Chapter I

Einführung

For people to handle their money wisely, budgeting and spending behavior are crucial abilities.

Learning these abilities is essential for senior high school students since they are in the process

of becoming adults and will soon be in charge of handling their own funds. The common

problem of the students is they don't know how to utilize budget, without a budget they may

have a hard time keeping their money in order, that could lead into a problem which is debt In

this study we will be evaluating if their budgeting affects their spending behavior The goal of

the study is to shed light on the students' degree of financial literacy and spending habits by

investigating the budgeting and spending behavior of senior high school students at Dr. Carlos

S. Lanting Senior High School. The school administration, teachers, parents, and students

themselves can create strategies and programs to enhance students' financial literacy abilities,

direct them in making wise financial decisions, and prepare them by understanding the

budgeting and spending behavior of senior high school students.

The main goal of this study is to explore the spending and budgeting behavior of senior high

school students at Dr. Carlos S. Lanting Senior High School. This goal will be accomplished

through the study's evaluation of the senior high school students' financial literacy, examination

of their budgeting and spending patterns, and identification of the variables affecting these

patterns. With the help of these goals, the study aims to offer insightful information about

senior high school students' financial management abilities that can be used to create policies
and plans that will raise their level of financial literacy and help them as they enter adulthood

make wise financial decisions.

Financial literacy is a critical area of development for teenagers. According to research, wise

spending practices as a young person can lead to financial security as an adult. In order to

better understand the spending patterns of senior high school students attending a public

national vocational high school in the Philippines, this study looked into their spending patterns.

The results demonstrated that students had limited disposable income (50 to 100 pesos per

day), spend it largely on necessities (like food), and don't practice frugal behaviors. In light of

the Philippines' existing level of financial literacy and prospective steps the Philippine

government may take to increase financial literacy awareness, the results are examined

(Claudine, B., et al., 2018). Financial education has to be improved in schools, according to

several studies that looked into young people's spending behavior and financial literacy

(Annamaria, L., 2019). However, there are few research on the spending and budgeting

behavior of senior high school students in the Philippines. By revealing information about the

spending and budgeting behavior of senior high school students at Dr. Carlos S. Lanting Senior

High School, this study seeks to add to the body of research already available.

The school administration, instructors, parents, and students are just a few of the stakeholders

who find the conclusions of this study to be important. The study's findings can give instructors

and school administrators a greater knowledge of the degree of financial literacy and spending

behavior of senior high school students, enabling them to create efficient programs and tactics

to help the students manage their money better. Parents can also use the study's findings to
help their kids form wise financial judgments and responsible spending behavior. Finally, by

learning important lessons about their own spending and budgeting behavior, the students

themselves can profit from the study by improving their financial judgment and becoming

ready for their future financial responsibilities. In general, the study's findings can help senior

high school students improve their financial literacy and money management abilities, making

sure they have the tools they need to manage their money wisely.

Theoretical Framework

The Theory of Planned Behavior (TPB) and the Theory of Consumption Values are two relevant

theoretical frameworks that can help understand the budgeting and spending behavior of Dr.

Carlos S. Lanting Senior High Students.

The Theory of Planned Behavior suggests that human behavior is based on three main factors:

attitude, subjective norms, and perceived behavioral control, (Ume, H., et al, 2018). Attitude

refers to the individual's evaluation of the behavior, subjective norms relate to the social

pressure felt by an individual to perform the behavior, and perceived behavioral control refers

to the individual's perceived ability to perform the behavior. In the context of budgeting and

spending behavior, this theory suggests that an individual's intention to budget and spend

wisely is influenced by their attitudes towards budgeting and spending, the perceived social

pressure to budget and spend wisely, and their perceived control over budgeting and spending.
The Theory of Consumption Values, on the other hand, suggests that consumers make

purchasing decisions based on five different values: functional value, social value, emotional

value, conditional value, and epistemic value,(Jagdish, S.,1991). Functional value refers to the

practical utility of the product or service, social value refers to the status or social identity

associated with the product or service, emotional value refers to the feelings and emotions that

the product or service elicits, conditional value refers to the situational factors that influence

the purchase decision, and epistemic value refers to the knowledge and learning that the

product or service provides. In the context of budgeting and spending behavior, this theory

suggests that the budgeting and spending decisions of Dr. Carlos S. Lanting Senior High

Students are influenced by their values and beliefs regarding the practical utility, social status,

emotions, situational factors, and knowledge and learning associated with their spending

decisions.

Generally, the Theory of Planned Behavior and the Theory of Consumption Values provide

complementary theoretical frameworks that can help explain the budgeting and spending

behavior of Dr. Carlos S. Lanting Senior High Students. The TPB can help identify the attitudes,

social pressure, and perceived control that influence their intention to budget and spend

wisely, while the Theory of Consumption Values can help identify the underlying values and

beliefs that shape their actual spending decisions.

Conceptual Framework

Independent Variable Dependent Variable (theory of

consumption values)
Budgeting Behavior
Spending Behavior
 Subjective Norms
 Conditional
 Attitude
 Social
 Perceived behavioral
 Functional
control
 Emotional
 Epistemic

Figure1. Conceptual Framework of the study

The conceptual framework of this study aims to investigate the budgeting and spending

behavior of senior high school students in Dr. Carlos S. Lanting senior high school by analyzing

the factors that influence their financial decision-making processes. The study's independent

variable is budgeting behavior, which is influenced by three factors: subjective norms, attitude,

and perceived behavioral control. Subjective norms refer to the perceived social pressure and

expectations from others regarding budgeting and spending behavior. Based on purchasing

patterns that are both similar and different, households tend to adopt separate lifestyles. The

manners in which these lifestyles save and are meaningfully associated in social space have

significant ramifications for our understanding of inequality and stratification, (Lisa, K., et al,

20117). Attitude refers to the student's positive or negative evaluation of budgeting and
spending behavior, while perceived behavioral control refers to the student's perceived ability

to control their budgeting and spending behavior.

The conceptual framework for this study is centered also around the dependent variable of

"theory of consumption values" and how it affects spending behavior. The theory of

consumption values suggests that individuals consume goods and services based on five distinct

values: conditional, social, functional, emotional, and epistemic. Conditional values refer to

situations where the consumer buys a product or service based on specific circumstances or

conditions. Social values refer to how a product or service enhances the consumer's social

status or helps them fit in with a specific group or community. Functional values refer to the

product or service's practical benefits or usefulness. Emotional values refer to how a product or

service makes the consumer feel, while epistemic values refer to the knowledge or experience

gained from consuming the product or service.

The spending behavior of Dr. Carlos S. Lanting senior high school students can be analyzed

through the lens of the theory of consumption values. By examining how these students spend

their money, we can determine which values are most important to them and how they

prioritize their spending. The research may uncover patterns or trends in their spending

behavior that can be attributed to their values and provide insights on how to improve their

budgeting skills.

Therefore, this conceptual framework suggests that the spending behavior of Dr. Carlos S.

Lanting senior high school students can be influenced by the theory of consumption values,

specifically their conditional, social, functional, emotional, and epistemic values. By

understanding these values, educators and policymakers can design programs and

interventions that promote responsible spending and budgeting habits among the students.

This conceptual framework provides a useful framework for understanding the factors that

influence the budgeting and spending behavior of senior high school students and can guide the

development of programs and strategies aimed at improving their financial spending behavior.

By analyzing the relationships between the independent and dependent variables, the study

can provide insights into how to promote positive financial habits and behaviors among senior

high school students. Ultimately, the findings of this study can be used to inform policies and

practices that improve the financial well-being of students in Dr. Carlos S. Lanting senior high

school.

Statement of the Problem

The study aims to determine the budgeting and spending behavior of senior high school

students enrolled in Dr. Carlos S. Lanting. To achieve this goal, the study will address to answer

the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Strand
 1.4 Family’s weekly income

2. What is the level of Budgeting Behavior of Grade 12 in terms of:

2.1 Subjective norms

2.2 Attitude

2.3 Perceived Behavioral Control

3. What is the level of Spending behavior in terms of:

3.1 Conditional

3.2 Social

3.3 Functional

3.4 Emotional

3.5 Epistemic

4. Is there a significant relationship between the Budgeting & Spending behavior?

Statement of Hypothesis

Ho: There is no relationship between budgeting and spending behavior of Grade 12 Students.
Scope and delimitations

The scope of this study is limited to the budgeting and spending behavior of senior high school

students in Dr. Carlos S. Lanting College who are currently in Grade 12. The study aims to

examine how these students manage their finances, including how they budget their

allowances and how they spend their money. Specifically, the study will look into the factors

that influence their spending behavior, such as their personal characteristics, peer pressure,

family background, and financial literacy.

The study will be conducted using a survey questionnaire that will be distributed to a sample of

Grade 12 students in the school. The sample size will be determined using a random sampling

method, with the aim of obtaining a representative sample of the population. The data

collected from the survey will be analyzed using statistical methods, such as descriptive

statistics and regression analysis.

There are various limitations to this study on the spending and budgeting habits of Dr. Carlos S.

Lanting College students in grade 12. In the first place, it is restricted to a certain group of

senior high school students at this particular institution, therefore the conclusions may not

apply to other schools or grade levels. Second, since the information was self-reported, biases

like social desirability or memory recall bias may have an impact. Thirdly, the study may miss

additional cultural and societal norms that may have an impact on spending behavior because it

only looks at the elements that respondents indicated as influencing their purchasing behavior.

Finally, only a survey questionnaire was used to collect the data; focus group talks or interviews

may have also provide more in-depth data and insights.

Significance of the Study

This that focuses to the budgeting and spending behavior of senior high students in Dr. Carlos S.

Lanting School will be important to the following:

Senior High School students: By examining the budgeting and spending behavior of

senior high school students in Dr. Carlos S. Lanting Senior High School, this study can

help identify specific areas where students may need more support and education in

order to make more informed and responsible financial decisions. This can ultimately

lead to better financial outcomes in the short and long term.

School Administration: The findings of the study can help inform the development of

policies and programs that aim to promote financial literacy and responsible budgeting

and spending habits among senior high school students.

Parents and Guardians: The study can offer parents and guardians valuable insights into

the financial behavior of their children. The findings can help guide them in supporting

their children's financial decision-making and offer practical advice to help them develop

better budgeting and spending habits.

Future researcher: the study can contribute to the existing literature on financial

literacy and education. By focusing on a specific population and examining their

budgeting and spending behavior, the study can offer new insights into the factors that

influence financial decision-making among young adults. This can inform future research

and guide the development of effective financial literacy interventions.

Definition of terms

To ensure a clear comprehension of this research, several key terms have been operationally

defined:

Allowance: Refers to the amount of money given regularly to students by their parents

or guardians to cover their expenses, which can be used for budgeting and spending

behavior.

Attitude: Refers to the evaluation or emotional response that students have towards

budgeting and spending, which can influence their behavior.

Budgeting: Refers to the process of creating a plan to allocate income towards various

expenses and savings goals, which can impact spending behavior.

Budget: Refers to a financial plan that outlines income, expenses, and savings goals over

a specific period, which can guide budgeting and spending behavior.

Conditional: Refers to the specific circumstances or conditions that can influence

budgeting and spending behavior, such as unexpected expenses or changes in income.

Emotional: Refers to the feelings or emotions that are associated with budgeting and

spending behavior, such as guilt or satisfaction.

Expenditure: Refers to the amount of money spent on goods and services, which is a

key aspect of spending behavior.

Expenses: Refers to the cost of goods and services that are necessary for daily living,

which can impact budgeting and spending behavior.

Epistemic: Refers to the knowledge or understanding that students have about

budgeting and spending, which can influence their behavior.

Functional: Refers to the practical or utilitarian aspect of budgeting and spending, such

as making purchases to meet basic needs or achieve financial goals.

Perceived behavioral control: Refers to the perceived ability of students to control their

budgeting and spending behavior, which can impact their behavior.

Savings: Refers to the portion of income that is set aside for future use, which is an

important aspect of budgeting and spending behavior.

Social: Refers to the influence of social factors on budgeting and spending behavior,

such as peer pressure or cultural norms.

Spending behavior: Refers to the choices and actions that students take when it comes

to using their money, which can be influenced by various factors such as attitudes,

perceived behavioral control, and social norms.

Students: Refers to the group of individuals who are the focus of the study, which is Dr.

Carlos S. Lanting Senior High School students in Grade 12.

Subjective norms: Refers to the perceived social pressure or expectations that students

feel when it comes to their budgeting and spending behavior, which can impact their

behavior.
 Chapter II

Review of Related Literature and Study

The researchers give a thorough summary of the literature they found through intensive

investigation in this chapter. The goal of this literature is to serve as a resource for the

researchers as researchers finish the study. This chapter looked at some of the pertinent

research and studies that explore Dr. Carlos S. Lanting senior high students' budgeting behavior

and spending patterns in detail. The researchers are able to establish a strong research

foundation and guarantee that the findings are backed by current body of knowledge in the

subject by making use of this literature.

Synthesis

This study aims to investigate the budgeting and spending behavior of senior high school

students in Dr. Carlos S. Lanting College school. Literature related to the study sheds light on

the financial management behavior of college and senior high school students. Studies have

shown that community college students are more likely to experience financial difficulties and

student loan default rates compared to students in four-year institutions. However, an

intervention study on financial literacy has demonstrated that interventions can positively

influence attitudes, intents, and behaviors related to budgeting and saving.

Factors such as family background, financial attitude, financial socialization, experience, and

literacy all have positive impacts on financial management behavior. The lack of financial

literacy and impulsive spending habits may lead to expensive financial mistakes in the future.

Additionally, the study on college students' spending habits highlights the impact of social

media on spending behavior, with digital platforms influencing 88 percent of student spending.

Fear of missing out (FOMO), peer pressure, and the seamless in-platform shopping experience

on platforms such as Instagram and Facebook are driving factors in how much students spend

through social media. Regret over purchases is also common, with 65 percent of students

wishing they had spent on something more important.

The findings of related studies suggest that financial literacy programs and awareness

campaigns can help students develop proper money management skills. Policymakers should

also consider implementing policies to address the financial difficulties faced by community

college students. Parents should be encouraged to provide financial education and support

responsible financial behavior. Finally, the impact of social media on spending habits highlights

the need for increased awareness and education about responsible online spending.
Budgeting Behavior

Enhancing Budgeting Behavior of Community College Students: A Digital Learning

Intervention Study

Community college students often face financial challenges during their time in college, such as

paying for tuition, housing, transportation, and other expenses. Compared to students at 4-year

institutions, community college students are more likely to report financial difficulties and have

higher rates of student loan default. Therefore, it is crucial to provide financial education and

resources to help these students develop good money management skills and make informed

financial decisions. In a project conducted by Popovich, J. J. et al. (2020), a lengthy collection of

condensed digital learning objects was implemented in a sizable metropolitan community

college during the fall semester to improve the financial literacy of community college students.

The intervention consisted of a series of online modules covering topics such as budgeting,

saving, credit, debt, and financial planning. The researchers conducted pre- and post-

intervention surveys to measure the effectiveness of the intervention in improving students'

financial literacy and behaviors. The surveys were administered to a diverse sample of

community college students, including low-income, first-generation, and minority students. The

findings of the surveys demonstrated that the intervention was successful in improving

community college students' financial literacy and influencing their attitudes, intents, and

behaviors related to budgeting and saving. The majority of the students reported an increase in

their knowledge and confidence in managing their finances after completing the online

modules. They also reported a higher level of motivation to save and budget their money, as
well as a greater willingness to seek financial advice and assistance. Furthermore, the

researchers found that the intervention was particularly effective in reaching specific

subpopulations of students who were most in need of financial education and resources. For

instance, low-income students showed the greatest improvement in financial literacy and

behavior after completing the online modules. Additionally, first-generation students and

minority students reported a significant increase in their financial knowledge and confidence,

indicating that the intervention was successful in closing the financial literacy gap between

different student groups. These findings have important implications for researchers and

educators who seek to improve the financial literacy of community college students. The study

demonstrates that digital learning objects can be an effective and scalable way to deliver

financial education to a large and diverse student population. The study also highlights the

importance of tailoring financial education to meet the specific needs and challenges of

different subpopulations of students, such as low-income, first-generation, and minority

students. In conclusion, community college students face unique financial challenges that

require tailored financial education and resources. The study by Popovich, J. J. et al. (2020)

shows that digital learning objects can be an effective way to improve the financial literacy of

community college students, particularly those who are most in need of financial education and

resources. By providing students with the knowledge and skills they need to manage their

finances effectively, we can help them succeed in college and beyond

Subjective norms
The Impact of Subjective Norms and Family Background on College Students' Financial

Behavior

The researcher's findings suggest that the family background of college students significantly

affects their spending habits. The influence of parents on their children's attitudes towards life,

including financial management, is crucial in shaping their financial behavior. Therefore, it is

essential to start teaching young people about finance early on to give them the best chance of

success as adults. Having a strong financial understanding alone is not enough to ensure

success, as it requires a set of positive attitudes towards money and supportive parents who

encourage responsible money management. The study underscores the significance of early

financial education and parental involvement in shaping the financial behavior of college

students. The results highlight the importance of instilling healthy attitudes and habits towards

money at an early age, and parents play a vital role in this process. Young adults who receive

early education about financial management are better equipped to handle their finances and

make sound financial decisions. The study emphasizes the importance of taking a holistic

approach to financial education, which includes not only the acquisition of financial knowledge

but also the development of healthy attitudes and habits towards money. Parents and

educators alike must recognize their role in shaping the financial behavior of young adults and

work towards fostering an environment that encourages responsible financial management,

(J.T.C., B., 2018).

Attitude

The Impact of Financial Attitude on Financial Management: A Study on the Influence of

Financial Socialization, Experience, and Literacy

According to (Meli,A., & Rediana, S., 2018), on their study about the influemce of financial

atitude to financial management, the findings of this study show that (1) financial attitude has a

positive influence on financial management behavior, (2) financial socialization has a positive

influence on financial management behavior, (3) financial experience has a positive influence

on financial management behavior, (4) financial literacy has a positive influence on financial

management behavior, and (5) financial attitude has a positive influence on financial literacy.(6)

Financial socialization has a positive impact on financial literacy. (7) Financial experience has a

positive impact on financial literacy. (8) Financial attitude has a positive impact on financial

management behavior through financial literacy. (9) Financial socialization has a positive impact

on financial management behavior through financial literacy. (10) Financial experience has a

positive impact on financial management.

Perceived Behavioral Control

Factors Affecting Financial Habits in Students

According to the findings of logistic regression, Jing Jian Xiao, Barbara O'Neill (2018), pupils

who are more financially savvy are more likely to display the three advantageous financial

habits. Financial education from parents and supportive perspectives on. Additionally,
substantial determinants of good financial behaviors, such as money, were discovered. a

notable difference budgeting behavior was the only difference between male and female

students that was identified, and male students were found to be less likely to have a financial

management plan in place. Classes in finance taken in college or high school, as well as work

experience was favorably associated with saving behavior but not with budgeting or on-time

payments. Finally, it was discovered that none of the financial behaviors were significantly

correlated with students' class rank.

Spending habits

College Students' Impulsive Spending Habits: An Exploration of Financial Literacy and

Priorities in Business Colleges

According to (Joyce,I., et al, 2017),college students' impulsive spending habits and lack of

knowledge about money management encourage routines that could result in expensive

financial mistakes down the road. The quantitative study was done to find out how randomly

chosen business college students spent and saved their money. These students were enrolled in

programs that include a majority of female students (55%): accountancy, business

administration, and office administration. 76% of the 90 respondents said their parents gave

them an allowance. 16% of them receive funding from sponsors, 6% work part-time

employment, and 2% have personal investments through which they obtain their allowance.

Their monthly allowance expenses, which include the following: 1) food, 2) travel, 3)

clothing/accessories, 4) technology devices, 4) groceries, 5) beauty items and services, 6) school

supplies, 7) cellphone load, and 8) books and periodicals, were included in the survey

questionnaire. According to the findings, apparel and accessories ranked first among the top

five priorities for college of business students when deciding how to spend their monthly

allowance, followed by books, school supplies, beauty items, and services (all together, 32.2%).

Spending patterns of students were discovered. The students' purchasing decision was

influenced by a number of factors, including peer pressure and product quality. Most students

(82.2%) saved money from their monthly allowance. In order for students, particularly those in

business colleges, to learn how to develop the proper skill in money management, this study

stressed the importance of raising financial literacy awareness among students.

Conditional

Digital Platforms and the Conditional Factor in Student Spending

According to the report, digital platforms influence the spending of 88 per cent of students.

Almost half (43 per cent) of students surveyed noted that the seamless, in-platform shopping

experience of Instagram and Facebook are a major trigger for how much they spend through

social media, with over a third (39 per cent) citing FOMO [fear of missing out] and peer

pressure as driving factors. Common regrets in purchasing behaviour include 65 per cent of

students “wishing they had spent on something better or more important”, and 32 per cent

finding the purchase not being what they wanted. The report also notes that online shoppers

are becoming more comfortable making purchases on mobile devices, with one in five
purchases being made from a mobile device, a six per cent increase from the previous year,

(Dean, B.,2018).

Social

Money Attitudes and Spending Patterns Among Malaysian College Students: An Analysis of

Sociodemographic Factors

Uncontrollable spending tendencies toward Malaysian youth are on the rise right now. When

opposed to older generations, they tend to spend their money with a lower sense of worth.

Since Malaysia's cost of living has decreased significantly, the younger generations have loved

spending their money lavishly, which has led to changes in lifestyle and consumption patterns.

The goal of this study is to examine how sociodemographic factors and money attitudes

interact to influence how college students spend their money. Therefore, the relationship

between spending patterns among Malaysian college students and the attitude toward money

elements (power-prestige, distrust, retention-time, and anxiety) merits more research. This

study also aims to determine whether sociodemographic characteristics like gender and age

have an impact on the spending habits of college students. 176 students from three universities

in the Shah Alam area—University Selangor (UNISEL), University Management Science (MSU),

and Universiti Teknologi Malaysia (UiTM)—make up the sample for this study. Only two aspects

of money attitude—power-prestige and anxiety—had a discernible influence on students at

these colleges' spending patterns, according to the regression study.The analysis, however,

showed that none of the socio-demographic characteristics had a significant (greater than 0.05)
impact on the students' spending patterns. Age is therefore the element that has the greatest

influence on students' spending behavior (positive outcome). As a result, a number of

recommendations have been made in the hopes that they may help students manage their

money wisely, (Jamilah, K., et al., 2021).

Funktional

Exploring College Students' Spending Habits: The Role of Financial Attitudes

This study looked into the variables that affect college students' spending patterns. The

University of KwaZulu-Natal's College of Humanities and College of Law and Management

Studies provided a sample of 479 students for the study, and the primary data was obtained

from them via structured questionnaires. Spending habits, the dependent variable, was

regressed against nine independent variables, including financial awareness, financial attitude,

gender, age, financial aid, years in college, racial groupings, family history, and field of study.

Descriptive statistics, cross-tabulation, Chi-square testing, and binary logistic regression were

used in the data analysis. According to the survey, students' spending patterns are significantly

influenced by their financial attitudes. No statistically significant differences were discovered in

the spending patterns of male and female students, business majors, and non-business majors

in the study,(Oleyede, O., & Farai, K.,2020).

Emotional

The Role of Emotions in Financial Decision-Making

The authors argue that this cognitive process can be complemented by an approach that looks

at how feelings about a sum of money, or the money's "affective tag," influence its

consumption. This tag may have a negative influence component if people acquire money amid

difficult conditions, which they try to lessen by strategically consuming things. The authors

examine two of these tactics, hedonic avoidance and laundering, and show how they affect

how windfalls are used. The authors discover that people choose to make utilitarian or virtuous

purchases instead of hedonic ones in order to lessen, or "launder," their unfavorable feelings

regarding the windfall. The authors refer to this technique as tagging, (Jonathan, L., & A.Peter,

M., 2018).

Epistemic

Understanding the Factors that Influence College Students' Spending Habit: An Epistemic

Analysis

This essay examines the factors that affect college students' spending patterns and credit card

debt, including access to credit, familiarity with debt and financial education, socialization

agents and social identities, academic performance, financial aid, and family income. Many

college students have credit card debt, but understanding the particular causes may assist

future generations of students avoid engaging in bad spending practices and building up credit
card debt. I was able to draw the conclusion that students are more likely to incur debt when

they have easy access to credit cards after carefully comparing data from eleven studies. Poor

academic performers, females, members of underrepresented groups, and older students are

more likely to be in debt than other students. both the amount of the family's income and the

amount of financial aid a student receives also affects their financial situation, as does the

student’s own level of financial education, and financial socialization from parents. Although

future research is needed on this topic, it is important to note that students’ social environment

has an effect on their financial health, (Leclerc. K.,2017).

 Chapter 3

Research Methodology

The study's methodology and research design are discussed in this chapter. It gives details on

the research design, research respondents, population and sample size, sampling technique,

research environment, research instrumentation, validation of instrument, research procedure,

data gathering techniques, and statistical treatment of data that helps the researchers to come

up with enough number of respondents, the instrument used to collect the data, data

collection, and finally, the methods utilized to analyze the data.

Research Design

This study utilizes quantitative research design using the correlational technique to investigate

the relationship between the budgeting and spending behavior of senior high school students.

A quantitative research design can be utilized to explore the relationship between budgeting

and spending behavior among Dr. Carlos S. Lanting Senior High School students. This research

design involves the collection of numerical data to investigate the strength and direction of the

relationship between two or more variables. The study will use a survey questionnaire to gather

data on the students' budgeting habits and spending behaviors. The questionnaire can include

items between the independent and dependent variables. The data can then be analyzed using

statistical techniques such as correlation analysis to determine the relationship between the
variables. For instance, the study can determine if there is a positive or negative correlation

between income and spending behavior, and if students who budget tend to spend less.

Several studies have utilized a quantitativel research design to explore the relationship between

budgeting and spending behavior among different populations. For example, a study by Ahmed,

Ghani, and Ahmed (2016) used a correlational research design to examine the relationship

between financial management practices and spending behavior among university students in

Pakistan. The study found that financial management practices were positively correlated with

responsible spending behavior. Another study by Aziz and Hossain (2017) utilized a

correlational research design to investigate the relationship between financial literacy and

spending behavior among university students in Bangladesh. The study found a positive

correlation between financial literacy and responsible spending behavior among the

participants. These studies suggest that a quantitativel research design can provide valuable

insights into the relationship between budgeting and spending behavior among Dr. Carlos S.

Lanting Senior High School students.

Research respondents

The research respondents for this thesis budgeting and spending behavior of Dr. Carlos S.

Lanting senior high school students will be 200 Grade 12 students who are currently enrolled in

Dr. Carlos S. Lanting College. The study aims to gather data on the budgeting and spending

behavior of students in different strands of the senior high school program. The study will

include students from all strands, including HUMMS , GAS, STEM, ABM, Pre-Bac Maritime,
Food and Beverage, Automotive Servicing. Caregiving, Electrical Installation and Maintenance,

Consumer Electronic Services. The inclusion of students from all strands will provide a

comprehensive understanding of how students in different fields manage their finances and

make spending decisions.

To qualify as a research participant, the Grade 12 students must be currently enrolled in Dr.

Carlos S. Lanting College and must have experience in managing their personal finances. The

study will include students of different genders, ages, and socioeconomic backgrounds to

ensure a diverse sample. The respondents must also be willing to participate in the study and

provide honest and accurate answers to the questionnaire. The data collected will be used to

gain insights into the students' spending habits and financial literacy levels, which can be used

to develop effective financial management programs for senior high school students. The data

will be analyzed using frequency and percentage distribution to provide a comprehensive

overview of the spending behavior of the students in the different strands and gender.

Table 1. Respondents of the study

Strands Frequency Percentage

HUMMS 29 14.5 %

GAS 25 12.5%

STEM 33 16.5%

ABM 29 14.5 %
Pre-Bac Maritime 29 14.5 %

Food and Beverage 29 14.5 %

Automotive Servicing 6 3%

Caregiving 3 1.5%

Electrical Installation and 3 1.5%

Maintenance

Consumer Electronic Services 14 7%

Total 200 100%

Formula:

Percentage=Frequency/Total number of respondents x 100

This table shows the distribution of respondents based on their senior high school strands in

the study about the budgeting and spending behavior of Grade 12 senior high school students

in Dr. Carlos S. Lanting College school. A total of 200 respondents were included in the study.

The results show that the largest group of respondents came from the STEM strand with 33

students or 16.5% of the total respondents, followed by HUMSS, ABM, Pre-Bac Maritime, and

Food and Beverage strands, each with 29 students or 14.5% of the total respondents. On the
other hand, the smallest group of respondents came from the Electrical Installation and

Maintenance and Caregiving strands, each with only 3 students or 1.5% of the total

respondents. The table was computed using frequency and percentage to provide a clearer

understanding of the distribution of respondents in the study.

Population and size

The population of interest for this thesis is the Grade 12 senior high school students in Dr.

Carlos S. Lanting College School, with a total of 414 students. The researcher has identified 200

students as the target respondents for the study.

As the research design is quantitative with a correlational approach, the sample size is an

important consideration. A sample size of 200 is relatively large compared to the total

population size of 414, which should provide enough statistical power to detect any

relationships between the variables of interest.

To obtain a representative sample, the researcher can use probability sampling techniques such

as simple random sampling, where each member of the population has an equal chance of

being selected for the sample. Alternatively, stratified random sampling can be used to ensure

that the sample is representative of the population by dividing the population into strata based

on relevant demographic characteristics and selecting participants from each stratum.

It is important to consider ethical considerations such as obtaining informed consent from

participants or their legal guardians and ensuring data protection and confidentiality

throughout the data collection and analysis process.

In summary, the population of interest for this thesis is the Grade 12 senior high school

students in Dr. Carlos S. Lanting College School, with a total of 414 students and a target sample

size of 200 respondents. Probability sampling techniques can be used to obtain a representative

sample, and ethical considerations must be carefully addressed in the research design and

implementation.

Sampling technique

The sampling technique for this study is stratified random sampling. Stratified random sampling

involves dividing the population into strata based on specific characteristics such as gender,

age, strand, and weekly family income, which are relevant to the research question. The strata

will be determined based on the demographic profile of the population as described in the

thesis.

After dividing the population into strata, a random sample will be selected from each stratum in

proportion to its size in the population. For example, if the proportion of male and female

students in the population is 40:60, then a sample of male and female students will be selected

in the same proportion from each stratum.

In this study, the strata could be based on the demographic variables listed in the research

question, such as age, sex, strand, and weekly family income. The sample size for each stratum

will be determined based on the formula for sample size calculation, as described earlier.

Stratified random sampling ensures that the sample is representative of the population and

reduces the sampling error, especially if the strata are selected based on the characteristics that

have a significant impact on the research question. Additionally, it allows for more precise

estimates for each stratum, which could be useful in identifying any disparities in budgeting and

spending behavior across different demographic groups.

Example of computation:

First, the population of the study will be identified, which is the Grade 12 senior high school

students of Dr. Carlos S. Lanting College, with a total number of 414 students. Next, the

population will be stratified based on their strand, which includes HUMMS, GAS, STEM, ABM,

Pre-Bac Maritime, Food and Beverage, Automotive Servicing, Caregiving, Electrical Installation

and Maintenance, and Consumer Electronic Services.

Then, a sample size will be determined using the formula for a finite population:

n = (N * e^2) / [(N-1) * p^2 + e^2]

where:

n = sample size

N = population size
e = margin of error (set at 5%)

p = proportion of respondents who exhibit the behavior of interest (set at 50%)

Assuming a population size of 414 Grade 12 senior high school students, the sample size will be

computed as:

n = (414 * 0.05^2) / [(414-1) * 0.5^2 + 0.05^2]

n = 199.53

Therefore, the sample size will be rounded up to 200 students.

Using stratified random sampling, the sample size will be allocated proportionally based on the

number of students in each strand. For example, if there are 100 students in HUMMS, 50 in

GAS, 70 in STEM, 80 in ABM, 30 in Pre-Bac Maritime, 22 in Food and Beverage, 25 in

Automotive Servicing, 12 in Caregiving, 10 in Electrical Installation and Maintenance, and 15 in

Consumer Electronic Services, the sample size for each strand will be:

 HUMMS: (100/414) * 200 = 48.31 or 49 students

 GAS: (50/414) * 200 = 24.15 or 24 students

 STEM: (70/414) * 200 = 33.68 or 34 students

 ABM: (80/414) * 200 = 38.64 or 39 students

 Pre-Bac Maritime: (30/414) * 200 = 14.49 or 15 students

 Food and Beverage: (22/414) * 200 = 10.96 or 11 students

  Automotive Servicing: (25/414) * 200 = 12.08 or 12 students

 Caregiving: (12/414) * 200 = 5.80 or 6 students

 Electrical Installation and Maintenance: (10/414) * 200 = 4.83 or 5 students

 Consumer Electronic Services: (15/414) * 200 = 7.23 or 7 students

Finally, a random sampling technique will be used to select the students from each strand. The

names of the students in each strand will be listed, and a random sample will be drawn until the

required sample size is met.

A stratified random sampling technique will be used to ensure that the sample size is

representative of the population of Grade 12 senior high school students at Dr. Carlos S. Lanting

College. The sample will be allocated proportionally to each strand, and a random sampling

technique will be used to select the students from each strand.

Research Environment

The research environment for this study would be the Dr. Carlos S. Lanting College school in the

Philippines. The school is located in a bustling urban area, with a diverse student population

from different socio-economic backgrounds. The school is well-equipped with classrooms,

computer labs, libraries, and other facilities that will be necessary for conducting the study. The

study can be conducted within the school premises, using classrooms or other available spaces.

The school is an ideal location for this study because it has a large sample size of grade 12

students, representing all strands of the senior high school program. This will allow for a diverse

range of perspectives and experiences regarding budgeting and spending behavior.

Additionally, the school's administration and staff may be able to provide valuable insights and

support for the research process.

Research Instrumentation

The research instrumentation for this thesis on the budgeting and spending behavior of Grade

12 senior high school students will utilize a survey questionnaire as the primary research

instrument. The questionnaire will consist of four sections to collect data on the respondents'

demographic profile, level of budgeting behavior, level of spending behavior, and the significant

relationship between budgeting and spending behavior.

The first section of the questionnaire will focus on the demographic profile of the respondents,

including their age, sex, strand, and family's weekly income. The age range will be from 16 to 20

years old, and sex will be categorized into male and female. The family's weekly income will be

categorized into four groups: less than Php 5,000, Php 5,000 to Php 9,999, Php 10,000 to Php

14,999, and more than Php 15,000.

The second section of the questionnaire will assess the level of budgeting behavior of the

respondents based on three constructs: subjective norms, attitude, and perceived behavioral

control. The subjective norms construct will examine the influence of the respondents' social

environment on their budgeting behavior. The attitude construct will assess the respondents'

positive or negative feelings towards budgeting. The perceived behavioral control construct will

examine the respondents' beliefs about their ability to control their budgeting behavior.
The third section of the questionnaire will examine the level of spending behavior of the

respondents based on five constructs: conditional, social, functional, emotional, and epistemic.

The conditional construct will focus on the respondents' spending behavior based on conditions

or circumstances. The social construct will examine the respondents' spending behavior related

to social influence. The functional construct will focus on the respondents' spending behavior

based on the utility or practicality of the items they buy. The emotional construct will examine

the respondents' spending behavior based on their emotional state or mood. The epistemic

construct will examine the respondents' spending behavior based on their desire to learn or

gain knowledge.

Finally, the fourth section of the questionnaire will analyze the significant relationship between

budgeting and spending behavior. This section will include questions that will examine if there

is a correlation between the level of budgeting behavior and the level of spending behavior of

the respondents.

Generally, the survey questionnaire will serve as an effective research instrument in collecting

data for this study on the budgeting and spending behavior of Grade 12 senior high school

students. The questionnaire will provide insights into the respondents' demographic profile,

level of budgeting behavior, level of spending behavior, and the significant relationship

between budgeting and spending behavior.

Validation of Instrument

Validation of research instruments is an essential step in ensuring that the data collected will

accurately reflect the phenomenon being studied. In this study, a survey questionnaire will be

used as the research instrument to gather information on the budgeting and spending behavior

of senior high school students in Dr. Carlos S. Lanting College. To validate the instrument, a pilot

test will be conducted on a sample of the target population. The pilot test will involve

administering the survey questionnaire to a small group of senior high school students who are

not part of the actual study population and the validation of research adviser and appropriate

teacher on the research instruments. The purpose of the pilot test is to assess the clarity of the

questions, determine the appropriateness of the response options, and identify any potential

problems or issues with the instrument.

After the pilot test, the feedback obtained will be used to revise and improve the questionnaire.

The revised questionnaire will then be subjected to a reliability test to determine its internal

consistency and stability. Reliability testing will be conducted using a test-retest method where

the same questionnaire will be administered to the same group of respondents twice, with a

certain time interval between administrations. The responses from the two administrations will

then be compared to assess the consistency and stability of the questionnaire.

Furthermore, the validity of the instrument will also be evaluated through content validation.

This involves checking the relevance, representativeness, and comprehensiveness of the survey

questions to ensure that they accurately capture the intended constructs. The questionnaire
will be reviewed by a panel of experts in the field of finance, psychology, and education, who

will provide feedback and suggestions for improving the instrument.

Generally, the validation of the research instrument is a crucial step in ensuring that the data

collected in this study are valid, reliable, and accurate. Through the pilot test, reliability test,

and content validation, the survey questionnaire will be refined to capture the budgeting and

spending behavior of senior high school students in Dr. Carlos S. Lanting College accurately.

Research Procedure

To complete the study on the budgeting and spending behavior of Grade 12 senior high school

students in Dr. Carlos S. Lanting College school, a research procedure can be developed. Firstly,

the research problem must be identified. The research problem for this thesis is to investigate

the budgeting and spending behavior of Grade 12 senior high school students in Dr. Carlos S.

Lanting College school. Next, research questions can be developed to guide the study. These

research questions can explore the factors that influence the budgeting and spending behavior

of Grade 12 senior high school students in the school, how students manage their finances,

what their spending patterns and habits are, and the effects of financial literacy programs on

their budgeting and spending behavior.

Afterward, a literature review can be conducted to provide a foundation for the study and

identify gaps in existing research. Relevant literature on financial literacy, budgeting, and

spending behavior among high school students can be reviewed to support the research
questions. Based on the research questions and literature review, the research design can be

determined. A quantitative-correlational approach can be used, which involves gathering data

through surveys to identify financial behavior and spending habits and administering survey

questionnaire to provide an in-depth understanding of the factors that influence budgeting and

spending behavior.

Data collection can involve distributing questionnaires to students and observations with a

sample of students from the school. The data can then be analyzed using statistical methods

and content analysis to identify patterns, trends, and themes. The findings can be presented in

tables, graphs, and charts to support the analysis. Based on the findings, conclusions can be

drawn, and recommendations can be made for students, educators, policymakers, and parents

on how to promote financial literacy and effective budgeting and spending behavior among

Grade 12 senior high school students in Dr. Carlos S. Lanting College school. The study findings

can also contribute to the existing literature on financial literacy and behavior among high

school students.

Data gathering technique

Given that the research methodology for this study is quantitative and utilizes a correlational

approach, the data collection technique would center around administering questionnaires. The

questionnaires would be specifically designed to elicit relevant information on the budgeting

and spending behavior of Grade 12 students in Dr. Carlos S. Lanting College.

The questionnaire can consist of closed-ended questions, which are easier to quantify, and can

be analyzed using statistical methods. It can include questions that ask about students'

spending habits, financial literacy, sources of income, and expenses. Additionally, demographic

questions can be included to provide background information about the students, such as age,

gender, and socio-economic status.

The questionnaire will be distributed to a randomly selected sample of Grade 12 students in Dr.

Carlos S. Lanting College school. A stratified random sampling technique can be used to ensure

that the sample is representative of the entire population. The sample size can be determined

using a power analysis to ensure that it is sufficient to identify statistically significant

correlations between different variables.

Once the questionnaires are completed, the data can be entered into a statistical software

program such as SPSS for analysis. The quantitative data obtained through the questionnaires

can be analyzed using correlation analysis to identify relationships between different variables.

For example, the correlation between financial literacy and budgeting behavior can be

explored.

Although the research design is primarily quantitative, some open-ended questions can be

included in the questionnaire to provide students with the opportunity to provide more

detailed information about their budgeting and spending behavior. This information can

provide context for the findings and help to interpret the results.

A quantitative data gathering technique using questionnaires can be used to explore the

budgeting and spending behavior of Grade 12 senior high school students in Dr. Carlos S.
Lanting College school. The data can be analyzed using statistical methods to identify

correlations between different variables, and some open-ended questions can be included to

provide more detailed information.

Statistical treatment of data

The statistical treatment for the study on budgeting and spending behavior of grade 12 senior

high school students in dr. carlos s. lanting college school will involve the use of quantitative

methods with a correlational research design. The data collected through questionnaires will be

analyzed using different statistical techniques to explore the relationships between the

variables of interest.

One statistical technique that can be used is the Pearson correlation coefficient. This coefficient

measures the strength and direction of the linear relationship between two continuous

variables, such as financial literacy and budgeting behavior. Another statistical technique that

can be used is the multiple regression analysis, which can assess the relationship between two

or more predictor variables and a dependent variable, such as the relationship between

financial literacy, age, and gender with budgeting behavior.

Descriptive statistics such as mean, standard deviation, and frequency distribution will also be

used to describe and summarize the data collected from the questionnaire. Inferential statistics

such as t-tests, ANOVA, and chi-square tests can be used to determine whether significant
differences exist between groups, such as the difference in budgeting behavior between males

and females.

Furthermore, measures of internal consistency, such as Cronbach's alpha, will be used to

determine the reliability of the questionnaire items. Content validity of the questionnaire will

be established through the review and feedback of experts in the field of study.

In conclusion, the statistical treatment for this thesis will involve the use of quantitative

methods and correlational research design to explore the relationships between financial

literacy, age, gender, and budgeting behavior among Grade 12 senior high school students. The

results of the statistical analysis will provide insights into the factors that influence the

budgeting and spending behavior of the students and can inform interventions and strategies

to improve their financial management skills.

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