DAILY ALLOWANCE IMPACTS ON THE STUDENTS’

DETERMINATION TOWARDS STUDIES AMONG

THE IPIL MONTESSORI ACADEMY

GRADE 11 STEM STUDENTS

GRADE 12 MAXWELL-STEM

RESEACHERS:

KARL BENEDICT BASILIO

RH KNOXELLE DENOPOL

MARISSA HUSAIN

JYRUS JAY JIMENEZ

MICAH OMBAY

RHONA MAE NAVALES

JANAH JANE DEMETITA

JHARED KYLE NEPOMUCENO

JOHN BARCHAEL ROMBINES

SHERWIN LIM
ABSTRACT

The study explored the relationship between school allowance and students’ commitment to
their studies. Employing a quantitative, descriptive survey approach, the research was
conducted with Senior High School students at Ipil Montessori Academy. The opening part of
the survey focused on the students’ attitudes toward their studies, specifically examining how
school allowances might influence their motivation and academic determination. With the use
of descriptive statistics, the level of school allowance showed that it has a high impact on
students’ study habits and motivation. However, excessive allowances may lead to distractions
in their studies and diminish their educational efforts. This research highlights the importance
of a well-structured financial support system to foster student’s determination and academic
success.

1. INTRODUCTION

A Daily allowance is the amount of money to compensate needs you have to consume in a day.
A daily allowance specifically for students, is generally known as “pocket money” it is settled
total of money given to a student every day to coat own expenses. The money given from the
allowance can be used in particular things such as buying lunch, purchasing necessary things
for school, and paying transportation. It can also be used for personal items like snacks, selfcare
items, hobbies, and entertainment. A student’s financial status play a very crucial role in
improving their academic performance (Abdu-Raheem, 2015).

The total sum of money for allowance is decided by guardians or parents, depends on the needs
of the students and considering the family’s financial situation. Socioeconomic levels, which
is divided into three categories the high, middle, and low, influences students’ academic
achievement, with students from high and middle levels generally performing better than those
from low socioeconomic backgrounds (Singh & Choundhary, 2019). While a greater family
income can boost students in their class performance, it does not mean that students from a
lesser income families cannot be mindful and responsible in their school performance (Adzido
et al., 2016).

The school allowance, which plays an important role in students purchasing their necessary
materials for a specific subject, can influence their level of interest in studies (Moneva et al.,
2020). Having an allowance is mostly for a certain who is living independently and being
independent entails both obligations and privileges; becoming a responsible student cannot be
develop overnight but requires a mindful mindset and attitude. One of those responsibilities is
how to manage your allowance properly and effectively.

The research gap of the topic is the absence of studies mainly focusing on these particular
respondents. Although there are also some studies that have examined the connection among
school allowance and students, determination in their studies, they do not specifically address
the Grade 11 STEM students. This study aims to analyze whether there is a meaningful

relationship amidst the socioeconomic level and academic performance, also the determination
of senior high school students at Jagobioa National High School (Moneva et al., 2020).

Overall, there is a gap in exploring how the said research topic daily allowance specifically
impacts the determination of Grade 11 STEM students at Ipil Montessori Academy towards
their studies. This topic only focuses on the particular students in the specific school that have
mentioned. Further seeking on this research and focusing on this particular group of students,
would sum up important insights into the connection between daily allowance and
determination in studies.

Therefore, by exploring this specific area, the research aims to explore the connection between
the total of money given to students every day and their determination to succeed in school.
The research seeks to understand how providing financial support in a daily allowance
influences students’ perseverance, commitment, and their desire to do well in their education.
Through gaining insights towards those impacts, the research aims to find ways to enhance
students’ determination and academic achievement by utilizing daily allowances effectively.
2. REVIEW OF RELATED LITERATURE

Daily Allowance is the money that students get to use while they’re in school. This allowance
is really important because it helps us buy the things we need for our classes, like supplies and
materials. The amount of allowance we get can actually affect how interested and engaged we
are in our studies (Moneva et al., 2020). The concept of allowance dates back to the early 20th
century, when it became more normal for parents to give their children an amount of money
on a regular basis (Burmashera N. et al., 2021). In addition, to providing an allowance for their
children’s random personal expenses, parents frequently do so to instill in them a sense of
financial responsibility from an early age and help them to develop their own allowance
budgeting skills (Carrato et al., 2020).

The students’ attitude with regard to their studies can affect them later in life. Students in the
present day have financial stability, but it doesn’t mean all. That is because their allowance
depends on the income of the parents. Students that come from high-income families tend to
have a positive environment and more opportunities compared to low-income families
(Moneva et al., 2020)

The community can benefit from learning the importance of daily allowance for students’ lives.
They will also obtain knowledge on how to improve their focus on studies and able to
effectively budget their school allowance (Moneva et al., 2020). The financial habits students
have when they are at school tend to continue when they grow up. If they have strong financial
literacy when they finish school, the less problems and financial difficulties they will encounter
in the future (Nano et al., 2017).

The researcher provided 250 respondents, and the outcome of the study determine the
connection among allowances and students motivation in studies. Utmost extent of students
allowances on the provided extent is 41-61 pesos, there are 33% and 48% of students got this
extent of daily allowances (Moneva, 2020). According to Tokan & Imakulata (2019) the result
of this study showed that the respondents ranged the age of 16-18 years. Based on the gender,
the number of percentages of male respondents was 33% while the percentage of female
respondents was 48%.
Based on the research of (Hassan, 2023), most students are paid weekly or monthly and they
are fully capable for making decisions on how to budget their allowance. 73.7% of the students
get their allowance from their parents while 18.4% depends on their educational load. 4.55
depends on the scholarship and 3.3.% with sponsorship as their source of allowance.

The research aims to know by investigating the impact of school allowance on students’
determination in their studies (Moneva, 2020).

RESEARCH QUESTIONS
These are the specific questions that the research aims to answer:

RQ1: What is the extent of the daily allowance for students?

RQ2: Is there a significant difference in the student determination towards the studies between
male and the female respondents?

RQ3: Is there a close relationship among the total of money students get every day and how
eager they are to achieve in school?

3. METHODOLOGY

3.1 Research Design

The research design utilized in this study is quantitative. It involved the researcher’s
methodology, data collection process, and data analysis. A survey questionnaire will be held
and given to the certain respondents to gather data on how daily allowance impact their
determination on studies. The data obtained from the survey will be organized and analyzed in
order to achieve sought-after results of the study.

3.2 Respondents
This study has a total of 100 respondents where the majority are females with the majority are
females with 65% or a total of 65 while the male respondents composed of 35% or a total of
35. The age of our respondents ranges from 15-19 years old with a mean age of 16.05 and the
standard deviation of .642.

3.3 Research Instruments

The survey questionnaire that was used in the research was created by Moneva, Jerald, who is
the author of the research paper entitled “School Allowance and Students’ Determination in
Studies.” The researcher made two different surveys. The first one is a list, asking students on
how much money they need for school, in a range of 0-61 or more. The second survey had ten
questions where students could answer with (1) for never, (2) for sometimes, and (3) for
always.

3.4 Reliability of the Scale

The researchers conducted pilot testing to 50 stem senior high school students who were not
included in the final sample size in which majority of the respondents are females with 64.0%
for a total of 32 female respondents. On the other hand, the age range of the respondents reaches
12-18 years old with a mean range of 16. 28 and a standard deviation of 2.157.

The Cronbach’s alpha score for the two sub-scales differs across the various factors, signifying
that the sub-scales are not uniform. The Cronbach’s alpha value of the entire scale is 0.815.
Therefore, the survey questionnaire that is used in the study is reliable.

3.5 Ethical Consideration

We recognize the importance of ensuring the privacy and confidentiality of all participants
involved in the endeavor. Rest assured, strict precautionary measures will be implemented to
ensure the protection of their personal information and data. Any data collected will be used
solely for the purposes outlined in the project proposal and will not be shared with any third
parties without clear permission.

4. RESULTS AND DISCUSSION

4.1 Students’ Daily Allowance

Data from Students’ Allowance Scale was transmitted into SPSS for analysis. Using descriptive
statistics, the amount of daily allowance of the participants given by their parents is measured.
The results are shown in the table below.

Table 1.0 Respondents’ School Allowance

Sub-scale N Mean SD Verbal

Interpretation

Students 100 3.16 .950 Moderate

Allowance (SA)

Legend: 3.26-4.00(high); 2.51-3.26(moderate); 1. 76-2.51(low); 1.00-1.75(very low)

This table shows that the respondents are given with allowance at a moderate range (M=
3.16, SD = 0.95). A study researched the relationship between the monthly allowance and
daily expenses among students, emphasizing the differences on how high and low the
allowances received by students (Hassan &Wahid, 2023). The allowance may vary based on
the student’s specific needs and expenses. Furthermore, the school allowance students receive
can influence their determination in studies (Hassan & Wahid, 2020).

4.2 Students’ Determination

This shows and presents the data from Students’ Determination in Studies was gathered and
analyzed. Descriptive statistics was also used in the process. The results can be seen below in
the table.

Table 2.0 Respondents’ Determination in Studies

INDICATOR/S N Mean SD Verbal

Interpretation
 “I look forward to going to school every day.” 100 2.77 0.489 Always

“I always complete my projects.” 100 2.68 0.490 Always

“I submit my project on time.” 100 2.64 0.523 Always

“I take part in every class discussion” 100 2.45 0.539 Always

“I join extracurricular activities.” 100 2.46 0.540 Always

“I read books for extra knowledge.” 100 2.27 0.529 Always

“I do my homework.” 100 2.75 0.458 Always

“I study ahead.” 100 2.40 0.550 Always

“I always take notes”. 100 2.73 0.468 Always

“I always participate in school programs for extra 100 2.52 0.559 Always
points”.

Overall 100 2.56 0.284 Always

Legend: 1.00-1.66(never), 1.67-2.33(sometimes), 2.34-3.00(always)

Table 2.0 shows that the respondents had a total mean score of 2.56, which means that they
are determined in their studies with an interpretation of “always”. The capacity of ample
allowance may assist to students’ interest and dedication in studying. Another research
explored the impact of budgeting students’ allowance on their studies, emphasizing the
function of allowance in spending meal costs and commuting (Contante et al., 2019).

Table 3. School Allowance and Student’s Determination In Studies

Chi-Square Tests
 Value df Asymp. Sig. (2-
sided)

Pearson Chi-Square 32.293a 33 .502

Likelihood Ratio 36.364 33 .315
Linear-by-Linear Association .015 1 .903

N of Valid Cases 100

a. 43 cells (89.6%) have expected count less than 5. The minimum

expected count is .07.

The table shows the p-value (.502), indicating that since it is greater than (a=o.5) there is no
significant relationship between the two variables. However, research shows that student’s
satisfaction with financial support has their learning progress enhanced depending on the
source or socioeconomic status (Nnamani et al., 2014).

5. SUMMARY, CONCLUTION AND RECOMMENDATION

5.1 Summary of the findings

The study’s findings demonstrated a correlation between students’ academic determination

and their school allowance. Forty-seven percent of pupils receive a daily stipend that falls
within the highest level of the school allowance, which is sixty pesos and above.

The students’ determination to succeed in school, regardless of their daily allowance, is

crucial to their daily lives. The result of the overall mean has been interpreted as “always”.
Most of the students are eager to attend school, complete their projects, and take detailed
notes.

The statement suggests that there is no direct correlation between the amount of allowance
students receive and their determination to succeed in their studies. This finding implies that
financial assistance, while potentially helpful, does not necessarily translate into increased
motivation or effort in academics.

5.2 Conclusion
This research has important implications for understanding student motivation and the factors
contributing to academic achievement. It emphasizes the need to shift focus from solely
addressing financial needs to fostering a supportive learning environment that nurtures
intrinsic motivation. Interventions aimed at improving student performance should consider
strategies that cultivate a love for learning, encourage active participation, and promote a
sense of belonging and purpose within the school community. The findings point towards the
importance of internal factors like personal drive, passion for learning, and individual
commitment as key determinants of academic success. These intrinsic motivations outweigh
the impact of external factors such as financial resources.

5.3 Recommendation

This study explored that daily financial support influences the student’s motivation and
dedication to their studies. Students should learn how to save their money since they need it
for future school projects. Additionally, parents should actively monitor and discuss spending
habits with students to promote responsible use of allowance, ensuring they serve as
motivation rather than distraction. School and parents can also offer training on budgeting
and financial management to help students understand money’s value, enhancing the positive
impact of allowances on their motivation and focus. Research can further study and
investigate this research so it can be expanded and help others who will come to read this
also.
REFERENCES

Abdu-Raheem (2015). Parents’ socioeconomic status as predictor of secondary school

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Adzido, R., Ahiave, E., & Dzogbede, O. (2016). Assessment of family income on academic
performance of tertiary students: the case of ho polytechnic, Ghana. International
Journal of Academic Research in Accounting Finance and Management Sciences,
6(3), 154-169. https://doi.org/10.6007/IJARAFMS/v6-i3/2221
Burmasheva, N., and Prosviryakov, E. (2021). Exact Solutions to the Oberbeck-Boussinesq
Equations for Shear Flows of a Viscous Binary Fluid with Allowance Made for Soret
Effect. The Bulletin of Irkutsk State University Series Mathematics, 37(1), 3-118.
Retrieved from https//doi.org/10.26516/1997-7670.2021.31.17

Carratu, M., Chiarini, B., and Piselli, P.,. (2021). Effects of European misssion Unit Allowance
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Hassan, N., and Wahid, N. (2023). Relationship Between the Monthly Allowance and Daily
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Moneva, J., and Jumag, E. (2020). Satisfaction with Financial Support and Students'
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Singh, P., & Choudhary, G. (2015). Impact of socioeconomic status on academic
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APPENDICES

LETTER OF APPROVAL

Republic of the Philippines

Department of Education
Region IX – Division of Zamboanga Sibugay
IPIL MONTESSORI ACADEMY
Purok New Jerusalem, Don Andres,
Ipil, Zamboanga Sibugay

Dear Ma’am/Sir, September 5, 2024

Good day!
We, the Senior High School of STEM 12-MAXWELL would like to ask for permission
to allow us to conduct a survey among your students about the DAILY ALLOWANCE
IMPACT ON STUDENTS’ DETERMINATION. The survey will last only about 5 to10
minutes. Rest assured that the data gathered will remain confidential and for academic purposes
only. We are hoping that this request will merit your favorable approval.

RESEACHERS:

KARL BENEDICT BASILIO

RH KNOXELLE DENOPOL

MARISSA HUSAIN

JYRUS JAY JIMENEZ

MICAH OMBAY

RHONA MAE NAVALES

JANE DEMETITA

JOHN BARCHAEL ROMBINES

JHARED KYLE NEPOMUCENO

SHERWIN LIM
SURVEY QUESTIONNAIRES

DIRECTIONS: Put a check and rate your honesty based on what you actually do.

School allowance

1.) Which of these range of school allowance will satisfy your daily allowance

0-20 pesos

21-40 pesos

41-60 pesos

61 and above

LEGEND: (3) always (2) sometimes (1) never

Students’ Determination in Studies

ALWAYS SOMETIMES NEVER

“1. I look forward to going to school every day.”

“2. I always complete my projects.”

“3. I submit my project on time.”

“4. I take part in every class discussion.”

“5. I join extracurricular activities.”

“6. I read books for extra knowledge.”

“7. I do my homework.”

“8. I study ahead.”

“9. I always take notes.”

“10. I always participate in school programs for

extra points.
BIBLIOGRAPHY

NAME: Basillio, Karl Benedict

BIRTHDAY: December 5, 2006
CELLPHONE NUMBER.: 09355874689
EMAIL ADDRESS: Karlbenedictbasilio291@gmail.com

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BIRTHDAY: April 14,2007
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BIRTHDAY: September 13, 2007
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BIRTHDAY:August 3, 2007
CELLPHONE NUMBER: 09511630040
EMAIL ADDRESS: ombaymaicah@gmail.com
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BIRTHDAY: February 19, 2007
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EMAIL ADDRESS: rhona666navales@gmail.com

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BIRTHDAY: January 14, 2007
CELLPHONE NUMBER: 09558812546
EMAIL ADDRESS: janahjanedemetita@gmail.com

NAME : Rombines, John Barchael

BIRTHDAY: February 21, 2007
CELLPHONE NUMBER: 09679327849
EMAIL ADDRESS: kellosss569@gmail.com

NAME : Lim, Sherwin Jr

BIRTHDAY: January 1, 2007
CELLPHONE NUMBER:
EMAIL ADDRESS: sherwinlim2006@gmail.com

NAME : Nepomuceno, Jhared Kyle

BIRTHDAY: December 9 , 2006
CELLPHONE NUMBER: 09126116551
EMAIL ADDRESS: aintsimpss@gmail.com