Table 2.

1 presents the level of financial stability in terms of family income

stability.

Family Income Stability. It refers to the respondent’s family financial capacity to

cover daily necessities such as food, bills, and school expenses without significant

hardship.

The results show that most students see their families as financially stable, but

they still face some challenges. The overall rating is 4.15, meaning financial stability is

"Frequently Observed." This suggests that families can usually meet their needs, but

they have to manage their money wisely.

The most common financial habit among families is adjusting spending to fit their

budget (4.53 – Always). Many families also find ways to earn extra income when

needed (4.37 – Always), and they can buy what they need but still have to be careful

with spending (4.30 – Always). This shows that while families manage their finances

well, they still need to be mindful of their expenses.

When it comes to school expenses, the responses vary. Most students say their

families can pay for their school needs (4.23 – Always), but some still experience

financial struggles (3.84 – Often). Families also try to save money, but having extra

cash after paying for important things is not always guaranteed (4.07 – Often).

The lowest-rated responses show where families face the most difficulty.

Handling small money problems without stress (3.81 – Often) is a challenge, meaning

financial issues still cause concern. Also, while most families can buy food, pay bills,

and meet basic needs, some experience financial pressure (3.98 – Often).
 The findings suggest that most families are financially stable and capable of

managing their expenses. However, careful budgeting is still necessary, especially

when dealing with unexpected financial challenges. Yates and Green (2019) found that

students facing financial instability are less likely to save, as they tend to prioritize

immediate expenses over setting money aside for the future.

Table 2.1
The Level of Financial Stability in terms of Family Income Stabilities
N = 43
LEVEL OF FINANCIAL STABILITY
A. Family Income Weighted Response Interpretatio Rank
Stability Mean Category n
1 My family’s 4.19 Often Frequently 5
income is Observed
enough to
cover our daily
needs.
2 We can buy 3.98 Often Frequently 7
food, pay bills, Observed
and meet basic
needs without
major
difficulties.
3 My family can 4.23 Always Consistently 4
pay for my Observed
school
expenses when
needed.
4 We can handle 3.81 Often Frequently 9
small money Observed
problems
without too
much stress.
5 My family finds 4.37 Always Consistently 2
ways to earn Observed
extra income
when needed.
6 We adjust our 4.53 Always Consistently 1
spending to fit Observed
our budget.
7 My family can 3.84 Often Frequently 8
support my Observed
 school needs
without big
struggles.
8 We can buy 4.30 Always Consistently 3
what we need, Observed
but we still
have to be
careful with
spending.
9 We have extra 4.07 Often Frequently 6
money left after Observed
paying for
important
things.
10 We can 4.19 Often Consistently 5
manage our Observed
money well
enough to
avoid serious
financial
problems.
Composite 4.15 Often Frequently
Mean Observed

Table 2.2 presents the level of financial stability in terms of financial support

consistency.

Financial Support Consistency. It refers to the respondent’s family ability to

give regular allowances, ensure planned financial support, and provide assistance when

additional expenses arise.

The results indicate that while most students receive financial support from their

families, they still need to manage their money wisely. With an overall score of 4.19,

financial support is "Frequently Observed," suggesting that families often provide

assistance, though it may not always be consistent or sufficient for all expenses. Nano

et al. (2017) found that students' financial behavior, including budgeting, spending, and
saving, is strongly influenced by the level of financial support they receive from their

families.

The highest-rated statement is "My family helps me with my financial needs when

possible" (4.49 – Always), showing that families do their best to provide support.

Similarly, "My family gives me money for school and personal needs" (4.35 – Always)

and "When I need money for school, I can ask my family for help" (4.33 – Always)

indicate that students can rely on their families when necessary. However, this does not

mean that money is always readily available, as students still have to plan their

spending wisely.

Some students receive enough allowance to cover their daily school expenses

(4.16 – Often), and many get extra money for special school needs (4.16 – Often).

However, receiving allowances on a regular schedule scored lower (3.72 – Often),

meaning that not all students receive their money at predictable times. This could be

why students also mentioned the need to budget their allowance carefully (4.21 –

Always).

The findings suggest that while families provide financial support most of the

time, students still need to be mindful of their spending. Support is there, but it is not

always guaranteed, making budgeting an important skill for managing school and

personal expenses.

Table 2.2
The Level of Financial Stability in terms of Financial Support Consistency
N = 43
LEVEL OF FINANCIAL STABILITY
B. Financial Weighted Response Interpretatio Rank
Support Mean Category n
Consistency
1 My family gives 4.35 Always Consistently 2
me money for Observed
school and
personal needs.
2 I receive enough 4.16 Often Frequently 5
allowance to Observed
cover my daily
school expenses.
3 My school and 4.05 Often Frequently 7
personal Observed
expenses are
planned well by
my family.
4 When I need 4.33 Always Consistently 3
money for Observed
school, I can ask
my family for
help.
5 I receive my 3.72 Often Frequently 8
allowance on a Observed
regular schedule.
6 My family makes 4.33 Always Consistently 3
sure I have Observed
money for school
needs.
7 I have enough 4.09 Often Frequently 6
financial support Observed
for my studies
most of the time.
8 I need to budget 4.21 Always Consistently 4
my allowance to Observed
make it last.
9 I get extra money 4.16 Often Frequently 5
from my family Observed
when I have
special school
expenses.
10 My family helps 4.49 Always Consistently 1
me with my Observed
financial needs
when possible.
Composite 4.19 Often Frequently
Mean Observed
 Table 2.3 presents the level of financial stability in terms of personal financial

management.

Personal Financial Management. It refers to how the respondents budget their

allowance, prioritizing essential expenses, and making thoughtful spending decisions. It

also includes saving money for future needs, adjusting spending when necessary, and

avoiding unnecessary purchases.

The results show that most students manage their money well, but there is still

room for improvement. The overall score is 4.06, meaning personal financial

management is “Frequently Observed.” This suggests that students often try to budget

their money and make careful spending decisions, but they may not always do so

consistently.

The highest-rated habit is adjusting spending when money is low (4.44 –

Always), showing that students are aware of their financial situation and adjust

accordingly. Many also check how they spend their money to avoid running out (4.37 –

Always), and they plan their spending to make their money last (4.26 – Always). This

means students prioritize their finances and try to be responsible with their spending.

Most students buy important things first before spending on other items (4.23 –

Always), and they think carefully before making purchases (4.21 – Always). However,

avoiding unnecessary spending scored slightly lower (4.14 – Often), meaning that while

students try not to buy things they don’t need, they may still give in to temptation

sometimes.
 On the other hand, saving money is a weaker area. Many students set aside

money for future needs (3.74 – Often) and ensure they have extra money for

emergencies (3.79 – Often), but these habits are not as strongly observed. The lowest-

ranked habit is saving part of their allowance (3.48 – Often), suggesting that while

students try to manage their expenses, saving regularly is still a challenge.

The findings suggest that students are generally responsible with their money.

They plan their spending, prioritize essential expenses, and make adjustments when

necessary. However, saving money remains a challenge, highlighting the need for

better financial discipline, particularly in setting aside funds for the future. Research by

Asare-Bediako and Osei-Tutu (2022) supports this, showing that students with strong

financial knowledge tend to make smarter financial decisions, including consistent

saving.

Table 2.3
The Level of Financial Stability in terms of Personal Financial Management
N = 43
LEVEL OF FINANCIAL STABILITY
C. Personal Weighte Response Interpretatio Rank
Financial d Category n
Management Mean
1 I plan my 4.26 Always Consistently 3
spending to Observed
make sure my
money lasts.
2 I try to save part 3.48 Often Frequently 10
of my allowance. Observed
3 I buy important 4.23 Always Consistently 4
things first before Observed
spending on
other things.
4 I check how I 4.37 Always Consistently 2
spend my money Observed
to avoid running
out.
 5 I avoid buying 4.14 Often Frequently 6
things I don’t Observed
really need.
6 When I have less 4.44 Always Consistently 1
money, I adjust Observed
my spending.
7 I think carefully 4.21 Always Consistently 5
before buying Observed
something.
8 I set aside some 3.74 Often Frequently 9
money for future Observed
needs.
9 I make sure I 3.79 Often Frequently 8
have extra Observed
money for
emergencies.
10 I manage my 3.98 Often Frequently 7
money wisely so Observed
I don’t have
problems later.
Composite 4.06 Often Frequently
Mean Observed

Table 2.4 summarizes the level of financial stability among the respondents,

indicating that the respondent’s families generally have a stable income and can

consistently provide financial support. The overall mean of 4.13 (Frequently Observed)

suggests that most respondents experience a reliable financial situation, though some

variations may exist.

Among the three aspects measured, Financial Support Consistency received the

highest mean (4.19), meaning students often feel secure knowing they can rely on

financial assistance when needed. Family Income Stability follows closely with a mean

of 4.15, indicating that many families have a steady source of income, though

occasional financial challenges might still arise. Lastly, Personal Financial Management
scored slightly lower at 4.06, suggesting that while students often manage their money

responsibly, they may still face difficulties in budgeting or saving.

Overall, these results show that the respondents generally experience financial

stability, with their families providing consistent financial support. However, there is still

room for improvement in personal money management skills. Students who maintain

financial stability are more likely to develop responsible financial habits such as

budgeting and saving (Farell et al., 2016).

Table 2.4
Summary Table of the Level of Financial Stability among Respondents
Composite Response Interpretation
Mean Category
Family Income 4.15 Often Frequently
Stability Observed
Financial 4.19 Often Frequently
Support Observed
Consistency
Personal 4.06 Often Frequently
Financial Observed
Management
Overall Mean 4.13 Often Frequently
Observed

Table 3.1 presents the personal saving patterns of the respondents in terms of

their spending habits.

Spending Habits. It refers to the responsible spending habits involve planning

purchases, prioritizing essential needs over wants, and seeking the best value for

money. It also includes following a budget, tracking expenses, and ensuring that

spending does not exceed available funds.

with a composite mean of 4.11 categorized as “Frequently Observed.” This means that

while students often manage their money wisely, there Is still room for improvement in

consistently applying these habits.

The highest-rated habit is checking prices and looking for the best deals before

purchasing (4.37 – Always), showing that students are mindful of getting the most value

for their money. Many also prioritize buying important things before spending on wants

(4.21 – Always), and they think carefully before making purchases (4.14 – Often). This

suggests that students make conscious efforts to control their spending.

Other commonly observed habits include avoiding overspending (4.09 – Often),

making smart money choices to save regularly (4.09 – Often), and spending wisely to

ensure savings (4.07 – Often). However, some habits, such as following a budget (4.05

– Often) and tracking expenses (3.93 – Often), scored slightly lower, indicating that

while students try to manage their finances, some may struggle with strict budgeting

and expense monitoring. This contradicts the findings of a study by Sohn et al. (2019),

which states that students who regularly track their expenses are more likely to save

money consistently.

The findings suggest that students generally have good spending habits. They

make thoughtful purchasing decisions, prioritize necessities, and avoid unnecessary

expenses. However, some students may still need to improve their budgeting skills and

tracking of expenses to ensure they are consistently managing their money effectively.

Table 3.1
 The Personal Saving Patterns of the Respondents in terms of their Spending Habits
N = 43
PERSONAL SAVING PATTERNS
A. Spending Weighte Response Interpretatio Rank
Habits d Category n
Mean
1 I plan how I will 4.05 Often Frequently 6
spend my money Observed
so I can save
some of it.
2 I buy important 4.21 Always Consistently 2
things first before Observed
spending on
other wants.
3 I check prices 4.37 Always Consistently 1
and look for the Observed
best deals before
buying
something.
4 I think carefully 4.14 Often Frequently 3
before spending Observed
my money.
5 I follow a budget 4.05 Often Frequently 6
to help me Observed
manage my
money well.
6 I spend my 4.07 Often Frequently 5
money wisely to Observed
make sure I can
still save.
7 I keep track of 3.93 Often Frequently 7
my expenses to Observed
know where my
money goes.
8 I make sure I 4.09 Often Frequently 4
don’t spend more Observed
than what I have.
9 I avoid buying 4.07 Often Frequently 5
things I don’t Observed
really need.
10 I make smart 4.09 Often Frequently 4
choices with my Observed
money so I can
save regularly.
Composite 4.11 Often Frequently
Mean Observed
 Table 3.2 presents the personal saving patterns of the respondents in terms of

their motivation and external influences.

Motivation and External Influences. It refers to the reasons behind a person’s

financial choices, especially in saving money and managing expenses. Motivation refers

to personal goals, support from family and friends, and learning from others who handle

money well. External influences infer to seeing successful savers and talking about

money management with others can also encourage good saving habits.

The results show that students are frequently influenced by both personal

motivation and external factors when it comes to saving money, with a composite mean

of 3.99 (Frequently Observed). This suggests that while saving is often a priority, it is not

always a consistent habit for everyone.

The strongest motivation for students to save comes from their belief that it will

benefit them in the future (4.47 – Always), highlighting their awareness of the long-term

value of saving. Family encouragement (4.19 – Often) also plays a significant role in

shaping their financial behavior. Gudmunson and Danes (2018) found that students who

receive financial guidance from their parents tend to develop better saving habits and

financial discipline, as parents serve as role models, and children often adopt the

financial behaviors they observe at home. Additionally, students feel a sense of

happiness when they see their savings grow (4.14 – Always), reinforcing the idea that

progress motivates them to save even more.

(4.12 – Often) and being inspired by successful savers (3.95 – Often). However, habits

like talking with friends about saving (3.67 – Often) and continuing to save even when

they want to spend (3.72 – Often) were ranked lower, indicating that peer discussions

and self-control in spending are areas where students may struggle.

The findings suggest that students are motivated to save money, especially when

they see the benefits, receive family support, and observe good financial habits in

others. However, some may need more encouragement in resisting temptations to

spend and discussing financial matters with peers.

Table 3.2
The Personal Saving Patterns of the Respondents in terms of their Motivation and
External Influences
N = 43
MOTIVATION AND EXTERNAL INFLUENCES
B. Motivation and Weighted Response Interpretatio Rank
External Mean Category n
Influences
1 I feel motivated 3.88 Often Frequently 7
to save money Observed
because I have
goals.
2 My family 4.19 Often Frequently 2
encourages me Observed
to save money.
3 I feel inspired to 3.95 Often Frequently 5
save money by Observed
seeing others
save
successfully.
4 I learn how to 3.88 Often Frequently 7
save by Observed
observing
people who
manage their
money well.
5 I am more likely 3.91 Often Frequently 6
 to save when I Observed
see others
around me
saving.
6 I talk with my 3.67 Often Frequently 9
friends about Observed
saving and
managing
money.
7 I continue 3.72 Often Frequently 8
saving money Observed
even when I
want to spend
it.
8 I feel happy 4.14 Always Consistently 3
when I see my Observed
savings
growing.
9 I believe saving 4.47 Always Consistently 1
money will help Observed
me in the
future.
10 I make 4.12 Often Frequently 4
decisions that Observed
help me reach
my financial
goals.
Composite 3.99 Often Frequently
Mean Observed

Table 3.3 presents the personal saving in terms of their saving goals.

Saving Goals. It refers to regularly putting money aside, whether for education,

emergencies, or other priorities. It involves working toward both short-term and long-

term targets, adjusting plans when needed, and feeling a sense of accomplishment

when reaching financial milestones.

with a composite mean of 4.07 (Frequently Observed). This suggests that while they

actively save money, their level of commitment may vary depending on circumstances.

The strongest motivation comes from the belief that saving now will lead to a

better future (4.40 – Always), indicating that students understand the long-term benefits

of financial planning. Many also save money regularly, even in small amounts (4.16 –

Often), and feel proud when they reach their savings goals (4.14 – Often), showing that

achieving financial milestones boosts their motivation.

Students also prioritize saving for important needs like education or emergencies

(4.07 – Often) and enjoy seeing their savings grow over time (4.07 – Often). However,

while they generally set goals to guide their saving habits (4.02 – Often), their

commitment to consistently following through on long-term plans varies.

Lower-ranked responses, such as adjusting savings plans when needed (3.95 –

Often) and actively working on both short-term and long-term goals (3.86 – Often),

suggest that some students may struggle with financial flexibility and long-term

planning.

The findings indicate that students understand the importance of saving and its

future benefits. However, they may need more encouragement to stick to their savings

plans and balance short-term and long-term financial goals. Sinha et al. (2021) found

that many young people struggle to save for the future due to a lack of clear

understanding of budgeting and financial planning.

Table 3.3
 The Personal Saving Patterns of the Respondents in terms of their Saving Goals
N = 43
SAVING GOALS
C. Saving Goals Weighte Response Interpretatio Rank
d Category n
Mean
1 I set goals to help 4.02 Often Frequently 5
me save money. Observed
2 I save money for 4.07 Often Frequently 4
important things Observed
like education or
emergencies.
3 I work on 3.86 Often Frequently 8
reaching my Observed
short-term and
long-term
savings goals.
4 I save money 4.16 Often Frequently 2
regularly, even if Observed
it’s just a small
amount.
5 I feel proud when 4.14 Often Frequently 3
I reach my Observed
savings goal.
6 I adjust my 3.95 Often Frequently 7
savings plan Observed
when needed to
stay on track.
7 I reward myself in 4 Often Frequently 6
a responsible Observed
way when I save
enough money.
8 I believe saving 4.40 Always Consistently 1
now will help me Observed
have a better
future.
9 I enjoy seeing my 4.07 Often Frequently 4
savings increase Observed
over time.
10 I make saving 3.98 Often Frequently 5
money a habit Observed
because I know
it’s important.
Composite 4.07 Often Frequently
Mean Observed
 Table 3.4 summarizes the personal saving patterns among the respondents,

indicating that the respondents generally practice good saving habits, though there is

still room for improvement. The overall mean of 4.06 (Frequently Observed) suggests

that they often make conscious financial decisions to save money.

Among the three aspects, Spending Habits had the highest mean (4.11),

indicating that respondents often plan their expenses, prioritize essential needs, and

avoid unnecessary spending. However, this contradicts the findings of Mendez and

Torres (2022), who found that many young adults, especially students, tend to prioritize

immediate desires over long-term financial security, leading to poor saving habits.

Saving Goals followed with a mean of 4.07, suggesting that students regularly

set financial goals and put money aside to achieve them. Lastly, Motivation and

External Influences had the lowest mean (3.99), indicating that while family, friends, and

external factors encourage students to save, this influence is slightly weaker compared

to their personal spending and saving habits.

Overall, the results suggest that the respondents are mindful of their financial

decisions, often saving and managing their money well. However, they may still need

further encouragement or guidance to strengthen their motivation and long-term saving

strategies.

Table 3.4
Summary Table of the Personal Saving Patterns among Respondents
Composite Response Interpretation
Mean Category
Spending 4.11 Often Frequently
Habits Observed
Motivation and 3.99 Often Frequently
External Observed
Influences
Saving Goals 4.07 Often Frequently
Observed
Overall Mean 4.06 Often Frequently
Observed