FINANCIAL STRESS AND THE ACADEMIC PERFORMANCE

AMONG

SENIOR HIGH SCHOOL STUDENTS OF BUUG NATIONAL HIGH

SCHOOL

VINCE IAN ARMENTON

FRANCES RONALD BADIANG

Senior High School (SHS)

2022 – 2023
SY
 i

FINANCIAL STRESS AND THE ACADEMIC PERFORMANCE AMONG SENIOR HIGH

SCHOOL STUDENTS OF BUUG NATIONAL HIGH SCHOOL

A Research Paper
Presented to the Faculty of the Senior High School
Department
BUUG NATIONAL HIGH SCHOOL
Manlin, Buug, Zamboanga Sibugay

In Partial Fulfillment of the

Requirements for Practical Research 2

VINCE IAN ARMENTON

FRANCIS ROLAND BADIANG

2022 – 2023
 ii

TABLE OF CONTENTS

CHAPTER Pages

1 INTRODUCTION

1.1 Background of the Study 1

1.2 Conceptual Framework

1.3 Statement of the Problem

1.4 Hypothesis

1.5 Significant of the Study

1.6 Scope and Limitation of the Study

1.7 Operational Definition of Terms

Figure Title Pages

1 Theoretical Model 1 2
2 Conceptual Model 5

3 Locale of the Study 18

4 Distribution of Respondents by Strand 19
 CURRICULUM VITAE

Chapter 1

Introduction

1.1 Background of the Study

Financial stress refers to a tight cash situation in which a person cannot pay a debt
by the due date ( Lisa A House, Chelsea Neal, Jacob Kalbo 2019 ). Financial stress
affects an individual's ability to function, avoid bad habits, and think clearly. Recent
national surveys have found that debt and other related financial situations are one
of the leading causes of stress among students. In the National College Health
Assessment, finances ranked as the second largest stressor among students, after
academics (NCHA, 2021). Furthermore, financial stress is common among students
and links to adverse outcomes, particularly the students' academic performances
(Deanna Grant Smith, Laura De Zwaan, 2019 & Kenneth J White, 2020).
Financial stress is associated with academic failure (Joo, Durband, & Grable, 2020;
Ross, Cleland, & Macleod, 2021; Trombitas, 2019). Hence, identifying the factors
affecting students' coping behaviors is an essential component of the effort to
 CURRICULUM VITAE
improve students' well-being (Lim, Heckman, & Montalto, 2020). Reduced
expenses, increased income, improved management skills, borrowing money, using
psychological means to reduce or avoid stress, and seeking help are some coping
strategies related to financial problems documented in the previous literature, as per
Grable and Joo (2022).
Moreover, determining the impact of the coronavirus disease 2019 (COVID-19)
pandemic on students' health and financial stability is critical to developing
effective interventions to alleviate these effects, which may have long-term
consequences on their health and well-being (Jones, Manze, Ngo, Lamberson ,
Freudenberg, 2021). The pandemic resulted in a high rate of financial instability
among students.
This study aimed to explore and determine the level of financial stress and academic
performance among Grade 12 students of BUUG NATIONAL HIGH SCHOOL
during the pandemic.
1

Observation - As we observed in our current situation one of the common

problem as a student is a financial problem that can trigger as to a stress. As we know
stress is the intensity this mutual force commonly expressed in pounds per square
inch and that is what i see now in our current situation, many students are suffering
 CURRICULUM VITAE
from it lack of financial support with their needs from their parents. It’s hard for them
to cope up from it, That’s why we came up with these studies and now we are
observing the grade 12 students of BUUG NATIONAL HIGH SCHOOL. Although
we need more information, So we need to gather it from them so we can will know
how many students in grade 12 that is suffering from financing stress.

Purpose or Aimed – The purpose of this study is to explore and determine the
level of financial stress and academic performance among Grade 12 students of
BUUG NATIONAL HIGH SCHOOL during the pandemic.

1.3 Conceptual Framework

Based on the theories reviewed and per observation, this study advances the
proposition that financial stress has a significant relationship to the academic
performance of the senior high school students of the BUUG NATIONAL HIGH
SCHOOL, especially during the time of the pandemic.
 CURRICULUM VITAE

SOCIO-
ECONOMIC FINANCIAL ACADEMIC
PROFILE STRESS PERFORMANCE

Sex High Fairly Satisfactory

Age Average Satisfactory
Academic Strand Low Very Satisfactory
Family Monthly Very Low Outstanding
Income

Figure 2. Conceptual Paradigm Showing the Relationship between Socio-Economic Profile,

Financial Stress, and Academic Performance

Figure 2 shows the relationship between the respondents' socioeconomic

profile, level of financial stress, and level of academic performance. The study
considered the socioeconomic profile of the respondents in terms of sex, age, strand,
and family monthly income. The paradigm shows that financial stress is categorized
into four levels: "high," "average," "low," and "very low."While academic
performance is categorized into four levels: "outstanding," "very satisfactory,"
"satisfactory," and "fairly satisfactory." The study assumed that if the level of
 CURRICULUM VITAE
financial stress is "high," the level of academic performance is "low" or "fairly
satisfactory." The relationship between the variables is shown through statistical
inference.

1.4 Statement of the Problem

This will be conducted to determine the significant relationship between financial

stress and the academic performance of the grade 11 students of BUUG
NATIONAL HIGH SCHOOL.

Specifically, this study aimed to answer the following questions:

1. What are the socio-economic profile of the respondents in terms of:

1.1 Sex

1.2 Age

1.3 Strand

1.4 Family Monthly Income

 CURRICULUM VITAE
2. What is the level of financial stress among the grade 12 students of BUUG
NATIONAL HIGH SCHOOL?
3. What is the level of academic performance among the grade 12 students of
BUUG NATIONAL HIGH SCHOOL?
4. Is there a significant relationship between socio-economic profile and the level of
financial stress among the grade 12 students of BUUG NATIONAL HIGH
SCHOOL?
5. Is there a significant relationship between the level of financial stress and the
level of academic performance among the grade 12 students of BUUG
NATIONAL HIGH SCHOOL?

1.5 Hypotheses

The following hypotheses will be tested at 0.05 level of significance:

Ho1: Socio-economic profile and the level of financial stress among the grade 11
students of BUUG NATIONAL HIGH SCHOOL have no significant relation.
Ho2: Financial stress and the academic performance of the grade 11 students of
 CURRICULUM VITAE
BUUG NATIONAL HIGH SCHOOL have no significant relation.

1.6 Significance of the Study

According to Tesfaw & Yitayih, Lim Heckman (2021), financial stress is

common among students and is associated with adverse outcomes, particularly
academic performance. Financially unstable students appear more susceptible to
distractions, which may impact their academic performance. Hence, this study aims
to determine the students' level of financial stress and its relation to their academic
achievements and explore their coping strategies in handling financial stress,
specifically during the pandemic.
To the Students - this study may inspire and enlighten them to help themselves in
dealing with financial problems while studying.

To the Teachers - this study may assist the teachers with information about their
students' financial situation, and they can help and educate the students, same as
themselves, especially on financial strategies. They can find solutions to particular
problems arising in their classrooms, such as not having enough money to pay fees in
school.
 CURRICULUM VITAE
T the Education staff -  this research could assist in determining the impact of
financial resources provided by Guidance and Counseling Services on students' chances
of attending college and applying for financial aid.

To the Future researchers - this study can be a reference if they conduct a similar
study for further verification of results and findings.

1.7 Scope nd Limitation of the Study

This study focused on determining the socio-economic profiles of the

respondents in terms of sex, age, academic strand, family monthly income, level of
financial stress, and level of academic performance. The study was limited in
determining the significant relationship of financial stress to the academic
performance among the Grade 12 students of -Buug National High school for the 1st
semester, S.Y. 2022-2023. This study also determined the significant relationship of
the respondents’ socio-economic profile (sex, age, academic strand, family monthly
income) to the level of financial stress. The findings of the study such as socio-
economic profile and financial stress solely relied from the data gathered from the
adopted and modified questionnaire, while the academic performance was based on
 CURRICULUM VITAE
the general weighted average (GWA) of the respondents during the first semester of
school year 2022-2023.

1.8 Operational Definition of Terms

The following terms are defined according to the usage in the study for the
purpose of clarity and a better understanding of the readers.
Financial stress is a state of worry, anxiety, or emotional tension concerning
money, debt, and upcoming or current expenses. In this study, financial stress refers
to the stress experienced by the students resulting from the inability to meet their
financial obligations that affect their academic performance. Financial stress can be
classified into four levels as follows:
High-level financial stress refers to a high degree of stress experienced by
the students resulting from the inability to meet their financial obligation in school
and whose average weighted mean ranges from 3.25-4.00.
Average-level financial stress refers to an average degree of stress
experienced by the students resulting from the inability to meet their financial
obligation in school and whose average weighted mean is ranging from 2.50-3.24.
 CURRICULUM VITAE
Low-level financial stress refers to a low degree of stress experienced by the
students resulting from the inability to meet their financial obligation in school and
whose average weighted mean is ranging from 1.75 - 2.49.
Very Low-level financial stress refers to a lesser degree of stress experienced by the
students resulting from the inability to meet their financial obligation in school and
whose average weighted mean is ranging from 1.00 - 1.74.
Academic performance It refers to the measurement of a student's
achievement in his academic subjects. This is typically assessed through classroom
performance and standardized test results. This study measures students' academic
performance using the general weighted average (GWA) as of the first semester, S.Y.
2021-2022. In this study, academic performance is classified into four levels
"outstanding," "very satisfactory," "satisfactory," and "fairly satisfactory."
Outstanding refers to the student's exceptional academic standing, computed
from all the classes taken for the marking period and whose grade weighted average
(GWA) ranges from 90-100.
Very Satisfactory refers to the student's excellent academic standing,
computed from all the classes taken for the marking period and whose average ranges
from 85-89.
 CURRICULUM VITAE
Satisfactory refers to the student's good academic standing, computed from
all the classes taken for the marking period and whose average ranges from 80-84.
Fairly Satisfactory refers to the student's poor academic standing, computed
from all the classes taken for the marking period and whose average ranges from 75-
79.
Socio-economic is the position of an individual or group on the socioeconomic scale,
which is determined by a combination of social and economic factors such as
income, amount and kind of education, types if prestige of occupation, place of
residence and – in some societies and parts of society – ethnic origin or religious
background.