Grade 12 Reseach

University of Perpetual Help System Laguna Isabela Campus-JONELTA
Basic Education Department-Senior High School
BUDGETING PRACTICES OF COLLEGE STUDENTS IN

UNIVERSITY OF PERPETUAL HELP SYSTEM
LAGUNA- ISABELA CAMPUS
A Research Study
Presented to
The Faculty of the Senior High School
University of Perpetual Help System Isabela Campus
In Partial Fulfillment
of the Requirements for the
Subject Inquiries, Investigation, Immersion
By:
Myra Bermudez
Marc John Daracan
Krisdan Madriaga
Golda Bernadeth Reyes
Jinky M. Valencia
Jude Villeta
March 2019
APPROVAL BY THE PANEL OF EXAMINES
Approved by the Panel on Oral Examination with a grade %
THESIS COMMITTEE
Joshua Crusifissu A. Purgarillas, LPT Jemer B. Andres, LPT
Christian Boy D. Cacho, LPT Maribeth G. Picoc, LPT
FINAL APPROVAL
Accepted and approved in partial fulfillment of the requirements for the subject
Inquiries, Investigation, Immersion
MICHELLE B. ESTILLORE, RN, MAN, MA. Ed

Senior High School Coordinator
Raquel M. Tabaday, MA.Ed

School Principal
APPROVAL SHEET
This study is entitled “BUDGETING PRACTICESS OF COLLEGE
STUDENTS IN UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA-
ISABELA CAMPUS” prepared and submitted by Myra Bermudez, Golda Bernadeth
Reyes, Marc John Daracan, Krisdan Madriaga, Jinky Valencia, Jude Villeta in partial
fulfillment of the requirements for the Inquiries, Investigation, Immersion has been
examined and recommended for oral examination.
Rhean Joy B. Acupido, LPT
Research Instructor
ACKNOWLEDGEMENT
With deep appreciation the researchers would like to acknowledge the following
individuals for their support, assistance during the time of doing this study.
To the Almighty and Loving Father, for guiding the researchers in making this study
and providing enough knowledge, wisdom, and patience throughout the journey of
researchers;
To researchers’ parents, for the immeasurable love and for supporting in every aspect
of their lives and in every way possible;
To Ms. Maribeth G. Picoc, LPT, class Adviser, for dedicating her time in checking this
research work and for her support to the group, which inspired them to do their task with
excellence and passion;
To Ms. Rhean Joy B. Acupido, LPT, research instructor, for giving them ideas on how
to start their research, for the knowledge and wisdom she imparted, for making this work
possible and for her understanding and patience in assisting them for an extended period
of time;
To Mrs. Raquel M. Tabaday, MA.Ed, School Pricipal and to Mrs. Michelle B.
Estillore, RN,MAN, MA.Ed, Senior High School Coordinnator, for giving the
researchers permission to conduct an interview to their interviewees.

DEDICATION
With deep appreciation the researchers would like to dedicate the following
individuals for their support, assistance during the time of doing this study.
To God Almighty father, for guiding the researcher in making this study and providing
enough knowledge, wisdom, and patience throughout the journey of researchers;
To researchers Parents, for the immeasurable love and for supporting in every aspect of
their lives;
To Friends, for understanding and encouragement;
To Adviser and Instructor, for dedicating their time in checking this research work and
for their support to the group, which inspired them to do their task with excellence and
passion; for giving them ideas on how to start their research, for the knowledge and
wisdom their imparted, for making this work possible and for their understanding and
patience in assisting them for an extended period of time;

ABSTRACT
The research was conducted in order to know the budgeting practices of
the Bachelor of Science in Business Administration and the Bachelor of Science in
Accountancy in the University of Perpetual Help System Laguna- Isabela
Campus. Budgeting practices were then associated with the respondents’ sex, course,
and their allowance. Results from the study will serve as a basis for the improvement of
all students budgeting practices.
To attain the objectives of the study, 1st year students from BSBA and
BSA were asked to participate by answering questionnaires regarding their budgeting
practices.
TABLE OF CONTENTS
Page
Approval by the Panel of Examines ……...……………………………………...................
Approval Sheet……………………………………………………………………………...
Acknowledgement…..……………………………………………………………...............
Dedication ……………………………………………………………………….................
Abstract ……………………………………………………………………………….........
Table of Contents….…………………………………………………………………..........
Chapter I THE PROBLEM AND ITS SETTING
Introduction……………………………………………………………………........
Theoretical Framework………………………………………………………..........
Statement of the Problem…………………………………………………………...
Statement of Hypothesis/ Hypotheses……………………………………………...
Scope and Delimitation…………………………………………………………......
Significance of the Study……………………………………………...……………
Definition of Terms…………………………………………………………………
Chapter II REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature…………………………………………………………………..
Local Literature…………………..............................................................................
Synthesis …………………………………………………………………...............
Chapter III RESEARCH METHODOLOGY
Research Design…………………………………………………………………….
Sources of Data……………………………………………………………………..
Respondents of the
Study………………………………………………...................
Instrumentation and Validation………………………………………………..........
Data Gathering Procedure…………………………………………………..............
Statistical Treatment of the Data…………………………………………………....
Chapter IV
RESULTS AND DISCUSSION……………………………………………………………
Chapter V
SUMMARY FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Findings………………………………………………………………………….....
Conclusions …………………………………………………………………….......
Recommendations ………………………………………………………………….
REFERENCES
APPENDICES
Appendix A- Letters………………………………………………………..............
Appendix B – Sample Questionnaire
……………………………………………….
Appendix C- Editor’s/Statistician’s
Certification……………………………...........
Appendix D – Curriculum
Vitae…………………………………………………….
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Money plays a vital role in every individual’s life. It is used
to buy daily life necessities. Sufferings such as illness and starvation
due to poverty can also be prevented by it. It can also give satisfaction
and assurance in life. Without it we cannot get anything we need or
want. Therefore, money should be used wisely.
For a better way of using money, budgeting should be done.
Budgeting is the best way to properly allocate money to expenditures.
Budgeting, as defined by Vohwinkle (2018), pertains to understanding
how much money a person has, where it goes, and then planning how
to best allocate those funds. A good way of budgeting money can help
keep spending on track and even uncover hidden cash flow
abnormalities that might free up even more money to put toward other
financial goals.
Students on the other hand, learn to save their allowance as they
grow and meet different requirements in school as well as things they
want to buy for their own. Budgeting is one practical skill that comes in
useful for them. It helps them to attain a better understanding of
financial matters that would become handful in their future.
Different students of different schools have their problems in
spending their allowance. And they deal with it with their own
budgeting strategies. The researchers; therefore, determined the
practices of those students, to asses if the students possess financial
management skill to know how to manage their finances and the
impacts of the variables to their personal budgeting practices.
The researchers chose this topic because it answers the internal
problem of the students which can make answering the external
problem easier.
Budgeting is important for your financial stability ensuring you can pay common
expenses like rent, tuition, student loans, credit card, bills and entertainment but what
working toward realistic goals you can actually meet so you don’t end up disappointed by
missing goals outside your capabilities set financial goals setting realistic financial goals
gives you a head start to create your budget it’s important to have something to work
toward financially, whether it’s paying all of your bills on time every month or saving up
for a vacation. But it’s just as important to ensure you’re working realistic goals. Think
about what kinds of goals you want to set both short and long term. Short term goals save
enough money for next semester book, pay extra on your student loans or other debt
payments each month.
It can be a particularly difficult challenge for student especially those in senior high
to create a budget and stick to its part of the reason, because unlike those who work full
time, student income resource may be less stable than a fixed paycheck. Many students
who works every summer for money was to stretch over the school year. Other might
have summer savings plus a part time job to help with expenses or also receive financial
support from home. Budgeting can be tough when going to senior high since it was the
first time some student has lived on their own with the freedom to make every day
financial decision. Making commitment to live a budget was the hardest part.
There exists a wide disporting between the theory and practice of capital budgeting.
During the past fifteen years, the theory of capital budgeting has been characterized by
the increased application of such analytical programming, probability and statistical
theory. The practice of capital budgeting has no doubt changed at the same time, but
business executives do not appear to have adopted many of the new techniques. The
purpose of this paper is to compare theory with practice, Mao C Tajo (2006)
Theoretical Framework
From the Motivational Theory, Ottley (1987) as develop a model which
demonstrates the theoretical relationship between budget difficulty, aspiration and
performance. The aspiration level relates to that personal goal of budgeteer. As the budget
difficulty increases, Ottley argues that aspiration levels and performance improves until a
point is reached when it is perceived as impossible to achieve beyond each aspirational

and performance levels decline. This can mean that the budget that is expected to be
achieved will motivate a lower level of performance than the one who offers the grates
degree of motivation.
Hofstede (1967) adopted a similar approach to illustrate a hypothesized
relationship between the level of difficulty of an expense budget, the aspiration level and
performance. His key conclusions concerning budget difficulties were:
 Budgets have no motivational effect unless they are accepted by the managers
involved as their own personal targets;
 Up to the point where the budget is no longer accepted the more demanding the
budget target the better the results achieve
 Demanding budgets are seen as more relevant than less difficult targets but negative
attitudes result if there are seen to be too difficult;
 Acceptance of budgets is facilitated with good upward communication skills and
regular meetings;
 Managers reaction to budget targets were affected by their own personality and more
general cultural and organizational norms.
This means that if budgets are to be set at a level which motivates individuals to
achieve maximum performance adverse budget variances are to be expected. In this
situation it is therefore essential that adverse budget variances are not used by
management as a punitive device since this is likely to encourage budgeters to attempt, to
obtain user budgets by their underperforming or deliberately negotiating easily attainable
budgets.
CONCEPTUAL FRAMEWORK
Input Process
 Profile
Sex
Course
Allowance Survey Questionnaire To provide better ideas
 Personal Budgeting shall be used to for budgeting
Practices in terms of; determine the budgeting
Transportation; practices
Meal;
Projects and School
supplies;
Savings
Output
FEEDBACK
The input shows the profile of the respondents,
their initial knowledge about budgeting, and the
significant difference on students personal budgeting practices and their profile. Survey
Questionnaire shall be used to determine the budgeting practices. After which, the
gathered information was analyzed using the statistical tools. Results was served as a
basis for the improvement of budgeting practices.
Statement of the Problem

1.) What is the profile of the students in terms of;
1.1 Sex
1.2 Course
1.3 Allowance
2.) What are the personal budgeting practices of college students in University
of Perpetual Help System Laguna- Isabela Campus in terms of;
2.1 Transportation
2.2 Meal
2.3 Projects and School supplies
2.4 Savings
3.) Is there a significant difference on students personal budgeting practices
when the respondents grouped according to their sex and course?
4.) Is there a significant relationship on students personal budgeting practices
when the respondents grouped according to their allowance?
Statement of Null Hypothesis
There is no significant deference on students personal budgeting practices to their
sex and course. There is no significant relationship on students personal budgeting
practices to their allowance.
Scope and Delimitation of the Study

The study was conducted within the premises of University of
Perpetual Help System Laguna - Isabela Campus. The primary
respondents are 1st year college students. However, only 51/67
respondents agreed to participate.
from College of Accountancy and Business Administration (Bachelor of
Science in Accountancy and Bachelor of Science in Business
Administration).
Significance of the Study
The results of this study was benefit the following:
Students- The result of this study was provide them new ideas on
how to improved their budgeting.
Parents- The result of this study present them eased from
different financial expenditures. It also provides them ideas for
effective financial management and give them idea on the amount of
money they allocate to their children and to monitor how their children
spend their allowance in the different variables given.
Future Researchers- This study provide information about
budgeting practices of college students and a significant deference on
students personal budgeting practices and their profile. And also enhance the student’s
awareness as to the importance of budget plan.
Definition of terms
The following terms are operationally defined from the Merriam-Webster dictionary
except otherwise indicated:
Allowance – an amount of money that is given to someone regularly or for a specific
purpose.
Budgeters-one who is restricted to a budget.
Budgeting- a plan used to decide the amount of money that can be spent and how it will
be spent.
Budgeting Strategies - this refers on how college students plans to spend their money.
(Conceptually)
Cash flow- the movement of money in and out of a business.
Disporting-to amuse oneself in light or lively fashion.
Expense- the amount of money that must be spent especially regularly to pay for
something.
Punitive- extremely or unfairly severe or high.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
A budget is every significant tool used in ensuring proper and
efficient administration. Almost all policies, practices and procedures
associated and applied in the modern budgeting traces their historical
development back in the nineteenth century. For such a long time,
budgets and the entire budgeting process have survived existence in
the world. Various parties: individual’s partnership, companies, and
governments have incorporated budgets and the entire budgeting
process in the execution of their business operations. According to the
belief of all those who incorporate budgeting in their operations, they
all do so in respect to positive returns expected from the use of
budgeting techniques in the administration of monetary activities.
Budgeting happens for a reason. It has key purposes and benefits to all
those who incorporate it into their business operations. However, it
also imposes some threats and problems for its users as well. In this
report, a critical literature review will be availed on the concept of
budgeting, especially on its purpose and related problems

For a more favorable way of spending money, each individual
should know how to budget their money. Budgeting money pertains to
understanding how much money a person have, where it goes, and
then planning how to best allocate those funds. A good way of
budgeting money can help keep spending on track and even uncover
hidden cash flow abnormalities that might free up even more money to
put toward other financial goals (Vohwinkle 2018). Budgeting will tell
exactly how much a person supposed to spend and to prevent
overspending. It’s a way of dividing money into categories of
disbursements and savings. It makes a person aware which category of
expenditure takes which portion of their money. With this,
adjustments become more possible. It also serves as a reference for
organizing bills, receipts, and financial statements based on Smriti
Chand (2012).
This means that if budgets are to be set at a level which motivates individuals to
achieve maximum performance adverse budget variances are to be expected. In this
situation it is therefore essential that adverse budget variances are not used by
management as a punitive device since this is likely to encourage budgeters to attempt, to
obtain user budgets by their underperforming or deliberately negotiating easily attainable
budgets.
But even though there are many advantages of budgeting, still
not all people are engaging into it. Only wise person knows the value
of it and can appreciate it. Most of those wise persons are businessman
and few of them are students. They have their own ways to spend and
save their money. According to Wallen (2014) there are seven (7) ways
to spend money which are: 1) Pony up for quality where it counts; 2)
Buy generic label groceries; 3) Cut down food waste; 4) Wait for it; 5)
Clip coupons for special occasions; 6) Go to the matinee and 7) Hit up
the thrift shop. While there are eight (8) simple ways to save money
which are: 1) Record your expenses; 2) Make a budget; 3) Plan on
saving money; 4) Choose something to save for; 5) Decide on your
priorities; 6) Pick the right tools; 7) Make saving automatic and 8)
Watch your savings grow.
Students also learned how to budget their allowance through
their subjects. College students have their different subjects depending
on what course they are enrolled. And according to the research of
Hooks (2013), students that are enrolled in business and accounting
courses are better in budgeting their allowance compared to other
students in different course. Their budgeting strategies were improved
because of their different subjects such as Basic Finance, Management
Accounting, Marketing and Business Management.
Budgets are used by management for different uses (Riley, 2012): 1) control
income and expenditure (the traditional use); 2) establish priorities and set targets in
numerical terms; 3) provide direction and co-ordination, so that business objectives can
be turned into practical reality; 4) assign responsibilities to budget holders (managers)
and allocate resources; 5) communicate targets from management to employees; 6)
motivate staff; 7) improve efficiency; 8) monitor performance.
The manner in which college students manage their money is based on several
factors such as age, personality traits, and knowledge (Norvilitis, et al., 2006). College
students are in unique situation because they have restricted incomes and high expenses;
therefore, they manage money differently (Micomonaco, 2003). The more knowledge
students have about their financial responsibility and status the less likely they are to be
in debt (Norvilitis, et al., 2006). In “Borrowing Against the Future: Practices, attitudes
and knowledge of financial management among college students,” Micomonaco (2003)
finds college students tend not to have a budget or calculate credit card bills based on
their actual spending. For example, there was a significant amount of students that how
much they would owe in student loans when they graduate (Micomonaco 2003). Also,
only36% of students with credit cards reported paying off their credit cards bills monthly
(Norvilitis, et al., 2006). Although college students are concerned about their future
financial status; 67% of freshmen at four-year colleges or universities have concerns
about paying their tuition. This is the highest amount of concern expressed in over a
decade (Gordon, 2010). There are many groups of students that accumulate and perceive
debt differently, for example, how they used credit cards. Women are more likely to
report having a budget then men, but women more frequently accumulate higher
amount credit card debt and total debt (Micomonaco, 2003). Also, majority students
perceive themselves as more in control of their finances than minority students perceive
themselves (Micomonaco 2003). A study conducted by Reasie Henry also showed that
women were more likely to have a budget than men, married students with budgets were
more likely to follow them, and those aged 36 to40 were more likely to follow them most
of the time. More likely, students become better budgeter and planner as they mature and
as they begin to have more responsibilities in their lives (Stollak, 2010).
According to Romanian authors (Achim, 2009) budgeting purposes (budget
functions) are the following: 1. Planning operations that ensure the companies’ strategic
objectives realization. Budgeting process stimulates managers to predict all the problems
before their appearance and thereby avoid making hasty decisions in the event of certain
undesirable situations in the future. We can say that budgeting "guarantees" that they will
plan future operations depending on how it was accomplished the previous budget, taking
into account all the factors that have influenced changes regarding previous budget
indicators. 2. Coordinating various activities of different types of subdivisions.
Coordination of each employee and groups interest. Each subdivision of an economic
entity has its own objectives and this can lead to situations in which these goals are
contradictory in relation to other responsibility centers. So, the budget has the role to
reconcile and regulate these contradictions in favor of the economic entity so that these
situations can be prevented. 3. Stimulation of managers from all business levels to
achieve predetermined goals of each responsibility center. There was conducted a lot of
research regarding the role and the importance of budgets within a company.
According to Turkish authors Ali Uyar and Necdet Bilgin, the reasons for
budgeting, in the order of their importance are: control expenses, profitability, aid long-
term planning, co-ordinate the operation, aid short-term planning, evaluate performance,
motivate managers, motivate employees and communicate plans with employees (Uyar
and Bilgin, 2011)
Budget execution control is the process of determining and analyzing the
deviations of effective values of indicators from the predetermined values (Achim, 2009).
The most important advantages of budget execution control are (Achim, 2009 ): a) it is
useful to managers at different hierarchical levels because it is a daily guide for their
activity; b) allows senior management to achieve a synthesis analysis of the business’
activity which allows it to objectively assess low-level managers work; c) allows the
knowledge of the meaning and importance of deviations in comparison with forecasts,
that leads to increased efficiency in key areas of economic management of the entity; d)
enhances coordination of activities carried out in different functions of the company,
allowing decentralization of responsibilities; e) leads to technical and economical
updating where necessary.
The key purposes of budgets can be translated into planning the use of resource,
forecasting the future, assistance in performance evaluation and maximization, assuring
the means of communication for the management, controlling the activities of various
groups within the firm, motivating employees to achieve performance, controlling
performance by investigating variances, resolving conflicts of interest between groups
with the organization, pricing decisions and control (Riley, 2012, Oak and Schmidgall,
2009, Cruz, 2007, Ahmad and Suleiman, 2003, Joshi and Com, 1997, Joshi et al., 2003).
The cash flow budget is a prediction of future cash receipts and expenditure for a
particular period. The cash flow budget helps the business determine when income will
be sufficient to cover expenses and when the company will need to seek external
financing (Kariuki, 2010).
Local Literature
De Guzman (2007) defined money as a medium used for
exchange, unit of account and store value that plays a vital role in
every individual’s life. It is used to buy daily life necessities. Sufferings
such as illness and starvation due from poverty can also be prevented
by it and can give satisfaction and happiness in life. Without it, one
cannot get anything that he needs and wants. Ayn Rand stated in her
book Atlas Shrugged that prices of commodities and money has a
direct relationship. As prices of commodities become higher, money
has gained more value. Also, there are only few things left that cannot
be bought by money. This is why money should be used wisely.
Businessmen are people who spend their money only when it is
necessary. They also know when to invest a lot of money unto
something they know will be useful for them. On the other hand,
students learn to save their allowance as they grow and meet different
requirements in school as well as things they want to buy for their own
(De Guzman 2007).
Going to college is an expensive venture, and while tuition costs are clearly
printed on schools 'websites and in catalogs, the amount of spending money a college
student needs is much more difficult to figure out. Pinning down an amount of money
needed for college will depend on many factors, including: what one considers spending
money, what kinds of activities the student does week to week, and the geographical
region where the student attends college. The largest reason behind the difficulty of
knowing how much spending money college students need is that different people
consider different things as paid for with "spending money"(Frazier, 2004).
Synthesis
The studies conducted by the foreign researchers is a more favorable way of
spending money, each individual should know how to budget their money. Budgeting
money pertains to understanding how much money a person has, where it goes and then
planning how to best allocate those funds. Everyone have their own ways to spend and
save their money. We have many advantages of budgeting but only wise person knows
the value of it and can appreciate it.
Students also learned how to budget their allowance. Their budgeting practices
were improved because of their different subjects such as Basic Finance, Management
Accounting, Marketing and Business Management.
The studies conducted by local researcher, it tells about the unit of account and
store value plays a vital role in every individual's life. Money has gained more value.
This is why money should use wisely. We need to spend our money only when it is
necessary. So that we can buy things that we want in the future.
Chapter III
RESEARCH METHODOLOGY
Research Design
This research was a quantitative type of research. Quantitative
Research, used to quantify the problem by way of generating numerical data or data that
can be transformed into usable statistics. It was used to quantify attitudes, opinions,
behaviors, and other defined variables – and generalize results from a larger sample
population. Descriptive research design, the data collection was observational in nature, it
seeks to described the present the condition of a variable or phenomenon. The term
descriptive research refers to the type of research question, design, and data analysis that
applied to a given topic.
Locale Study
The research conducted at the University of Perpetual Help
System Laguna, Isabela Campus, Minante Uno, Cauayan City, Isabela.
Sources of Data
A survey was used by the researchers to gather data. Survey by
administering questionnaires to the respondents to generate and
gather information about their practices in budgeting.
Respondents of the Study
All 1st year students under College of Accountancy and Business
Administration who are currently enrolled for the 2nd semester of S.Y.
2018-2019 at University of Perpetual Help System Laguna - Isabela
Campus were the respondents of the study.
Instrumentation and Validation
The study adapted the questions from the Technological Institute
of the Philippines-Manila College of Business Education Bachelor of
Science in Accountancy (Sagdullas 2018) as instrument in gathering
information that answered the problem of the study. The research used
the questionnaire from Technological Institute of the Philippines-
Manila College of Business Education Bachelor of Science in
Accountancy.
Data Gathering Procedure
After the approval of the academic research proposal, the
researchers first sought approval or permission to the dean of College
of Accountancy and Business Administration to conduct the survey. The

researchers then asked the respondents to participate by answering
questionnaires. The survey was conducted to college students.
Sampling Technique
Total Enumeration, this technique will be used for the study where all members of
the whole population are measured.
Statistical Treatment
For the researchers to interpret the data that were gathered, the
following tools were used:
1. Frequency distribution and Percentage
This was used to determine the profile of the respondents in
term of sex, course and allowance.
2. Weighted Mean
This was used to determine the personal budgeting practices of college
students (Bachelor of Science in Accountancy and Bachelor of Science
in Business Administration) in University of Perpetual Help System Isabela
Campus.
3. t-test
This was used to determine if there a significant difference on students personal
budgeting practices in terms of their sex.
4. ANOVA
This was used to determine if there a significant difference on students personal
budgeting practices in terms of their course.
5. Pearson-r
This was used to determine if there a significant relationship on students personal
budgeting practices in terms of their allowance.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data gathered following the
sequence of statement posed in the study.
SOP 1. Profile of Students- Respondents
Table 1.1 Frequency and Percentage of the

Respondent's Sex
Frequency Percentage
Male 13 25.5
Female 38 74.5
Total 51 100
Table 1.1 shows the summary of the students of BSA and BSBA when they were
grouped or arrange according to their Sex. The thirteen (13) or 25.5% where
males and the thirty-eight (38) or 74.5% were females. This implies that the
majority of the respondents are female.

Table1. 2 Frequency and Percentage of the

Respondent's Course
Frequency Percentage
BSA 23 45.1
BSBA 28 54.9
Total 51 100
Table 2 shows the frequency and percentage of the respondents’ courses. The
above table shows that twenty-three (23) or 45.1% of the respondents were BSA
students while the remaining other twenty- eight (28) or 54.9% were BSBA
students. All in all, there are 51 respondents who were involved in this study.
1.3 Personal Allowance Allocation (in a week)

Transportation Meal School Requirements
Load Cosmetics Others
Others
12%
Transportation
Cosmetics 27%
9%
Load
12%
School Requirements Meal

14% 26%
This graph shows the weekly personal allowance allocation of the respondents.
Transportation with 27% got the highest allocation amount because some of the
respondents were far from the school and Cosmetics with 9% got the lowest because not
all of the respondents were using cosmetics.
On the contrary, according to a research of Westwood college in US, most college
students spend the least of their allowance in transportation, books and supplies but
spends 40% on discretionary activities- entertainment, apparel and services, travel and
vacation.
SOP 2. Personal Budgeting Practices of College Students in University of Perpetual
Help System Cauayan Campus in terms of
Table 2 Weighted Mean of the Personal Budgeting of College Students.
Mean Descriptive

Rating
Transportation
I have a regular school service which eliminates my
2.02 Disagree
transportation expenses.
I live in a dorm or at house which is just a walk from
1.8 Disagree
school.
I am not using transportation vehicles if possible to
1.92 Disagree
lessen my transportation allocation expenses.
I spend less than 50% of my allowance for
2.76 Agree
transportation.
I take an alternative route or mode of transportation
2.43 Disagree
that is less expensive.
Grand Mean 2.19 Disagree
Meal
I bring pack lunch or food to save allowance. 2.18 Disagree
I bring lunch of food because it is not provided in
1.86 Disagree
my allowance.
I prefer to eat outside the school for more affordable

2.92 Agree
choices of food.
I eat my meal at home before I go to school for less
2.57 Agree
expenses.
I spend 40-50% of my allowance for food 2.98 Agree
Grand Mean 2.50 Disagree
Project and School Supplies
Strongly
I allot 10% of my allowance for photocopy. 3.41
Agree
I allot 10% of my allowance for books. 2.57 Agree
Having projects or researches increases my
2.78 Agree
allowance for projects.
My allowance is enough to cover for my projects. 2.43 Disagree
I spend 15% of my allowance for my projects. 2.88 Agree
Grand Mean 2.81 Agree
Savings
I don’t spend much on wants. 3 Agree
I join in ease-up system of “paluwagan”. 2.04 Disagree
I lend part of my allowance rather than spending it. 2.75 Agree
I open bank account or have a treasure box where I
2.41 Disagree
can deposit my savings.
I save money for emergency purposes or just in case Strongly
3.33
I might need extra money. Agree
Grand Mean 2.71 Agree
Table 2 shows that “I spend less than 50% of my allowance for transportation”
has the highest mean which is 2.76 and the item “I live in a dorm or at the house which is
just a walk from school” has the lowest which is 1.8. the grand mean under transportation
is 2.19 which is disagree in verbal term. This suggests that most respondents do not have
a regular school service, does not walk from school, or take alternative routes to lessen
expenses that is why their budget in transportation is noticeably high.
The item with the highest mean under meal is: “I spend 40-50% of my allowance
for food” which has 2.98 and the item “I bring lunch of food because it is not provided in
my allowance” which has 1.86 mean. The grand mean under meal is 2.50 which is
disagree in verbal term. This suggests that the respondents are more likely to spend more
on meal.
“I allot 10% of my allowance for photocopy” is the item with the highest mean of
3.41 and “My allowance is enough to cover to my projects” has the lowest mean with
2.43. The grand mean under transportation is 2.81, this means agree in verbal term.
The item: “I save money for emergency purposes or just I might need extra money” has
the highest mean which is 3.33 and the lowest mean which is 2.04 is the item: “I join in
ease-up system of Paluwagan”. The grand mean of 2.71 is disagree in verbal term. This
suggests that the majority of the respondents save from money some their allowance.
SOP 3. Significant Difference on Students Personal Budgeting Practices to their

Profile
Table 3.1 Significant Difference on Students Personal Budgeting Practices to

their Sex
t-test for Equality of Means
t Sig.(2-tailed)
0.35
Transportation 9 0.721
-
0.46
Meal 7 0.642
-
0.60
Project and Allowance 7 0.547
-
0.94
Savings 2 0.351
Table 3.1 show that all sig. values are greater than 0.05. This indicates that there
is no significant difference on the respondents’ sex to their budgeting practices, meaning
their sex is irrelevant to their budgeting practices.
On the contrary, male college students in the united states of America are more
financially independent as well as more financially confident and secure when compared
to females. (Carpenter and Moore, 2008).
3.2 Significant Difference on Students Personal

Budgeting Practices to their Course
ANOVA
F Sig
0.76 0.38
Transportation 6 6
2.39 0.12
Meal 5 8
0.13 0.71
Project and Allowance 7 3
1.71 0.19
Savings 3 7
Table 3.2 show that all sig, values are greater than 0.05. This indicates that there
is no significant difference on the respondents’ course to their budgeting practices,
meaning their course is irrelevant to their budgeting practices.
Furthermore, it is argued by (Chen & Volpe, 1998) that students do not gain more
familiarity over personal funds and budgeting by just taking more time in college
learning other distinct subjects.
Table 3.3 Significant Relationship on Students Personal Budgeting Practices to their Personal Allowanc
Person R Sig
Transportation
I have a regular school service which eliminates my 0.242 0.086
transportation expenses.
I live in a dorm or at house which is just a walk from
-0.141 0.324
school.
I am not using transportation vehicles if possible to lessen 0.104 0.469
my transportation allocation expenses.
I spend less than 50% of my allowance for transportation. -0.167 0.242
I take an alternative route or mode of transportation that is 0.274 0.052
less expensive.
Meal
I bring pack lunch or food to save allowance. -.314* 0.025
I bring lunch of food because it is not provided in my -0.029 0.839
allowance.
I prefer to eat outside the school for more affordable .1346* 0.013
choices of food.
I eat my meal at home before I go to school for less 0.023 0.872
expenses.
I spend 40-50% of my allowance for food 0.098 0.494
Project and School Supplies
I allot 10% of my allowance for photocopy. 0.022 0.876
I allot 10% of my allowance for books. 0.078 0.584
Having projects or researches increases my allowance for 0.138 0.334
projects.
My allowance is enough to cover for my projects. -0.063 0.659
I spend 15% of my allowance for my projects. -0.074 0.604
Savings
I don’t spend much on wants. -.363** 0.009
I join in ease-up system of “paluwagan”. 0.169 0.237
I lend part of my allowance rather than spending it. -0.108 0.45
I open bank account or have a treasure box where I can 0.158 0.269
deposit my savings.
I save money for emergency purposes or just in case I -0.206 0.148
might need extra money.
Table 3.3 reveals the significant relationship on the students Personal Budgeting Practices
to their allowance as can be gleaned from the table, there is a positive relationship
between students budgeting practices and their sex particularly on items: “I bring pack
lunch or food to save allowance “and “I prefer to eat outside the school for more
affordable choices of food”. On the other hand, “I don’t spend much on wants” has high
significant negative relation.
The items: “I bring packed lunch or food to save allowance” and “I prefer to eat outside
the school for more affordable choices of food” are both significantly related to the
respondents’ allowance. They suggest that respondents tend to eat outside the school for
more affordable choices or bring packed lunch to somehow lessen their huge expense in
meal. The item: “I don't spend much on wants” is highly significant meaning most
respondents spend more on their needs such as meal and transportation.
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The research was conducted in order to know the budgeting practices of
the Bachelor of Science in Business Administration and the Bachelor of Science in
Accountancy in the University of Perpetual Help System Laguna- Isabela
Campus. Budgeting practices were then associated with the respondents’ sex, course,
and their allowance. Results from the study will serve as a basis for the improvement of
all students budgeting practices.
To attain the objectives of the study, 1st year students from BSBA and
BSA were asked to participate by answering questionnaires regarding their budgeting
practices.
Summary of findings
1. What is the profile of the students in terms of;
1.1Sex
1.2 Course
1.3 Allowance
38 out of 51 respondents are female and the rest are male. Consequently, 28 out of
51 respondents are Bachelor of Science in Business Administration and the rest are
Bachelor of Science in Accountancy. Finally, transportation with 27% got the highest
budget allocation from the respondents’ allowance while Cosmetics with 9% got the
lowest.
2. What are the personal budgeting practices of college students in University of
Perpetual Help System Cauayan Campus in terms of;
2.1 Transportation
2.2 Meal
2.3 Projects and School supplies

2.4 Savings
The grand mean under transportation is 2.19 which suggests that most respondents does
not have a regular school service, does not walk from school, or take alternative routes to
lessen expenses. That is why their budget in transportation is noticeably high. The grand
mean under meal is 2.50 which suggests that the respondents are more likely to spend
more on meal. The grand mean under transportation is 2.81, this means agrees in verbal
term. The grand mean of 2.71 is disagree in verbal term. This suggests that the majority
of the respondents save from money some their allowance.
3. Is there a significant difference on students personal budgeting practices when the
respondents grouped according to their profile?
There is no significant difference on the students’ personal budgeting practices to
their sex and course
4. Is there a significant relationship on students personal budgeting practices when
the respondents grouped according to their allowance?
There is no significant relationship on the students’ personal budgeting practices
to their allowance.
Conclusion
Based on the summary of finding, the researchers were able to draw the following
conclusion:
The researchers determined that there is no significant difference on the budgeting
practices of the respondents regarding to their sex and course. There is also no significant
relationship on the respondents budgeting practices and their allowance.
Recommendations
Based on the aforementioned findings and conclusions of the study, the following
recommendations are advised:
To the Future Researchers
1. Other variables such as personality and age may be considered for correlation.
Widening the scope to other schools is also recommended.
To Students
1.They should make ways to lessen their transportation and meal expenses and should
prioritize savings on their budget more.
2. The conducted study is beneficial to a student who wants to conduct the same study as
we did.
3. We also recommend that the students should bring foods to lessen their meal expenses.
To Parents
1. The parents should give sufficient amount of allowance to the students.

REFERENCES
Electronic Reference
https://www.scribd.com/doc/85158411/A-DESCRIPTIVE-RESEARCH-ON-
ALLOWANCE-AND-BUDGET-OF-SECOND-YEAR-STUDENTS-OF-UNIVERSITY-
OF-SANTO-TOMAS-COLLEGE-OF-FINE-ARTS-AND-DESIGN
https://pocketsense.com/theories-budget-1726.html
Micomonaco Justin P. 23 April 2003. “Borrowing Against the Future: Practices, attitudes
and knowledge of financial management among college students,” Virginia Polytechnic
Institute and State University.
Norvilitis, J. M., Merwin, M. M., Osberg, T. M., Roehling, P. V., Young, P., & Kamas,
M. M. (2006). Personality factors, money attitudes, financial knowledge and credit card
debt in college students. Journal of Applied Social Psychology,
Alhabeeb, M. J. (1999). Allowances and the Economic Socialization of Children”,
Association for FinancialCounselling and Planning Education, 10 (2), 1-9.
Ali, S. (2013). Financial literacy in Malaysia: Issues and status update.
Allen, M. W., Edwards, R., Hayhoe, C. R. and Leach, L. (2007), Imagined
interaction, attitudes towards money and credit, and family coalitions, Journal of Family
and Economic Issues, 28, 3-22.
Ansong, A. (2011). Level of Knowledge in Personal Finance by University Freshmen
Business Students, African Journal of Business Management, 5 (22),pp. 8933-
8940. Available at: http://www.academicjournals.org/AJBM
Chen, H. and Volpe, R. P. (2002).Gender differences in personal financial literacy

among college students. Financial Services Review, 11, 289–307.
APPENDICES
Appendix A- Letters
Appendix B – Sample Questionnaire
Part I. Personal profile

Direction: Put a check that best suits your answer.
Name (optional):
Sex: Course:
Male Female Bachelor of Science in
Accountancy
Bachelor of Science in
Business Administration
Part II. Personal allowance

Direction: Please write the exact amount of your budget allowance
according to the following:
Day Day Day Day Day Day Day Total
1 2 3 4 5 6 7
Transportation
Meal
School requirements
Load/ Net allowance
Cosmetics/ Personal
needs
Others
Part III.
Direction: Answer the questionnaire honestly by putting a check on the

space provided.
4= Strongly agree 3=Agree 2=Disagree
1=Strongly disagree
I. Transportation 4 3 2 1
A. I have a regular school service which
eliminates my transportation expenses.
B. I live in a dorm or at house which is just a
walk from school.
C. I am not using transportation vehicles if
possible to lessen my transportation allocation
expenses.
D. I spend less than 50% of my allowance for
transportation.
E. I take an alternative route or mode of
transportation that is less expensive.
II. Meal 4 3 2 1
A. I bring pack lunch or food to save allowance.
B. I bring lunch of food because it is not provided in my

allowance.
C. I prefer to eat outside the school for more affordable
choices of food.
D. I eat my meal at home before I go to school for less
expenses.
E. I spend 40-50% of my allowance for food
III. Projects and School Supplies 4 3 2 1

A. I allot 10% of my allowance for photocopy.
B. I allot 10% of my allowance for books.
C. Having projects or researches increases my allowance for

projects.
D. My allowance is enough to cover for my projects.
E. I spend 15% of my allowance for my projects.

IV. Savings 4 3 2 1
A. I don’t spend much on wants.
B. I join in ease-up system of “paluwagan”.
C. I lend part of my allowance rather than spending it.
D. I open bank account or have a treasure box where I can

deposit my savings.
E. I save money for emergency purposes or just in case I
might need extra money.
Appendix C- Editor’s/Statistician’s Certification
EDITOR’S CERTIFICATION
This is to certify that this feasibility study, entitled “BUDGETING
PRACTICESS OF COLLEGE STUDENTS IN UNIVERSITY OF PERPETUAL
HELP SYSTEM LAGUNA-ISABELA CAMPUS” prepared and submitted by Myra
Bermudez, Golda Bernadeth Reyes, Marc John Daracan, Krisdan Madriaga, Jinky
Valencia, Jude Villeta has been edited by the undersigned.
Peejay O. Daranciang , LPT
EDITOR
STATISTICIAN’S CERTIFICATION
This is to certify that this research study, entitled “BUDGETING PRACTICESS
OF COLLEGE STUDENTS IN UNIVERSITY OF PERPETUAL HELP SYSTEM
LAGUNA-ISABELA CAMPUS” prepared and submitted by Myra Bermudez, Golda
Bernadeth Reyes, Marc John Daracan, Krisdan Madriaga, Jinky Valencia, Jude Villeta
has been analyzed by the undersigned.
Christian Boy D. Cacho, LPT
STATISTICIAN
Appendix D – Curriculum Vitae
Curriculum Vitae
Personal Data
Name: Myra D. Bermudez
Address: Brgy. Faustino Cauayan City Isabela
Date of Birth: February 8, 2000
Gender: Female
Contact Number: 09365140424
Citizenship: Filipino
Religion: Born Again
Civil Status: Single
Father’s name: Ruben A. Bermudez
Mother’s name: Cecilia Bermudez
Educational Attainment
Elementary: Faustino Elementary school (2007-2013)
Secondary: Cauayan City National High School (2013-2017)

Curriculum Vitae
Personal Data
Name: Marc John V. Daracan
Address: Calaccab, Angadanan, Isabela
Date of Birth: June 03, 2001
Gender: Male
Religion: Roman Catholic
Father’s name: Gary A. Daracan
Mother’s name: Imelda V. Daracan
Elementary: Calaccab Elementary School
Secondary: Odizee School Of Achievers

Curriculum Vitae
Personal Data
Name: Krisdan F. Madriaga
Address: Cabaruan Cauayan City Isabela
Date of Birth: Dec 1, 2000
Gender: Male
Father’s name: Rolando C. Madriaga
Mother’s name: Nimfa F. Madriaga
Elementary: Cauayan North Central School
Secondary: Our Lady of the Pillar College Cauayan Campus

Curriculum Vitae
Personal Data
Name: Jinky M. Valencia
Address: Brgy. 1 San Mateo, Isabela
Date of Birth: November 10, 2000
Gender: Female
Father’s name: Pedro Claro P. Valencia Jr.
Mother’s name: Julita M. Valencia
Elementary: San Mateo East Central School (2007-2013)
Secondary: La Salette of San Mateo (2013-2017)

Curriculum Vitae
Personal Data
Name: Jude O. Villeta
Address: San Fermin, Cauayan, Isabela
Date of Birth: October 16, 2000
Gender: Male
Religion: Born Again Christian
Father’s name: Jovie D. Villeta
Mother’s name: Tina O. Villeta
Elementary: Palanan Central School
Secondary: Patul National High School

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University of Perpetual Help System Laguna Isabela Campus-JONELTA

Basic Education Department-Senior High School

BUDGETING PRACTICES OF COLLEGE STUDENTS IN

APPROVAL BY THE PANEL OF EXAMINES

Approved by the Panel on Oral Examination with a grade %

Joshua Crusifissu A. Purgarillas, LPT Jemer B. Andres, LPT

Christian Boy D. Cacho, LPT Maribeth G. Picoc, LPT

Inquiries, Investigation, Immersion

MICHELLE B. ESTILLORE, RN, MAN, MA. Ed

Raquel M. Tabaday, MA.Ed

This study is entitled “BUDGETING PRACTICESS OF COLLEGE

STUDENTS IN UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA-

ISABELA CAMPUS” prepared and submitted by Myra Bermudez, Golda Bernadeth

examined and recommended for oral examination.

Rhean Joy B. Acupido, LPT

of their lives and in every way possible;

excellence and passion;

To Mrs. Raquel M. Tabaday, MA.Ed, School Pricipal and to Mrs. Michelle B.

researchers permission to conduct an interview to their interviewees.

enough knowledge, wisdom, and patience throughout the journey of researchers;

To Friends, for understanding and encouragement;

patience in assisting them for an extended period of time;

the Bachelor of Science in Business Administration and the Bachelor of Science in

Accountancy in the University of Perpetual Help System Laguna- Isabela

all students budgeting practices.

BSA were asked to participate by answering questionnaires regarding their budgeting

Approval by the Panel of Examines ……...……………………………………...................

Chapter I THE PROBLEM AND ITS SETTING

Statement of the Problem…………………………………………………………...

Statement of Hypothesis/ Hypotheses……………………………………………...

Scope and Delimitation…………………………………………………………......

Significance of the Study……………………………………………...……………

Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

Chapter III RESEARCH METHODOLOGY

Instrumentation and Validation………………………………………………..........

Data Gathering Procedure…………………………………………………..............

Statistical Treatment of the Data…………………………………………………....

RESULTS AND DISCUSSION……………………………………………………………

SUMMARY FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Appendix B – Sample Questionnaire

Money plays a vital role in every individual’s life. It is used

to buy daily life necessities. Sufferings such as illness and starvation

and assurance in life. Without it we cannot get anything we need or

want. Therefore, money should be used wisely.

For a better way of using money, budgeting should be done.

Budgeting is the best way to properly allocate money to expenditures.

Budgeting, as defined by Vohwinkle (2018), pertains to understanding

keep spending on track and even uncover hidden cash flow

Students on the other hand, learn to save their allowance as they

grow and meet different requirements in school as well as things they

useful for them. It helps them to attain a better understanding of

financial matters that would become handful in their future.

Different students of different schools have their problems in

budgeting strategies. The researchers; therefore, determined the

practices of those students, to asses if the students possess financial

management skill to know how to manage their finances and the

impacts of the variables to their personal budgeting practices.

The researchers chose this topic because it answers the internal

problem of the students which can make answering the external

payments each month.

the increased application of such analytical programming, probability and statistical

From the Motivational Theory, Ottley (1987) as develop a model which

demonstrates the theoretical relationship between budget difficulty, aspiration and