TY  - BOOK
AU  - Cadag, Alvin John R.
AU  - Billy M. Ines
AU  - Ivan Labenia
AU  - Marc Joseph Oro
TI  - Financial Literacy of Senior High School Students in Vicente Madrigal Integrated School: Cadag, Alvin John R
PY  - 2024///
N1  - Undergraduate Feasibility Study
N2  - This study aimed to determine the financial literacy of Senior High School
students in Vicente Madrigal Integrated School, focusing on savings, budgeting, investing, and spending. The 337 respondents were grouped by sex, age, civil status, strand, monthly allowances, working status, and parent marital status.
The descriptive method of conducting research was applied, in which data
gathered from the survey-questionnaire served as the primary source of data. The questionnaire was distributed to 337 senior high school students at Vicente 
Madrigal Integrated School, divided into two parts. Part one encompassed the 
respondents' profiles, including age, sex, civil status, strand, monthly allowances, 
working status, and parental marital status. Part two focused on the students' 
perceptions regarding saving, budgeting, investing, and spending. Additionally, the 
questionnaire checklist served as the primary data collection tool, while secondary 
data were gathered from various electronic sources and unpublished thesis. 
The paper utilized statistical tool to analyze the gathered data. For the 
profile of the respondents, frequency, percentage, and rank distribution were 
employed. For the perception of the respondents regarding savings, budgeting, 
investing, and spending, the weighted mean was utilized. For the significant 
difference in the perception of financial literacy of the respondents, One-Way 
Analysis of Variance (ANOVA) was used. Based on the data at hand, the findings regarding the profile of the 
respondents showed that most of the students were aged 15-17 years old. The 
majority were female, and most were single. They studied in the HUMSS strand, 
with most having monthly allowances below 500. Additionally, most were not 
working, and the majority of their parents were married. 
Furthermore, based on the data, it revealed that the financial literacy of the 
students regarding savings practices is sometimes practiced by the students with 
a general mean of 3.16, while the financial literacy in terms of budgeting, investing, 
and spending practices is often practiced by the students with a general mean of 3.35, 3.43, and 3.86. Overall, the financial literacy of the students regarding 
savings, budgeting, investing, and spending practices is often practiced by the 
students with a general mean of 3.56. 
With respect to the significant difference in the personal profile of the 
respondents and their perception, it was found that in terms of the data, there was 
no significant difference in the perception of financial literacy among Senior High 
School students at Vicente Madrigal Integrated School in terms of the said 
variables when they are grouped according to their age, monthly allowances, and 
parent marital status. 
The data also showed that there was a significant difference in the 
perception of financial literacy among Senior High School students at Vicente 
Madrigal Integrated School with respect to the cited variables when grouped 
according to their sex, civil status, strand of students, and working status. 
The summary of findings revealed that students were good at budgeting 
and spending, managing their allowances well to cover essential needs. However, 
they had difficulty saving and investing. Many students found it hard to save 
because their allowances were often too small to cover all expenses. Even though 
they tried to budget carefully and focus on necessities, they didn't have enough 
money left over to save or invest. This highlights a critical gap in financial 
preparedness among students, necessitating targeted educational initiatives to 
enhance their financial literacy and capability to manage finances effectively. To effectively save and invest money, students should begin by creating a 
savings plan, setting aside a small, fixed portion of their allowance each week to 
develop the habit of saving. Financial education is crucial, so attending workshops 
or seminars on financial literacy will provide practical knowledge on saving and 
investing. Increasing financial awareness through such workshops helps students 
understand the importance of these practices. Setting realistic financial goals is 
essential; establishing clear, achievable goals for saving and investing, even if the 
amounts are small, can lead to significant accumulation over time. Utilizing 
financial tools like budgeting apps can help track expenses and identify potential 
savings opportunities, aiding in efficient financial management. Seeking guidance 
from financial advisors or mentors can offer personalized advice on managing 
finances, including strategies for saving and investing. Additionally, exploring 
additional income sources, such as part-time work or freelance opportunities, can 
increase income and provide more flexibility to save and invest. 




UR  - https://forms.gle/7LqvGGkaDrUQqz429
UR  - https://drive.google.com/file/d/1TkHQLM95hM_oOc5HwrogAsU_grofSSLZ/view?usp=drive_link
ER  -