THE CORRELATION BETWEEN MONTHLY ALLOWANCE AND THE ACADEMIC

PERFORMANCE OF COLLEGE STUDENTS

A Research Paper Presented to

The Faculty of Senior High School Department

Bulacao, Cabancalan 1

Practical Research 2

S.Y. 2023-2024

By

Jowienelyn Monares

Marvin Abarquez

Mary Donessah Carredo

Wenzolee Ologan

Justine Pino

John Niño Salinas

Feb 2024
 II

Acknowledgement
 III

Table of Content

Pages
Title Page I
Acknowledgement II
Table of Contents III
List of Tables IV
List of Figures IV
Chapter 1 1
THE PROBLEM AND ITS SCOPE 1
INTRODUCTION
Rationale 1
Theoretical Background 3
THE PROBLEM 8
Statement of the problem 8
Statement of the Null Hypothesis 8
Significance of the study 9
RESEARCH METHODOLOGY 11
Research Design 11
Research Environment 12
Research Subject 12
Research Instruments 14
Research Procedure 14
Treatment of Data 15
DEFINITION OF TERMS 15

PRESENTATION, ANALYSIS, AND 16

INTERPRETATION OF DATA
 IV

SUMMARY, FINDINGS, CONCLUSION,

AND RECOMMENDATIONS
Summary 27
Findings 28
Conclusion 28
Recommendations 29
REFERENCES
APPENDICES
Appendix A Transmittal Letter 32
Appendix B Research Instrument 34
Appendix C Location Map 38
Appendix D The Result 39
Appendix E Conduct of the Study 40
CURRICULUMN VITAE 41

LIST OF FIGURES
Figure 1
Flow of the Research 11
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Rationale

Academic performance becomes one of the vital component in determining

students' success in their future careers. Academic performances escalate students’

involvement and engagement with their universities. Doing well in school can lead to

better job opportunities later on. This is because employers often look at academic

achievement when making hiring decisions.

Employers often view academic achievements as a reflection of a candidate's

work ethic, discipline, and capacity to acquire new knowledge. Excelling academically

can enhance job prospects and open the door to more promising career opportunities.

Attaining high academic standards can establish the groundwork for sustained success.

It provides individuals with valuable knowledge and skills applicable to multiple facets of

life, encompassing personal, career, and social dimensions.

Students possessing limited allowances encounter several challenges that can

affect their academic performance. Constrained daily allowances can result in financial

stress, rendering it difficult for students to cover fundamental expenses such as food,

school projects, and transportation. This financial strain can serve as a significant

distraction to their academic focus and engagement. Inadequate allowances can limit

students' capacity to acquire essential study materials, textbooks, and technological

resources, hindering their potential for academic excellence.

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To address these challenges, universities often provide financial aid, and support

services to students with limited allowances, look for scholarships specifically designed

for students facing financial challenges, as well as those related to your field of study.

Based on the researchers observation, the socioeconomic status of the family of

students continue to exert a significant influence on the academic progress of the

student. Some of the common problems that confront students are limited access to

essential resources such as food, transportation, and study materials, which can hinder

their academic performance.

These perceived low allowances problems prompt the researcher to conduct this

study to come up with solutions or remedies to college students struggle financially.

Prioritizing and offering support to college students with limited allowances serves, both

as a social duty and an investment in both their future prospects and the overall welfare

of society.

Thus, the researchers try to find out the correlation between monthly allowances

and the Academic Performance of College Students. A positive correlation indicates that

higher daily allowances are associated with better academic performance, while a

negative correlation suggests that lower daily allowances are linked to a decrease in

academic performance.

Theoretical Background
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This study is anchored on Abraham Maslow (1943, 1954), Maslow's Hierarchy of

Needs and is supported byJohn Sweller's (1988) Cognitive Load Theory.

According to this theory, individuals have a hierarchy of needs, starting with basic

physiological needs like food, shelter, and safety. If college students do not have

sufficient daily allowances to meet these basic needs, it can negatively impact their

ability to focus and perform well academically. This theory suggests that financial

stability and access to daily necessities are foundational for higher-level cognitive

functions like learning and task performance. To perform well academically, college

students need to fulfill their fundamental physiological and safety requirements first.

When they struggle with financial stability and lack access to daily essentials, their

capacity to concentrate, learn, and succeed in their studies is hindered because of the

stress and disruptions stemming from unmet basic needs. Hence, it is crucial to tackle

challenges related to food, housing, and financial security to enhance students' overall

well-being and academic achievements. Meeting physiological needs is crucial as it

establishes the base for an individual's health, overall well-being, and ability to strive for

more advanced objectives and ambitions. When these fundamental needs are satisfied,

people are more prepared to lead wholesome, gratifying lives and make positive

contributions to their communities and society in general(Maslow, 1954).

John Sweller's Cognitive Load Theory the mental demands placed on a person's

working memory impact their ability to learn and solve problems. It proposes that there

are constraints on the quantity of information an individual can handle simultaneously,

and successful learning involves the skillful management and enhancement of cognitive

load to improve comprehension and memory retention. This theory posits that
 4

individuals have limited cognitive resources, and when they are preoccupied with

concerns about basic needs like food and finances, their cognitive load increases. This

increased cognitive load can hinder their ability to concentrate, learn, and perform well

in academic tasks. Students with inadequate daily allowances may experience higher

cognitive load, potentially leading to lower academic performance. Working memory is

the mental workspace where students process and integrate new information. Adequate

financial resources can reduce distractions related to unmet physiological needs,

allowing students to allocate more working memory capacity to their academic tasks.

This can improve their ability to understand and retain complex course material. When

college students struggle with limited financial resources, they often face additional

cognitive load related to concerns about basic needs, such as food, housing, and

transportation. This extraneous cognitive load can distract them from focusing on their

studies (Sweller, 1988).

This statement is supported by Aikens & Barbarin (2014) in the book “

Overcoming the educational disadvantages of poor children: How much do teacher

preparation, workload, and expectations matter. “Some students who have higher level

of family income were more likely to obtain higher grades that to the students with a

lower income, low socio economic status in childhood is related to poor cognitive

development, language, memory, socioemotional processing, and consequently poor

income and health in adulthood.

The students from lower socioeconomic backgrounds face disadvantages in their

academic performance because they lack a supportive home environment for learning,

which significantly influences their success in school. Specifically, the presence of

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books in the home has consistently emerged as a crucial factor in student achievement

in numerous large-scale international studies. Right from the start, parents with higher

socioeconomic status can offer their children financial backing and home resources that

facilitate individual learning. Additionally, these parents, often possessing higher

educational levels, are more likely to create stimulating home environments that foster

cognitive development. Furthermore, parents from more affluent backgrounds may

provide greater psychological support to their children by cultivating environments that

encourage the acquisition of skills essential for success in school “In the book‘The

Influence of Financial Problems on the Academic Performance of College Students” by

(Thompson, 2018).

According to Evans et al. (2010), in the book “Students' Socio-Economic Status

and Performance” parents from more affluent socioeconomic backgrounds are in a

position to offer their children financial backing and the necessary resources for

independent learning. Given their higher educational attainment, these parents are also

inclined to create a more enriching home environment that fosters cognitive growth.

Furthermore, parents with greater socioeconomic advantages often provide heightened

emotional support to their children by cultivating environments that nurture the

acquisition of skills essential for success in school.

According to Okioga (2013), in the book “Satisfaction with Financial Support and

Students’ Determination in Learning “individuals with a higher socioeconomic status are

more capable of meeting the needs of students, while those with lower socioeconomic

status tend to achieve lower test scores, indicating that socioeconomic status

significantly influences test scores.

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According to Aikens & Barbarin (2008), in the book “The Relationship Between

Socio-Economic Status and Academic Achievement “children coming from low

socioeconomic status (SES) backgrounds tend to develop language skills at a slower

pace, show delays in recognizing letters and phonological awareness, and are

vulnerable to encountering challenges in reading.

The inability to cover school fees can disrupt your education and even force you

to discontinue university studies. Facing financial stress can lead to detrimental

outcomes such as depression, anxiety, academic underachievement, poor health, and

difficulties in pursuing a degree. To address these financial challenges, many students

opt to work part-time or even full-time jobs, diverting their focus from academics.

Balancing work and studies becomes a struggle, affecting their academic performance

as they must divide their time and attention between employment and coursework

(Savuth, 2022).

Aquino et al. (2022) discovered that daily allowances had a noteworthy positive

impact on academic performance, even when considering variables like socioeconomic

status, and parental education. The research implies that providing students with daily

allowances can enhance their academic achievements by offering them financial means

to acquire educational materials and meet essential expenses like transportation and

meals.

Harris (2020) posits that inadequate daily allowances can result in distraction and

reduced concentration on academic tasks. Students may encounter difficulties in

procuring necessary materials, participating in extracurricular activities, and upholding a

balanced lifestyle, all of which can influence their overall academic performance.
 7

Smith et al. (2017) stated how financial resources affect students' capacity to

concentrate on their academic work. The studies typically indicate that having an

adequate daily allowance has a positive effect on academic performance by alleviating

the stress associated with financial limitations, enabling students to obtain essential

resources, and enhancing their overall state of well-being. Nonetheless, it's crucial to

acknowledge that individual experiences may differ, and there might be other factors at

play influencing this connection.

In a research conducted by Xiao (2012), it was established that students hailing

from families with higher incomes tend to achieve better academically. This implies that

daily allowances could serve as an indicator of family income, and the association

between daily allowances and academic performance.

Given the learning theories discussed, the existing literature, and insights from

previous research, this study was undertaken to establish the correlation between daily

allowances and college students' academic performance. It is expected that the results

of this research will provide valuable contributions by informing policy, addressing

educational disparities, improving student well-being, and ultimately fostering student

success. The anticipated benefits encompass data-driven decision-making, and

enhanced academic outcomes.

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The problem

Statement of the Problem

This study aimed to determine the correlational relationship between the daily

allowances and the academic performance of the college student.

Specifically, the study sought to answer the following question:

1. What is the profile of the students in terms of:

1.1 Allowance Rate

1.2 Course and Year Level

1.3. Grades

2. What potential factors underlying the relationship between daily allowances

and academic performance?

3. Is there any significant relationship between daily allowances and academic

performance of the students?

4. How can the findings of this research be used to develop policies and

programs to aid students of diverse economic backgrounds?

Null Hypothesis

At 0.05 level of significance, the following null hypothesis were tested:

HA: There is significant relationship between the between the daily

allowances and the academic performance of a student.

Significance of the Study

This study outlines the benefits it can offer to the following:

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Students. This research is of great significance to college students, as it

seeks to uncover the potential relationship between daily allowances and their

academic performance. The outcomes of this study can empower students to make

well-informed decisions regarding budgeting and financial management, potentially

alleviating financial stress and enhancing their academic achievements.

Parents and Guardians. Parents and guardians can benefit from this study

by gaining valuable insights into the financial requirements of college student. This

knowledge can help them determine appropriate allowance levels and financial

support, ensuring that students have the financial resources needed for academic

success.

Educational Institutions. This study's results can be highly advantageous

for educational institutions. They can gain a deeper understanding of the financial

difficulties that students face, which can lead to the development of support

programs and resources aimed at helping students effectively manage their daily

expenses and, in turn, improve their academic performance.

Policy Makers. The findings from this research may serve as essential input

for policy makers involved in shaping student financial support and allowance-

related policies. It can potentially lead to more targeted policies that promote

affordability in college education and, consequently, enhance academic

achievements.

The Researcher. This study will broaden the researcher's understanding as it

delves into the correlational relationship between college students' daily allowances
 10

and their academic achievements. It offers the researcher a distinctive chance to

investigate how financial aspects influence students' educational performance. The

invaluable experience gained from this research by actively participating, enabling

to empirically evaluate the connection between daily allowances and college

students' academic performance.

Future Research. This study adds to the broader understanding of the factors

influencing college students' academic performance. It can serve as a catalyst for

future research on financial aspects of higher education and their influence on

academic outcomes, encouraging further comprehensive insights and potential

solutions.

RESEARCH METHODOLOGY
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Research Design

This research will employ non-experimental design utilizing correlational techniques.

This design will be used because the primary goal of the study is to determine the

correlation between daily allowances and the academic performance of college

students.

Figure 1 shows the flow of the study. Using -P Model

Daily Allowances Level of performance

a. Allowance rate of college students

b. Course and a. Academic

year level Grades •The Sanggunian
c. Socioeconomic b. Attendance Kabataan of Bulacao
background c. Test Scores with college student

Figure 1

Flow of the Research

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Research Environment

This study will be conducted at different five Schools namely: University of Cebu,

Cebu Eastern College, Cebu Technology University, University of Visayas, Cebu Normal

University, Cebu City. Provides an ideal setting to examine the relationship between

daily allowances and college student academic performance.

The selection of universities as the research setting is in line with the

researcher’s objectives as they typically accommodate a diverse student population.

This diversity encompasses students who contend with financial constraints, which may

necessitate part-time employment, as well as those who confront challenges associated

with limited access to educational resources. This amalgamation of circumstances

renders universities an optimal environment for the comprehensive study on the

relationship between daily allowances and college student academic performance.

Research Subject

The subject of this study involves 15 students from the specified universities. The

primary objective is to investigate the correlation between daily allowances provided to

college students and their academic performance. The study aims to ascertainthe

amount of daily allowances have an impact on students' grades, attendance, and overall

success in their academic pursuits. Anticipated outcomes from this research endeavor

include the provision of valuable insights into how financial factors influence students'

academic performance and the potential for these findings to guide improvements in the

realm of higher education.

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Table 1

The Research Subjects

First Year Monthly

Subject Semester Course Level Allowance

Average

RS-101 95 BS in Business Administration 3rd 4 000

RS-102 95 BS in Nursing 2nd 5 000

RS-103 92 BS in Architecture 3rd 5 500

RS-104 82 BS in Nursing 1st 2 500

RS-105 93 BS in Hospitality Management 2nd 3 500

RS- 106 93 BS in Marine Engineering 2nd 4 000

RS-107 81 BS in Customs Administration 3rd 2 800

RS-108 94 BS in Education 1st 4 500

RS-109 94 BS Hospitality Management 2nd 3 800

RS-201 98 BS Education 3rd 4 800

RS-202 87 BS Marine Transportation 1st 2 000

RS-203 92 BS Business Administration 1st 4 500

RS-204 89 BS Criminology 2nd 4 800

RS-205 98 BA Communication-Broadcast Journalism 1st 5 500

RS-206 99 BA Communication-Broadcast Journalism 1st 4 500

Research Subjects: Respondent: 15 Monthly Allowance Average: Php 4

113

Midterm Grade Average: 92.13

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Research Instruments

The researcher utilized a standardized research questionnaire, formatted as a

Google Form, to answer by a group of people. Comprising five sections, the research

instrument begins with inquiries focused on gathering respondent profiles, like their

name, grades, course, and year level. Following this, the subsequent section of the

questionnaire delves into the allocation of their monthly allowance across categories

such as transportation, meals, luxury and leisure, projects and books.

The occurrences of scores within the groups were as follows;

Occurrence Category

Frequently 4

Occasionally 3

Rarely 2

Never 1

Research Procedure

This section presented the methods employed to collect data and the statistical

techniques utilized for summarizing and interpreting the gathered data.

Gathering of Data. Following approval from the principal, the researchers began

data collection among respondents in Barangay Bulacao, Cebu City using snowball
 15

sampling. Upon obtaining permission, the researchers promptly initiated data gathering

via Google Forms. The researchers emphasized the significance of respondents'

contributions and explained study terms to ensure a comprehensive understanding.

Requesting honesty, respondents completed the questionnaire, after which the

researchers printed the data for analysis. Collaborating with a statistician, the

researchers sought guidance on suitable statistical methods and interpretation for the

gathered information.

Treatment of the Data. The study used the following in statistical tool in

analyzing and interpreting the data.

Pearson Correlational was used to assess the degree of association between

two quantitative variables.

DEFINITION OF TERMS

The following terms are defined operationally for better understanding:

Academic Performance. This refers to the assessing students’ performance in different

academic subjects.

Correlational. The relationship of academic performance of the college student to their

monthly allowances.

College Student. Refer to a group of individuals included as respondents in the

research.
 16

Monthly Allowances. It indicates how the allowances were spent and its impact on

their academic achievements.

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered from the college

student of University of Cebu, Cebu Eastern College, Cebu Technology University,

University of Visayas, Cebu Normal University, who participated in the research

undertaken.

The data below presents the profile of the college student.

Table 2: Respondents’ Profile

Table 2.1 The Frequency Distribution of College Courses

Course Frequency

BS in Business Administration 2

BS in Nursing 2

BS in Architecture 1

BS in Hospitality Management 2

BS in Marine Engineering 1

BS in Customs Administration 1

BS in Education 2

BS Marine Transportation 1

BS Criminology 1

BA Communication-Broadcast Journalism 2
 17

Table 2.1 shows a clear overview of the distribution of college student courses.

Among the 15 respondents, 2 of them are from BS in Business Administration, 2 BS in

Nursing, 1 respondent from the BS in Architecture, 2 from BS in Hospitality

Management, 1 from BS Marine Engineering, 1 frim BS in Customs Administration, 2

respondents from BS in Education, 1 from BS Marine Transportation, 1 respondent from

BS Criminology, and 2 respondents coming from the BA Communication-Broadcast

Journalism.

Table 2.2 The Frequency Distribution of College Year Level

Year Level Frequency

1st Year College 6

2nd Year College 5

3rd Year College 4

4th Year College 0

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Table 2.2 outlines the distribution of college students based on their individual

year levels. Within the surveyed student body, the data highlights that the most

substantial group comprises 6 students currently in their 1st year of college. Similarly, a

close second consists of 5 students currently advancing through their 2 nd year.

Furthermore, the table signifies that 4 students are navigating their 3 rd year of college.

Importantly, none of the surveyed students are categorized as fourth-year college

attendees.

Table 2.3 The Mean of the Allowance Rate and Midterm Grade of College Student

Variable Mean

Allowance Rate 4 113

Midterm Grade 92.13

Table 2.3 presents the average values for two crucial variables among college

students: Allowance Rate and Midterm Grade. The data reveals that, the mean of the

surveyed students receive a monthly allowance of 4,113. Additionally, the table indicates

that the mean of the average midterm grade achieved by the students is 92.13.
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Table 3.1 Research Questionnaire and Occurrences in Students' Responses

A. Transportation Frequently Occasionally Rarely Never

• I have regular school service which 2 3 6 4

eliminates my transportation expenses

• I spend 50% and above of my 7 4 1 3

allowance for transportation.

• I take an alternative route or mode of 9 2 4 0

transportation that is less expensive.

In Table 3, 2 respondents often utilize this service, resulting in no transportation

expenses, a majority of students incur transportation costs regularly. Specifically, 3

respondents use such services occasionally, while 6 experience irregular coverage, and

4 consistently pay for transportation. Overall, the data reflects a range of transportation

situations among students, with most bearing regular transportation expenses despite

variations in access to school services.

In the table 3 presents that, 7 respondents frequently dedicate 50% or more of

their allowance to transportation, suggesting a considerable financial strain. While 4

respondents occasionally face similar financial pressures, only 1 respondent

experiences minimal strain, and 3 respondents are relatively unaffected by high

transportation expenses.

The table shows that the majority of 9 respondents actively seek cost-saving

options by using alternative transportation routes or modes frequently. This indicates a

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proactive approach to reduce transportation expenses. In contrast, 2 respondents only

occasionally consider such alternatives, while 4 respondents seldom explore cost-

saving options. Notably, none of the respondents completely disregard the use of

alternative transportation modes, suggesting an overall willingness to consider and

adopt cost-effective alternatives when necessary.

Table 3.2

B. Meal Frequentl Occasionall Rarel Neve

y y y r

• I bring pack lunch of food to save allowance. 7 1 4 3

• I bring pack lunch or food because it is not provided 4 3 4 4

for in my allowance.

• I prefer to eat outside the school for more 8 2 4 1

affordable choices of food.

• I eat my meal at home before I go to school for less 8 4 2 1

expenses.

• I spend 40-50% of my allowance for food. 6 5 4 0

It shows in table 3.2, prevalent trend is the frequent practice of bringing

packed lunch, observed in 7 respondents, highlighting a conscious effort to lessen on

food expenses. Additionally, a significant majority of students, comprising 8

respondents, express a frequent preference for dining outside school premises, likely
 21

driven by the availability of more affordable food options in external venues. Moreover, a

considerable number of students, 8 respondents, frequently opt to consume meals at

home before attending school, indicating a proactive approach to minimizing food

expenditures. In terms of allowance allocation, a notable portion of respondents, 6,

frequently allocate a substantial percentage of their allowance, specifically 40-50%,

towards covering food expenses.

Table 3.3

C. Luxury and Leisure Frequentl Occasionall Rarel Neve

y y y r

• I spend my extra time for luxury and leisure e.g 7 5 3 0

going to the mall, watching movies at the cinema,

playing online games, arcades, etc.

• I save 10-30% of my money to buy the things that I 8 5 0 2

want and in case I might need it.

• I prefer to stay at the library and read books during 6 5 2 2

vacant.

• I prefer to go home after class to avoid 7 4 1 3

unnecessary expenses

• I spend 10-30% of my allowance for leisure. 1 6 4 4

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In table 3.3 shows that in terms of leisure activities, a substantial proportion of

students, 7 out of 15, frequently dedicate their extra time to leisure pursuits such as mall

visits, cinema outings, and online gaming. This is followed by 5 students who

occasionally indulge in such activities, while 3 rarely partake in them. Conversely, when

it comes to financial planning, a majority of students exhibit commendable foresight by

frequently saving 10-30% of their money for future needs or desires. Specifically, 8

respondents prioritize savings, while 5 students engage in this practice occasionally.

Interestingly, 2 respondents never allocate funds for savings. Regarding academic

preferences, 6 students frequently opt to spend vacant time at the library, engaging in

scholarly activities like reading books. Additionally, 5 students occasionally favor this

academic pursuit, while 2 respondents rarely or never participate in such endeavors.

Furthermore, a significant number of students, 7 out of 15, frequently choose to go

home after class to mitigate unnecessary expenses, demonstrating financial prudence.

However, this contrasts with the leisure spending habits, where only 1 respondent

frequently dedicates 10-30% of their allowance to leisure activities. Instead, 6 students

occasionally allocate funds for leisure, while 4 students rarely do, and 4 students never

engage in such expenditure.

Table 3.4

D. Projects and Books Frequentl Occasionall Rarel Neve

y y y r
 23

• I allot 10% of my allowance for photocopy. 8 2 3 2

• I allot 10% of my allowance for books. 6 4 2 3

• Having projects of researches increases my 8 3 1 3

allowance for project.

• My allowance is enough to cover for my projects. 3 4 6 2

• I spend 15% of my allowance for my projects. 7 3 4 1

A significant majority, 8 respondents, frequently allocate 10% of their

allowance for photocopying, reflecting the regular need for this expense in their

academic endeavors. Similarly, 6 respondents frequently set aside a portion of their

allowance for purchasing books, indicating a consistent investment in academic

resources. Additionally, the data highlights the impact of projects or researches on

students' allowances, with 8 respondents frequently experiencing an increase in their

allowance to accommodate these academic requirements. However, despite these

adjustments, only a small fraction of respondents, 3, frequently find their allowance

sufficient to cover for their projects, suggesting that many students face financial

challenges in meeting academic expenses. This sentiment is echoed by the fact that a

majority of respondents, 6, rarely find their allowance adequate for projects. Despite the

financial constraints, students display a significant commitment to their academic

pursuits, as evidenced by 7 respondents frequently allocating 15% of their allowance for

projects.
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Graph 1 The Correlational Coefficient Graph of Monthly Allowances and Average

Midterm Grade of College Student

The graph shows the results of the Pearson correlation analysis reveal a

significant and strong positive relationship between the Average Midterm Grade and

Monthly Allowance among the surveyed college students (r(13) = .712, p = .003). This

indicates that as the Monthly Allowance increases, there is a tendency for the Average

Midterm Grade to also increase. The magnitude of the correlation coefficient (r) at 0.712

underscores the strength of this relationship, suggesting a considerable association

between financial support and academic performance. The low p-value of 0.003

underscores the statistical significance of the correlation, indicating that the observed

relationship is unlikely to be due to random chance. The analysis provides solid

evidence supporting the assertion that students with higher monthly allowances tend to

achieve higher midterm grades. This implies that financial resources play a crucial role

in influencing academic outcomes among college students, potentially enabling access

 25

to educational resources and reducing financial stressors, thus positively impacting

academic performance during the midterm assessment period.

Table 4. The significant relationship between daily allowances and academic

performance of the students

Parameter Value
Pearson correlation coefficient (r) 0.7118
r² 0.5066
P-value 0.002917
Covariance 3998.0952
Sample size (n) 15
Statistic 3.6536

Since the p-value < α, H 01 is rejected.

The population's correlation is considered to be not equal to the expected correlation

(0).

In other words, the difference between the sample correlation and the expected

correlation is big enough to be statistically significant.

The p-value equals 0.002917, ( P(x≤3.6536) = 0.9985 ). It means that the

chance of type I error (rejecting a correct H01) is small: 0.002917 (0.29%). The smaller

the p-value the more it supports H1.

The test statistic T equals 3.6536, which is not in the 95% region of

acceptance: [-2.1604, 2.1604]. The correlation (0.7118), is not in the 95% region of
 26

acceptance: [-0.514, 0.514]. The 95% confidence interval of correlation is: [0.314,

0.897].

The findings from this research provide a critical foundation for developing

policies and programs aimed at supporting students from diverse economic

backgrounds within educational institutions. Understanding the financial challenges

highlighted in the data can guide the implementation of targeted initiatives to ensure

equitable access to education. One approach involves the establishment of financial

assistance programs, including scholarships, grants, and emergency funds, to alleviate

the financial burdens faced by students. Additionally, institutions can offer budgeting and

financial literacy workshops to equip students with essential money management skills.

Subsidized access to academic resources such as books and photocopying materials

can mitigate the financial strain associated with educational materials. Flexible payment

plans for tuition fees and support services for academic projects can further alleviate

financial stress and enable students to focus on their studies. Moreover, creating

student employment opportunities and expanding counseling and support services can

address broader issues related to student well-being and financial stability. By

implementing these policies and programs, educational institutions can foster an

inclusive and supportive environment that empowers students from diverse economic

backgrounds to succeed academically and achieve their educational aspirations.

 27

CHAPTER 3

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter covers the summary, findings, conclusion and recommendations on

the correlational relationship of Monthly allowances towards the Academic

performances of college student in Baranggay Bulacao, Cebu City.

Summary

This study aimed to determine the correlational relationship between monthly

Allowances towards the Academic performances of college student, University of Cebu,

Cebu Eastern College, Cebu Technology University, University of Cebu, Cebu Normal

University, School Year 2023- 2024.

Specifically, the study sought answer the following question:

1. What is the profile of the students in terms of:

a. Allowance Rate

b. Course and Year Level

c. Grades

2. What potential factors underlying the relationship between daily allowances

and academic performance?

3. Is there any significant relationship between daily allowances and academic

performance of the students?

 28

4. How can the findings of this research be used to develop policies and

programs to aid students of diverse economic backgrounds?

This study utilized a correlational relationship method. The researcher used

standardized questionnaire for the research respondent. The participants of this study

were from the University of Cebu, Cebu Eastern College, Cebu Technology University,

University of Visayas, Cebu Normal University, Cebu City. There were 15 selected

college students to answer the research questionnaire.

Findings

1. The mean monthly allowance among surveyed college students is 4,113,

while the average midterm grade stands at 92.13.

2. The potential factors include many students facing financial challenges related

to transportation, meals, leisure activities, and academic expenses.

3. There is significant relationship between daily allowances and academic

performance of the students.

4. The small p-value of 0.002917 indicates strong evidence against the null

hypothesis, suggesting that the observed results significantly support the

alternative hypothesis.

Conclusion

The students' monthly allowances correlate positively with their midterm

grades, suggesting that students with higher allowances tend to achieve better

academic performance. This relationship underscores the influence of financial

 29

resources on students' ability to access educational materials, resources, and

opportunities, ultimately impacting their academic success.

Recommendations

In the light of the findings, the following recommendations are given:

1.Financial Assistance Programs. Implement targeted financial assistance.

programs such as scholarships, grants, and emergency funds to alleviate

financial

burdens faced by students, particularly those with limited allowances.

2.Budgeting and Financial Literacy Workshops. Offer workshops and resources

on budgeting and financial literacy to equip students with essential money

management skills, enabling them to make informed financial decisions and

effectively manage their allowances.

3.Subsidized Access to Academic Resources. Provide subsidized access to

academic resources such as textbooks, photocopying services, and study

materials to mitigate the financial strain associated with educational expenses

and ensure equitable access to essential learning materials for all students.
 30

REFERENCE

Books

Maslow, A. (1943, 1954). The hierarchy of needs. All about Psychology. 750 First Street
NE, Washington, DC 20002-4242

Sweller, J. (1988). Cognitive Load Theory. Third Avenue, New York.

Journals

Barbarin, O. A., & Aikens, N. (2015). Overcoming the educational disadvantages of poor
children: How much do teacher preparation, workload, and expectations
matter. The American journal of orthopsychiatry, 85(2), 101–105.

Aquino, et al. (2022). School Allowance and Students’ Determination in Studies.

American Journal,10(1):368.

Harris, J. (2020). Posits that inadequate daily allowances can result in distraction and
reduced concentration on academic tasks. Journal of Learning Design, 10(1), 20-
30.

Savuth, J. (2022), Students socioeconomic status and Performance. Journal of

Learning Design. 25(4), 943-953.
 31

Thompson, J. (2017). Socioeconomic status and cognitive functioning: Moving from

correlation to causation. The American journal of orthopsychiatry, 3(3), 377-
386.

Xiao, F.. (2012). Parental involvement and students' academic achievement: A growth
modeling analysis. The Journal of Experimental Education, 70(1), 27- 61.

Internet Source

Evans, M. et al. (2010), “Family scholarly culture and educational success: Books and
schooling in 27 nations”, Research in Social Stratification and Mobility, Vol. 28/2,
pp. 171-197. Retrieved on December 28,2016 from https://doi.org/10.1016/

Okioga. (2013) The Impact of Students’ Socio-economic Background on Academic

Performance in Universities. Review of Educational Research, 75(3), 417-
453. Retrieved on October 25, 2016 from
https://doi.org/10.3102/00346543075003417.

Smith, et al. (2017). Socioeconomic status and academic achievement: A meta-analytic

review of research. Review of Educational Research, 75(3), 417-
453. Retrieved on August 20, 2020 from
https://doi.org/10.3102/00346543075003417
 32

APPENDIX A
 33

TRANSMITTAL LETTER
34
 35

APPENDIX B

RESEARCH INSTRUMENT

RESEARCH QUESTIONNAIRE
 36

RESEARCH QUESTIONNAIRE

“The Correlational Relationship of Monthly Allowances Towards

the Academic Performance of College Student”

Profile of the students

a. Allowance Rate

b. Course and Year Level

c. Grades

Table 1. Transportation

E. Transportation Frequently Occasionally Rarely Never

. I have regular school service which

eliminates my transportation expenses

I spend 50% and above of my allowance

for transportation.

I take an alternative route or mode of

transportation that is less expensive.

 37

Table 2. Meal

F. Meal Frequentl Occasional Rarel Neve

y ly y r

I bring pack lunch of food to save allowance.

I bring pack lunch or food because it is not provided

for in my allowance.

. I prefer to eat outside the school for more

affordable choices of food.

I eat my meal at home before I go to school for less

expenses.

I spend 40-50% of my allowance for food

Table 3. Luxury and Leisure

G. Luxury and Leisure Frequentl Occasional Rarel Neve

y ly y r

I spend my extra time for luxury and leisure e.g

going to the mall, watching movies at the cinema,

playing online games, arcades, etc.

I save 10-30% of my money to buy the things that I

want and in case I might need it.

I prefer to stay at the library and read books during

vacant.
 38

I prefer to go home after class to avoid unnecessary

expenses

I spend 10-30% of my allowance for leisure.

Table 4. Projects and Books

H. Projects and Books Frequentl Occasional Rarel Neve

y ly y r

I allot 10% of my allowance for photocopy.

I allot 10% of my allowance for books.

Having projects of researches increases my

allowance for project.

My allowance is enough to cover for my projects.

I spend 15% of my allowance for my projects.

APPENDIX C

LOCATION MAP
 39

APPENDIX D

RESULT

First Number Number Number Number

Subject Semester Monthly of of of of Never

Average Allowance Frequently Occasionally Rarely

RS-101 1.4 4 000 5 - 6 7

RS-102 1.4 5 000 6 3 3 6

RS-103 1.7 5 500 5 2 6 5

RS-104 2.5 2 500 10 6 2 -

RS-105 1.6 3 500 6 1 5 6

RS- 106 1.6 4 000 8 8 1 -

RS-107 2.6 2 800 3 4 6 5

RS-108 1.5 4 500 5 6 5 2

RS-109 1.5 3 800 4 7 1 6

RS-201 1.2 4 800 2 4 9 3

RS-202 2.1 2 000 3 3 4 8

RS-203 1.7 4 500 4 7 4 3

RS-204 1.9 4 800 6 5 4 3

RS-205 1.2 5 500 6 6 2 4

RS-206 1.1 4 500 8 2 6 2

 40

APPENDIX E

CONDUCT OF THE STUDY

 41

Curriculum Vitae

Marvin Abarquez

Sitio Laguna, Bulacao, Cebu City

marvinabarquez@gmail.com

09093962136

Personal Background

Date of Birth : December 9, 2003

Place of Birth : Cebu City

Age : 20 years old

Gender : Male

Status : Single

Nationality : Filipino

Religion : Christian
 42

FAMILY BACKGROUND

Father : Virgelio Terreneuva

Occupation : N/A

Mother : Maribel Abarquez

Occupation : N/A

EDUCATIONAL BACKGROUND

Elementary : Bulacao Community School

Sitio Villamangga, Baranggay Bulacao, Cebu City, Cebu

Secondary : Bulacao National High School

Cabancalan 1, Bulacao, Cebu City

 43

Mary Donnessah A. Carredo

Cabancalan 1, Bulacao, Cebu City

Donnessahcarredo@gmail.com

09198882552

Personal Background

Date of Birth : April 20, 2006

Place of Birth : Malabuyoc Cebu

Age : 17 years old

Gender : Female

Status : Single

Nationality : Filipino

Religion :Roman Catholic

 44

FAMILY BACKGROUND

Father : Jacinto Carredo Jr.

Occupation : Driver

Mother : Margie Carredo

Occupation : House Wife

EDUCATIONAL BACKGROUND

Elementary : Bulacao Community School

Sitio Villamangga, Baranggay Bulacao, Cebu City, Cebu

Secondary : Bulacao National High School

Cabancalan 1, Bulacao, Cebu City

 45

Jowienelyn C. Monares

Cabancalan 1, Bulacao, Cebu City

monaresjowienelyn@gmail.com

09454322065

Personal Background

Date of Birth : April 20, 2006

Place of Birth : Sogod Cebu

Age : 17 years old

Gender : Female

Status : Single

Nationality : Filipino

Religion :Roman Catholic

 46

FAMILY BACKGROUND

Father : Arnil Monares

Occupation : Motorcycle Driver

Mother : Jocelyn C. Monares

Occupation : Doormat Maker

EDUCATIONAL BACKGROUND

Elementary : Bulacao Community School

Sitio Villamangga, Baranggay Bulacao, Cebu City, Cebu

Secondary : Bulacao National High School

Cabancalan 1, Bulacao, Cebu City

 47

Wenzolee Ologan

Sitio Laguna, Bulacao, Cebu City

Wenzolee.ologan@gmail.com

09507258392

Personal Background

Date of Birth : December 28, 2003

Place of Birth : Lusimba, Pardo, Cebu City

Age : 20 years old

Gender : Male

Status : Single

Nationality : Filipino

Religion : Christian
 48

FAMILY BACKGROUND

Father : Arwen Argones

Occupation : Janitor

Mother : Jessa Ologan

Occupation : OFW

EDUCATIONAL BACKGROUND

Elementary : Bulacao Community School

Sitio Villamangga, Baranggay Bulacao, Cebu City, Cebu

Secondary : Bulacao National High School

Cabancalan 1, Bulacao, Cebu City

 49

Justine Pino

St. Jude, Bulacao Cebu City

Pinojustine099@gmail.com

09476143162

Personal Background

Date of Birth : August 14, 2005

Place of Birth : Cebu City

Age : 18 years old

Gender : Male

Status : Single

Nationality : Filipino

Religion :Roman Catholic

 50

FAMILY BACKGROUND

Father : Dionesio S. Pino

Occupation : Computer Technician

Mother : Mary Allen Pino

Occupation : Housewife

EDUCATIONAL BACKGROUND

Elementary : Rizal Elementary School

Rizal, Leyte

Secondary : Bulacao National High School

Cabancalan 1, Bulacao, Cebu City

 51

John Niño Salinas

Cabancalan 1, Bulacao, Cebu City

johnninosalinas6@gmail.com

09936912153

Personal Background

Date of Birth : June 25, 2005

Place of Birth : Li-loan Cebu

Age : 18 years old

Gender : Male

Status : Single

Nationality : Filipino

Religion : Bible Baptist

 52

FAMILY BACKGROUND

Father : Wilbert Salinas

Occupation : Locksmith

Mother : Normelita Salinas

Occupation : Housewife

EDUCATIONAL BACKGROUND

Elementary : Liloan Elementary school

Liloan, Cebu City, Cebu

Secondary : Ali-is Integrated School

Ali-is, Bayawan City