Chapter 1

INTRODUCTION

Background of the Study

Financial problem is a vital issue for everyone, especially students

most students have to struggle to make ends meet as they come from

underprivileged families. Thus, students have to make difficult decisions

whether to spend money on food or other essential needs; and other have to

go through health issue that took a tool on their financial situations

(Perman,2019). With the lack of financial, hence students faced financial

problems to adapt to the high cost of living. Financial is a severe issue that

linger among university students and might affect their academic

performance. Therefore, the purpose of this study is to identify the

relationship between financial problem and student’s grades.

In the Philippines, students’ allowances play a crucial role in supporting

students' needs in terms of basic living expenses, transportation, and

academic requirements. However, little empirical research has been

conducted to investigate the impact of student allowances on students'

academic performance. A study conducted by Hilario and Canonero (2013)

found that students who received a higher allowance tend to have a higher

academic performance than those who received lower allowances. However,

the study also revealed that students who received excessively high

allowances experienced a decline in academic performance, perhaps

because of the tendency to focus on leisure activities instead of their studies.

Another study conducted in 2013 by Reyes noted that students who

receive regular allowances from their parents tend to have better academic
 2

performance than those who do not receive financial support from their

parents. This study suggested that the ability to allocate sufficient time for

academic activities without the additional burden of working to support oneself

tended to have a positive effect on academic performance.

Overall, it is evident that a student's allowance can greatly affect their

academic performance. However, it is not just the amount of financial support

that matters but also how it is used. Students who effectively manage their

allowances to meet their academic needs while maintaining a balanced

lifestyle would likely exhibit a positive effect on their grades. It's crucial to

note, however, that financial support alone cannot guarantee success in

education. It's also essential to focus on the quality of education, as well as a

support system that nurtures critical thinking and problem-solving skills,

academic motivation and self-discipline.

The social relevance of studying the effects of student allowance on

academic performance lies in understanding how financial support affects

students' educational outcomes. By conducting a quantitative analysis,

researchers can provide evidence- based insights into the relationship

between student allowances and academic performance. This information is

crucial for policymakers, educators, and institutions in designing effective

financial aid programs and support systems that can positively impact

students' academic success. Ultimately, the study's findings can contribute to

addressing socioeconomic inequalities in education and promoting equal

opportunities for all students.

Assessing the influence of student allowances on academic

performance is crucial for understanding the factors that contribute to student

 3

success and identifying potential areas for improvement. Findings from this

study can help policymakers make informed decisions regarding student

financial support programs. Educational institutions can tailor their support

services based on the impact of allowances. Students can better manage

their finances and make informed choices to enhance their academic

outcomes.

Perception of Students towards the Importance of Allowance on their

Academic Performance: A Case Study in Mindanao. This study conducted by

the International Journal of Multidisciplinary Research and Development

investigates the perception of students towards the importance of allowance

on their academic performance in Mindanao. The results showed that

students perceived that their allowance has a positive impact on their

academic performance. The Impact of Student Support Services on Academic

Performance Among University Students in Mindanao, Philippines. This study

conducted by the International Journal of Social Sciences investigates the

impact of student support services on academic performance among

university students in Mindanao. The results showed that receiving financial

support such as student allowances has a positive impact on the academic

performance of students.

Statement of the Problem

This study aimed to know the factors affecting the allowance increment

of students and its impact to their academic performance. Specifically, it

sought to answer the following questions:

1. What are the factors affecting the student's allowance increment?

2. Which factor greatly affects the student's allowance increment?

 4

3. What is the impact of allowance increment in their academic

performance?

Hypothesis

These are related in the statement of the problem in question numbers

1and 2

1. The factors that affect the student's allowance increment are the

financial situation, cost of living, motivation, and parental involvement.

2. The factor that greatly affects the student's allowance increment is

parental involvement.

Review of Related Literature

Students’ Allowance

In a study conducted by Mone A an. Tuñacao, M. (2020) most of the

students receive their allowance in a daily basis. The allowances are used for

their everyday consumptions and to be used for daily needs in school. The

students appear to have a peaceful thought of their financial lifestyles due to

meeting financial duties with much less level of debt.

According to World Bank (2021) the Impact of Financial Support on

Students' Grades: Evidence from Tanzania" This looks at analyzed the

consequences of government-funded coins transfers on the instructional

overall performance of secondary college students in Tanzania. The

outcomes confirmed that scholars who obtained monetary assist had better

check rankings and decrease dropout fees in comparison to their friends who

did now no longer obtain guide.

In the study conducted by Springer (2020) in titled study entitled "The

Effect of Parental Financial Support on College Student Academic

 5

Performance: A Meta-Analytic Review" suggested that meta-evaluation tested

the correlation among parental monetary assist and college college students'

instructional overall performance throughout a couple of countries. The

findings endorse that economic aid from mother and father definitely affects

college students' grades, with a more potent impact for college kids from

decrease socioeconomic backgrounds. Most of the research that examine

faculty-primarily based totally economic training have validated that those

packages can enhance adolescents’ monetary expertise (Iterbeke et al.,

2019, Kalmi, 2018, Shephard et al., 2017, Walstad et al., 2013) and attitudes

in the direction of money (Bruhn et al., 2016, Lührmann et al., 2015, Mandell,

20019).

Empirical proof that economic schooling in faculty improves economic

conduct remains scarce, even though at the upward thrust in current years

(Amagir et al., 2018a, Kaiser et al., 2020). Some research document no

impact on financial savings conduct (Kalmi, 2018, Lührmann et al., 2015) or

on next monetary conduct (Mandell and Klein, 2009), whilst others, together

with Bruhn et al. (2016), discover that sound monetary schooling over a giant

time period influences college students’ financial savings, shopping and

spending conduct, withinside the short- and long-term.

Likewise, Shephard et al. (2017) recognized progressed financial

savings conduct and self-efficacy, however no have an impact on financial

savings attitudes. In the Netherlands, there are research that compare faculty-

primarily based totally economic schooling, each in number one faculty. The

first have a look at discovered that a 45-min lesson withinside the shape of a

Cash Quiz game, administered at some stage in the Dutch Money week,
 6

stepped forward 5th and 6th graders’ monetary expertise and their willingness

to keep for a favored product (Kalwij et al., 2019). The 2d take a look at

discovered that monetary schooling classes improved 5th graders’

understanding and competencies ratings in acting transactions effectively,

however now no longer in accountable spending (Dare et al., 2020).

For the remaining money they have, they can buy something for their

love ones and save money for future use. Budgeting technique that the

students used is a proportional type of budgeting as they allocated their

allowances based on percentage. Research studies revealed that teachers

have a responsibility in the student’s academic life (Alshammari, Saguban,

Pasay-an, Alteban, & Alshammari, 2017). It also exposed that even though

there are students who are in full-time jobs, there are no effects on academic

performance of students in school (Rossi, 2017).

A study conducted by Jayanthi et al., (2014). financial status, parent’s

educational level, and attendance are the few different elements that influence

the scholarly activity of the students In order to take initiatives in academic

performance of students need to include efforts and make themselves aware

academically for them to develop their academic performance (Shanzadi &

Ahmad, 2013).

A research conducted by Gbolle & Keamu, (2017) suggested that

students are mostly doing recapitulation the tackled lesson by memorizing the

word repeatedly by themselves and this may become one of the styles of

learning of the students. In addition, well-furnished study room with loaded

equipment has a helpful outcome on the scores of the students. In that way,
 7

teachers can provide information to the students because they can now focus

their attention to the lesson taught to them (Suleman & Hussain, 2014).

Cost of Living

Parents and students in developing and lower-middle-income countries

insinuated that financing education is a huge burden to most parents and

guardians. Consequently, school dropout and its attendant problems are

rampant in these areas. However, regions in these areas which have

instituted policies on educational social protection interventions significantly

reduce these.

Nsiah (2018) reported that the Free Senior High School programme in

Ghana has increased accessibility to second cycle education since tuition,

examination, admission, meals, textbooks among other costs are absorbed by

the central government.

This subsequently would give parents/guardians some financial space

to save or use their funds for some other equally competing priorities.

Brenyah (2018) in his study on the effect of free basic education on enrolment

in some African countries (including Ghana) affirmed an increase in primary

school net enrolment rates.

According to Oduro-Ofori & Gyapong, (2014), the literacy rate among

beneficiary learners would increase correspondently. School feeding

programme has also been reported to have facilitated increased enrolment,

punctuality, and retention rate among learners in beneficiary schools and

therefore conforms to the immediate objectives of the program.

The institution of teacher trainee allowance over the years also has

aided poor families in Ghana to afford tertiary education. This has been
 8

achieved through the use of the allowance to pay for feedings, exams fees,

and learning materials (Teacher Trainees Association of Ghana, 2014).

Families allocate and spend resources such as income, cash, knowledge and

time that they own and control as economic, social and cultural capital to

improve and enhance their children’s education, cognitive skills and language

proficiency.

In compliance with the family investment model, families from higher

socioeconomic status are able to provide their children with better educational

materials and resources at home, especially books and magazines thanks to

their wealth (Volodina et al.,2021). The number of books in the family home is

often considered as one of the various predictors of socioeconomic status

(Rutkowski & Rutkowski, 2013) and is associated with not only professional

status and prestige but also cultural capital (Sieben & Lechner, 2019). The

family cultural capital is particularly important for educational and academic

achievement and can help promote, nurture and enhance children’s

knowledge and skills (Evans et al., 2010). Socioeconomic status directly

affects students’ academic achievement, both through home resources such

as books, magazines, educational materials, and social connections that

reflect shared norms, values and perceptions as social capital.

On the other hand, it has an indirect impact on both the education of

the parents and the parental aspirations and expectations for their children’s

educational attainment. Family socialization models emphasize that

socioeconomic status-based variables affect children’s academic

achievement via parental expectations and subjective task value (STV) based

on the Expectancy-Value Theory (EVT) (Brown & Putwain, 2021).

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Parental characteristics as well as education and socialization

processes in the family may affect the educational expectations for children

and adolescents. Parents in wealthier families tend to have higher educational

expectations for their children’s education and academic achievement, and

therefore devote, spend, and invest more resources in promoting, nurturing,

and enhancing their children’s cognitive, intellectual, and academic

development.

On the other hand, parents in lower-socioeconomic status may

decrease their educational expectations for their children owing to the

negative impact of lower education, poverty, limited economic resources, less

income, or economic hardships (Ren, Zhang, Jiang and Huang, 2021).

Financial Situation

A study by Johnson and Smith (2018) examined the effect of student

allowances on undergraduate academic performance. The findings indicated

a positive correlation between higher allowances and improved grades or

GPA.

The study suggested that increased financial support positively

influenced students' ability to focus on their studies and engage in academic

activities. Similarly, a research paper by Thompson et al. (2019) focused on

the impact of student allowances on postgraduate students' academic

performance.

The study revealed that adequate financial support played a vital role in

reducing financial stress among postgraduate students, which positively

influenced their performance. The researchers recommended the provision of

sufficient allowances to ensure students' financial well-being and academic

 10

success. Furthermore, a longitudinal study conducted by Williams and Brown

(2020) explored the long-term effects of student allowances on academic

performance.

The findings indicated that students who received consistent financial

support throughout their academic journey demonstrated higher levels of

academic achievement compared to those with limited financial resources.

The study emphasized the importance of sustained financial assistance for

long-term academic success.

Contrastingly, a study by Lee et al. (2017) presented a more nuanced

perspective. They found that while student allowances had a positive impact

on academic performance, other factors, such as personal motivation, study

habits, and family support, also played significant roles. The researchers

suggested that a comprehensive approach, considering various factors that

influence academic performance, should be adopted to fully understand the

relationship between student allowances and academic outcomes. Overall,

the literature consistently suggests a positive association between student

allowances and academic performance.

Adequate financial support can alleviate financial stress, allowing

students to focus on their studies and potentially enhance their academic

outcomes. However, it is important to consider other contributing factors when

examining the complex relationship between allowances and academic

performance. Money is the most basic requirements of life without which, one

cannot fulfill his basic needs and requirement of the daily routine, the

importance of money is increasing day by day as the living has become so

costly (Archana 2017). Allowance refers to the money given to students that
 11

shall be used for their daily needs and expenses given by their parents or

guardian (Galulu, et al,2017)

Academic Performance

Students’ performance can be influenced by how they are been guided

by their teachers and parents considering the learning facilities (Singh, Malik,

& Singh, 2016). Risk takers with a brave mind to nurture new things and

develop their self-reliance are the classification of determined people.

Collaboration with classmates with the help of the teacher-in-charge and a

helping hand with each other will definitely eager to achieve high marks and

various rewards (Saeed & Zyngier, 2013).

Students’ academic achievement is greatly be influenced by what

structure of a home or a family they have been raised (MeenuDev, 2016). In

addition, researches tell that the rules and regulation of a school is

responsibly important in enhancing students’ academic rendition (Stanley,

2014). the factors why students show consistency to their academic

achievement compared to others (Kumar, 2016).

Parents and guardians play a very big role to the students who are

doing well in school. Parents’ socioeconomic status and students’ finance

affects students’ academic achievement in performing well in school

(Suleman, Aslam, Shakir, & Nisa, 2013). Students having a high financial

status gain public attention and peaceful surroundings that would improve

their academic achievement (Chandra & Azimuddin, 2013).

Researchers demonstrate that financial status of the students

correlates with academic achievement (Bhat, Joshi, & Wani 2016). Parents’
 12

educational attainment and socioeconomic status or income is Higher family

income may improve students’ performance. Nevertheless, it is not an

indicator for students who are from low-income families not to get serious and

be responsible in performing school (Adzido, Dzogbede, Ahiave, Dorkpah,

2016).

Socioeconomic status is divided into three major parts the high, middle,

and low. Students found that those major parts influence their academic

achievement and that adolescents with high and middle socioeconomic status

have better academic achievement than in low socioeconomic status (Singh &

Choundhary, 2109). Consistency of finance in every day can help the

students attain goals and be responsible on things that can help for their

scholarly accomplishments (Saifi & Mehmood, 2015).

Students’ socioeconomic status deals a big role in improving their

academic performance. Parents’ socioeconomic status is the factor of the

students academically inclined and persistence (Abdu-Raheem, 2015). A

study indicates that males having high socioeconomic status attain high

academic achievement than on males having low socioeconomic status.

This is due to their provided necessary facilities concerning their

education, health, and comfort, which affect academic attainment (Ahamr &

Anmar, 2013). The socioeconomic status is linked to academic achievement

favorably yet weakly (White, 1982) Sexual orientation and financial status are

the indicators of scholarly accomplishments of the students (Alade,

Mwadingwe & Victor, 2014).

In addition, parental socioeconomic status directly affects the student’s

academic achievement (Sollano, Duhanylongsod, Aviso & Moneva, 2018).

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Academic achievement of the senior secondary school student has a critical

association to the high family financial status or high socioeconomic status of

the family (Aliyu, 2016). Financial status as well as peer and student factors

significantly predict the students’ performance in school (Farooq, Chaundry,

Shafiq & Berhanu, 2013).

Finances are a part of the everyday lives of younger humans. They are

customers of on-line purchases and monetary services, along with financial

institution debts and on-line banking (OECD, 2017). This gives opportunities,

however additionally gives demanding situations for folks who can't face up to

the enticements of on-line merchandise as purchasing and gambling (Amagir,

2020).

Social media can pressure humans to more consumption: 51% of

younger human’s elderly among 18 and 21 sense compelled to devour extra

than they want (Intrum, 2019). Since it is straightforward to take out loans thru

smartphones – now no longer only for large purchases, however additionally

to definitely pay bills – younger humans are more and more at risk of

economic mismanagement (Intrum, 2019).

Moreover, today’s children are developing up in a society in which the

monetary panorama is more and more complicated and governments are

setting greater monetary duties on them (e.g., scholar loans). This calls for

that they tackle more monetary duty at a more youthful age, that could gift a

widespread challenge (Ali et al., 2014).

There is proof that younger human being’s economic conditions can be

motive for concern. In the Netherlands, to offer an example, the percentage of

secondary faculty college students who're quick of cash has grown from forty-
 14

three percentage in 2016 to fifty-five percentage in 2020 (NIBUD, 2020). A

financially prone institution withinside the Netherlands are vocational

secondary schooling college students.

Thirty-seven percentage of vocational college students’ elderly 18 and

over have one or extra money owed, forty-eight percentage of this institution

additionally has pupil debt (NIBUD, 2015a). Although now no longer all money

owed are problematic – for instance, pupil mortgage debt can constitute the

hole of doorways to destiny careers – others can create big charges and lack

of well-being, now no longer simplest for the debtors, however additionally for

society as a whole (Amagir et al., 2018a).

In the Netherlands college students borrow increasingly regularly for

the reason that fundamental furnish became changed via way of means of a

look at develop which permits college students to borrow a quantity identical

to the fundamental provide changed into (ResearchNed, 2020). Especially

college students with much less prosperous dad and mom revel in extra

monetary problems after the creation of the mortgage device than earlier than

(ResearchNed, 2020).

Young human beings run a more danger of wearing great ranges of

debt from the very inception in their careers (Avery and Turner, 2012), thereby

proscribing their economic opportunities (Lusardi et al., 2010). Misguided

economic selections at an early age will have main repercussions for the

character concerned, in addition to for his or her families, each withinside the

gift and afterward in life.

Some researchers have additionally discovered that younger humans

with money owed are in all likelihood to must paintings extra and attend
 15

faculty much less than their peers (Van der Veer et al., 2019). Debts also are

a primary driving force in profession choices (Lusardi et al., 2013), decreasing

options that could in any other case had been available. Not surprisingly,

excessive debt amongst younger human beings is associated with improved

pressure and faded mental well-being (Norvilitis et al., 20014).

Research suggests that many younger humans may be taken into

consideration financially illiterate (Lusardi et al., 2010). In the Netherlands,

Amagir et al. (2020) discovered extensive variations among the monetary

understanding ranges of 15-year-antique college students withinside the

lowest Dutch secondary college song (VMBO) and people withinside the

maximum music (VWO).

As cited by Abaidoo A. (2018), academic performance of students is a

key feature in education (Rono, 2013). It is considered to be the centre

around which the whole education system revolves. Narad and Abdullah

(2016) opined that the academic performance of students determines the

success or failure of any academic institution. Signh, Malik and Signh (2016)

also argued that academic performance of students has a direct impact on the

socio-economic development of a country. Similarly, Farooq, Chaudhry,

Shafiq and Behanu (2011), asserted that students’ academic performance

serves as a bedrock for knowledge acquisition and the development of skills.

Additionally, Farooq et al., (2011) emphasized that the top most priority of all

educators is academic performance of students. According to Narad and

Abdullah (2016) academic performance is the knowledge gained which is

assessed by marks by a teacher and/or educational goals set by students and

 16

teachers to be achieved over a specific period of time. They added that these

goals are measured by using continuous assessment or examination results.

Factors contributing to improvement in students’ academic

performance have received much attention from educators and researchers

(Signh, Malik & Sign, 2016; Ali, Haider, Munir, Khan & Ahmed, 2013; Farooq,

Chaudhry, Shafiq & Behanu, 2011). These researchers found that several

factors contribute to improvement in the academic performance of students.

Ali et al. (2013) found daily study hours, social economic status of

parents/guardians and age as factors that significantly affects academic

performance. Similarly, Narad and Abdullah (2016) and Farooq et al., (2011)

also found economic status of parents, their academic background and

encouragement as factors that influence academic performance. Proper

guidance from parents and teachers, communication skills, and learning

facilities have also been found as a significant determinant to academic

performance (Signh, Malik & Signh, 2016.

Parental Involvement

Parental involvement in a student’s early education is consistently

found to be positively associated with a student’s academic performance

(Hara & Burke, 2013; Hill & Craft, 2014; Marcon, 2013; Stevenson & Baker,

2015). Specifically, students whose parents are more involved in their

education have higher levels of academic performance than children whose

parents are involved to a lesser degree. The influence of parent involvement

on academic success has not only been noted among researchers, but also

among policy makers who have integrated efforts aimed at increasing parent

involvement into broader educational policy initiatives.

 17

The results of the analysis indicated that coparenting support was

directly and positively linked to role activity and self-efficacy beliefs; however,

coparenting undermining was directly and negatively linked to self-efficacy

beliefs, school-based involvement, and home-based involvement. Role

activity and self-efficacy beliefs fully mediated the relationship between

coparenting support and parental involvement.

Moreover, self-efficacy partially mediated the relationship between

coparenting undermining and parental involvement. In conclusion, the current

study revealed that the qualified relationships between parents in their

parenting, associated with their individual motivational beliefs, can enhance

parental involvement in education, Adam Haisraeli (2021) Wilder Curricular

and Instructional Studies. The University of Akron, Akron, OH, USA. Parent-

school partnership allows for the conceptualization of roles and relationships

and the impact on the development of children in a broader way (Christenson

and Reschly, 2010).

From this approach, families and schools are the main actors in the

construction of their roles and forms of involvement, generating new and

varied actions to relate to each other according to the specific educational

context. The main findings in the family-school field show a positive influence

of this partnership, contributing to academic achievement and performance,

among other positive consequences (Epstein and Sander, 2000; Hotz and

Pantano, 2015; Sebastian et al., 2017). There is also strong support from

international research showing the positive influence of parental involvement

over academic achievement, as has been demonstrated in a variety of meta-

 18

analyses across different populations and educational levels (Castro et al.,

2015; Jaynes, 2016; Ma et al., 2016).

Moreover, although there is a wide range of parental involvement

definitions, some more general and others more specifics, there is a

consensus among research results about the positive influence of parental

involvement over child academic achievement. For example, in the meta-

synthesis of Wilder (2014), where nine meta-analyses are analyzed, this

influence was consistent throughout the studies, regardless the different

definitions and measures used.

According to Froiland (2012) parental involvement is considered as a

lever to promote the academic achievement of children, the nature of the

independent variable and the extent of its potential to affect educational

outcomes becomes a research topic in itself.

Motivation

Motivation is the best concept of a character. In the factor of fact,

motivation is a want or preference that energizes behavior and directs it

towards a goal. Subsequently, it serves because the electricity that drives a

character to learn, paintings hard, and obtain at faculty. According to Robbins,

Judge and Campbell (2010) as mentioned via way of means of Cleary (2014),

motivation is the strategies that account for an person’s intensity, route and

endurance of attempt closer to achieving a goal.

Additionally, according to Yunus, et al. (2010) as mentioned with the

aid of using Wagner (2014), in faculty context motivation refers to a pupil’s

willingness, want, preference and compulsion to take part and achieve

success within the system of learning. And as regards to educational overall

 19

performance, motivation has been shown to undoubtedly impact the

instructional performances of each scholar in a particular way. Poor

instructional overall performance or excessive failure prices may also bring

about in unacceptable stages of attrition, decreased graduate throughput and

elevated price of education. Cambridge University Reporter (2013) said as

stated by Jayanthi, et al., educational overall performance is often described

in phrases of exam overall performance. In this have a look at instructional

overall performance changed into characterized through the general overall

performance in every yr. which culminates in a Grade Point Average (GPA).

These are all cited by De Baguio G. (2018) in his research entitled "Motivation

and Academic Performance"

Theoretical Framework

As cited by Bembe Nutty H. et al (2016), Bandura's Social Cognitive

Theory explains individual learning, development, acquisition of knowledge,

and self-regulated competency within a social context, in which parents,

peers, and teachers play a significant role as social models. Social Cognitive

Theory research has been of interest to educators, parents, and policymakers

because of its explanatory power in understanding human development, its

practicality, and its applicability to learning. Social Cognitive Theory provides

a framework for learning that takes into account the social environment, the

personal factors such as affect and cognition of the learner, and the behavior

(Bandura, 1986, 2012). As cited by Wu, S.H., Corpus, J.H. (2023)

“Expectancy-Value Theory” (EVT) has been a dominant framework in

the study of motivation for the past 40 years, and it attempts to capture the

key components that motivate a range of achievement-related behaviors

 20

(Eccles (Parsons) et al., 1983; Wigfield & Eccles, 2000). The theory posits

that a person's expectancy of success at a task and the value they associate

with it influence their overall motivation to engage in the task. The value

component of EVT consists of the perceived benefits of task engagement

(i.e., intrinsic value, attainment value, utility value), as well as the cost, or

perceived downsides of task engagement. The dimensions of cost vary

slightly across researchers’ conceptualizations, but most commonly

include effort cost (the perceived effort required and whether such effort feels

worthwhile), opportunity cost (the extent to which one must give up other

activities to engage in the task), and psychological cost (the experience of

negative emotions during task engagement or resulting from task outcomes;

see Eccles & Wigfield, 2020).

“Modeling Theory”, as cited by Asensio, & Gaviria, (2015) which

predicts that children will emulate their parents’ behavior; by devoting interest

and time to activities related to schooling, parents thus enhance the

possibilities that children do well in school. Reinforcement indicates the

mechanism by which parent give their children interest, attention, praise and

rewards related to behaviors that lead to school success. If these

psychological incentives do not interfere with the child’s intrinsic motivation

and are valued by the child, they increase the effort exerted by the child to

behave in ways important to school success. Finally, parents can influence

their children’s educational outcomes by direct instruction.

“Motivation theory” by Hofstede K. (1979) as cited by Alfeche.E et al.,

(2018), explains that in order for students to save or finances their allowances
 21

they must be motivated. The theory also explained that in saving, it's a must

to set a particular goal that will motivate you to achieve your budgeting plan.

Conceptual framework

ACADEMIC
STUDENTS’
PERFORMANCE
ALLOWANCE

 Motivation
 Financial Situation
 Parental
 Cost of Living Involvement
Purpose
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Purpose of the Study

The purpose of this study is to analyze the relationship between

allowance increments and students' academic performance. By examining the

impact of increased allowances on academic outcomes, the study aims to

provide valuable insights into the importance of financial resources in

students' educational journeys.

The study seeks to understand how an increase in allowance can

alleviate financial problem, enhance access to educational resources, and

improve overall well-being, subsequently influencing students' concentration,

motivation, and engagement in their studies.

The findings of this study can inform policymakers, educators, and

families about the potential benefits of providing students with adequate

financial support, emphasizing the significance of considering students'

financial well-being as a vital component of their academic success.

Ultimately, the study aims to contribute to the development of effective

strategies to optimize the use of financial resources in supporting students'

academic achievements.
 23

Significance of the Study

The importance of this study is to give knowledge on what is the

significance and impact of school allowance in line with the determination of

the students’ academic achievement. The allowance that parents provide to

their children will be adjusted. Additionally, the information provided will inform

them of the importance of a school allowance in light of the kids' choices. The

head of the school will be aware of what their kids do in the building and how

they behave in their individual courses. They will also comprehend why their

pupils perform poorly in school. Community will benefit information in order for

them to know the essence of school allowance to the students’ life. They will

also benefit knowledge on how to improve and how to manage a school

allowance or finance. The study will be beneficial to the following individual

and organization

1. Students. Students are the primary beneficiaries of increased

allowances. By understanding how allowance increment affects

academic performance, students can make informed decisions

regarding their financial planning and resource allocation. They can

potentially utilize the additional funds to invest in educational materials,

attend academic events, seek tutoring services, or participate in

extracurricular activities that enhance their learning experience.

2. Parents and Guardians. Parents and guardians play a crucial role in

supporting students' educational journeys. Research on allowance

increment can provide insights to parents and guardians regarding the

potential impact of providing additional financial resources to their

 24

children. They can make more informed decisions about allocating

resources and ensuring their children's educational needs are met.

3. Educational Institutions. Schools, colleges, and universities can

benefit from understanding the relationship between allowance

increment and academic performance. These findings can guide

institutions in designing and implementing financial support programs

that effectively assist students. Institutions can also use the data to

assess the effectiveness of existing support mechanisms and make

adjustments as necessary to enhance student outcomes.

4. Policy-makers and educational authorities. The study's findings can

inform policy-making and decision-making processes related to

educational funding and support programs. Policy-makers can use this

research to develop evidence-based policies that address financial

barriers to education and improve academic performance. Educational

authorities can assess the impact of existing programs and consider

adjustments to optimize resource allocation.

5. Researchers and academics. The study contributes to the existing

body of knowledge by examining the relationship between allowance

increment and academic performance. Researchers and academics

can build upon this research to further explore related factors and

develop comprehensive frameworks for understanding the broader

impact of financial support on educational outcomes.

6. School Departments. This will help them determine the strengths and

weaknesses of certain program based on the responses of the

graduates. It will also help to determine what specific areas they should
 25

focus more and further enhance in order to make the program more

responsive towards preparing the students for their future professions.

Overall, the literature consistently suggested a positive association

between student allowances and academic performance. Adequate financial

support can alleviate financial stress, allowing students to focus on their

studies and potentially enhance their academic outcomes. However, it is

important to consider other contributing factors when examining the complex

relationship between allowances and academic performance. Money is the

most basic requirements of life without which, one cannot fulfill his basic

needs and requirement of the daily routine, the importance of money is

increasing day by day as the living has become so costly (Archana 2017).

Allowance refers to the money given to students that shall be used for their

daily needs and expenses given by their parents or guardian (Galulu, et

al,2017)

Scope and Limitation

This study was dependent on the resources gathered by the

researchers about their study. The scope of study was limited to Grade 10

level students of Southern Davao National High School to address how the

students' allowance affects their academic performance. The researchers

should be responsible of sharing this data to protect the characters of this

research study.

Definition of Terms
 26

To provide better understanding of the terms used in the study, the

researchers provided the operational definitions to establish a common frame

of reference

Allowance Increment. This refers to an increase or addition of

allowance among students.

Academic Achievement. This describes the academic outcomes that

indicate the extent to which a student has achieved their learning goals.

Academic achievement may refer to completing educational benchmarks such

as a bachelor’s degree. Academic achievement is often measured through

examinations or continuous assessments.

Educational expenses. Means the cost of allopathic or osteopathic

medical education, including books, equipment, fees, materials, reasonable

living expenses, supplies, and tuition.

Academic Motivation. Refers to the cause of behaviors that are in

some way related to academic functioning and success, such as how much

effort students put forth, how effectively they regulate their work, which

endeavors they choose to pursue, and how persistent they are when faced

with obstacles.

Stationery and Supplies. The expenses related to purchasing pens,

notebooks, papers, calculators, and other essential supplies needed for

studying and completing assignments.

Housing Costs. The expenses associated with accommodation,

including rent, utilities (electricity, water, internet), and maintenance fees.

 27

Motivational Impact. The influence of financial support on students'

motivation to excel academically. Adequate allowance, scholarships, or

rewards can serve as motivating factors for students, as they recognize the

value of their efforts and achievements being acknowledged or rewarded.

 Chapter 2

Method

This chapter discussed the research methodology used within side the

study. This chapter covered all aspects concerning overall aspects concerning

the overall data in research. This includes data design, research subject, and

sampling techniques used to collect the data. It also includes the data

instrument, data collecting procedure, and the statical treatment used to

determine the allowance of students to have an effect on the academic

performance.

Research Design

The researchers used the quantitative method in investigating the

research problem. The researchers used the descriptive design, which

concerns gathering data from selected respondents. A descriptive design of

the researcher concerns data gathering from a specific population, which is

neither manipulated nor experimented on. The researchers decided to get the

aid of the other researchers because the study comprises the quantity of

respondents, and only requires data from the respondent who can suggest

interventions that can further resolve the common problem of student's

allowance.

This method includes using a questionnaire, which has undergone a

series of tests for validation and verification from several experts. As cited by

Rusianty D.A. (2015), Creswell (1994) said the descriptive design of research

is to gather information about present existing condition. Creswell (2013, p.

274) explained the purpose of descriptive design is to find a detailed

explanation and description about the object of the research systematically

 29

Research Subject

The respondents of the study were the students in Grade 10 level in

one of the public secondary schools of Panabo City. The respondents of the

study were randomly chosen of each section which comprises of twenty-five

(25) male and twenty-five (25) female.

Research Instrument

To determine the respondents’ response, researchers adapted a

standardized questionnaire from Psy102 Tutorial 5 Motivation, 2009 by James

Neill (2009). The first part of the questionnaire determined the general

information of the respondent -name (optional), and year level, and gender.

The second part contained questions regarding the allowance of the students.

This wanted to seek the respondents’ view if their allowance has an impact on

their academic performance.

First indicator was consisted of five (10) items, each statement elicited

the respondent’s financial problem that affects their academic performance.

Mean Interval Descriptive Interpretation

Rating
4.50-5.00 Strongly Agree The financial problem is always
present.
3.50-4.49 Agree The financial problem is
often present.
2.50-3.49 Neutral The financial problem is
sometimes present.
1.50-2.49 Disagree The financial problem is
rarely present
1.00-1.49 Strongly The financial problem is
Disagree never present.

Table 1: For evaluating financial problem factors, rating below will be used.
 30

Second indicator consist of (10) items, each statement elicits the

respondents cost of living that affect their academic performance.

Table 2: For evaluating the cost-of-living factors, rating below will be

used

Mean Interval Descriptive Rating Interpretation

4.50-5.00 Strongly Agree The motivation of
students’ is always
present
3.50-4.49 Agree The motivation of
students
is often present
2.50-3.49 Neutral The motivation of
students is sometimes
present.
1.50-2.59 Disagree The motivation of
students is rarely
present.
1.00-1.49 Strongly Disagree The motivation of
students is never
present.
Third indicator consist of five (10) items, each statement elicits the

respondent’s motivation to their academic performance.

Table 3: For evaluating the Motivating factors, rating below will be used.

Mean Interval Descriptive Rating Interpretation

4.50-5.00 Strongly Agree The cost-of-living
always present.
3.50-4.49 Agree The cost-of-living is
often present
2.50-3.49 Neutral The cost-of-living is
sometimes present.
1.50-2.49 Disagree The cost-of-living is
rarely present.
1.00-1.49 Strongly Disagree The cost-of-living is
never present.
Fourth indicator consist of five (10) items, each statements elicits the

respondent’s family involvement in their academic performance.

 31

Table 4: For evaluating the family involvement factors, rating below will

be used.

Mean Interval Descriptive Rating Interpretation

4.50-5.00 Strongly Agree The family’s involvement is
always present.
3.50-4.49 Agree The family’s involvement is
often present.
2.50-3.49 Neutral The family’s involvement is
sometimes present.
1.50-2.49 Disagree The family’s involvement is
rarely present.
1.00-1.49 Strongly Disagree The family’s involvement is
never present.

Data Gathering

To produce ideal outcomes, researchers utilized the most suitable data

sources and data collection method. Data gathering composed of all the

materials utilized in collecting data information required and produced through

the respondents that fit in this research. The data brought the students’

responses appropriate for analysis. The researchers adapted this

questionnaire and designed it to fit in the researchers’ study. The

questionnaires were validated to ensure its reliability and enhancement

specifically pointed the needs of the respondents. Data sources technique

involved planning, finding questionnaire, adapting, and designing to its

indicators, validating and conducting to the desired respondents for data

collection. After the validation process, the researchers secured a formal letter

of request and sought the permission to undergo this study which was

addressed to the principal of Southern Davao National High School. After

 32

approval, the researcher distributed the questionnaire personally to the

respondents and defined the purpose in conducting the questionnaire.

Data Analysis and Discussion

The researcher ensured that all data collection materials pertinent to

this study was completed in the filling process, collected and arranged

properly for data analysis. The researcher searched, verified, and analyzed

the data in the questionnaire using the quantitative method. The study

considered the summarization of the mean and analyzing data to provide a

comprehensive and easy method in analyzing the given data. Through this,

frequency tables and percentage tables form the most appropriate data

analytical technique that is quite familiar for many. As stated by Kenton W.

(2020), quantitative analysis (QA) is a technique that uses mathematical and

statistical modeling, measurement, and research to understand behavior.

Quantitative analysts represent a given reality in terms of a numerical value.

The research assures that the information or data contained in the study

remains reliable and answers all questions stated in the researcher problem.

Since this study is quantitative, the data analysis should be simplified.

Researchers will ensure that all data is in mathematical and arithmetic

present.
 Chapter 3

Presentation and Analysis of Findings

This chapter presents the outcomes of the findings of the study. This

chapter reviews the results and analysis of the quantitative data, the

compilation of the questionnaire and the results and analysis of the

quantitative findings of the study. The findings also are discussed in the light

of previous research findings and available literature, where applicable, with a

purpose to identify the similarities and differences between the factors

affecting allowance increment that affect the students’ academic performance.

A comprehensive description of the research methodology was given in

Chapter 2.

1.1 This table interpret the total mean of parental involvement factor

that affects the academic performance of the student’s which is the fourth

indicator of survey questionnaire.

Total mean Descriptive Rating Interpretation

4.14 Neutral The parental
involvement is
sometimes present.
Table 1.1 Parental Involvement

The first factor that got the highest total mean of 4.14 is parental

Involvement based on their answer to our questionnaire, many of them

depended on their parents because their parents are the only ones who give

when they have school allowance. Most of the students agree that their

allowance is affected by the involvement of their parents. Parental

 34

involvement got the highest total mean than the others because most of the

students agree in the statements in the questionnaire about their allowance

and academic performance is affected by the involvement of their parents.

1.2 This table interpret the total mean of financial situation factor that

affects the academic performance of the student’s which is the first indicator

of survey questionnaire. The result of our research has different total mean

that may affect them or not according to our fifthty (50) Grade 10 respondents.

Table 1.2 Financial Situation.

Total Mean Descriptive Rating Interpretation

3.29 Neutral The financial problem is
sometimes present.

The second factor that got the total mean of 3.29 which is financial

situation. Many students are also suffering from the current daily school

allowance and this is also affecting their academic performance. The students

that we conducted our study on have different answers on the statements on

our questionnaire. One of these is the financial problems faced by student and

is known as one of the indicators in the study. Students they do not have

enough money for their daily expenses. A lot of students agree that they are

satisfied with their allowance, while a some disagree that their allowance is

affected by their parents' debts.

1.3 This table interpret the total mean of motivation factors that affects

the academic performance of the student’s which is the first indicator of

survey questionnaire.
 35

Table 1.3 Motivation

Total Mean Descriptive Rating Interpretation

3..27 Neutral The motivation of
student’s is sometimes
present.

The third factor that got the total mean of 3.27 is motivation. Some of

them agree that their motivation to learn or perform well in school is affected

by their allowance, while, on the other hand, some of them disagree that their

motivation to learn or perform well is affected by their allowance. Almost all of

the students picked neutral on all of the statements in the questionnaire, but

some of them agree and disagree on some of the statements on the

questionnaire about motivation affecting their allowance which impact their

academic performance

1.4 This table interpret the total mean of cost-of-living factor that affects

the academic performance of the student’s which is the first indicator of

survey questionnaire.

Table 1.4 Cost of Living

Total Mean Descriptive Rating Interpretation

3.03 Neutral The cost-of-living is
sometimes present.

The last factor that got the lowest total mean of 3.03 is the cost of

living. Almost all the respondents picked neutral to the statements about the
 36

cost of living affecting the allowance that the students receive which impacts

their academic performance. The students mostly picked neutral on all the

statements on the questionnaire, but, some of them agree that their allowance

is affected by their cost of living. The students have different answers on our

questionnaire.

Overall, as we come up the results, the factor that got the highest total

mean is parental involvement and it got a total mean of 4.14, which means

that the 50 respondents agree that the parental involvement factor affect their

allowance which impact their academic performance. And the other three

factors got neutral because their total mean (if rounded of to the nearest

integer) will result to 3, and 3 means neutral. The Overall Mean is 3.43,

therefore, Researchers conclude that parental involvement affects the

allowance increment that impacts the students’ academic performance.

 Chapter 4

Summary of Findings, Conclusion, and Recommendation

In this chapter, the researcher provides the summary of findings,

conclusion, and recommendation.

Summary of Findings

The result of the study showed the association of the factors affecting the

allowance increment and its impact to the students’ academic performance.

The factor that got the highest total mean is parental involvement which is

4.14 and it means that the students agree that parental involvement affects

their allowance which impact the students’ academic performance, while the

other factors financial situation, cost of living, and motivation have almost the

same results that mean neutral to the topic of allowance having an impact to

their academic performance.

The students’ motivation in studies regardless of their daily allowance

is very pertinent for their daily life. The result of the overall mean is interpreted

as neutral. Most of the students picked neutral in the statements on how the

factors affect their allowance which impacts their academic performance. The

only factor that the students agree was the parental involvement that have a

total mean of 4.14. Base on the findings whether the students’ school

allowances is high or low, there are students that their motivation and

determination would not be changed. The quality of willingness in school is

better than the quantity of school allowance they have.

Conclusion

Allowance Increment refers to an increase or addition of allowance

among students. One of the schools of Panabo City experienced this crucial
 38

problem among their students that can affect the student’s academic

performance. Based on the findings presented in this chapter, it can be

concluded that allowance increments have a significant impact on academic

performance. The study revealed several key insights and patterns that

contribute to this conclusion.

Firstly, the analysis indicated that students who receive higher

allowances tend to have better academic performance compared to their

counterparts who receive lower or no allowances. The additional financial

resources provided through increased allowances enable students to access

educational materials, resources, and experiences that are crucial for their

academic success. It allowed them to purchase books, educational tools, and

technology, which can enhance their learning and comprehension abilities.

Furthermore, the research also suggested that increased allowances

positively influence students' motivation and engagement in academic

activities. When students have more financial independence, they may feel a

greater sense of responsibility and ownership over their education. They are

more likely to invest their resources wisely, such as enrolling in additional

educational programs, seeking tutoring or academic support, and participating

in extracurricular activities that foster intellectual growth.

Additionally, the study revealed that allowance increments can

alleviate financial stress among students. Financial burdens and worries

about meeting basic needs can significantly impact students' cognitive

functioning and concentration in school. By providing higher allowances,

students are better able to focus on their studies without the constant concern

of financial constraints, leading to improved academic performance.

 39

However, it is important to note that the impact of allowance

increments on academic performance may vary based on individual

circumstances. Factors such as the socioeconomic background, personal

motivation, and family support systems can interact with increased allowances

in complex ways. Therefore, it is crucial to consider these contextual factors

when interpreting the findings.

In conclusion, the findings of this study demonstrate that allowance

increments have a positive impact on academic performance. By providing

students with increased financial resources, they can access educational

materials, foster motivation, alleviate financial stress, and ultimately enhance

their academic achievements. These findings emphasize the importance of

recognizing the role of financial support in promoting educational success and

suggest the potential benefits of implementing policies that prioritize

increasing student allowances. However, further research is needed to fully

understand the long-term effects of allowance increments on academic

performance and to account for various contextual factors that may influence

these outcomes

Moreover, parental involvement plays a vital role in shaping a child's

academic success. When parents demonstrate interest, provide support, and

create a nurturing learning environment, children are more likely to excel

academically and develop a positive attitude towards learning.

Recommendation

Based on the finding from the indicators of financial situation, cost of

living, motivation, and parental involvement with the agreement of the parental
 40

involvement indicator, it could be recommended that a financial assistance

program should be established for students to support their living expenses.

Moreover, it is essential to encourage parents to get involved in their

children's academics actively. It can be achieved through regular parent-

teacher meetings, parent-teacher associations, and community engagement

activities. The focus should be on creating a platform for parents to contribute

to their children's academic success.

Additionally, since motivation is neutral, it is important to identify

potential motivational barriers and provide the necessary support and

encouragement to help students stay focused on their studies. This can

involve offering mentoring, counseling, or tutoring services and creating a

positive and supportive learning environment.

Overall, the research findings suggest that a multi-faceted approach is

necessary to improve students' academic success by enhancing their

allowance, providing financial assistance, increasing parental involvement,

and promoting motivation to excel in their academics.

 41

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45
 APPENDIX A:

LETTER OF

PERMISSION TO

CONDUCT THIS STUDY

APPENDIX A
May 19, 2023

MANUEL M. ESPERANZA
Principal III
Southern Davao National High School

Sir,

In partial fulfillment of the requirements for English 10, the

signatory is performing research on the project titled "Factors
Affecting Allowance Increment and Its Impact to Student's
Academic Performance." In this regard, we would like to request
your office's approval so that we may carry out the research
mentioned above.

As the study's responders, we choose kids in grade 10 who

consider themselves chronically late. We much appreciate your
support of this intellectual endeavor. I really appreciate it.

Your favorable approval on this academic endeavor is highly

appreciated.

Thank you so much.

Very truly yours,

MARY ASHLEY MAE M. RUBILLA EMMANUEL P. SALDAŇA

Researcher Researcher

CARL RUSSEL L. CRUZ

Researcher

Noted by:

ANA MARIE D. DUMAS

Adviser

Approved by:

MANUEL M. ESPERANZA
Principal III
 APPENDIX B:

LETTER TO THE

VALIDATORS
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX
Division of Panabo City
SOUTHERN DAVAO NATIONAL HIGH SCHOOL

June 9, 2023

ANNIE LOURDE SHYRREL S. ANDO

Teacher II
Southern Davao National High School
Panabo City

Ma’am,

Greetings!

The study we are now working on is entitled "FACTORS AFFECTING

ALLOWANCE INCREMENT AND ITS IMPACT TO STUDENT'S ACADEMIC
PERFORMANCE." The study mentioned above will make use of a
standardized written questionnaire as a research instrument.

In line with this, we would like to seek your assistance in validating our
instrument before distributing it to the study participant given your knowledge
of the research and educational fields. A questionnaire is included in this
attachment. Your thoughts and suggestions for the said instrument's
improvement are welcome.

Your positive response is highly appreciated. Thank you and God Bless.

Very truly yours,

.
Balante, Lady Mae L. Maslay, Rjay B.
Cajes, Reca Jean L Mendoza, Earl Joshua
S.
Conrado, Kentryl A. Labos, Alyssa Lizbeth P.
Cruz, Carl Russel L. Rubilla, Mary Ashley Mae M.
Enguito, Angel L. Saldaňa, Emmanuel P

Noted by:

ANA MARIE D. DUMAS

Adviser
 APPENDIX C:

VALIDATION SHEET
 VALIDATION SHEET

Factors Affecting Allowance Increment and Its Impact to

Student's Academic Performance

Name:(Optional) _______________________________ Grade & Section: _____________

Sex: Male Female Age: _______

Direction: Please rate the following statement based on your experience by putting

Check (✓) in the box. Use the scale below to indicate your response.

1– Strongly Disagree 2 – Disagree 3 – Neutral 4 – Agree 5 -Strong Agree

STATEMENT 5 4 3 2 1
Strongly Agree Neutral Disagree Strongly
Agree Disagree
1.I am satisfied with my allowance.
2.I have a side allowance.
3.I am satisfied with my current
financial situation.
4.My financial situation greatly
affects my academic performance.
5.I lack of financial support from my
parents.
6.My parents don’t earn enough
money to pay all my school
expenses.
7.I don’t have enough money to pay
my projects and other school
expenses.
8. I am exploring the difference
between spending money on needs
and wants.
9.My allowance is affected by my
family’s debts.
10.I don’t have enough allowance to
buy the things that I need.
I. Financial Situation
 STATEMENT 5 4 3 2 1
Strongly Agree Neutra Disagree Strongly
Agree l Disagree
1.I am borrowing money from
friends and family to help
living cost of my household.
2.We are struggling to pay
our electric and water bills
which affect my allowance.
3.I save my allowance to
help my parents with the
housing bills.
4.I sought any financial aid,
scholarships or others forms
of assistance to mitigate the
impact of high living cost.
5.The amount of clothing
expenses affects my daily
allowance.
6.I am concerned about my
current cost of living.
7.Our daily expenses affects
my daily allowance.
8.The increasing prices of
goods affects my daily
allowance.
9.The financial stress from
my family’s cost of living
affects my performance in
school.
10.The increase of gas
prices affects my allowance.
II. Cost of Living
III. Motivation
STATEMENT 5 4 3 2 1
Strongl Agree Neutral Disagree Strongly
y Disagree
Agree
1.I believe that the amount of
allowance I receive affects my
motivation to learn.
2.Receiving higher allowance
improves my motivation to
learn.
3.My regular allowance is
somehow improving my
motivation to learn.
4.I motivate myself to acquire
good academic performance
to increase my allowance.
5.My allowance greatly affects
my motivation to learn.
6.It’s okay for me to accept
different learning tasks as long
as my allowance increases.
7.I am motivated to do my
assignments if my allowance
increases.
8.I can focus more in my study
if I don’t have any problems
about my allowance.
9.I am motivated to perform
well in school if it increases my
current allowance.
10.If my allowance decreases,
my motivation to learn
decreases as well.
54
IV. Parental Involvement
STATEMENT 5 4 3 2 1
Strongly Agree Neutral Disagree Strongly
Agree Disagree
1.My parents are the one in control of
my allowance
2.My parents double my allowance if
my academic performance improves
3.My parents set conditions that must
be met before I receive my allowance.
4.My family gives me extra allowance
if it is for my school needs.
5.My parents increase my allowance if
I achieve something good in school.
6.I need to ask my parents or
guardians for permission before I
spend any money on my own.
7. I can spend small amounts of my
money independently, but for larger
amounts I need to ask my parents or
guardians for permission.
8.My parents increase my
determination in performing good in
school by giving me more allowance.
9.My parents provide me with learning
materials such as exercise books,
pens, pencils, and text books.
10.My parents encourage me to work
harder in school.
Please note: Your response will be kept confidential and will be used for research
purposes only. Thank you for your participation.

Checked by:

ANNIE LOURDE SHYRREL S. ANDO

Validator
APPENDIX D:

CIRRICULUM

VITAE
Address: Purok 3-A, Southern Davao
Mobile: 09923665061

Balante, Lady Mae L.

PERSONAL DATA

Date of Birth May 16, 2007

Place Of Birth Purok 3-A Sothern Davao Panabo City
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Rolly M. Balante Sr
Mother’s Name Susana L. Balante

EDUCATIONAL BACKGROUND

2022-2023 Secondary Education

Southern Davao National High School

Panabo City

2018-2019 Elementary Education

Southern Davao Elementary School

Panabo City
Address: Purok. Kalabasa Nanyo
Mobile: 09284354600

Cajes, Reca Jean L.

PERSONAL DATA
Date of Birth June 24, 2007
Place of Birth Panabo City
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Ricardo Cajes Jr
Mother’s name Mareslita I. Cajes

EDUCATIONAL BACKGROUND

2022-2023 Secondary Education

Southern Davao National High School

Panabo City

2018-2019 Elementary Education

Nanyo Central Elementary School

Panabo City
Address: Purok 9 Millagros Village
Mobile: 09557111415

Conrado, Kentryl A.

PERSONAL DATA

Date of Birth April 29, 2006

Place of Birth P-5 Berseba Bayugan Agusan Del Sure
Civil Status Single
Citizenship Filipino
Religion Born Again Christian
Father’s Name Semeon T. Conrado
Mother’s Name Bonifacia B. Araiz

EDUCATIONAL BACKGROUND

2019-2020 Secondary Education

Southern Davao National High School

Panabo City

2018-2019 Elementary Education

Southern Davao Elementary School

Panabo City
Address: Kanari Homes, Brgy New Visayas
Mobile: 09631426165

Cruz, Carl Russel L.

PERSONAL DATA

Date of Birth March 23, 2003

Place of Birth Manila Sanitarium & Hospital Pasay City
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Michael A. Cruz
Mother’s Name Sandra Lea D. Lajera

EDUCATIONAL BACKGROUND

2021-2022 Secondary Education

Southern Davao National High School

Panabo City

2012-2013 Elementary Education

Panabo SDA Learning Center INC.

Panabo City
Address: Purok 7-A Banga-yan Panabo City

Mobile: 09854750295

Enguito, Angel L.

PERSONAL DATA

Date of Birth October 17, 2007

Place of Birth Tagum City
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Julito C. Baricuatro
Mother’s Name Thelma L. Baricuatro

EDUCATIONAL BACKGROUND

2022-2023 Secondary Education

Southern Davao national High School

Panabo City

2018-2019 Elementary Education

Southern Davao Elementary School

Panabo City
Address: Purok, Pechay Nanyo Panabo City
Mobile: 09916478129

Labos, Alyssa Lizbeth P.

PERSONAL DATA

Date of Birth September 30, 2007

Place of Birth Davao Regional Hospital Tagum City
Civil Status Single
Citizenship Filipino
Religion United Pentecostal
Father’s Name Marcelino R. Labos
Mother’s Name Ruby P. Labos

EDUCATIONAL BACKGROUND

2019-2020 Secondary Education

Southern Davao National High School

Panabo City

2015-2016 Elementary Education

Nanyo Central Elementary School

Panabo City
Address: Purok 3 Crossing Pilar
Mobile: 09934625223

Maslay, Rjay B

PERSONAL DATA

Date of Birth May 15, 2006

Place of Birth Surigao Del Sur
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Ranel B. Maslay
Mother’s Name Janeth B. Maslay

EDUCATIONAL BACKGROUND

2022-2023 Secondary Education

Southern Davao National High School

Panabo City

2017-2018 Elementary Education

Southern Davao Elementary School

Panabo City
Address: Purok 1-A New Malitbog Panabo City
Mobile: 09168722178

Mendoza, Earl Joshua S.

PERSONAL DATA

Date of Birth November 9, 2007

Place of Birth Davao Regional Hospital Tagum City
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Jomarie D. Mendoza
Mother’s name Ellyn S. Mendoza

EDUCATIONAL BACKGROUND

2019-2020 Secondary Education

Southern Davao National High School

Panabo City

2018-2019 Elementary Education

Rodrigo D. Mabitad Elementary School

Panabo City
Address: Purok 5-C Urban, Southern Davao
Mobile: 09755982783

Rubilla, Mary Ashley Mae M.

PERSONAL DATA

Date of Birth November 10, 2007

Place of Birth Tibungco Davao City
Civil Status Single
Citizenship Filipino
Religion Born Again Christian
Father’s Name Marvin C. Rubilla
Mother’s Name Annierose L. Malacura

EDUCATIONAL BACKGROUND

2022-2023 Secondary Education

Southern Davao National High School

Panabo City

2018-2019 Elementary Education

Southern Davao Elementary School

Panabo City
Address: Purok 5-B Almonte, Southern Davao
Mobile: 09679254493

Saldaňa, Emmanuel P.

PERSONAL DATA

Date of Birth September 25, 2007

Place of Birth Tagum Regional Hospital
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Federico L. Saldaňa Jr.
Mother’s Name Ester P. Saldaňa

EDUCATIONAL BACKGROUND

2022-2023 Secondary Education

Southern Davao National High School

Panabo City

2018-2019 Elementary Education

Southern Davao Elementary School

Panabo City