Basic Education Department-Junior High School: The Problem and Its Scope

ST.
PAUL UNIVERSITY DUMAGUETE
6200 Dumaguete City
Philippines
BASIC EDUCATION DEPARTMENT- JUNIOR HIGH SCHOOL
CHAPTER 1
THE PROBLEM AND ITS SCOPE
Introduction
This research is all about Financial problems cause and effect and its relationship to the
students academic performance. This research was conducted for many to know what are the
causes of financial problem and what could be its effects to the students academic performance.
Now I can know its relationship to the students academic performance by implementing this
research in that way we can also prevent this problem and solve it for those who are experiencing
it.
Nowadays, financial problem is occurring into some families and it really is destroying the
childrens future, some parents are wasting their money by gambling, going to casino, etc
which can affect the children and for those who havent tried this problem yet it is good for you
to save some money in the bank or get a better job in order for childrens better life and a
successful future.
This study can identify the cause and effects of financial problem to the students academic
performance and its effects to those who are experiencing it and by proving this study, students
that have encountered this problem are the ones that have a higher chance of getting a successful
life for they always pray for a successful life and they dont just pray for it they also combine it
with hard work.
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ST. PAUL UNIVERSITY DUMAGUETE
6200 Dumaguete City
Philippines
Theoretical Background
Financial and monetary systems are designed to improve the efficiency of real activity
and resource allocation. A large empirical literature in financial economics provides evidence
connecting financial development to economic growth and efficiency (Levine 1997, Rajan and
Zingales 1998). Unfortunately, financial crises, generating extreme disruption of the normal
functions of financial and monetary systems, have happened frequently throughout history.The
last five years have been characterized by great turmoil in the worlds financial systems, which
took much of the economic profession by surprise. We have witnessed the meltdown of leading
financial institutions in the US and Europe, a sharp decrease in lending and trading activities, and
the ongoing challenge to the European Monetary Union. Explaining the forces behind the crisis
and coming up with suggestions for policymakers on how to solve it and fix the system going
forward have become top priorities for many economists.Understanding the theories behind these
crises and where these theories need to be further developed is crucial for properly addressing
the current challenges and designing the financial systems for the future.In Goldstein and Razin
(2012), we provide an extensive review of three literatures that have been developed over more
than three decades, highlighting the analytical underpinnings of three types of crises: banking
crises and panics, credit frictions and market freezes, and currency crises. We argue that features
from these types of crises have been at work and interacted with each other to shape the events of
the last few years. We address some of the policy challenges that face the global economy today
using the analytical tools at hand.
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1.1History of Financial Problem
The financial history of the Dutch Republic involves the interrelated development of financial
institutions in the Dutch Republic. The rapid economic development of the country after
the Dutch Revoltin the years 1585 - 1620 accompanied by an equally rapid accumulation of a
large fund of savings, created the need to invest those savings profitably. The Dutch financial
sector, both in its public and private components, came to provide a wide range of modern
investment products beside the possibility of (re-)investment in trade and industry, and in
infrastructure projects. Such products were the public bonds, floated by the Dutch governments
on a national, provincial, and municipal level; acceptance credit and commission trade; marine
and other insurance products; and shares of publicly traded companies like the Dutch East India
Company (VOC), and their derivatives. Institutions like the Amsterdam stock exchange,
the Bank of Amsterdam, and the merchant bankers helped to mediate this investment. In the
course of time the invested capital stock generated its own income stream that (because of the
high propensity to save of the Dutch capitalists) caused the capital stock to assume enormous
proportions. As by the end of the 17th century structural problems in the Dutch economy
precluded profitable investment of this capital in domestic Dutch sectors, the stream of
investments was redirected more and more to investment abroad, both in sovereign debt and
foreign stocks, bonds and infrastructure. The Netherlands came to dominate the international
capital market up to the crises of the end of the 18th century that caused the demise of the Dutch
Republic.
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1.2Positive effects of financial problems
To fully understand the peculiarities of the history of the system of public finance, and that of the
closely related system of private (international) finance and banking of the Dutch Republic, one
has to view it in the context of the general history of the Netherlands and of its institutions, and
of the general Economic History of the Netherlands (1500 - 1815). In contrast to that general
history this is a sectoral history, concerning the fiscal and financial sector.
It is important to realize that those general histories differ in an important way from those of
centralized Western European monarchies, like Spain, France, England, Denmark and Sweden in
the early modern era. The Netherlands were highly decentralized from their origins in
the Habsburg Netherlands in the late 15th century, and (other than the monarchies just
mentioned) successfully resisted attempts to bring them together under the centralized authority
of a modern state. Indeed, theDutch Revolt that gave rise to the Republic of the United
Netherlands, effectively resulted from resistance against attempts by the representatives of
king Philip II of Spain, the Habsburg ruler of the country, to institute such a centralized state and
a centralized system of public finance. Where in other instances the modern fiscal system
resulted from, and was made subservient to, the interests of a centralizing monarchical state, in
the Dutch instance the emerging fiscal system was the basis of, and was mobilized in the
interests of the defense of, a stubbornly decentralized political entity.
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Ironically, the Habsburg rulers themselves pushed through the fiscal reforms that gave the
rebellious provinces the wherewithal to resist the power of the sovereign. Emperor Charles
needed to increase the borrowing capacity of his government to finance his many military
adventures. To that end it was necessary to put in place a number of fiscal reforms that would
ensure that the public debt could be adequately serviced (thereby increasing the creditworthiness
of his government). In 1542 the president of the Habsburg Council of State, Lodewijk van
Schoor, proposed the levy of a number of taxes throughout the Habsburg Netherlands: a Tenth
Penny (10 percent tax) on the income from real property and private loans, and excise taxes on
beer, wine, and woollen cloth.[1] These permanent taxes, collected by the individual provinces,
would enable the provinces to pay enlarged subsidies to the central government, and (by issuing
bonds secured by the revenue of these taxes) finance extraordinary levies (beden in old Dutch) in
time of war. Other than expected, these reforms strengthened the position of the provinces,
especially Holland, because as a condition of agreeing to the reform the States of
Holland demanded and got total control of the disbursement of the taxes.
Holland was now able to establish credit of its own, as the province was able to retire bond loans
previously placed under compulsion as enforced loans. By this it demonstrated to potential
creditors it was worthy of trust. This brought a market for voluntary credit into being that
previously did not exist. This enabled Holland, and other provinces, to float bonds at a
reasonable interest rate in a large pool of voluntary investors.
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The central government did not enjoy this good credit. On the contrary, its financing needs
increased tremendously after the accession of Philip II, and this led to the crisis that caused the
Revolt. The new Regent Fernando lvarez de Toledo, 3rd Duke of Alba tried to institute new
taxes to finance the cost of suppression of public disturbances after the Iconoclastic Fury of 1566
without going through proper constitutional channels. This brought about a general revolt in the
Netherlands, particularly in the northern provinces. Those were able to withstand the onslaught
of the royalist forces militarily, because of the fiscal basis they had built in previous years.
Of course, they now withheld the subsidies to the central government their taxes were supposed
to finance. That central government was therefore forced to finance the war by transfers from
other Habsburg lands, especially Spain itself. This led to an enormous increase in the size of the
Spanish public debt, which that country was ultimately unable to sustain, and hence to the need
to accept Dutch independence in 1648.
As explained in the general article on the economic history of the Netherlands, the political
revolt soon engendered an economic revolution also, partly related to political events (like the
rise of the Dutch East India Company and its West-Indies colleague), in other respects unrelated
(like the revolutions in shipping, fisheries, and industry, that seem to be more due to
technological innovations). This economic revolution was partly the cause of, and partly helped
along further, by a number of fiscal and financial innovations that helped the Dutch economy
make the transition to "modernity" in the early 17th century.
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Maslows Hierarchy of Needs
(Abraham Maslow, 1943)
The Triarchic theory of

Theory of Performance Academic Performance Intellectual Abilities
(Don Elger) (Sternberg 1985)
Figure 1
Theoretical Framework of the Study
Figure 1
Theoretical Framework of the Study
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REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Financial planning and control:
Is primarily concerned with financial control and planning, deals with the control and budgeting
your money in order to save money.
Philippine poverty:
Focusing on Philippine poverty, this article examines whether the family that are experiencing
poverty in the Philippines are in a crisis will be helped by their relatives, instead there will be a
program that will help their childrens to go to school.
Educational culture:
This educational culture becomes problematic as schools serve increasingly diverse some
students with financial crisis. Furthermore, this issue of diversity is especially relevant to the
study of Financial crisis of disproportionate numbers of minority youth and those from lower
socioeconomic status groups being served by alternative programs.
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Self-actualization of students that in a state of financial crisis:
This paper is concerned with a crucial period of self-actualization in the life of a student that is in
a state of financial crisis.
Poverty:
I wrote this book to study about poverty, any causes of poverty has its effects and they have
different effects in different characters. However, how they interact to poverty is still
unpredictable.
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Related Studies
As Holland was the most important province, usually paying 58 percent of the total
budget, it is probably useful to concentrate the discussion on this province (also because other
provinces modeled themselves on the Holland system). It based its fiscal structure on the system
inherited from the Habsburg era, mentioned above, but extended it in important respects.
The most important source of revenue, collectively known as gemenemiddelen (common
means), were a set of excise taxes on first necessities, especially on beer, wine, peat, grain, salt,
and the use of market scales. These were essentially transaction taxes, as they were levied at a
fixed rate, not ad valorem (the revenue stamps introduced later in the 17th century basically fall
in the same category as they tax transactions in commerce). In the 1630s this type of tax
accounted for two-thirds of Holland's revenue. It then amounted to about ten guilders per capita
(while per capita income for most people may have been much lower than the average of about
150 guilders a year). These taxes were levied on the seller of the good, who presumably passed
them on to the consumer. They were collected by tax farmers, who bought their farms at auction,
at least until the Pachtersoproer in 1748 put a stop to this practice. In Holland the real abuses of
the system, though perceived to be great, may not have been as serious as the French abuses of
the tax farms in that country. This was, because the tax farmers were numerous, low-status, and
politically subordinate to the city Regenten, for which they formed a convenient barrier against
popular discontent. Because of this weak position the Dutch tax farmers may have been less able
than their French colleagues to exploit their privileges
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Though the excises were a heavy burden on the common man, at least in the first quarter
of the 17th century, somewhat surprisingly this regressive taxation burden may have abated
somewhat in later years. There were several factors for this. Many excises incorporated
mitigating provisions, like exemptions and sliding scales, that reweighed their impact in the
direction of higher-income people (like graduation of the beer tax according to quality;
conversion of the grain and salt taxes to per-capita taxes on assumed consumption; a progressive
tariff for the tax on household servants, and on weddings and burials, that may be seen as wealth
taxes, as most people were exempt). Finally, the relative importance of these excises in total
revenue declined in later years. It accounted for 83 percent of total revenue in 1650, but only 66
percent in 1790.
The types of tax that were next in importance were the real and personal property
taxes like the vesponding, a kind of rates. This amounted to 8.5 percent (the Twelfth Penny) of
the rental value of all real property. This tax, first introduced in 1584, was based on assessments
of land described in registers that were not updated. To remedy the problems resulting therefrom
a new survey in 1632 resulted in new registers, and at this time the tax was fixed at 20 percent of
land rents and 8.5 percent of house rental values, all levied on the landlords. Whether they
passed these on was determined by economic conditions, of course.
Unfortunately, 1632 proved from hindsight to be a top year for property prices. As rents
plunged after the middle of the century, the real burden of the verponding therefore increased
sharply. Also, in the war years after 1672 extraordinary levies, up to three times a year, were
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often imposed, amounting to 100 percent of the normal verponding. Pressure for new
assessments was therefore high, but in 1732, after a century, the registers were only revised for
house rents. The loss of revenue was otherwise deemed to be unacceptable. Farmers had to wait
for the lifting of the agricultural depression after 1740 for relief through higher incomes.
Finally, direct taxes on income and wealth were the third major pillar of the tax system in
Holland. Due to the difficulty of assessing incomes, at first the emphasis was put here on taxes
on capital, like the inheritance tax, and a number of forced loans that amounted to taxes. Income
taxes were attempted in 1622, and again in 1715, but they proved impracticable. In 1742 Holland
tried to impose the personeelquotisatie (whose registers offer a useful source to the social
historian), which remained in force for eleven years, before it was abandoned. This was
a progressive income tax, levied on incomes over 600 guilders (the highest quintile) at a rate,
ranging from 1.0 to 2.5 percent.
Wealth taxes proved to be more feasible. The Hundredth and the Thousandth Penny were
regularly levied on real and personal property (as distinguished from the income from property,
like the verponding) from 1625. In the difficult years after 1672, when war required
high repartities, extraordinary wealth taxes were imposed very frequently, amounting to a total
levy of (theoretically) 14 percent of all real property, seigneurial rights, tithes, bonds, and
personal objects of value. In 1674 Holland put thisad hoc taxation on a regular footing by
founding a new register (the personelekohier). From then on the 100th and 200th penny could
regularly be collected.
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Finally, a curious predecessor of a tax like the dividend tax was the levying after 1722 of
the 100th and 200th penny on the income from provincial bonds, which then replaced the general
wealth tax just mentioned. This withholding tax proved to be very convenient, but had the
unintended consequence that the effective yield of Holland bonds (other bonds were not taxed)
was commensurately lowered. Holland therefore had to pay a higher rate on its bonds, which
more or less defeated the purpose.
All these taxes imposed a considerable burden on the Dutch tax payer, compared to his
contemporaries in neighboring countries. There were no exemptions for churchmen or
aristocrats. The Republic had sufficient authority to have these burdens accepted by its citizens,
but this was a function of the "bottom-up" implementation of the taxes. Municipal and provincial
tax authorities possessed more legitimacy than central authorities, and this legitimacy was
reinforced by the fact that the broad tax base enabled local authorities to tailor taxes to local
circumstances. The taxation system thereby underpinned the federal structure of the Dutch state.
Other than for other provinces, a reasonably accurate picture can be sketched of developments in
revenue and tax burden in the province of Holland. In the two decades of the Revolt after 1568,
Holland's revenues exploded in a tenfold increase compared to pre-Revolt years, proving that
Dutchmen were not opposed to paying taxes per se (despite the fact that they had started a
revolution about Alva's taxes). The revenue kept growing after 1588, rising threefold in the
period till 1630. However, the real per-capita tax burden remained constant in the years up to
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1670. This reflected the tremendous economic growth in the Golden Age, on the one hand, and a
rapid expansion of the tax base, commensurate with this growth, on the other hand.
As in the economy in general, there was a sharp break after 1672. Whereas the economy
stagnated, expenditures in connection with the wars, and hence taxes too, rose. Taxes doubled by
the 1690s, but nominal wages (as distinguished from real wages, which rose due to the general
decline in price levels) remained constant. At the same time the tax base almost certainly shrank
as a consequence of the economic decline. This resulted in a doubling of the per-capita tax
burden. This development leveled off after the Peace of Utrecht in 1713, when the Republic
entered a period of peace and neutrality (though there was a spike when it was dragged into
the War of the Austrian Succession). However, it did not result in a reduction of the per-capita
tax burden up to the final crisis of the Republic and its economy after 1780. Then that tax burden
again sharply increased. Presumably, the other provinces globally followed these developments,
though at a distance, because of their different economic circumstances.
Other than for Holland (for which more data are known) revenue figures for the Republic
as a whole are available for 1716, when it amounted to 32.5 million guilders, and again for 1792
(when the repartitie-system was revised for the first time), when it came to 40.5 million (inflated)
guilders. After 1795 the Batavian Republic collected regular revenue statistics. These figures
allow the following observations: in 1790 the per-capita tax burden at the national level in the
Republic was comparable to that in Great Britain, and twice that in France (which had just
started a revolution about that tax burden). This reflected a rapid rise in tax burdens in both
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France and Great Britain during the 18th century in which both countries made up a large
difference with the Republic (but also in income levels, of course). Extrapolating backward, the
Dutch level of taxation in 1720 probably was double that of Britain. Dutch innovations like
excises and stamp taxes were followed with a lag of a century in the larger countries.
The stagnation of the growth in the Dutch per-capita tax burden during the 18th century
(while the Republic's rivals made up their arrears) may reflect both a lack of political will on the
part of the authorities to exact higher burdens, and economic limits to taxation. The latter
hypothesis is indirectly supported by the fact that after 1672 the tax system became far less
regressive than before. Apparently, the common man was spared a further increase of his tax
burden. Henceforth, "the rich" were burdened more severely by efforts at direct taxation, than
during the Golden Age. However, this applied more to people rich in land and (provincial)
bonds, than to people investing in commerce and foreign bonds. Source of income was therefore
very important. This also contributed to the peculiar developments around the public debt in the
18th century.
Lot of studies have been conducted in the area of students achievement and these studies
identify and analyze the number of factors that affect the academic performance of the student at
school, college and even at university level. Their finding identify students effort, previous
schooling, family income, self - motivation of students, age of student, learning preferences and
entry qualification of students as important factors that have effect on students academic
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performance in different setting. The utility of these studies lies in the need to undertake
corrective measures that improve the academic performance of graduate students.
Maslows (1943) hierarchy of needs includes, biological and physiological needs, safety,
belongingness and love, esteem, cognitive, aesthetic,self-actualization and transcendence needs.
It is known that financial capabilities is a need as of now for it is a factor that decides the
upbringing of the family. Through this need, academic performance can be assessed affected by
this factor will be utilized. In case of Infectivity, The Theory of Intellectual Activities will
follow.
According to the Theory of Intellectual Abilities (Sternberg, 1985; 1986:23), three kinds
of intellectual abilities exist, namely analytical, creative and practical abilities. Measures of
abilities tend to focus mainly on analytical abilities, whereas all three types of abilities need to be
regarded as equally important. Hence, these abilities can be attained through how financial
capabilities affect academic performance of students. If proven, students will gain more intellect
if they have a stable income from their family providing for them.
According to (Elger, Don) The Theory of Performance (ToP) develops and relates six
foundational concepts (italicized) to form a framework that can be used to explain performance
as well as performance improvements. To perform is to produce valued results. A performer can
be an individual or a group of people engaging in a collaborative effort. Developing performance
is a journey, and level of performance describes location in the journey. Current level of
performance depends holistically on 6 components: context, level of knowledge, levels of skills,
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level of identity, personal factors, and fixed factors. Three axioms are proposed for effective
performance improvements. These involve a performers mindset, immersion in an enriching
environment, and engagement in reflective practice. Now, performance of students will be
affected if there is a significant relationship between academic performance and financial
capabilities. If so, this theory further explains as to how and why students are affected as stated
through these six components.
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Conceptual Framework
Given this theoretical background and review of related literature, this conceptual framework
is talking about Financial problems cause and effect and its relationship to the students
academic performance. it is talking about the specific questions of the problem and is also
stating its answer/solutions. The answer for the problem is hard work, hard work for those
parents whom is still looking for a job or hard work for those parents that already have a job,
well gambling is also a problem of some parents that is why getting rid of their hobby which is
gambling could also be a solution in the problem. In that case hard work, determination and
getting rid of their hobby such as gambling are the most effective solution for the problem.
Therefore, I conclude that we student should not be wasting our parents hard work. In that case,
we as students should also be hard working in our studies in order for us not to waste our
parents hard work.
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PROBLEM
Financial problems cause and effect
and its relationship to the students
academic performance.
Specific Questions F
* What are the causes of financial E
problem? E
* What are the effects of financial problem
towards their academic performance?
D
*What are the benefits that the students get B
that can affect their academic performance A
on facing such problem? C
K
Answers
The answer to this problem is hard
work, the students parent should be
hard working and determined in looking
for a job and for those parents that loves
gambling should stop to support their
children in their studies.
Figure 2
Conceptual framework of the study
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THE PROBLEM
Statement of the Problem
The main problem of the research is for the researcher to know how financial problems
cause and effect and its relationship to the students academic performance.
Specifically, it seeks to answer the following question:
1. What are the causes of financial problem?
2. What are the effects of financial problem towards their academic performance?
3. What are the benefits that the students get that can affect their academic performance on
facing such problem?
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Significance of the Study
The significance of the study is to know the cause and effect of financial problem
towards the students academic performance.
Scope and Limitation
The researcher intend to conduct a research and float questionnaires about the research
problem Financial problems cause and effect and its relationship to the students academic
performance. The target population are all graduating high school students studying in St. Paul
University- High School. The samples are 10 selected grade 10 year high school students since
the place of the study is in the said school. The researcher used the random interview way of
gathering the data. The duration for gathering the data information will start last week of March
until the second week of April.
The purpose of this research choosing the graduating high school students only in St. Paul
University-High School to be the respondents is for the researcher to know the financial
problems cause and effect and its relationship to the students academic performance.
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RESEARCH METHODOLOGY
This section discusses the research method, research environment, research respondents,
research instruments and research procedures which include the gathering and the statistical
treatment of data.
Research Method/Design
To achieve the purpose of the study the researcher utilized the descriptive method using a
self-made questionnaire as the main data-gathering instrument.
Research Environment
The study was conducted on the vicinity of St. Paul University-High School. Grade 10
students were considered as the milestones for the completion of the results for the study.
Research Instruments
The questionnaire was based on specific questions as were formulated for them to be
answered. To validate it was pre-tested at St.Paul University-High School. Students had no
difficulty in answering it. Since no comments or reactions were adhered, it was used for ultimate
regulation.
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Participants were asked to write their response for items 1, 2, 3 and 4, using the given scale
below:
Options Intervals Verbal

Description
4 3.25 3.99 Great Significant
3 2.50 3.24 Significant
2 1.75 2.49 Less Significant
1 1 1.74 Not Significant
Research Respondents
The respondents of the study were 4th year students of St.Paul University-High School as
shown in the below:
ATTAINMENT LEVEL No. of Students PERCENTAGE
1. Grade 10 90 100
Total 90 100
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Research Procedures
Gathering of Data
The researcher gathered relevant data using the questionnaire as the main data gathering
instrument.
First the researcher asked permission from the Research Teacher with supervision from
the Basic Education Principal for the study to be conducted within the Schools vicinity. Then the
researcher personally handed the questionnaires to the students for them to answer.
Statistical Treatment of Data
This study used the percentage, weighted mean and the slovins formula for which the given
formulae are laid down.
Percentage:
Percentage= Part
x 100
Whole
Weighted Mean
Wx = frequency x weight
Total of frequency
Slovins Formula
n=N
( 1 + Ne)2
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OPERATIONAL DEFINITION OF TERMS
To facilitate understanding of the study, the following terms have been conceptually and
operationally defined:
Finance - is a field that deals with the allocation of assets and liabilities over time under
conditions of certainty and uncertainty. Finance also applies and uses the theories
of economics at some level. Finance can also be defined as the science of money management. A
key point in finance is the time value of money, which states that purchasing power of one unit
of currency can vary over time. Finance aims to price assets based on their risk level and their
expected rate of return. Finance can be broken into three different sub-categories: public
finance, corporate finance and personal finance. Financial problems is the factor that would
affect the performances of the students.
Student - is a learner, or someone who attends an educational institution. In some nations, the
English term (or its cognate in another language) is reserved for those who attend university,
while a schoolchild under the age of eighteen is called a pupil in English (or an equivalent in
other languages), although in the United States and in Australia a person enrolled in grades K
12 is often called a student. Students are the variables wherein the financial problems affect
them.
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CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and presentation of data.
Table 1: Perception of the Respondents towards the causes of financial problems
What are the causes of financial problems? Weighte Verbal Description

d mean
1.Gambling 2.71 Significant

2.Betting 2.81 Significant
3.Jobless 3.7 Significant
4.Broken Family 2.16 Significant
5.Unexperienced Parents 1.89
6.Unpersevered Parents 2.94 Significant
Composite Mean 2.70 Significant
Table 1 shows the perception of the respondents towards the causes of financial
problems. The Liker item with the highest weighted mean is Jobless with a weighted mean of
3.7 which is interpreted as Significant. This means that the students considered the inability of
their parents to provide due to being jobless became the common reason of such problem.
Moreover, the composite mean has a rate of 2.70, interpreted as Significant which means in
this specific question, the respondents agreed to the following items of specific question #1.1.
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Table 2: Perception of the Respondents towards the effects of financial problems to

academic performance
What are the effects of financial problem towards their Weight Verbal Description
academic performance? ed
mean
POSITIVE
1. Determined towards my studies. 2.89 Significant
2. It makes me more friendly towards my classmates. 2.43 Less Significant
3. Persevered towards my studies. 2.11 Less Significant
NEGATIVE
1. Difficulties towards my studies. 1.89 Less Significant
2. It makes me more irritable. 2.17 Less Significant
3. It makes me more violent towards my classmates. 2.16 Less Significant
Composite Mean 2.28 Less
Significant
Table 2 shows that students were determined towards their studies for a Specific question What
are the effects of financial problem towards their academic performance?. The statement with the
highest weighted mean is Determined towards my studies with a weighted mean of 2.89 and the
least would be, Difficulties towards my studies with the lowest weighted mean of 1.89.
This means that some of the selected respondents are in favour of the statement
Determined towards my studies because their situation determined them to study more and
strive harder. However, some of the students have difficulty towards their studies due to financial
problems.
Moreover, the composite mean has a rate of 2.28, interpreted as Less Significant which
means that the respondents are relating to the following items are unlikely to occur by chance
and that therefore indicate a systematic cause to the following items of specific question #1.2.
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Table 3: Perception of the Respondents towards the benefits gained affecting their
academic performance
What are the benefits that the students get that can Weigh Verbal Description
affect their academic performance on facing such ted
problem? mean
POSITIVE
1. My grades will increase. 3.12 Significant
2. My grades will be in constant. 2.86 Significant
3. Activeness in school. 3.36 Great Significant
NEGATIVE
1. My grades will decrease. 2.74 Significant
2. Tired of going to school. 2.82 Significant
3. Uncomfortable in going to school. 2.9 Less Significant
Composite Mean 2.97 Significant
Table 3 on page 28 shows what students gain concerning the effects on their academic
performance. The items with the highest weighted mean are Activeness in school with a
weighted mean of 3.36. This implies that students are more motivated to go to school as they
become more active even in the midst of financial problems. However on the negative
counterpart, students tend to be uncomfortable in going to school when they are facing such
problem.
Moreover, the composite mean has a rate of 2.97, interpreted as Significant which means in this
specific question, the respondents agreed to the following items of specific question #2.
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CHAPTER III
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION
This chapter will present the summary of findings, the conclusion and the recommendations.
Summary of findings:
1. There is a significant effect on what benefits students gained and how these benefits affect
academic performance.
2. The students who go to this school consider financial difficulties such as grade decreasing
and uncomfortability as the most common.
3. To help explore whether there is a significant relationship between financial problems and
students academic performance, the use of correlation coefficient has been conducted to
determine such and has yielded a moderate correlation result.
29
6200 Dumaguete City
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Conclusions
Based from the findings of the study, this conclusion can be drawn:
1. In the midst of students difficult situations of St. Paul University-High School, they are
still courageous to go to school despite the financial problems they face
2. The students still consider some beneficiary effects of being in the state of such problem
3. The students showed their perseverance in terms of improving their academic
performance despite the how the financial problems affect them.
4. There is a significant relationship between Financial Problems and Academic
Performance.
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6200 Dumaguete City
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Recommendations
To the School Administrators:

That school heads should uphold future programs in their school like providing free
school supplies to the students with or without financial difficulties in order to help them
or to make them feel encouraged to go to school every day despite these problems. They
should also accept the fact that it is hard to live with these problems and that programs to
help those financially scarred, will also help the school itself.
To The Students of St. Paul University-High School:
1. They should let the school heads really think that it is hard to live with these problems
and in a way or two may ask help from them such as the motivation to go and be
participative in school even amidst these problems
2. That they should seek constant guidance and advice from the school heads/mentors in
terms of academics and difficulties experienced in the classroom; like the difficulty for
them to follow up on their academics.
3. They should also make the school heads understand that most of the students have
financial difficulties occurring in the circle of the family. So they should lessen the habit
of asking donations for the schools sake and they should never use the money for
themselves but for the good of the school and the students
To Future Researchers:
Conduct a study on any of the following topics:
1. The Most Common problems experienced by the students of St. Paul University-High
School
2. The effects of the use of other peripheral in St. Paul University-High School.
3. The significant effects on how social problems affect students in a private school.
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6200 Dumaguete City
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BIBLIOGRAPHY
Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race
and socioeconomic status on academic achievement. Journal of Poverty, 6(2), 21-35.
Blevins, B. M. (2009). Effects of socioeconomic status on academic performance in Missouri

public schools. Retrieved from http://gradworks.umi.com/3372318.pdf
Coleman, J. S., et al. (1966). Equality of Educational Opportunity. Washington, D.C.: United
States Government Printing Office.
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). School size and the interpersonal side of
education: An examination of race/ethnicity and organizational context. Social Science
Quarterly, 85(5), 1259-1274.
Duncan, G. J., and K. A. Magnuson. (2005). Can Family Socioeconomic Resources Account
for Racial and Ethnic Test Score Gaps? The Future of Children. The Woodrow Wilson
School of Public and International Affairs: Princeton University. Washington, D.C.: The
Brookings Institution.
Eamon, M. K. (2005). Social demographic, school, neighborhood and parenting influences on

academic achievement of Latino young adolescents. Journal of Youth and Adolescence,
34(2), 163-175.
Furstenberg, F. F., & Hughes, M. E.(1995). Social capital and successful development among
at-risk youth. Journal of Marriage and the Family, 57, 580-592.
Graetz, B. (1995). Perspectives on socioeconomic status in Ainley, J., Graetz, B., Long, M. &
Batten, M. Socioeconomic Status and School Education. Canberra: Australian
Government Publishing Service, pp5-22.
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Goddard, R. D. (2003). Relational networks, social trust, and norms: A social capital
perspective on students' chances of academic success. Educational Evaluations & Policy
Analysis, 25, 59-74.
Jeynes, W. H. (2002). Examining the effects of parental absence on the academic achievement
of adolescents: The challenge of controlling for family income. Journal of Family and
Economic Issues, 23(2), 56-65.
Mann, M. (1985). Macmilanstudents encyclopedia of sociology. England: Anchor Brendon Ltd.
Michael, S.O. (1998). Restructuring US higher education: Analyzing models for academic
program review and discontinuation. The Review of Higher Education, 21(4), 377-404.
Parri, J. (2006). Quality in higher education.Vadyba/Management, 2(11),107-111.
Saxton, J. (2000). Investment in education: Private and public returns. Retrieved from
http://www.house.gov/jec/educ.pdf.
Sternberg RJ 1985. Beyond IQ: a triarchic theory of human intelligence. New York:
Cambridge University Press.
Sternberg RJ 1986. Intelligenceapplied: understanding and increasing your intellectual skills.

San Diego: Harcourt Brace Jovanovich, Publishers.
Tsinidou, M., Gerogiannis, V., &Fitsilis, P. (2010). Evaluation of the factors that determine
quality in higher education: an empirical study. Quality Assurance in Education, 18(3),
227-244.
White, K. R. (1982). The relation between socioeconomic status and academic achievement.
Psychological Bulletin, 91(3) 461-481.
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APPENDICES
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APPENDIX A
A LETTER TO THE PRINCIPAL
March 3, 2017
SR. EMELITA ALVAREZ, SPC

Basic Education Principal
St. Paul University Dumaguete
Dumaguete City, Negros Oriental
Dear Sr. Emelita,
Greetings of peace!
I am a fourth year student of St. Paul University Dumaguete Basic Education
Department- High School for the academic year 2016-2017. I am in my final stage in my study
as requirement in my research class. My study entitled The cause and effects of Financial
Problems towards the academic performance of the grade 10 students in St. Paul
University. The purpose of this study is to know the cause and effect of financial problem to
the students academic performance.
In connection with this, I would like to ask your kind permission to allow me to float the
questionnaires to some of the students in the department.
I am grateful for your kind assistance and favourable action that you will extend
regarding the above mentioned request. I assure you that the data gathered will be kept
confidential.
Thank you very much and may God continue to bless you!
Respectfully yours,
SHESY D. QUISIL
Student Researcher
Noted By: Approved by:
DR. REGIDOR CARALE SR. EMELITA ALVAREZ, SPC

Research Teacher, SHS Coordinator SPUD-Basic Education Principal
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6200 Dumaguete City
Philippines
A LETTER TO THE RESPONDENTS
March 3, 2017
JHS BASIC EDUCATION DEPARTMENT

St. Paul University Dumaguete
Dumaguete City
Dear Respondents,
Good Day!
I am at present working on my research study entitled The cause and effects of

Financial Problems towards the academic performance of the grade 10 students in
St. Paul University. In this connection, I have constructed a questionnaire to gather
information for my study.
Your kind assistance by giving your sincere and honest answer to each question is
very vital. Your responses will enable me to pursue and finish my study. Rest assured that
your anonymity and the information you will give will be treated with strictest
confidentiality.
Thank you very much for your kind response to my request.
Respectfully yours,
SHESY D. QUISIL
Student Researcher
Noted By:
DR. REGIDOR CARALE

Research Teacher, SHS Coordinator
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6200 Dumaguete City
Philippines
APPENDIX B
RESEARCH INSTRUMENTS
QUESTIONAIRE
Name:___________________________________ Age:____ Gender:________
Financial problems cause and effect and its relationship to the students academic
performance.
Options Intervals Verbal Actions to be taken

Description
4 3.25 3.99 Great Significant Retain
3 2.50 3.24 Significant Retain
2 1.75 2.49 Less Significant Needs Improvement
1 1 1.74 Not Significant Reject
DIRECTIONS: Just put a check on the box that suits your answer well.
What are the causes of financial 4 3 2 1

problem?
1.Gambling
2.Betting
3.Jobless
4.Broken Family
5. Unexperienced Parents
6.Parents that lacks on determination
37
6200 Dumaguete City
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What are the

effects of
financial
problem 4 3 2 1
towards their
academic
performance?
POSITIVE
1. Determined
towards my
studies.
2. It makes me
more friendly
towards my
classmates.
3. Persevered
towards my
studies.
NEGATIVE
1. Difficulties
towards my
studies.
2. It makes me
more irritable.
3. It makes me
more violent
towards my
classmates.
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6200 Dumaguete City
Philippines
What are the

benefits that the
students get that
can affect their 4 3 2 1
academic
performance on
facing such
problem?
POSITIVE
1. My grades
will increase.
2. My grades
will be in
constant.
3. Activeness in
school.
Negative
1. My grades
will decrease.
2. Tired of
going to school.
3.
Uncomfortable
in going to
school.
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6200 Dumaguete City
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APPENDIX C
Map of Negros Oriental with Amlan
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6200 Dumaguete City
Philippines
APPENDIX D
Curriculum Detail: Bio Data
Name: Shesy D. Quisil
Birthdate: November 23, 2000
Address: Jantianon, Amlan Negros Oriental (hometown)
Aldea Homes, Maslog Negros Oriental (current-city)
School:
Grade School: Jantianon Elementary School
High School: St. Paul University Dumaguete
Religion: Roman Catholic
Fathers Name: Renante S. Quisil Occupation: Seaman
Mothers Name: Zenaida D. Quisil Occupation: Business (farmer)
Sibling: Leizel Joy D. Quisil and Renz D. Quisil
41

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