formula applies to the case of a continuous probability
distribution. Not every probability distribution has a defined mean; see
the Cauchy distribution for an example. Moreover, for some distributions the
mean is infinite: for example, when the probability of the value is for n = 1, 2, 3...
For a data set, the terms arithmetic mean, mathematical expectation, and
sometimes average are used synonymously to refer to a central value of a
discrete set of numbers: specifically, the sum of the values divided by the number
of values. The arithmetic mean of a set of numbers x1, x2, ..., xn is typically
denoted by , pronounced "x bar". If the data set were based on a series of
observations obtained by sampling from a statistical population, the arithmetic
mean is termed the sample mean to distinguish it from the population mean.
For a finite population, the population mean of a property is equal to the
arithmetic mean of the given property while considering every member of the
population. For example, the population mean height is equal to the sum of the
45
TIPAS NATIONAL HIGH SCHOOL
heights of every individual divided by the total number of individuals. The sample
mean may differ from the population mean, especially for small samples. The law
of large numbers dictates that the larger the size of the sample, the more likely it
is that the sample mean will be close to the population mean.
The researchers had used frequency distribution and descriptive statistics
to present, analyze, and interpret the collected data.
46
TIPAS NATIONAL HIGH SCHOOL
CHAPTER IV
DATA PRESENTATION, ANALYSIS, AND INTERPRETATIONS
This study is a quantitative study that describes the financial status of SHS
in Tipas National High School. The researchers construct a survey questionnaire
used to gather data. This chapter presents the results and findings of the study,
followed by its interpretations and discussions of the numerical values.
SOP 1: What is the financial status of the respondents in terms of:
1:1 socio-economic status (SES) or monthly family income (MFI);
Table 8
Demographic Profile of the Students
According to Monthly Family Income (MFI)
Frequency Percentage
MFI
(f)
(%)
P30,001 and above
3
4%
P25,001-30,000
2
3%
P20,000-P25,000
5
8%
P15,001-P20,000
14
21%
P10,001-P15,000
7
10%
below P10,000
Total
37
n=67
54%
100.0
Table 8 shows how the respondents ranged in their monthly family income
(MFI). It shows there that most of the respondents range within 10,000 and below
(pesos) monthly family income, while few of the respondents range in 25,000 to
30,000 monthly family incomes. Therefore, almost half of the SHS from TNHS is
47
TIPAS NATIONAL HIGH SCHOOL
having the lowest monthly family income and only 3 percent of it is having an
above average monthly family income.
According to Noble (2015), in his article entitled 'Family Income May
Influence Kids Brain Development’, it tackled that there's an effect on what
income family had. It affects the learning opportunities caused by no capability to
purchase nutrients that they need especially to the students.
Table 9
Demographic Profile of the Students
According to Socio-Economic Class (SEC)
Monthly Income
Frequency Percentage
SEC
(Source: See Table 1)
(f)
(%)
AB
P50,251-P154,750
9
13%
C
P15,917-P50,250
24
36%
D
P5,167-P15,916.670
25
37%
E
P1-P5166
9
14%
Total
n=67
100.0
From table 9, it describes the socio-economic status of the respondents.
Socio-economic status (SEC) measure of family's economic and social position
related to income and education. SEC is used to depict economic differences. In
this table, it was evident that SEC D got the highest rates of f=25 followed by
SEC C F=24 (36%) while SEC AB got the lowest percent with 13%.
Copper (2015), raised two factors of socioeconomic. First, if the parental
education and family income are low, there's an effect on the brain surface and
cortical thickness. Second, study finds if parental education and family income
increased, there's also increased in brain surface area and it can keep family
income stable.
48
TIPAS NATIONAL HIGH SCHOOL
1:2 daily (or weekly) allowances;
Table 10
Daily Allowance of the Respondents
Frequency Percentage
Daily Allowance
(f)
(%)
P201 and above
2
3%
P101-P200
3
5%
P51-P100
24
36%
P20-P50
38
57%
Total
n=67
100.0
Table 10 shows the daily allowances of the respondents gathered from the
answers in the survey. The highest and lowest frequencies of the respondents
were 38 and 2, respectively. Almost half of the respondents had an allowance
costing P20-P50.
Since the respondents were near and convenient to go in school, they
might have the average allowance given to them. Having that kind of allowance,
there were some consequences like they can't afford for materials needed in
school activities.
Table 11
Daily Amount Expend from the Allowance
of the Respondents
Frequency Percentage
Amount
(f)
(%)
P201 and
2
2.99%
above
P101-P200
3
4.48%
P51-P100
14
20.89%
P20-P50
48
71.64%
Total
n=65
100
49
TIPAS NATIONAL HIGH SCHOOL
In this table, it tackles about the respondents’ daily amount spent from the
allowance provided to them.
The highest percentage got the respondents have P20-P50 having
71.64% while the lowest got 21.99%, wherein the respondents have an
allowance of only P51-P100. Since students on the respondents were living near
the school, the researchers believed that they have only little amount of money in
terms of daily allowance. Several students were only walking from their houses to
school. The students with high allowance can save because they don’t need to
spend it for transportation.
1.3 daily expenses in school (including amounts) and;
Table 12
Expenses from the Daily Allowance
of the Respondents
Frequency Percentage
Expenses
(f)
(%)
transport fare
food, drinks, and snack
school projects, assignments, and materials
school programs and events
work immersion/OJT fees
cigarette and alcohol
mall/shopping
dating
others
Total
50
21
31.34%
34
50.74%
11
16.42%
0
0%
0
0%
1
1.5%
0
0%
0
0%
0
n=67
0%
100
TIPAS NATIONAL HIGH SCHOOL
Table 12, shows the different expenses spent from the daily allowance of
the respondents. The possible expenses were divided into 9 choices. The
highest frequency was in foods, drinks and snack that got f=34 and the lowest
frequency was cigarette and alcohol with only f=1.
Palmer (2014) concluded that your decisions that make small actions
affects in budgeting. Foods, drinks and snack that are majority answered by the
respondents are considered as primary needs in a day basis. These things help
students to gain energy and more productive to do school works.
1.4 sources of financial support?
Table 13
Sources of the Allowance of the Respondents
Frequency Percentage
Source
(f)
(%)
Parents
61
91.04%
Other Relatives
Work
Others
Total
3
4.48%
2
2.99%
1
1.49%
n=67
100
The respondents of Tipas National High School asked where do they
allowance coming from, 61 answered they allowance came from their parents
and 2 answered the money they spend because they are working.
Since the respondents are only students, they are depending on their
parents in expenses in school. However, in students who are working, they can
have difficulties in reaching college compared from their classmates who were
51
TIPAS NATIONAL HIGH SCHOOL
more affluent and have enough finances on a day-to-day basis. They were also
less likely to attend college, persist, and graduate regardless of their academic
ability.
SOP 2: How do the respondents spend their daily allowance?
Table 14
Spend their Daily Allowance
1. Allowance are spent on school
supplies
2. Allowance are spent on foods,
drinks & transport
3. Allowance are spent on online
games
4. Allowance mostly goes to
savings
Total
Frequency Percentage
(f)
(%)
24
35.82
33
49.25
2
2.99
8
11.94
n=67
100
The researchers asked SHS students in Tipas National High School
how do they spend their daily allowance, 33 answered they spend it for foods,
drinks & transport and 2 answered they spend it on playing online games.
Most of the respondents spent their daily allowance on foods, drinks & transport.
These are one of the basic needs of the respondents in a day.
52
TIPAS NATIONAL HIGH SCHOOL
SOP 3: Why do the respondents spend their daily allowance in such
manner?
Table 15
Reasons of Spending According to their Daily Allowance
Frequency
(f)
Percentage
(%)
1. because it is necessity
31
46.27
2. because saving is important
11
16.42
3. because prioritizing the needs than
25
37.31
n=67
100
Reasons of Spending
wants rather
Total
This table shows the reasons of the respondents are spending their daily
allowance. The possible reasons of spending are divided into 3 reasons. The
highest frequency got 31 for the reason of things they buy is necessary and the
lowest frequency got 11 for the reason that saving for them is important. Based
on the table 14, majority of the respondents used to buy daily allowance in foods,
drinks & transport. The researchers conclude that these are necessities to them
especially in a day-basis.
53
TIPAS NATIONAL HIGH SCHOOL
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
In this chapter, the researchers wrote the summary of findings, answers
the questions in the statement of the problems as conclusions, and suggested
some recommendations that can be a huge support for students of Tipas
National High School.
Summary of Findings
Listed below are the findings discovered by the researchers.
1. Most of the respondents range family income from 10,000 pesos and
below, while few of the respondent’s family income range in 25,000 to
30,000 pesos.
2. SEC D or Class D in the social classes used by the researchers got the
highest rates of 25% while SEC AB got the lowest percent with 9%. Most
of the respondents were in this social class.
54
TIPAS NATIONAL HIGH SCHOOL
3. The highest frequency and lowest frequency of the respondents were 38
and 2, respectively. Almost half of the respondents had an allowance
costing P20-P50.
4. The highest percent rated by the respondents to have P20-P50 or having
74% while the lowest got 23% wherein the respondents have allowance
P51-P100. Since students on the respondents were living near the school,
the researchers think that they have only little amount of money in terms
of daily allowance. Several students were only walking from their house to
school. These students with high allowance can save because they don’t
need to spend it for transportation.
5. The possible expenses are divided into 9 choices. The highest frequency
is in foods, drinks and snack that got an f=64 and the lowest frequency is
in for the consumption of cigarette and alcohol with only f=1.
6. Among respondents of Tipas National High School, 59 answered that they
allowance came from their parents and 4 answered the money they spend
were theirs because they were working.
Conclusions
Below are the conclusions drawn from the findings:
55
TIPAS NATIONAL HIGH SCHOOL
1. Majority of the Senior High School students of Tipas National High School
were coming from a family earning the small and average possible amount
of monthly salary for the whole family. They belonged from socioeconomic classes C and D.
2. Majority of the Senior High School students of Tipas National High school
has the lowest amount of daily allowance for school expenses.
3. Majority of the Senior High School students of Tipas National High School
spend their daily allowance for food, drinks, school supplies and school
programs or events.
4. Majority of the Senior High School students of Tipas National High School
have their daily allowance coming from their parents.
5. Grade 11 and 12 students of Tipas National High School spend their
money strictly for more important school expenses.
6. Grade 11 and 12 students of Tipas National High School spend their
money in such manner because they believe that it is the most appropriate
way to spend money. They also believe that they can save it by right
budgeting.
56
TIPAS NATIONAL HIGH SCHOOL
Recommendations
The following are the recommendations suggested by the researchers
based from the findings and conclusions:
1. The researchers suggest that SHS students of Tipas National High
School that they must continue their financial management and
budgeting for the sake of their very important expenditure in school.
2. Attend seminars about business investment, financial management,
business establishment, and financial literacy.
3. Ask a request to the administration office of the school to construct
a learner support program relating to the financial health and
development of the students. This can be headed by Technology
and Livelihood Education (TLE) and Business Math teachers.
57
TIPAS NATIONAL HIGH SCHOOL
REFERENCES
Brown, N. & Ferguson, K. (2017).Teaching Financial Literacy with Max and
Ruby.Childhood Education, v93 n1 p58-65. Retrived from
https://eric.ed.gov/?q=articles+about+financial+problem&id=EJ1125398
Conger, R. D. (2010).Socioeconomic Status, Family Processes And individual
Development.Retrived from
http://onlinelibrary.wiley.com/doi/10.1111/j.1741-3737.2010.00725.x/full
Cooper,D. (2015). Family Income May Influenced Kid’s Brain
development.Columbia University in New York. Retrieved from:
http://www.abc.au/science/articles/2015/03/31/4207497.htm
Effect of Family Income on the Relationship Between Parental Education and
Sealant Prevalence, national Health and Nutrition Examination Survey.
(2015, August 16). Retrieved from:
http://dx.doi.org/10.5888/pcd12.150037
Gariepy G, Elgar FJ, Sentenac M, Barrington-Leigh C. (2017). Early-life family
income and subjective well-being in adolescences.PLos ONE 12(7):
e0179380. https://doi.org/10.1371.journal.pone.0179380
Harris,W. (2011). Budgeting Academic Spac. Planning for Higher Education. V40
n1 p29-41 Retrived from:
https://eric.ed.gov/?q=articles+about+budgting+for+students&id=EJ94433
4
Hensley, B. J. (2015). Enhancing Links between Research and Practice to
Improve Consumer Financial Education and Well-Being.Journal of
Financial Counseling and Planning, v26 n1 p94-101. Retrieved from
https://eric.ed.gov/?q=articles+about+financial+problem&id=EJ1074652
Hitchcock,T. (2008). Financial Planning for Students. Mind Over Money.
Retrieved from:
Holland, K. (2014). Keeping your college student on a budget. Retrieved from
https://www.cnbc.com/2014/06/02/keeping-your-college-student-on-abudget.html
Jackson, J. (2014). Higher Education in California: Student Costs. Public Policy
Institute of California.Retrived from
https://eric.ed.gov/?q=articles+about+budgeting+for+students&pg=3&id=E
D561200
58
TIPAS NATIONAL HIGH SCHOOL
Kezar, A., Yang, H. (2010). The Importance of Financial Literacy.About Campus,
v14 n6 p15-21. Retrieved from
https://eric.ed.gov/?q=articles+about+financial+problem&id=EJ877502
Levenson, N. (2012). Smarter Budgets, Smarter Schools: How to Survive and
Thrive in Tight Times. Harvard Education Press. Retrieved from
https://eric.ed.gov/?q=articles+about+budgeting+for+students&pg=2&id=E
D531868
McGregor,K.K. (2016 May 17). The University Experiences of Students with
Learning Disabilities.Learning Disabilities Research & Practice. Retrieved
from: https://phys.org/news/2016-05-financial-status-affects-successstudents.html#jCp
Palmer,J.C. (2014). Budgeting Approaches in Community Colleges. New
Direction For Community Colleges, n168. P24-40. Retrieved from:
https://eric.ed.gov/?q=articles+about+budgeting+for+students&id=EJ1048
314
Perry, M. (2013). Site-Based Budgeting: A New Age of District Finance. Retrived
from
https://eric.ed.gov/?q=articles+about+budgeting+for+students&pg=2&id=E
J1005290
Richardson, T. (2016). Financial Difficulties Facing College Students Lead to
Mental Health. Community Health Journal, pp.1-9.Retrived from:
https://www.madinamerica.com/2016/08/financial-difficulties-facingcollege-students-lead-to-mental-health-issues/
School Budget Hold'em Facilitator's Guide.(2012). Education Resource
Strategies.Retrived from
https://eric.ed.gov/?q=articles+about+budgeting+for+students&pg=2&id=E
D541225
Soria, K.M., Weiner, B., Lu, E. C. (2014). Financial Decisions Among
Undergraduate Students from Low-Income and work-class Social Class
Backgrounds. V44. Retrived from
http://publications.nasfaa.org/jsfa/vol44/iss1/2/?utm_source=publications.n
asfaa.org%2Fjsfa%2Fvol44%2Fiss1%2F2&utm_medium=PDF&utm_cam
paign=PDFCoverPages
Szatmary, D. P. (2011).Activity-Based Budgeting in Higher Education.Continuing
Higher Education Review, v75 p69-85. Retrieved from
https://eric.ed.gov/?q=articles+about+budgeting+for+students&pg=2&id=E
J967809
59
TIPAS NATIONAL HIGH SCHOOL
Thomson, S. (2015). Financial Literacy.Australian Council for Education
Research. V6. Retrieved from
https://eric.ed.gov/?q=articles+about+financial+problem&id=ED557088
Warnock, D. M. (2016).Iniqualities at the Outset: Racial, Ethnic, and
Socioeconomic Differences in Parents' Perceptions of Paying for College.
Journal of College Student Development, v57 n5 p503-521.Retrived from:
https://eric.ed.gov/?q=articles+about+family+income+affects+students&id
=EJ1108418
Weiss, D. (2011). Budgeting Time to Teach about the School Budget.Social
Studies and the Young Learner, v24 n2 p28-32.Retrived from:
https://eric.ed.gov/?q=articles+about+budgeting+for+students&id=EJ9570
88
Willis, J & Hill, Matt. (2011). Budgeting Based on Students Needs. District
Administration.V47 p79-84. Retrieved from:
https://eric.ed.gov/|q=articles+about=budgeting+for+students&id=EJ92990
1
Zierdt, G. L. (2009). Responsibility-Centred Budgeting: An Emerging Trend in
Higher Education Budget Reform. Journal of Higher Education Policy and
Management, v31 n4 p345-353 Retrieved from:
https://eric.ed.gov/?q=articles+about+budgeting+for+students&id=EJ8655
26
(2008) Retrieved from: https://www.ihrb.org/focus-areas/finance/
https://en.wikipedia.org/wiki/Frequency_distribution
60
TIPAS NATIONAL HIGH SCHOOL
APPENDIX A
Survey Questionnaire
Purpose: This survey aims to know your financial status and condition as a
student enrolled in the Senior High School Program. It involves the questions
asking about your allowances, expenses, and the way you spend your money.
Direction: Put a check on the blank that corresponds to your profile and financial
condition.
PART I. Demographic Profile
Age: ___ 15 and below ___16 ___ 17 ___ 18 ___19 and above
Gender: ____Male ___Female
Section (Number): ____
PART II. Financial Status and Condition
1. How much is your monthly family income?
___ below 10,000 ___ 15,001-20,000
___25,001-30,000
___ 10,001-15,000 ___20,000-25,000 ___30,001 and above
2. What social class does you and your family belongs?
(Refer to you monthly family income)
___AB: P50,251-P154,750 ___D: P5,167-P15,916.670
___C: P15,917-P50,250
___E: P1-P5166
3. How much is your allowance in a day? _____
4. How much now is your savings since June 2016? ____
5. From your daily allowance, how much money do you spend in 1 day?
____________
61
TIPAS NATIONAL HIGH SCHOOL
6. Where do you spend your allowance? (you can check more than once)
____ transport fare
____ food, drinks, and snack
____ school projects, assignments, and materials
____ school programs and events
____ work immersion/OJT fees
____ cigarette and alcohol
____ malling/shopping
____ dating
____ others (Pls. specify) ______________________________
7. Where is your allowance coming from?
(you can check more than once)
_____my parents
_____ Others (Pls. specify)___
_____my other relatives
__________________
_____my work
8. If you are a working student, how much money do you earn? _________
in one _________
PART III. Q and A. Financial Management
1. How do you spend your daily allowance?
2. Why do you spend your allowance like that?
62
TIPAS NATIONAL HIGH SCHOOL
Division of Taguig City and Pateros
Tipas National High School
Palingon, Tipas, Taguig City
SURVEY CONSENT LETTER
Date: _________
TO THE ADVISER:
Greetings!
We are the Grade 12 students of Tipas National High School who are
currently conducting a quantitative research entitled: “A DescriptiveQuantitative Study on the Financial Status of the Senior High Students in
Tipas National High school AY 2017-2018: Basis for the Creation of a
Learner Support Program”
This letter is submitted to you so we can get your consent for an evaluation
needed for our research. With your permission, we will ask you to fill up and
answer a survey questionnaire and a few Q and A related to the title mentioned
above, which was the topic of our study. It will only take few minutes for the
assessment and observations of the group in the most comfortable time and
place you want.
The purpose of our study is: to describe the financial status of senior high
school students in Tipas NHS.
Your participation in this study is completely voluntary and is not associated
with any institution and will not affect you or your rights in any way. You may quit
this interview at any time. The data collection period for this study is within the
month of October. There are minimal risks involved; this research will be used for
compliance only on our subject Practical Research II for this semester AY 20172018.
To protect your confidentiality, your name will not appear on the survey (if you
want to), we will only use the data and results from the assessment and
observation, without including your name. The information you release will not be
shared with anyone other than us and our thesis adviser MR. KOBEY C.
GABRIEL of Tipas NHS. If you have questions to us you may contact us at
63
TIPAS NATIONAL HIGH SCHOOL
____________. Any reference to you will be by pseudonym, including any direct
quotes from our respondents.
There are no foreseen direct benefits to you regarding the participation in this
study beyond the general knowledge that you are assisting in furthering the
knowledge related to this research topic, and assisting the researcher in
completing the requirements of our subject. There is no compensation
associated with participation in this study.
This letter will serve as a consent form for your participation and will be kept
in our personal locked file after the completion of this study. This document
acknowledges you understand of your rights as a participant in this study, which
the researchers have explained to you prior to signing this document.
Sincerely,
THE RESEARCHERS
______________________________
SIGNATURE OVER PRINTED NAME
RESPONDENT
NOTED BY:
MR. KOBEY C. GABRIEL
THESIS ADVISER
Date: _______________________________
Contacts: ____________________________
____________________________________
64
TIPAS NATIONAL HIGH SCHOOL
Maica Gale BengsonQuinacman
196 E. Quiogue St. Aguho Pateros, Metro Manila
maicagale@yahoo.com
Educational Background
Elementary
Palamis Elementary School
Palamis, Alaminos City, Pangasinan
Batch 2011-2012
Secondary
Junior High School Alaminos City National High School
San Jose Drive, Alaminos City, Pangasinan
Batch 2015-2016
Senior High School
Tipas National High School
Palingon, TipasTaguig City
Batch 2017- present
Awards
ElementaryBest in English
Grade 1 top 1 student
Grade 2 top 3 student
Grade 3-6 top 9
Grade 6 Best in Radio Broadcast
Skills and Abilities






Communicate well in English and Filipino
Loves to read books and magazines
Good in acting, singing and dancing
Proficient in using Microsoft Application
Crafty
Loves to play Basketball, Badminton and Running
Personal Background
Age
Status
Date of birth
Place of birth
:
:
:
:
65
17
Single
August 22, 1999
Mangatarem,Pangasinan
TIPAS NATIONAL HIGH SCHOOL
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
Father’s name
Occupation
:
:
:
:
:
:
:
66
Jehovah’s Witnesses
Filipino
Tagalog, English, Iloco
Angelica B. Quinacman
Teacher
Francisco B. Quinacman
Self-employed
TIPAS NATIONAL HIGH SCHOOL
Abigail Pagunuran Lorenzo
Purok 2 #206 San Pedro Street PalingonTipasTaguig City
09463044128
lorenzo_abigail17@yahoo.com
Education Background
Elementary
Batch 2011-2012
Secondary
Junior High School
Batch 2015-2016
Senior High School
Tipas Elementary School
PalingonTipas, Taguig City
Tipas National High School
PalingonTipasTaguig City
Tipas National High School
PalingonTipasTaguig City
Batch 2016-present
Awards
 Grade 8 top 5 certificate award 2013
 Grade 9 top 3 medal award 2014
 Grade 10 top 9 certificate award 2015
Skills and Abilities
 Love to cook, reading books, listening to music, and cleaning something
Personal Background
Age
:
17
Status
:
Single
Date of birth
:
October 17, 1999
Place of birth
:
Muntinlupa City
Religion
:
Roman Catholic
Nationality
:
Filipino
Language/Dialects
:
Tagalog &English
Mother’s name
:
Clara Pagunuran
Occupation
:
Housewife
Father’s name
:
Ariel Lorenzo
Occupation
:
Helper
67
TIPAS NATIONAL HIGH SCHOOL
Franz Gabriel A. Navalta
#36 Catleya St. Brgy. NapindanSamama II, Taguig City
Education Background
Elementary
St. Uriel Academy of Taguig City
Batch 2011-2012
Secondary
Junior High School
Tipas National High School
PalingonTipasTaguig City
Batch 2015-2016
Senior High School
Tipas National High School
PalingonTipasTaguig City
Batch 2016-present
Skills and Abilities
 Playing Basketball
 Worker
Personal Background
Age
Status
Date of birth
Place of birth
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
Father’s name
Occupation
:
:
:
:
:
:
:
:
:
:
:
68
20
Single
October 30, 1997
Pasig City
Roman Catholic
Filipino
Tagalog &English
Jasmine A. Navalta
Deceased
Richard M. Navalta
Electrician
TIPAS NATIONAL HIGH SCHOOL
Princess Joy Guisihan
Block 23 Levi Mariano St. PalingonTipas, Taguig City
princessguisihan@yahoo.com
Education Background
Elementary
Secondary
Junior High School
Senior High School
Tipas Elementary School
Batch 2011-2012
Tipas National High School
PalingonTipasTaguig City
Batch 2015-2016
Tipas National High School
PalingonTipasTaguig City
Batch 2016-present
Awards
 Grade 9- Top 7
 Grade 11- Top 2
 Grade 12- Best in DRRR
Skills and Abilities
 Cooking
 Dancing

Personal Background
Age
Status
Date of birth
Place of birth
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
Father’s name
Occupation
:
:
:
:
:
:
:
:
:
:
:
69
17
Single
March 27, 2000
Taguig City
Roman Catholic
Filipino
Tagalog, English
Jenifer Guisihan
Housewife
Ferdinand Gedenaria
Tricycle Driver
TIPAS NATIONAL HIGH SCHOOL
Juluis V. Sibunga
484 Magsalinst.PalingonTipasTaguig City
juluis.sibunga07@yahoo.com
Education Background
Elementary
Secondary
Junior High School
Senior High School
Tipas Elementary School
Batch 2011-2012
Tipas National High School
PalingonTipasTaguig City
Batch 2015-2016
Tipas National High School
PalingonTipasTaguig City
Batch 2016-present
Awards
 Grade 8 top 6 student
 Grade 9 top 6 student
Skills and Abilities
 Play instrument
 Love to cook
Personal Background
Age
Status
Date of birth
Place of birth
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
Father’s name
Occupation
:
:
:
:
:
:
:
:
:
:
:
70
18
Single
March 7, 1999
Upper Bicutan
Church of Chrish
Filipino
Tagalog and English
Josie M. Villaueva
Assistant Nurse
Noli C.Sibunga
None
TIPAS NATIONAL HIGH SCHOOL
MhaydelBarabadSeguido
Purok 5 Sto. Tomas Gk Village NapindanTaguig City
09098374517
Mhaydel_seguido@yahoo.com
Educational Background
Elementary
Napindan Elementary School
NapindanTaguig City
Batch 2011-2012
Secondary
Junior High School
Tipas National High School
PalingonTipasTaguig City
Batch 2015-2016
Senior High School
Tipas National High School
PalingonTipasTaguig City
Batch 2016-present
Skills and Abilities
 Playing badminton
 Good in singing
Personal Background
Age
Status
Date of birth
Place of birth
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
Father’s name
Occupation
:
:
:
:
:
:
:
:
:
:
:
71
16
Single
October 24, 2000
Makati City
Roman Catholic
Filipino
Tagalog & English
MaridelSeguido
Janitress
MelchorSeguido
Construction Worker
TIPAS NATIONAL HIGH SCHOOL
Andy Bitayo
IbayoTipasTaguig City
Educational Background
Elementary
Secondary
Junior High School
Senior High School
Tipas Elementary School
PalingonTipas, Taguig City
Batch 2011-2012
Tipas National High School
PalingonTipasTaguig City
Batch 2015-2016
Tipas National High School
PalingonTipasTaguig City
Batch 2017-present
Skills and Abilities
 Loves to play basketball
Personal Background
Age
Status
Date of birth
Place of birth
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
Father’s name
Occupation
:
:
:
:
:
:
:
:
:
:
:
72
17
Single
March 29, 2000
Makati City
Roman Catholic
Filipino
Tagalog & English
Flora Bitayo
Housewife
Antonio Bitayo
Baker
TIPAS NATIONAL HIGH SCHOOL
Ferdinand Roque
376 Col Stacio St. PalingonTipas, Taguig City
roquemakoy@gmail.com
Educational Background
Elementary
Secondary
Junior High School
Senior High School
Tipas Elementary School
PalingonTipas, Taguig City
Batch 2011-2012
Tipas National High School
PalingonTipasTaguig City
Batch 2015-2016
Tipas National High School
PalingonTipasTaguig City
Batch 2017-present
Skills and Abilities
 Playing Basketball and Chess

Personal Background
Age
Status
Date of birth
Place of birth
Religion
Nationality
Language/Dialects
Mother’s name
Occupation
:
:
:
:
:
:
:
:
:
73
18
Single
February 14, 1999
Taguig City
Roman Catholic
Filipino
Tagalog & English
EmelitaRoque
Housewife