Chapter I

INTRODUCTION

The researchers focus their attention on assessing financial stress,

Students in higher education are becoming more and more concerned about

financial difficulties. Many students find themselves in unstable financial

situations that might negatively impact their academic performance as tuition

costs and living expenses continue to grow. Given that financial strains can

cause anxiety, a decline in motivation, and a reduced ability to concentrate

on academics, this study aims to investigate the connection between

financial stress and academic results.

The purpose of this study is to determine how common financial

stress is among students in today's academic environments. Financial stress

has effects on academic institutions as well as on individual students,

influencing retention rates and general educational results. This study

intends to offer insights that could guide institutional policies and support

systems intended to help students effectively manage financial issues by

evaluating the impact of financial stress on academic performance. By

examining these effects, the researchers hope to highlight the need for all-

encompassing guidelines and assistance programs that meet the financial

and emotional needs of students while creating an atmosphere that supports

their overall growth both as individuals and as learners. According to an

existing study, substantial research examines the impact of academic and

familial stress on students' depression levels and the subsequent impact on

their academic performance based on Lazarus' cognitive appraisal theory of

stress. (Psychiatry, 2022). However, another plausible explanation the

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 majority of the research analyzed found a favorable relationship between

financial stress and depression.

A positive relationship between financial stress and depression exists

in both high-income and low- and middle-income countries, but it is often

stronger among low-income or wealthy populations. In addition to the "social

causation" pathway, "psychological stress" and "social selection" can explain

how financial stress affects depression (Guan, 2022).

The significance of assessing the effects of financial stress on

student academic performance and mental health is critical for detecting and

treating major issues. Financial stress can impede academic focus, resulting

in lower grades and increased dropout rates. It also exacerbates mental

health disorders like anxiety and depression, which impede academic

progress. Understanding these effects enables institutions to provide

targeted support such as financial aid and counseling, resulting in a healthier

and more productive academic atmosphere.

Background of the Study

Many students' grades suffer as a result of financial stress. This is most likely

a result of the Ohio State poll indicating that 32% of students who experience

financial stress neglect their schoolwork. The National Survey of Student

Engagement also revealed that one-third of student do not purchase the

required study materials because of the price. Financial well-being among

students is correlated with academic achievement and graduation rates,

according to several recent studies. Financially secure kids do better

academically and are more likely to graduate from school than financially

stressed student (Grad Author, 2023).

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School Materials

One student stated that they avoided certain classes because they could not

afford the required materials. Others feared if they were unable to pay for the

materials that are needed, their grades would suffer. It was difficult for many

students to purchase “very basic amenities”

(Mooreetal.,2021).

Academic Performance in Relation with Financial stress Student financial stress

contributes to poor well-being and poor academic performance. One of the

stressors that can affect various aspects of a person's life is financial stress.

Some students are already struggling financially, which is affecting their

academic performance

(Prescott, 2016)

Foreign study

A study conducted by researchers at the University of Nizwa (Nizwa, 2019),

found that the students who are vulnerable to financial stress earned worse

grades and fewer credit hours. Duet to financials stress, students who had

such an impact in their academic performance had to decide between

reducing their course workloads or dropping out entirely, and they

additionally stated that becoming more stressed about their own finances. It

became clear that students' academic performances were worse when they

were stressing about their finances that it had an impact on them as well.

Local Study

We are anticipating a lot of stress, such as personal financial stress that

present a challenge. Monetary pressure alluded to how much pressure an

understudy had about their monetary circumstance, and scholarly fulfillment

alluded to an understudy's ability with their scholarly exhibition and

accomplishment. The connection between monetary pressure and scholastic

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execution - the understudies' necessities have a positive impact to make

their objectives accomplished. Financial stress is a major concern for today's

students, not just those in senior high school but for all students ( baltisoto et

al. 2019). The lack of funds will be regarded as one of the most prevalent

issues that affect the majority of students. The majority of students have

experienced financial stress that can also have an impact on their academic

performance ( Acbang et al. 2019)

Theoretical framework

Transactional Model of Stress and Coping (Lazarus & Folkman,

1984)

This model emphasizes the dynamic process of stress as a transaction

between an individual and their environment. It suggests that financial stress

arises when students perceive financial demands as exceeding their

resources. The way students appraise and cope with this stress can

significantly influence their academic performance, with maladaptive coping

strategies potentially leading to decreased focus and engagement.

Maslow's Hierarchy of Needs

Maslow’s theory posits that human need are arranged in a hierarchy, where

lower-level physiological and safety needs must be met before individuals

can focus on higher-level needs, such as self-actualization and academic

achievement. Financial stress can impede students' ability to meet basic

needs (e.g., food, housing, tuition), thereby distracting them from academic

pursuits and impacting their overall performance.

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Statement of the Problem

This study aims to determine the correlation between financial stress

and its effects on academic and inclusivity of Iligan East National High

School SY 2024-2025 a impacting their academic performance.

This research aims to answer the following questions:

1. Is finance important to Student academic achievement

2. To what extent does financial stress affect academic

performance of students?

3. To what extent does financial stress hinder students' academic

achievements, including their grades and participation in school activities?

Null Hypothesis (H0): There is no significant correlation between financial

stress and academic performance among students.

Alternative Hypothesis (H1): There is a significant correlation between

financial stress and academic performance among students.

Scope and Delimitation

The main purpose of this study is to investigate the correlation between

financial stress and its effects on academic performance among students.

By focusing on a diverse sample from various academic disciplines, the

research aims to provide a detailed understanding of how financial

pressures impact students' grades and psychological well-being. Utilizing

quantitative methods, including surveys and academic records, the study

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identifies the extent of these effects and contributes to the development of

targeted support systems. Ultimately, the goal is to inform policies and

practices that alleviate financial stress, enhance academic success, and

improve the overall mental health of students.

The researcher aims to persuade about the impact of financial Stress

on the behavior of senior high school student. This study will focus on the

impact of financial stress on the academic performance of senior high school

students.

Significance of the Study

Financial stress is a very challenging problem that the students are

currently facing. It has a huge impact on the academic performance of the

students. This study specifically addresses the Impact of Financial stress on

the Behavior Among Senior High School Students of Iligan City East

National High School (ICENHS) which aims to identify the impact of financial

stress on the academic performance of the Senior High School Students and

to think for a better solution based on the given problem.

Specifically, this research will benefit the following:

Student - They can get an improved understanding of the issues they

confront after learning about the impact of financial stress on academic

achievement.

Teacher - By fostering a more understanding and supportive learning

environment, this study empowers teachers to better meet the diverse needs

of their students, ultimately enhancing the quality of education they provide.

Parents - By understanding the impact of financial stress on their children's

academic performance provides parents with crucial insights into potential

barriers their children may face in their educational journey.

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Operational Definition

Assessing- This refers to the act of investigating something to

comprehend its nature, quality, or significance. In this case, it

indicates examining the effects of the students.

Financial Stress- Refers to the emotional and psychological pressure that

people suffer as a result of financial limits, such as trouble meeting financial

responsibilities, debt problems, and limited access to financial resources.

Academic Performance- Operational definition: the measurable outputs of

a student's educational achievements, such as grades, test scores, GPA,

and academic advancement over a set period.

Mental Health- It is defined as an individual's entire psychological well-

being, which includes emotional, cognitive, and social components, as well

as stress levels, anxiety, depression, and overall psychological function.

Support Systems- It is defined as the set of resources, services, and

interventions accessible to students to meet their academic, financial, and

mental health needs, including counseling services, financial aid programs,

academic tutoring, and mental health support groups.

Influence- The impact, effect, or influence that students have on many

areas of academic performance, social-emotional development, and

inclusivity within the educational setting.

Interaction- These verbal and nonverbal communication, collaborative

learning activities, conversations, group work, and any other type of

involvement amongst students during academic education.

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Classroom Environment- The physical, social, and emotional environment

of a classroom, which includes things like classroom layout, teacher-student

interactions, peer relationships, and overall learning environment.

Educational Intervention- Refers to deliberate activities or techniques used

by educators or educational facilities to meet students' individual academic,

behavioral, or social-emotional needs, with the goal of enhancing learning

outcomes and supporting student achievement.

Student Engagement- The level to which students are actively involved,

motivated, and invested in their learning experiences, such as engagement

in classroom activities, excitement for learning, and ability to engage with

course material

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 Chapter II

RESEARCH METHODOLOGY

This research provided a comprehensive framework for assessing the

effects of financial stress on student academic performance. By employing a

Mixed-Method approach, Quantitative and Qualitative data collection and

utilizing a structured survey, the study generated data that can inform

educational institutions about the impact of financial stress on students,

ultimately guiding interventions to support academic success.

Sampling Procedure

The researchers gathered data through survey, by the use of questionnaire

then distribute to the Senior High School Students in Iligan City East

National High School

school year 2024-2025.

The researcher used stratified random sampling. Stratified random sampling

also known as proportional random sampling is a probability sampling

technique in which the total population is divided into homogenous groups or

strata to complete the sampling process. This method is particularly valuable

for ensuring that the sample is representative of the entire population,

minimizing bias and allowing for generalizations to be made from the sample

to the larger group. The researcher will choose 108 respondents composed

of males and females of Grade 12 Students (Senior Highschool) of Iligan

City East National High School.

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 Data Gathering Methods

The methods for collecting data for this research include both qualitative and

quantitative data gathering. A blend of surveys and questionnaires was used by

the researcher in collecting data, such that each respondent received a form to

fill out that consists of both qualitative and quantitative questions. The objective

was to assess the effect of financial stress on Senior High School Students.

The researchers intend to provide a deep understanding of the perceptions and

surveys of Senior High School Students regarding of Assessing the Effects of

Financial Stress on their Academic Performance. Besides, making adequate

and accurate and interpretations about such data with the aid of statistical

method. It needs smaller but focused samples in which data are categorized

into patterns that could be used. The respondents are the Senior High School

students at Iligan City East National High School. They were considered

respondents because they have provided the best experience about financial

stress methods for collecting data for this research include both qualitative and

quantitative data gathering. A blend of surveys and questionnaires was used by

the researcher in collecting data, such that each respondent received a form to

fill out that consists of both qualitative and quantitative questions. The objective

was to assess the effect of financial stress on Senior High School Students.

The researchers intend to provide a deep understanding of the perceptions and

surveys of Senior High School Students regarding of Assessing the Effects of

Financial Stress on their Academic Performance. Besides, making adequate

and accurate and interpretations about such data with the aid of statistical

method. It needs smaller but focused samples in which data are categorized

into patterns that could be used. The respondents are the Senior High School

students at Iligan City East National High School. They were considered

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 respondents because they have provided the best experience about financial

stress.

Data Analysis Plan

The Analysis investigates the relationship between financial stress and the

academic performance among senior high school students.

The study adopts a mixed-methods methodology, combining quantitative and

qualitative data to investigate the effects of financial stress on academic

performance. The quantitative component seeks to find patterns, correlations,

and statistical significance, whereas the qualitative component delves deeper

into students' experiences and perspectives. The researchers used Thematic

Analysis, finding, examining, and summarizing patterns or themes in the

qualitative information gathered from surveys, in order to interpret the data

effectively.

on the other hand researcher compute the frequencies and corresponding

percentages by dividing the number of students in each category by the total

number of respondents and multiplying by 100%. By systematically organizing,

counting, and interpreting survey responses, the researcher can meaningfully

summarize and analyze the data’s frequency distributions.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

FINANCIAL STRESS
ACADEMIC PERFORMANCE

Figure 1. The conceptual framework

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Research Setting

This study was conducted at ICENHS, one of the most

prominent secondary educational institutions in Iligan City, a key city in

Northern Mindanao. Established to provide accessible and quality education

to the city's youth, ICENHS is located in the eastern part of the City. Headed

by their school principal, Mrs. Rosemarie S. Macarandan, PhD,

Location Map of the Study.

Figure 2. The Map of Iligan City East National High School

Chapter III
RESULTS, DISCUSSION, CONCLUSION AND RECOMMENDATION

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 This presents, analyses, and interprets the collected data. The data is

structured according to the research questions from the previous chapters. It

is presented in an organized way, with important findings backed up by

tables and visuals. Both qualitative and quantitative data are analyzed to

provide a complete overview of the study's outcomes.

1. Is finance important to Student academic achievement

Table 1.1 Worrying about finances causes me to feel stressed and anxious.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 5 5%

1.81 - 2.60 Disagree 8 7%
2.61 - 3.40 Neutral 30 28%
3.41 - 4.20 Agree 34 31%
4.21 - 5.00 Strongly Agree 31 29%

Table 1.1 presents the data examining the relationship between worrying about

finances and stress and anxiety feelings. There is a very small percentage of

respondents who strongly disagree that financial worries cause stress, which

was 5%, while 7% disagreed with the statement; it simply means that a few feel

financially unconcerned. The largest group, 28%, are neutral, possibly reflecting

uncertainty or a lack of opinion about the connection between finances and

stress. On the other hand, 31% of the respondents agree that financial woes

cause stress and anxiety, and 29% respond with an agreement to the

statement. In total, 60% of the respondents say that financial problems cause

them stress and worry: 31% agree, and 29% agree strongly. Only 12%

disagree: 5% strongly disagree and 7% disagree. This suggests that the

majority of participants experience stress due to financial concerns.

Table 1.2 Financial stress distracts me from paying attention in class.

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Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 9 8%

1.81 - 2.60 Disagree 25 23%
2.61 - 3.40 Neutral 10 9%
3.41 - 4.20 Agree 36 36%
4.21 - 5.00 Strongly Agree 28 26%

The data in Table 1.2 illustrates whether financial stress affects the ability of

students to pay attention in class. A low percentage of respondents, 8%,

strongly disagree that financial stress distracts them, and 23% disagree,

which indicates a minority who feel that financial stress does not significantly

impact their focus. Furthermore, 9% of the respondents are neutral, perhaps

indicating uncertainty or a lack of strong opinion on the matter. A high

proportion, 36%, indicate that financial stress would impact their ability to

pay attention in class; additionally, 26% said that they strongly agreed that

financial stress would influence them in this way. Generally, 62% (36%

agreeing and 26% strongly agreeing) acknowledge financial stress as the

major force to distract them from attending classes, while 31% (8% said

strongly disagreeing and 23% disagreeing) believed otherwise. This means

that most students are distracted by financial concerns during class.

Table 1.3 Financial stress lower my motivation to do well in school.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 11 10%

1.81 - 2.60 Disagree 28 26%
2.61 - 3.40 Neutral 26 24%
3.41 - 4.20 Agree 25 23%
4.21 - 5.00 Strongly Agree 18 17%

Data for Table 1.3 reveals that students' financial stress lowers their

motivation for school performance. Only a tiny fraction, 10%, strongly

disagrees that financial stress reduces their motivation, but 26% disagree as

well, showing that an overwhelming proportion of respondents cannot afford

to allow financial stress to have any significant effect on their motivation. A

full 24% of respondents stay neutral; they can neither confirm nor deny it as

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it leaves them either with a noncommittal view or a lack of clear opinion. On

the other hand, 23 percent agree that financial stress reduces their

motivation to succeed in school, and 17% of them strongly agree with the

statement.

Overall, 40% of the respondents (23% agree and 17% strongly agree)

admitted that financial stress affects their motivation to do well in school;

however, 36% do not feel that financial stress has a major effect on their

motivation (10% strongly disagree and 26% disagree). This therefore

indicates that even though financial stress affects the motivation of a

significant percentage of students, a majority do not feel that it greatly

impacts their drive to perform academically

Table 1.4 I am confident in my ability to succeed academically despite

financial challenges.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 6 6%

1.81 - 2.60 Disagree 18 17%
2.61 - 3.40 Neutral 24 22%
3.41 - 4.20 Agree 41 37%
4.21 - 5.00 Strongly Agree 19 18%
The data presented in Table 1.4 explores students' confidence in their ability

to succeed academically despite facing financial challenges. A small

percentage of respondents, 6%, strongly disagree that they are confident in

their ability to succeed, while 17% disagree, indicating that a minority of

students lack confidence in overcoming financial difficulties to succeed

academically. Meanwhile, 22% of respondents remain neutral, possibly

reflecting uncertainty or no strong opinion on their ability to succeed despite

financial challenges.

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However, a significant portion of respondents, 37%, agree that they are

confident in their academic success despite financial obstacles, and 18%

strongly agree. Overall, 55% of respondents (37% agreeing and 18%

strongly agreeing) express confidence in their ability to succeed

academically despite financial challenges, while 23% (6% strongly

disagreeing and 17% disagreeing) do not feel as confident. This suggests

that most students believe they can overcome financial challenges and still

achieve academic success, although a smaller group of students lack this

confidence.

Table 1.5 Financial stress negatively impact my academic performance.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 11 10%

1.81 - 2.60 Disagree 27 25%
2.61 - 3.40 Neutral 20 19%
3.41 - 4.20 Agree 39 36%
4.21 - 5.00 Strongly Agree 11 10%

The data presented in Table 1.5 examines the impact of financial stress on

academic performance. A small portion of respondents, 10%, strongly

disagree that financial stress negatively affects their academic performance,

while 25% disagree, suggesting that a notable minority does not feel

financial stress has a significant negative impact. Additionally, 19% of

respondents are neutral, possibly indicating uncertainty or no strong opinion

on the matter. In contrast, 36% agree that financial stress negatively affects

their academic performance, and 10% strongly agree with this statement.

Overall, 46% of respondents (36% agreeing and 10% strongly agreeing)

acknowledge that financial stress negatively impacts their academic

performance, while 35% (10% strongly disagreeing and 25% disagreeing)

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 do not feel that financial stress has a major effect on their academic results.

This indicates that a significant number of students recognize the

detrimental effect of financial stress on their performance, although a

considerable portion of students does not experience this impact.

1.To what extent does financial stress affects academic performance of

students?

Table 2.1 I have lost interest in my studies due to financial worries.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 23 22%

1.81 - 2.60 Disagree 36 33%
2.61 - 3.40 Neutral 8 7%
3.41 - 4.20 Agree 26 24%
4.21 - 5.00 Strongly Agree 15 14%

The data presented in Table 2.1 examines whether financial worries have

caused students to lose interest in their studies. A significant portion of

respondents, 22%, strongly disagree that financial worries have led them to

lose interest in their studies, while 33% disagree, indicating that a majority of

students do not feel that financial concerns have caused them to lose

motivation. Additionally, 7% of respondents remain neutral, suggesting

uncertainty or a lack of strong opinion on the matter. On the other hand, 24%

agree that financial worries have contributed to a loss of interest in their

studies, and 14% strongly agree with this statement.

Overall, 38% of respondents (24% agreeing and 14% strongly agreeing)

acknowledge that financial worries have caused them to lose interest in their

studies, while 55% (22% strongly disagreeing and 33% disagreeing) do not

feel that financial concerns have significantly affected their motivation. This

suggests that while a notable portion of students report being affected by

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 financial worries, the majority do not experience a loss of interest in their

studies due to financial stress.

Table 2.2 I have sought a part time work to help cover my expenses.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 23 22%

1.81 - 2.60 Disagree 36 33%
2.61 - 3.40 Neutral 8 7%
3.41 - 4.20 Agree 26 24%
4.21 - 5.00 Strongly Agree 15 14%

The data from Table 2.2 reflects responses to the statement, "I have sought

part-time work to help cover my expenses," measured on a Likert scale. The

largest group of respondents (33%) disagreed with the statement, falling

within the 1.81 - 2.60 range, with 36 individuals. This indicates that a

significant portion of participants do not feel the need to seek part-time work

for financial support.

A substantial number of respondents (24%) agreed with the statement, as

seen in the 3.41 - 4.20 range, where 26 participants are located. Additionally,

14% of respondents strongly agreed, placing them in the 4.21 - 5.00 range,

representing 15 individuals. These responses suggest that a smaller, but

notable, portion of people feel the need to seek part-time work.

On the other hand, 7% of the respondents remained neutral on the issue,

with 8 individuals in the 2.61 - 3.40 range, indicating no strong opinion either

way. Lastly, 22% of respondents strongly disagreed with the statement, as

seen in the 1.00 - 1.80 range, corresponding to 23 individuals.

Overall, the data reveals a greater tendency toward disagreement with the

idea of seeking part-time work for financial reasons, with fewer individuals

expressing agreement or strong agreement.

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Table 2.3 Have you ever used counseling to deal with money worries.

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 Theme Verbatim Example Frequency %
“I have not used counseling to deal
with money worries because I have
either managed my concerns
independently or sought advice from
Managed my other sources, such as friends, family,
concerns or financial resources”
Independently and " I haven't used counseling for money 62 57%
with the help of worries because I've usually handled
friends and family them on my own or gotten advice from
friends, or family”
“I haven't used counseling for money
worries because I usually manage
them on my own”
“I haven't used counseling for money
worries because I wasn't aware that
financial counseling services were
Lack of Awareness available to help with such concerns”
about Financial “I haven't looked into financial 23 21%
Counseling Services counseling because I wasn’t aware
that such services existed or were
accessible for people facing money
challenges.”
“Yes, I have used counseling to deal
with money worries as a student
because I was struggling with
managing my finances and found it
helpful to get professional advice on
budgeting”
Seeking Professional “Yes, I used counseling for money 18%
19
Guidance concerns during my studies because I
needed advice on how to handle my
finances better.”
“Yes, I got financial counseling as a
student because I needed help with
budgeting and dealing with money
stress.”
“I haven't used counseling for money
worries because I wasn't sure where
to find the right support for my
financial concerns.”
“I haven't reached out for financial
counseling because I didn't know 4%
where to find the right support for
managing my money issues.”
Unsure about where “
to find the right 4
support

I didn't use financial counseling

because I wasn't sure where to turn
for the right kind of support for my
financial situation.”
“I haven’t try because I don’t even
have money to afford money
counseling”

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The data from Table 2.3 highlights four main reasons why individuals have

or have not used counseling to address money worries.

Managing Concerns Independently and with Help from Family or

Friends (57%)

Most of the respondents, that is 57% t, claimed not to be using counseling

services since they were in a position to handle their financial concerns

individually or with help from relatives and friends. This goes to suggest that

many feel confident managing money without needing professional

assistance, but informal support networks instead.

Lack of Awareness about Financial Counseling Services (21%)

21% cited lack of knowledge about existence of financial counseling

services; such a scenario calls for greater information and awareness efforts,

so more people faced with financial crises can gain help.

Unsure about where to find the right support (18%)

18% of respondents mentioned they had used financial counseling to get

professional advice on budgeting and managing their finances, particularly

as students dealing with financial stress. This group found the professional

guidance helpful and shows that counseling can be valuable when financial

concerns become overwhelming.

Uncertainty about Where to Find Help (4%)

The smallest group (4%) said they hadn’t used counseling because they

didn’t know where to find the right support or couldn't afford it. This suggests

that some people may be open to seeking help but face challenges in finding

affordable or accessible financial counseling services.

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The data shows that more people handle their finances alone or are

unaware of available counseling services than those who actively seek

professional help or face obstacles in getting help. This indicates an

awareness and accessibility gap in terms of required financial counseling

resources. Research has proved that financial counseling can profoundly

enhance financial well-being when one is given expert opinion on budgeting,

debts, and future planning (Braun, 2017; Hogarth, 2006). Conversely, a lack

of awareness about services is one of the general barriers. Studies have

highlighted that most people do not seek professional advice because of

unawareness of its presence (Lusardi & Mitchell, 2011). This issue also

concerns affordability and accessibility, especially for students or people of

low socioeconomic status, as suggested by the fact that some of the

respondents were unsure of whom to seek help from or could not afford the

service, as found by Cohen & Johnson, 2020.

Table 2.4 What are some money problem that senior high school students

face?

Theme Verbatim Example Frequency %

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 “School projects, because there are so
many school project and we need to
pay it.”
“School fees, including cheer dance,
homeroom, immersion shirt.”
School fees “miscellaneous fee and event fees” 67 62%
“School performance task fees and
School projects”
“Class funds, requirements and etc. so
many fees to pay!”
“Classroom projects and class funds”

“Lack of allowance”
“Our parents didn’t give us allowance”
“Our allowance that we did not enjoy 18%
Allowance 19
because we pay it for the funds”
“Where to get our daily allowance
especially to me because I support
myself and living independently.”

“Things that is need for our research”

“As a stem student my money problem
is the expenses for our experimental
research and other things to pay” 20%
Research 22
“To be specific is where to get money
for the product of our research and for
the material.”

This table shows the money problems that senior high school students face.

It highlights three main issues:

1. School Fees (67 students, 62%): Most STEM students struggle with

various school-related costs. These include fees for school projects,

class activities (like cheerleading or shirts), event fees, and classroom

supplies. These costs add up and cause financial stress.

2. Allowance (19 students, 18%): Some students have difficulty with their

daily allowance. This includes not getting enough money from parents

or having to use their allowance for class-related expenses instead of

personal needs. Some students also have to support themselves

financially, which makes it harder to manage.

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 3. Research Costs (22 students, 20%): Senior high school students also

face money issues related to their research projects. These projects

require funding for materials and equipment, which adds another layer

of financial strain.

3. To what extent does financial stress hinder students' academic

achievements, including their grades and participation in school activities?

Table 3.1 Money worries make me sick, both physically and mentally.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 16 14%

1.81 - 2.60 Disagree 20 19%
2.61 - 3.40 Neutral 21 19%
3.41 - 4.20 Agree 31 29%
4.21 - 5.00 Strongly Agree 20 19%

The data presented in Table 3.1 shows how students feel about the

statement "Money worries make me sick, both physically and mentally"

based on a Likert scale. A significant portion of students (29%) agree with

this statement, indicating that they believe financial stress has a negative

impact on their physical and mental health. Another 19% strongly agree,

suggesting that money worries have a significant effect on their well-being.

On the other hand, 19% of students remain neutral, indicating that they

neither agree nor disagree with the statement. A smaller percentage, 19%,

disagree with the idea that money worries affect their health, while 14%

strongly disagree, suggesting that they do not experience any physical or

mental health issues related to financial stress. Overall, the data suggests

that a majority of students (48%) either agree or strongly agree that financial

worries contribute to physical and mental health problems, highlighting the

significant impact of money stress on their well-being.

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Table 3.2 Money problems make it harder for me as a student to get good

grades.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 13 12%

1.81 - 2.60 Disagree 36 33%
2.61 - 3.40 Neutral 6 6%
3.41 - 4.20 Agree 28 26%
4.21 - 5.00 Strongly Agree 25 23%

The data in Table 3.2 examines students' perceptions of whether money

problems make it harder for them to achieve good grades. A significant

portion of students, 26%, agree that financial difficulties affect their academic

performance, and 23% strongly agree, suggesting that money problems

have a substantial impact on their ability to perform well in school. However,

a larger group, 33%, disagree, indicating that they do not feel that financial

issues hinder their academic success. Only 12% of students strongly

disagree, suggesting that a small portion believes that money problems have

no effect on their grades. Interestingly, just 6% of students are neutral,

meaning they neither agree nor disagree with the statement. Overall, the

data indicates that 49% of students believe money problems have a

negative effect on their grades, while 45% either disagree or feel that

financial issues do not significantly impact their academic performance.

Table 3.3 Money worries make it hard to sleep, affect your health, and make

it tough to do well in school.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 9 8%
1.81 - 2.60 Disagree 35 32%
2.61 - 3.40 Neutral 10 9%
3.41 - 4.20 Agree 25 23%

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 4.21 - 5.00 Strongly Agree 29 27%

The data in Table 3.3 explores how money worries affect students' ability to

sleep, their health, and their academic performance. A combined 50% of

students either agree (23%) or strongly agree (27%) that financial stress makes

it difficult for them to sleep, harms their health, and hinders their ability to do

well in school. This indicates that many students believe money worries have a

significant negative impact on multiple aspects of their lives. On the other hand,

32% disagree with the statement, suggesting that for this portion of students,

financial problems do not seem to have such a strong effect on their sleep,

health, or academic performance. A smaller group of 9% of students are

neutral, meaning they neither agree nor disagree with the statement. Only 8%

strongly disagree, indicating that a small minority of students feel that money

issues do not affect their sleep, health, or school performance at all. Overall,

the data suggests that a majority of students (50%) experience a notable

impact from financial stress, while 41% either disagree or remain neutral.

Class Interval Likert Scale Interpretation Frequency Percentage

1.00 - 1.80 Strongly Disagree 9 8%

1.81 - 2.60 Disagree 35 32%
2.61 - 3.40 Neutral 10 9%
3.41 - 4.20 Agree 25 23%
4.21 - 5.00 Strongly Agree 29 27%

Table 3.4 Money stress make it harder to focus in class and study.

The data in Table 3.4 examines how money stress affects students' ability to

focus in class and study. A combined 50% of students either agree (23%) or

strongly agree (27%) that financial stress makes it harder for them to

concentrate and study effectively. This indicates that a significant portion of

students experience difficulty focusing on their academics due to financial

concerns. On the other hand, 32% of students disagree with the statement,

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suggesting that for them, money stress does not seem to affect their ability

to concentrate or study. A smaller group, 9%, is neutral, meaning they

neither agree nor disagree, while only 8% strongly disagree, indicating that a

small number of students do not feel that money worries impact their focus

or studying. Overall, the data suggests that half of the students report money

stress negatively affecting their academic focus, while a sizable portion

(41%) either disagrees or is neutral about the impact.

Conclusion

In conclusion, a number of research have demonstrated the detrimental

consequences of financial stress on students' academic performance and

general well-being. Surveys reveal that a large percentage of students lose

out on necessary materials because of their cost, indicating that financial

difficulties can cause students to neglect their schoolwork. Students who

have less financial stress typically perform better academically and have a

higher graduation rate, demonstrating the clear link between financial

security and intellectual performance. For many students, the inability to pay

for essential school supplies and ongoing financial anxiety prevent them

from succeeding academically. This emphasizes the necessity of more

resources and assistance to lessen financial strains and to provide more

access to study materials in order to create a more favorable.

This study highlights the significant impact of financial stress on students'

academic performance, well-being, and overall quality of life. A substantial

portion of students report that financial worries contribute to mental and

physical health issues, with many experiencing stress, anxiety, and difficulty

sleeping as a result. The data also indicates that financial concerns can

distract students in class, reduce their motivation, and make it harder to

PAGE \* MERGEFORMAT 35
 focus on their studies. Despite these challenges, a majority of students

believe they can succeed academically despite financial difficulties, and

some actively seek part-time work or counseling to manage their financial

stress. However, the findings reveal that awareness of financial counseling

services is limited, and many students are unaware of available resources.

Furthermore, STEM students face specific financial burdens related to

school fees, allowances, and research costs, which add to their financial

stress. Overall, while financial difficulties undeniably hinder academic

success for many, the study suggests that improved access to financial

support services, better awareness of counseling options, and effective

stress management strategies could help mitigate these challenges and

improve students' academic outcomes.

Recommendations

On the basis of findings of this study the following proposals are made to

reduce the effects of economic strain on learners’ academic performance:

Increase Financial Aid and Scholarship for Schools

There is a need to increase financial accessibility through grants and

scholarships especially those in school who are from poor financial resources.

This can improve education because it reduces the economic pressure placed

on students undertaking learning.

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Increased Financial Counseling Services

The understanding of the existence of financial counseling services offered by

institutions should be enhanced and the services made more readily available

to students so that they can handle their finances better. They need to be

provided with information on budgeting, debt management, and financial

resources at their disposal in order to reduce the stress caused by financial

issues.

Provide Free School Books,

It is important to advocate for schools to provide free school text books to

students and other resources and materials that are needed in studies Yes, it

should not stop there, other digital resources may also be provided to improve

the content delivery to every student.

PAGE \* MERGEFORMAT 35
 References

Deng, Y., Cherian, J., Khan, N. U. N., Kumari, K., Sial, M. S., Comite, U., Gavurova,

B., & Popp, J. (2022). Family and academic stress and their impact on

students’ depression level and academic performance. Frontiers in Psychiatry,

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https://doi.org/10.3389/fpsyt.2022.869337

Home-backup-Maintenance - IFred. (2024, September 23). iFred.

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R5WObBxOw2Dh63TGgbBe4TAQMbBvTU0pQw4w_aem_aZIOxkAImXE6

LKyvc2mTaQ

The relationship between financial strain, perceived stress, psychological symptoms,

and academic and social integration in undergraduate students. (2016).

Danielle R. Adams, BAa,B , Steven a. Meyers, PhDa , and Rinad S. Beidas,

PhDb a Department of Psychology, Roosevelt University, Chicago, Illinois,

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School of Medicine, Philadelphia, Pennsylvania, USA, 64(362–370).

https://bpb-us-e1.wpmucdn.com/blogs.roosevelt.edu/dist/b/55/files/2016/09/

Dani-et-al.pdf

THE ACADEMIC IMPACT OF FINANCIAL STRESS ON COLLEGE STUDENTS.

(2008). J. COLLEGE STUDENT RETENTION, . 10(3)(287–305).

https://fpperformancelab.org/wp-content/uploads/The-Academic-Impact-of-

Financial-Stress-on-College-Students.pdf

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A Study on Impact of Financial Stress on Students’ Academics. (2019). Journal of

Business & Economic Policy, Vol. 6, No. 1(10.30845/jbep.v6n1p7),

10.30845/jbep.v6n1p7.

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_Financial_Stress_on_Students%27_Academics#full-text

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PAGE \* MERGEFORMAT 35
Appendices A

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 CURRICULUM VITAE A

ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FELOMINA

SENIOR HIGH SCHOOL DEPARTMENT

----------------------------------------------------------------------------------------------------------------

CURRICULUM VITAE

Name: Quidlat, Diana Marie N.

Age: 17 y/o

Address: Zone 8-D Del Carmen, Iligan City

Birthday: December 18, 2006

Birthplace: Iligan City

Civil Status: Single

Contact Number: 09538955650

Email Address: [email protected]

Education

Elementary:Tambo Central School

Junior High School:Iligan City East National High School

Senior High School:Iligan Medical Center College

Iligan City East National High School

Hobbies: Playing instruments and watching series

Ambition: To be a successful lawyer

Motto: Aspire to inspire before we expire.

PAGE \* MERGEFORMAT 35
 Abstract

This research investigates the association between financial stress and

academic performance in senior high school students from Iligan City East

National High School for the school year 2024–2025. Financial stress has

emerged as a significant challenge; it negatively impacts students' ability

to focus on and engage with their academics as well as their mental well-

being. The study looks to shed light on the relationship between financial

stressors and academic outcomes and help guide potential interventions.

This approach adopted a mixed-methods strategy by using both

quantitative surveys and qualitative interviews on 108 stratified random

samples of senior high school students. The data were analyzed by

descriptive statistics for quantitative responses and thematic analysis for

qualitative insights. Results indicate that 60% of students face heavy

financial stress, which means reduced motivation, concentration, and

participation in school work. Furthermore, 50% claim that financial stress

contributes to mental and physical strain, and most students complain that

it is hard to raise money for school materials, or even to manage a day's

expenses. A few students, however have learned to cope with stress by

finding part-time jobs or some other informal support system. The findings

suggest that interventions in the form of increased financial aid, free

educational resources, and accessible counseling services are needed.

Removing financial barriers can improve academic performance and

overall student well-being and foster a supportive and equitable

educational environment.

Keywords: Financial Stress, Academic Performance, Students, Mental

Strain, Interventions

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 CURRICULUM VITAE A

ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FELOMINA

SENIOR HIGH SCHOOL DEPARTMENT

----------------------------------------------------------------------------------------------------------------

CURRICULUM VITAE

Name: Garino, Jesavelle S.

Age: 17 y/o

Address: Sta.Filomena, Iligan City

Birthday: September 10, 2007

Birthplace: Las Pinas City

Civil Status: Single

Contact Number: 09070575019

Email Address: [email protected]

Elementary: Sta. Filomena Central School

Junior High School:Iligan City East National High School

Senior High School:Iligan City East National High School

Hobbies: Reading novels and listening music

Ambition: To be a successful psychology

Motto::Work hard and be grateful.

PAGE \* MERGEFORMAT 35
PAGE \* MERGEFORMAT 37
 CURRICULUM VITAE A

ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FELOMINA

SENIOR HIGH SCHOOL DEPARTMENT

----------------------------------------------------------------------------------------------------------------

Name: Quiobe,Mechilo P.

Age: 17 y/o

Address: Purok 1 Catleya Acmac Iligan City

Birthday: January 3, 2007

Birthplace: Maria Cristina,Lanao Del Norte

Civil Status: Single

Contact Number: 09484360356

Email Address: [email protected]

Education

Elementary:Sta. Felomina Central School

Junior High School:Iligan City East National High School

Senior High School:Iligan City East National High School

Hobbies: Listening music

Ambition: To become a PMA

Motto: It does not matter how slowly you go as long as you do not stop.

PAGE \* MERGEFORMAT 37
PAGE \* MERGEFORMAT 37
CURRICULUM VITAE A

ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FELOMINA

SENIOR HIGH SCHOOL DEPARTMENT

----------------------------------------------------------------------------------------------------------------

Name: Pitogo Mae Kyle Ave M.

Age: 17 y/o

Address: Zone Neptune 2 Suarez Iligan City

Birthday: March 27, 200

Birthplace: Suarez Iligan City ,Lanao Del Norte

Civil Status: Single

Contact Number: 09633029336

Email Address: [email protected]

Education

Elementary: Suarez Central School

Junior High School : Suarez National High School

Senior High School :Iligan City East National High School

Hobbies: Listening music

Ambition: To become a Medical Technology

Motto: Find what you’d die for, and then live for it

PAGE \* MERGEFORMAT 37
 CURRICULUM VITAE A

ILIGAN CITY EAST NATIONAL HIGH SCHOOL

STA. FELOMINA

SENIOR HIGH SCHOOL DEPARTMENT

----------------------------------------------------------------------------------------------------------------

Name: Castillo, Lara Mae G.

Age: 19 y/o

Address: Purok Palmera Sta. Filomena Iligan City

Birthday: December 29, 2004

Birthplace: Taparak Iligan City

Civil Status: Single

Contact Number: 09516946858

Email Address: [email protected]

Education:

Elementary:Sta. Felomina Central School

Junior High School:Iligan City East National High School

Senior High School:Iligan City East National High School

Ambition: To become a Sucessful PMA

Motto: A journey of a thousand miles begins with a single step.

PAGE \* MERGEFORMAT 37