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Teodoro R. Llanes II
Empowerment Technologies
La Salle Academy
Iligan City, Philippines
ABSTRACT
Many people have consequently come to feel that personal finance should become part of the basic
education of all students. Most mandated instruction in personal finance appears to be at the high school
level. The rationale is that students completing high school are on the verge of adulthood and many have
made or are making important financial decisions. This paper seeks to increase the financial literacy of
Non ABM students and how interactive multimedia offers a venue for improving grade 11 non ABM
students’ understanding on business mathematics terms and the subject itself. The researchers analyzed
the data using random sampling method of senior high school non ABM students for school year 2018-
2019 in La Salle Academy - Iligan City. Based on the data collected, the use of interactive multimedia as
a supplement in learning business mathematics can be an effective strategy in stimulating interest for
students as it provides interaction and motivation to help the students learn the topics in a non-traditional
way. It was also shown that engaging in multimedia have restrictions: 1.) there are some topics that are
easy to learn through the use of search engines; and 2.) there are topics that are hard to understand
which should require an actual teacher to elaborate the discussion thoroughly. The results indicate that
students tend to enhance their learning in business math are by the use of three independent variables
such: presentations, videos and simulations. These variables help students improve their literacy and
understanding of business math.
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KEYWORDS: Stocks, Bonds, Loans, Interests, Time Value of Money, Investments, Financial
literacy, Interactive multimedia
INTRODUCTION program which consists of five strands namely;
Accountancy, Business and Management
It is extremely important to understand (ABM); Science, Technology Engineering and
why people need to save and invest. However Mathematics; Humanities and Social Sciences
saving needs to be done the right way and that (HUMSS); and General Academic (GAS) and
is by investing money in the market via stocks, Technical-Vocational-Livelihood (TVL), Sports,
bonds, debentures, insurances and mutual and Arts & Design.
funds. An investment in the stock market gives
money the right direction and much higher The problem that occur during
returns compared to the banks savings account. implementation of the program is that Non-ABM
Investing in the market does expose money to strands tends to take subjects that is not in-line
risk however does help attain financial goals with their own strands. As the researchers
faster by putting money to work and not laze observes, the Non-ABM students find it difficult
around in lockers or bank account. Investments to understand and absorb these subjects,
will help not just for the people but also the specifically Business Math; the subject that
government and the nation to grow. tackles related topics such as stocks, bonds,
annuities, interests and loans.
Education reform has been in a need in
the Philippines for generations. Before K to 12, The problem found has made this
the Philippines had been one of the remaining research possible. The researcher wants to find
countries in the world to have a 10 year basic remedies to help Non-ABM students cope up
education cycle, most countries across the globe with Non-ABM subjects specifically Business
operate on a 12 year basic education cycle. Math through the use of Interactive Multimedia.
Data Gathering
Figure No. 6. What problems have you 'actual' teacher in front of the class, than
encountered in studying business related watching someone over a screen (if that’s what
topics? multimedia means) but sometimes, for reviewing
purposes, i can watch and learn thru a video.”
Most of the students have difficulty in
grasping and understanding business terms
“Not all times maintindihan mo lahat”
used in business math.
Figure No. 7. Would you prefer to use “Every situation has its own corresponding
interactive multimedia in learning business action needed”
math topics?
Based on figure no.7, 60% out of 80
“So that we will really understand”
students prefer to use interactive multimedia in
learning business math topics. However, the
following 13.7% said that it depends on some
certain conditions like the type of topic, the
“It depends because procrastination might rate of interest is there and usually you get this
happen, student's focus might be diverted to from the banks.”
other media” “company, field of business, income”
“life insurance, educational and other
future-related banking”
“Online market, sell high buy low”
“Company shares”
“Financial scenarios”
“investments, tradings, bitcoins”
“Stock Market”
Figure no. 8. What instructional materials do “stock market, annual financial records, buying a
you wish to have to enhance your learning car house etc”4
about the topics? “In having a loan, there is a interest rate, with a
time frame. For example in bank, you have loan
The top 3 instructional materials that the 50000 pesos, you will pay for 2 years.”
students would like to have to enhance their “Loan”
learning in business math are presentations, “Banks”
videos and simulations. “just like the performance task”
“bank manager"