1

INTRODUCTION

Daily Allowance plays a major role in student’s participation

social interaction and most importantly in academic performance in

school. The amount of which affects their academic performance

inside and outside the classroom. According to the department of

education, the continuous increase of students which are out of

school and those which doesn’t like the school is the lack of

financial support from their parents.

Entering in senior high school is very difficult than in

junior high school. More on research, paper works, and individual

or group activities. Students are preparing for more daily

expenses. On the other hand, Most of the students, they didn’t

know how to manage their allowance and organize a budget. (K.

Failaman 2017)

Nowadays, some of the students send most of their time

studying while doing recreational activities. Most of them choose

internet, social-networking sites, television, movies and music as

references for their studies. As observed, the more allowance the

students has, the more chance that he or she spend most of his or

her tasks to other time that in academic related activities.

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Financial literacy begins at home and it may begin at early age of

the students.

According to Child, L.M. (1831) he mentioned that “The

practice of giving children allowance developed in the early

twentieth century when children’s purchase of movie tickets,

candy, and toys raised concerns about their spending habits. During

the Progressive Era (1890s-1920s), allowance advocates recommended

giving children a regular but fixed supply of money to inculcate

respect for money. Child had endorsed allowance to encourage

benevolence and fiscal responsibility. Progressive era Child-

rearing authorities joined a much larger chorus calling for new

money training regimes in women’s magazines and parental advice

literature” However, despite the benefits gained by the students

of having allowance, there are problems and disadvantages present

in financial adviser said that there’s a number of smart ways to

maximize their allowance. It also pointed out that maximizing a

daily allowance takes effort and discipline, and may require small

changes in their daily routine.

According to Felipe (2007) he stated that “A lot of numbers

of students seems to wants what is the “in” trend, what people are

doing or using “right now”. Most teens will usually have one or

more sources of income, either allowance from their parents or a

job. The answer to this question isn’t found by locking at the

 3

income of the family or social status, it’s more a way of living

and rearing that the parents have given their children”.

Background of the study

The purpose of this study is to determine the daily allowance

of the students and how it affects to their Academic Performance

in school. The researchers will conduct a survey that will ask the

amount of the daily allowance they have and all their expenses in

school. This will help us to know the relationship between the

students allowance and their academic performance. The researchers

conduct this study in order to help the parents by providing

insights and information about the allowance they give to their

children and how they use it, and the teachers to teach their

students on how to manage their allowance correctly, and also to

the students to practice in spending money and enlighten them on

how to use their allowance wisely.

According to the study of Tempo (2010) he mentioned that

“Students have the tendency to spend their allowances on the

irrecreational activities such as, renting a computer unit for fun

and games, buying items at the shopping mall, and spending money

for the peers. Teens are active consumers in terms of the money
 4

they spend, as well as in the influence they wield in their

families and on societal trends. Despite being raised in a period

of rapid change, they display remarkable self-confidence in their

judgment”.

As a student we use money every day to buy our needs and wants

like foods and materials to our project but we should be

responsible on how much money we spend in our daily lives. We

should know how to budget our allowance or much better we should

be thrifty enough so in that way we’ll be able to help our parents.

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Statement of the problem

This study aimed to determine the Effect of Daily Allowance

in the academic performance of grade 12 students at David Moises

Memorial High School.

1. What are the advantages and disadvantages of daily

allowance to the academic performance of grade 12 students

in David Moises Memorial High School?

2. How importance the daily allowance to the academic

performance of the grade 12 students?

3. Why daily allowance affect the academic performance of

grade 12 students?

Objectives of the study

1. To determine what are the advantages and disadvantages of

daily allowance to the academic performance of grade 12

students in David Moises Memorial High School.

2. To know how importance the daily allowance to the academic

performance of the grade 12 students.

3. To determine why daily allowance affect the academic

performance of grade 12 students.

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Significance of the study

This study is significant for it will benefits the students, their

parents/guardians and also the teachers.

Students-This study may help the students to appraise their

practice of spending money and enlighten them on how to use their

allowance wisely.

Teachers- This study may help the teachers to teach their students

on how to manage their allowance correctly and also to help their

students to provide better understanding about this topic.

Parents/Guardians-This study may also help the parents/guardians

by providing insights and information about the allowance that

they give to their children and this study can inform them on how

much allowance is accurate for their children to use it for their

needs in their chosen strand or course.

Educational Research-Through this study educational researchers

will be able to design and improve intervention programs that will

cater and address the problems in achieving good performance of

Grade-12 students.

Other Researchers-The study will serve as a guide for other

researchers as basis for future studies.

 7

Scope and delimitation

This research dealt only on the effect of daily allowance in

the academic performance of grade 12 students in David Moises

Memorial High School. In line with this, the respondents of this

study are the Grade 12 students of David Moises Memorial High

School.

Locale of the study

The study was conducted at David Moises Memorial High

School, Balit, Mambusao, Capiz during the first semester of

academic year 2019-2020.

Definition of Terms

The following terms are defined conceptually/operationally for the

better understanding of the study:

1. Allowance-as the main topic of research. Allowance is an amount

of something that is permitted especially within set of regulations

(Google).

2. Money- A current medium exchange in the form of coins and

banknotes: coins and banknotes collectively (Dictionary).

3. Budget- is an estimate of income and expenditure for a set

period of time (Dictionary).

 8

4. Daily Allowance- is the amount of money that a student is

entitled to on a daily basis.

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Chapter II

Review of Related Literature

This section presents a discussion of various materials

relating to the effect of daily allowance to the academic

performance of the grade 12 students.

A need becomes a motive when it aroused to a sufficient level

of intensity. Such a choice is based on the consumer’s desire to

satisfy his needs. As consumer, he/she is rational given his/her

taste and preferences in the sense that he/she seeks to maximize

utility. Utility refers to the satisfaction or pleasure associated

with having, using, consuming, or benefiting from goods and

services.

Based on Department of Education Order no. 27 (2015)

intensifying its campaign for financial education, along with

consumer protection and entrepreneurship in schools under its

financial literacy program to develop among the values of financial

discipline and responsibility. Moreover, they believed that

conducting programs and workshops engage the interest of teachers

and learners alike financial well-being. Umali (2017) mentioned

that everyone needs to be financially literate and can determine

priorities in allocating their resources. Students all over spend

in several different ways, but close market research on student

spending indicates that there are several common patterns that can
 10

be seen. Spending habits in adolescents in changing is changing

drastically in the last few years, but the change is almost inform

in all the metros of the world. Commercialization has begun

targeting students’ spending habits a very long time ago (IFM

Students Lifestyle and Spending Habits, 2009). According to Lewis

Mandell, Ph. D. “Giving a child an allowance would superficially

appear to make a lot of sense. Children need increasing amounts of

spending money as they grow older and do more things independently.

In addition, a regular allowance can teach budgeting and

responsibility, build financial literacy and encourage beneficial

habits such as saving and debt avoidance. For this reason,

allowances have been studied by scholars for 50 years, largely in

the US, Canada, Europe and Australia. According to

www.Kiplinger.com (2015) the tool through which a child begins to

learn about living with his/her means.

In a news article Ocampo (2016) said that the students of a

lower socio economic status often a face additional challenges

including a dearth of learning resources, difficult learning

condition and poor motivations that negatively affect their

academic performance. In the ABS-CBN social media page, Duplito

(2013) posted that maximizing a daily allowance takes effort and

discipline and may require small changes in your daily routine.

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Sander (2012) pointed out financial worries affects student’s

academic performance as well as spending decision of many

Americans. Moreover, the National Survey of Student Engagement

(2012) revealed that more than third of seniors and more than

quarter of freshmen did not purchase required academic materials

because of its cost. Both group said that they are worried about

having enough money for everyday expenses. Onyancha et.al (2015)

if the parents’ socioeconomic status is higher, the students’

academic performance is higher too; while if the parents’ socio

economic status is lower, the academic achievement.

The Researcher believed that children with strong

socioeconomic status view better academic performance unlike those

in poor socioeconomic status show poor and unsatisfactory academic

performance (Suleman et.al 2012). “Socio-economic Factors

Affecting Education” believed that education provides individual

children with the knowledge and skills necessary to advance

themselves and their nation economically, while family income

level, parent’s level of education, race and gender influenced the

availability and quality of education together with the ability of

education improve life Jennifer (2010).

A study conducted by a bank and financial institution, youths

fork over money to buy cell phone load, to play computer games at

internet cafes and to buy cigarettes and alcohol. Teen hang out
 12

and shop. They also spend money on going out, on clothes and

accessories (TJ Manotoc, ABS-CBN News, 2010). Suleman et.al (2012)

believed that children with strong socioeconomic status view

better academic performance unlike those in poor socioeconomic

status show poor and unsatisfactory academic performance.

All family socioeconomic is based on family income, parental

education level, parental occupation, and social status in the

community such as contacts with the community, group associations,

and the community’s academic performance of the family, while

families with high socioeconomic status often have more success in

preparing their young children for school because they typically

have access to a wide range or resources to promote and support

your children development in day to day life, they are able to

provide their young children with high- quality child care, books,

and toys to encourage children in various learning activities at

home but lack in poor ones. And they have easy access to

information regarding their children’s health, as well as social,

emotional, and cognitive development. In addition, families with

high socioeconomic status often seek out information to help them

better prepare their young children for school college.

Academic Performance of the students in the classroom is very

important at this well served as determiner of student’s progress

whether the student is doing well or not in the academics. Parents,

 13

Teacher, School Administrators attach so much importance to

students’ academic performance that if the students are not

performing well academically, then they see all other efforts of

the students in the school program as a total waste. These people

pretend as if there are no other activities for the student in the

school environment aside the academics, hence academic performance

defines the totality of the child in his school life which was

affected by the behavior they showed. Contrary to the opinion of

this group, it is important that there are many factors that

determine the level of a student’s academic achievement, chief

among these factors is social adjustment. Few children understand

the parents’ purpose in giving an allowance and tend to view it as

entitlement. If parents intend to use the allowance to teach their

children or to socialize them as part of a family unit, they must

communicate the purpose and rules of an allowance and share more

of the family’s financial constraints with the children. There is

no silver bullet to make children financially literate or

financially responsible. Just as it’s a waste of societal resources

to dump these problem on the underfunded, ill – equipped schools,

parents cannot solves the problem by buying their kids off with a

weekly bribe called an allowance. Learning anything worthwhile

requires hard work, discipline and repetition. An allowance can be

useful tool in this learning process.

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Academic performance is the outcome of education; it is the

extent to which a student, teacher or institution has achieved

their educational goals. Thus performance is characterised by

performance on tests associated with coursework and the

performance of students on other types of examinations

(Kyoshaba, 2009). Various studies have been carried out on the

factors that affect students’ academic performance or achievement

in schools, colleges and universities. Some of the factors

identified and reported to have affected the academic performance

of students in these different settings are: student effort,

previous or prior educational performance, self-motivation, the

social-economic status of the students’ parents, the students’ age,

number of hours of study per day, admission points, different entry

qualifications, tuition trends and the students’ area of residence

(rural or urban) (Farooq, Chaudry, Shafiq & Berhanu, 2011; Ali,

Haider, Munir, Khan & Ahmed, 2013).

Admission points and the different entry qualifications,

which are the results of prior or previous academic performance

likely to affect the students’ future academic performance, have

been considered in this study, as this research concerns the

academic performance of students admitted with different entry

certificates. Tertiary institutions all over the world,

including Nigeria, use prior academic performance in terms of

admission points or different entry qualifications/certificates

 15

as a basis for selecting students for admission into the colleges

of education, polytechnic schools and universities. These

admission points or entry certificates are always of equivalent

rating or value, even though they may be awarded by different

examination bodies. Thus Bratti and Staffolani (2016) observed

that the measurement of the students’ prior educational outcomes

or performance is the most important indicator or determinant

of the students’ future academic performance.

The type of school a child attended also affects the

academic performance of the student. In this regard, Kyoshaba

(2009) observed that students’ educational outcome and academic

success is greatly influenced by the type of school which they

attended. The school we attend is the institutional environment

that sets the parameters of a student’s learning experience. In

agreement with this, Considine and Zappala (2017) reported that

the type of school a child attends influences the educational

outcomes; furthermore, schools have an independent effect on the

students’ educational attainment, and this is likely to operate

through the variation of quality and attitudes. In the same

vein, Miller and Birch (2013), while studying the influence of

the high school attended on university performance, observed

that outcomes at the university level differ according to the

type of high school attended. Thus, a student’s school background

is positively related to his or her academic performance at an

 16

undergraduate level. In addition, Ali et al. (2013) and Kwesiga

(2002) also observed that the learning outcomes and educational

performance of students are strongly affected by the type of

educational institution where they received their education.

However, this is a function of the number of facilities a school

offers, which usually determines their quality, and which in

turn affects the performance and accomplishments of its

students.

Entry qualifications linked to different certificates of

equivalent value for student admission into post-secondary

institutions is another factor that affects the students’

academic performance at post-secondary levels. Although the

certificates each group of students obtained from different

examination bodies may be equivalent, the curriculum content and

the expected educational outcomes may not be exactly the same.

In a study conducted by Ringland and Pearson (2011) on the

difference between diploma entrants and direct ‘A’-Level

entrants and the subsequent performance of each group reported

that there was no significant difference between the groups;

however, performance in terms of academic achievement prior to

reaching the university did appear to affect performance at

university to a small extent. In a related study, Mlambo (2011)

observed that for a number of institutions, student admission

is based on a number of different qualifications, to the extent

 17

that students receiving instruction in the same course differ

greatly in terms of their prior knowledge. This being the case,

one might wonder whether other researchers totally agree that

prior educational performance, admission points and different

entry qualifications truly affect future academic performance.

The answer is no. In a study on the relationship between previous

academic performance and subsequent achievement at the

university level, Huws, Reddy and Talcott (2006) found that

students learning or studying at the graduate level and scores

earned failed to predict any level of academic achievement at

university. The Academic Admission Council at Oregon State

University (2010) also disagreed with the view that academic

performance is determined by prior academic performance. They

held that traditional measures of academic potential, such as

grade point average or ‘A’-level grades did not predict academic

performance at university. Mlambo (2011) also reported that

there was no significant difference in the academic performance

among students due to differences in the admission criteria

employed; the same study observed that while varied, these

criteria adequately assessed the potential of students to handle

the demands of courses in agriculture. However, holders of

diplomas in agriculture and other qualifications appeared at the

bottom of the academic performance chart. Nonetheless, it is

very important to note that even though these studies do not

 18

agree with former studies that indicate achievement in previous

studies affects future performance, they did confirm that

admission scores are related to academic performance at the

university level, but to a very minimal extent (Ali, et al.;

Mlambo, 2011; Kyoshaba, 2009).

In light of the related literature reviewed, it seemed

pertinent to find out whether there is actually any difference

in the academic performance of students with different

qualifications. This is because quality technical teachers are

very relevant in technical education. Thus, the success or

failure of any technical education system is dependent on the

quality of its teachers (Banjo, 2009). Also, the level of

academic performance of the students in the NCE Technical

Programme could prove to be an index of the quality of the

technical teachers in the system (Ihiegbulem, 2012). Thus, this

level of academic performance, in terms of the two groups of

students admitted into the NCE Technical Programme with SSCE or

C & G certificates, respectively, was the subject of examination

of this study. It also examined whether the groups differed

significantly in terms of their academic performance.

Some researchers investigated the role of motivation in

academic performance. Mehta A.P (2009) .Studied on the achievement

motive in high school boys the important findings were the n-

achievement level of boys in Delhi are higher Estelar 42 than that

 19

in madras. The boys whose father educational level was either

high or low showed higher n-achievement level than those whose

father received only secondary education. The achievement related

motive showed negative correlation with n-achievement with the

total school performance and with the self-expected vocational

success. Whereas the measures on achievement related values showed

positive correlation with their three variables the rural boys

showed higher score on achievement values than the urban boys.

Jamuan (2009) stated that efficient learning depends not only on

good teaching methods but also on satisfactory learning

procedures. Farely and Rosnow (2010) studied the responsible

factors for schooling. The responsible factors for schooling were

found to be, to learn, to prepare for later life and the future

and to get the job. PARIKH, P.A. (2010) A Study of achievement

motivation, school performance and educational norms of secondary,

school, pupils. The study revealed that the pupils of English

medium schools had more achievement oriented ideas than the pupils

of Gujrati Medium Schools. Educational norms regarding

achievement related perception and belief were significantly

related to achievement motivation of Bombay school pupils. Estelar

43 Singhalaukh (2011) found that motivation has positive

relationship with school performance and achievement. High and low

achievement motivated students differ significantly on achievement

score Rajeev, (2011) Bank and Finlapson (1980) found that

 20

successful students were found to be having significantly higher

motivation for achievement than unsuccessful students. Mclutcheon

(2012)reported that a survey indicated students believed that out

of 51 possible choice, the main reason missed a class was their

negative perception of the professor and the course. Brophy (2012)

suggested that teachers viewed themselves as active socialization

agent who works capable of stimulating student motivation to learn.

One of the major finding by (Small, 2014) was that instruction

were perceived by students as having the prime responsibility for

learner interests or boredom. Kapoor, R. (1987) found that better

adjustment, study habits high intelligence and socio-economic

status were related with high achievement at Junior high school

level. These studies suggest that not only the mental abilities,

but the other motivational factors may also be the responsible for

academic performance. Gawande, E.N. (2013) studied the

relationship between achievement motivation and scholastic

achievement of higher secondary students of Class XI and found

that the correlation between achievement-motivation and scholastic

ERstelar 44 achievement of urban students was at higher level than

that of rural students. There was no significant difference in

the coefficient of correlation of achievement-motivation and

scholastic achievement of non-backward and backward students.

Boys were more achievement motivated than girls. The mean

difference in the scores of scholastic achievement in boys and

 21

girls was not significant. TROLLS FORM (2010) reported that

teachers typically attributed students of low achievement to low

effort moreover, teachers viewed student characteristics such as

poor work habits as being more important than either classroom or

teacher variables. In some instances, some students agreed that it

was their responsibility to motivate themselves. Gohfied (2016)

found positive correlation between motivation and achievement

specifically, young student with higher academic intrinsic

motivation has significantly high achievement and intellectual

performance. She also found that early intrinsic motivation

correlated with later motivation and achievement and later

motivation is the predictable from early achievement (Gohfied

2009). It was found that perceived academic competence was

positively related to intrinsic motivation. Verma and Singh (2017)

studied cognitive ability, academic achievement and study habits

of socially advantaged and dis advantaged adolescent student of

12th Estelar 45 grade in Uttar Pradesh and found that the

significant ’positive values for cognitive ability, academic

achievement and study habits indicated that all the three factors

were definitely affected by social disadvantages. Socially

advantaged group exhibited higher levels of intelligence, academic

achievement and good study habits. Nayak, B.P. (2017) Studied on

achievement motivation and level of aspiration of tribal and non-

tribal children in the age-group of 7-11 years was done and major
 22

findings were – Advantaged and disadvantaged groups differed

significantly with respect to their locus of control, self-esteem,

academic motivation and scholastic achievement, Advantaged girls

as compared to the disadvantaged had better internal locus of

control, self-esteem (higher score on general, social, home and

school sub-areas of self-esteem scale) academic responsibility

(towards self and schools) academic motivation, good study habits,

positive attitude towards schools, high educational aspirations

and higher scholastic achievement. At three different levels

(high, average and low) of locus of control, self-esteem academic

responsibilities and academic motivation, the subjects identified

as advantaged and dis-advantaged when compared to their scholastic

achievement, showed a uniform pattern of results. Gupta, Beena

(2018) studied a comparative study of self-concept level of

aspiration, anxiety and scholastic achievement of isolated and

non-isolated adolescents and the major Findings were isolated and

non-isolated boys were Estelar 46 different in feeling of

inadequacy and emotional instability, isolated boys and isolated

girls differed in feeling of inadequacy non-isolated boys and girls

differed in with drawing tendency and emotional instability.

Tiwari and Bansal (2018) mentioned that a child with high academic

achievement is likely to be well-treated as well behaved and

independent and low achieves as incapable and depraved of

employment with may lead this to meet adjustment to life. Chaudhary

 23

and Muni (2015) reported that parental support had positive effect

on their children academic performance. They carried out a study

on the role of parental support in children need satisfaction and

academic achievement. The sample consisted of fifty children from

7th grade of equal number of boys and girls. Family effectiveness

and need satisfaction inventory and academic marks were used as

measures in this study. HIGBEE (2017) found that most students

attributed to their own actions. Cothran and Ennis (2009) found

that students were motivated by teachers who cared about student

learning and showed enthused. These teachers introduced topics in

an interesting strategies and promoted student involvement by

allowing participation in the selection learning activities.

Estelar 47 Schunk and Pajanes (2010) attributed factors, including

greater competition less teacher attention to individual student

progress and stresses associated with social transitions. Leandro

and Pelechano (2016) studied the wisdom and achievement motivation

factors have correlation with academic performance and the

motivational factors are more relevant to academic qualification

than contemporary wisdom. Academic achievement is accomplished by

the actual execution of class work in the school setting. Moreover

(Johnson 2010,) 2010, Skaalvik and Skaalvik, (2017), Skaalvik and

Skaalvik,(2009), Sandra,( 2009) revealed-significant relationship

between academic performance and motivation.

 24

CONCEPTUAL FRAMEWORK

The researchers show the input variables which include: The

profile of the student, their age, their gender, their family

income and their daily allowance. It will also include the

respondents’ assessment on the Effects of Daily Allowance to the

academic performance of Grade-12 Student at David Moises Memorial

High School, in terms of their grades and average, Academic

performance in and out of the school, and school expenses. The

process include; gathering of data thought unstructured

questionnaire to finally examine the Effects of Daily Allowance to

the academic performance of Grade12 Student at David Moises

Memorial High School, The result of the assessment what use by the

researchers as the basis in making an output in the form of an

enhance School remediation program.

 25

Theoretical Framework

Independent Variable Dependent Variable

Daily Allowance Academic Performance

of Grade 12 Students

Daily Allowance is the unchangeable variable of the study. It

is the tools or device that cannot be change. Meanwhile, the

Academic performance of grade 12 students is the changeable

variable of the study, for this varies or depends on the effect of

Daily allowance.
 26

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researchers discuss the Respondents of

the Study, Research Design, Data Collection, Research Instrument,

Data Gathering, Statistical Tool, and Data Analysis.

Respondents of the Study

The respondents of this study are the Grade 12 curriculum,

the Grade 12 curriculum has a total population of 123, but we only

select 94 students as our respondents.

Table 1.Population of grade 12 Senior High School students during

the SY 2019-2020.

GRADE 12 STUDENTS FREQUENCY PERCENT

GAS 47 38%
TVL- AFA 41 33%

TVL- H.E 35 29%

TOTAL 123 100.00

SLOVEN’S FORMULA:

𝑁
𝑛=
1 + 𝑁𝑒 2

123
𝑛=
1 + 123(0.05)2
 27

123
𝑛=
1 + 123(0.0025)2

123
𝑛=
1 + 123(0.0025)2

123
𝑛=
1 + 0.3075

123
𝑛=
1.3075

n=94

Data Collection

We gathered data by preparing a checklist questionnaire and

we give this to our respondents to answer it and we make a tally

in order to collect important data that we need in our research in

order to make it complete.

Research Design

Quantitative Research is the systematic investigation of

phenomena by gathering quantifiable data and performing

statistical, mathematical or computational techniques.

Quantitative research gathers information from existing and

potential customers using sampling methods and sending out online

surveys, online polls, questionnaires etc., the results of which

can be depicted in the form of numerical. After careful

understanding of these numbers to predict the future of a product

or service and make changes accordingly.

 28

RESEARCH INSTRUMENT

The researchers designed a questionnaire as one of the data

collection instrument for this study. The Grade 12 students were

given 20 questions and it is a checklist. The questions was all

about the effects of daily allowance in the academic performance

of the students and its advantages and disadvantages here in David

Moises Memorial High School.

References:

www.academia.edu

www.slideshare.net

www.malabonuniversity.edu

www.brainly.com
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References:
 30

www.academia.edu

www.slideshare.net

www.malabonuniversity.edu

www.brainly.com

www.wikipedia.com

www.scribbr.com

www.businessdictionary.com

www.slideplayer.com

www.questionpro.com