CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data on the Allowance Distribution of the Senior High

School Students of Mariano Q. Umipig National High School which were computed, analyzed and

interpreted.

I. Profile of the Students

The first item considered in this study is the profile of the respondents which includes their

gender, age, daily allowance, family’s monthly income and academic strand/track.

1. 1 Gender

Table 1

Distribution of Respondents from Senior High School Students from Mariano Q. Umipig

National High School according to their gender

Gender Frequency Percentage

Male 54 63.53%

Female 31 36.47%

Total 85 100%

Interpretation: According to the data gathered, out of 85 students, male is dominant than female,

male counts for 54 of the respondents, female counts for 31 of the total respondents.
 1.2 Age

Table 2

Distribution of Respondents from Senior High School Students from Mariano Q. Umipig

National High School according to their age

Age Frequency Percentage

22 – 23 1 1.18%

20 - 21 4 4.71%

18 - 19 30 35.29%

16 - 17 50 58.82%

Total 85 100%

Interpretation: It shows that most of the respondents are aged between 16 – 17 years old, while the

least number of the students are aged between 20 – 21 years old, and only one respondents fell

into the age range of 22 -23 years old. The table illustrates the diverse age group of respondents,

as they are from different grade levels.

Table 3

Distribution of Respondents from Senior High School Students from Mariano Q. Umipig

National High School according to their daily allowance

Daily Allowance Frequency Percentage

Below ₱50 29 35.12%

₱51 - ₱100 42 49.41%

₱101 - ₱150 10 11.76%

₱151 - ₱200 4 4.71%

₱201 and above 0 0%

Total 85 100%

Interpretation: The table shows the different daily allowance ranges of Senior High School

Students of Mariano Q. Umipig National High School, which the most number of students has a

daily allowance of ₱51 - ₱100. Overall, the diversity of students’ allowance may defer as they

have different needs, wants and lifestyle.

Table 4

Distribution of Respondents from Senior High School Students from Mariano Q. Umipig

National High School according to their academic strand

Academic Strand Frequency Percentage

STEM 40 47.06%

GAS 45 52.94%

Total 85 100%

Interpretation: The table shows the distribution of respondents according to their academic strand,

it illustrates that there is more respondents from General Academic Strand(GAS) than Science,

Technology, Engineering , and Mathematics(STEM).

Table 5

Distribution of Respondents from Senior High School Students from Mariano Q. Umipig

National High School according to their family’s monthly income

Family’s Monthly Frequency Percentage

Income Range

Below ₱10,957 41 48.24%

₱10,957 - ₱21,914 25 29.41%

₱21,914 - ₱43,828 12 14.12%

₱43,828 - ₱76,669 7 8.24%

₱76,669 - ₱131,484 0 0%

₱131,484 - ₱219,140 0 0%

₱219,140 and above 0 0%

Total 85 100%
Interpretation: The table shows that most of the students’ family income fell into the range of

below ₱10, 957 monthly, which means poor, this is according to the Philippine Institute of

Development Studies.

II. Allowance Distribution of Senior High School of Mariano Q. Umipig National High

School.

2.1 Transportation

Table 6

How much money does Senior High School students spend for transportation?

Spending Range Frequency Percentage

Below ₱10 26 30.59%

₱10 - ₱20 39 45.88%

₱21 - ₱30 7 8.24%

₱31 and above 14 15.29%

Total 85 100%
Interpretation: The table shows that most of students spend over ₱10 - ₱20 for transportation,

which may means their residence is near in school. Some students spend over ₱31 and above,

which may also means their residence is far from school. Overall, the diversity of students’

spending for transportation varied as they have differences in residential locations.

2.2 Snack and Lunch

Table 7

How much money does Senior High School students spend for snacks and lunch daily?
 Spending Range Frequency Percentage

Less than ₱10 15 17.65%

₱11 - ₱20 22 25.88%

₱21 - ₱30 22 25.88%

₱31 - ₱40 6 7.06%

₱41 – 50 12 14.12%

₱51 and above 8 9.41%

Total 85 100%

Interpretation: The analysis of the data reveals a range of spending habits among Senior High

School students for daily food. The most common group allocates between ₱21 and ₱30 for snacks

and lunch, suggesting this as a popular spending bracket for Senior High School students. This

finding aligns with research by Santiago and Bautista (2018) Exploring Student Budgeting

Behavior in the Philippines.Their study highlights how socioeconomic background and financial

literacy influence spending patterns. Students in this spending range might prioritize affordability

while aiming for a balanced diet. While smaller groups spend less or more, further research is

needed to explore the reasons behind these variations in spending habits.

2.3 School supplies

How much money does Senior High School students spend for school supplies weekly?

Spending Range Frequency Percentage

Less than ₱50 18 21.18%

₱51 - ₱60 23 27.06%

₱61 - ₱70 5 5.88%

₱71 - ₱80 6 7.06%

₱81 - ₱90 5 5.88%

₱91 - ₱100 14 16.47%

₱101 and above 14 16.47%

Total 85 100%

Interpretation: The data gathered revealed a scattered spending pattern on school supplies. While

a sizable group clustered around moderate spending between ₱51 and ₱70, a notable portion fell

on opposite ends of the spectrum, spending below ₱51 or over ₱100. This finding echoes research

by Agarwal et al. 2017 who discovered similar spending variations among high school students.

Their study highlights the influence of socioeconomic background on student financial behavior,

suggesting students from lower-income families may spend less due to budgetary constraints.
2.4 Projects and Group contribution

Table 9

How much money does Senior High School students spend for their project and group

contribution weekly?

Spending Range Frequency Percentage

Less than ₱50 27 31.76%

₱51 - ₱60 18 21.18%

₱61 - ₱70 8 9.41%

₱71 - ₱80 1 2.35%

₱81 - ₱90 0 0%

₱91 - ₱100 10 11.76%

₱101 and above 20 23.53%

Total 85 100%

Interpretation: The table shows that a substantial group of students spent moderately low ₱50 or

less, while another significant portion spent over ₱101 and above. This aligns with findings from

Jensen and Jensen 2008, who observed similar spending disparities in student group projects.
Their research suggests these variations may stem from project type, group size, socioeconomic

factors, equity and efficiency in students's group projects, and the role of project design and peer

evaluation. This highlights the potential challenges students face in managing project costs and the

need for educators to consider project design and resource allocation strategies to promote

spending equity within groups

2.5 Eating at restaurants, fast food chains, etc

Table 10
 How much money does Senior High School students spend on eating at restaurants, fast food

chains, etc weekly?

Spending Range Frequency Percentage

Less than ₱50 14 16.47%

₱51 - ₱60 15 17.65%

₱61 - ₱70 7 8.24%

₱71 - ₱80 6 7.06%

₱81 - ₱90 1 1.18%

₱91 - ₱100 14 16.47%

₱101 and above 28 32.94%

Total 85 100%

Interpretation: The data reveals a significant portion of senior high school students spend ₱101 or

more on eating out, suggesting a trend of frequent restaurant and fast food visits. This aligns with

findings from Becker et al. 2020 who reported that students allocate around 24% of their budget

to fast food, highlighting a potential preference for convenience and taste over cost-effective

options. This trend, if prevalent, could raise concerns about long-term health and responsible

spending habits among senior high school students.

Table 11

How much money do you spend on shopping/malling?

Spending Range Frequency Percentage

Less than ₱50 14 16.47%

₱51 - ₱60 4 4.71%

₱61 - ₱70 5 5.88%

₱71 - ₱80 2 2.35%

₱81 - ₱90 11 12.94%

₱91 - ₱100 26 30.59%

₱101 and above 23 27.06%

Total 85 100%

Interpretation: A considerable portion of senior high school students allocate ₱91-₱100 on

shopping/malling. This suggests a potential preference for discretionary spending, possibly on

clothes, entertainment, or personal items. Interestingly, this aligns with a study by Chen and

Ritchie 2017, who found that teenagers prioritize spending on fashion and socializing with peers,
potentially highlighting the social and self-expressive aspects associated with shopping trips for

this age group. Further research could explore the motivations behind these spending habits and

potential financial literacy interventions for responsible shopping behavior.

2.7 Personal care

Table 12

How much money do you spend on your personal care (skincare, toothpaste, soap etc)?

Spending Range Frequency Percentage

Less than ₱50 `16 18.82%

₱51 - ₱60 11 12.94%

₱61 - ₱70 4 4.71%

₱71 - ₱80 3 3.53%

₱81 - ₱90 2 2.35%

₱91 - ₱100 15 17.65%

₱101 and above 34 40%

Total 85 100%
Interpretation: The data reveals a surprising trend in personal care spending among senior high

school students. A significant portion of Senior High School students spends ₱101 or more,

suggesting a potential prioritization of personal care products. This aligns somewhat with research

by Augustin and Fassnacht 2017 who found that adolescents experience increased self-

consciousness about physical appearance, potentially leading to a rise in spending on beauty

products and toiletries.

2.8 Set aside for savings

Table 13

How much money do you set aside for savings?

Less than ₱50 34 40%

₱51 - ₱60 12 14.11%

₱61 - ₱70 3 3.53%

₱71 - ₱80 3 3.53%

₱81 - ₱90 0 0.0%

₱91 - ₱100 19 22.35%

₱101 and above 14 16.47

Total 85 100%

Interpretation: A significant concern is revealed in students' saving habits, with most of the

students set aside less than ₱50 for their savings. This highlights a potential lack of prioritization

or limited disposable allowance for savings. This aligns with studies by Lusardi and Mitchell 2014

and Mano et al. 2016, who found that teenagers often prioritize immediate gratification and

struggle with saving due to limited financial literacy and competing financial demands. This trend

underscores the need for financial education programs to equip senior high school students with

the knowledge and skills to manage their money effectively and plan for their future.
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the findings based on the gathered data relative to the problems

cited in chapter I of this study. This study evaluated and assessed the study of Allowance

Distribution of Senior High School Students of Mariano Q. Umipig National High School. This

also includes the conclusions drawn and derived from the findings and recommendations.
Summary of Findings

This study aimed to determine the Allowance Distribution of Senior High School Students of

Mariano Q. Umipig National High School.

I. Gender Distribution

The majority of respondents were male 54 or 63.53% of the total population, while 31 or

36.47% were female.

II. Age Distribution

Most respondents were in the age range of 16-17 or an equivalent of 50 or 58.82%, with

smaller proportions in other age groups.

III. Daily Allowance

Significant portion of the students had daily allowances ranging from ₱51 to ₱100 42 or

(49.41%), with fewer students having higher or lower allowances.

IV. Academic Strand/Track

The distribution of students across two academic strands, General Academic Strand

(GAS) and Science, Technology, Engineering, and Mathematics (STEM). Among the total of 85

respondents surveyed.

IV. Allowance Distribution:

1.1 Transportation
 Most students 39 or (45.88%) spend below ₱20 for transportation, which means, most of

students spend less money for transportation.

1.2 Food Expenses

There’s diversity in spending on snacks, lunch, and eating out, with notable differences

falling within the ₱11 to ₱30 range.

1.3 School Supplies

Significant portion of respondents 23 or (27.06%) spend below ₱60, indicating varying

budget management of Senior High School Students.

1.4 Projects and Contribution

Spending is predominantly varied among the students, with notable percentages in both

lower and higher spending brackets.

1.5 Personal Care

Majority of the students 15 or (17.65%) spend ₱ 91 and above, reflecting diverse personal

care preferences among the Senior High School Students.

1.6 Savings

Significant number of students34 or (40%) save less than ₱50, suggesting factors of

either low income or low savings habits.

behaviors among senior high school students from Mariano Q. Umipig National High School.

Conclusion

Putting it altogether, the analysis has reveal pivotal information about the allowance

distribution and financial knowledge of Senior High School students of Mariano Q. Umipig

National High School. The first thing that we need to consider is the financial status of the students,

by analyzing their family’s monthly income. Based on the data gathered, most of the students’

financial status are poor or has a low income but not poor and just a small proportion of students

that are in the middle class. It reveals that there is no an upper middle to rich family status among

Senior High School students, the category of classes are according Philippine Institute of

Development and Studies. It suggest that the cause of financial constraints among Senior High

School students can be linked to their financial status.

Next, we need to consider the gender, age, and academic strand/track of the students. By

analyzing the data, we discovered that the profile of students greatly affects their allowance

distribution. The data reveals that in the gender proportion of the respondents, males are more

dominant than females. Suggesting the diversity of allowance distribution between each group.

According in the study titled Filipino Senior High School Students’ Budget Allocation,

suggest that females might spend more on certain categories like personal products. This aligns

with broader consumer trends. Also, the data reveals different age groups, revealing that students

aged between 16-17 years old are more dominant and students aged between 18-19 are also
notable. Suggesting that different age groups can affects allowance distribution among Senior High

School students. Moreover, the data reveals the distribution of students according to academic

strand/track, revealing that GAS students are slightly more dominant in terms of proportion than

STEM students. Suggesting the varied distribution of expenses between each academic categories.

Lastly, the allowance distribution of Senior High School students. The data reveals that

most of the students has ₱51 - ₱100 as their daily allowance. Furthermore, the allocation of

students’ daily allowance mostly goes to personal care, shopping or malling and eating out at

restaurants, fast food chains, etc., revealing that most of the students prioritized their personal care

and products, and food satisfaction. Also, the data reveals that most of the students spend less on

transportation, snacks and lunch, suggesting that most of the students’ residence are near ion

school. Moreover, there is a notable diversity of allowance distribution among different categories,

revealing different preferences and trends among Senior High School students.

The diversity of backgrounds equally reflects the need of having the relevant and suitable

financial education programs that will appropriately address the needs of particular students with

various financial conditions. Through learning about the peculiarities of the student life financially,

educators and policymakers can design the purposeful measures that would deliver indispensable

assistance to the students.

in greater depth and offer feasible recommendations to help students save up and the financial

wisdom.

Recommendations

Based on the specific context of the Allowance Distribution of Senior High School

Students of Mariano Q. Umipig National High School, the following tailored recommendations

are proposed:

1. Financial Literacy Workshops

Organize workshop tours on financial education advisory services targeted at the spending habits

usually displayed by students. The workshops should be arranged in such a way that they educate

students on budget planning, where they should prioritize each budget category based on the choice

of their spending items, and how they can still get the value of the available funds for their students

2. Allowance Management Tools

Creating and proffering hardship management tools like budget plan templates or apps designed

to enhance students' tracking of expenses and saving in a practical and more effective way. Teach

the ways of the budget-friendly mobile apps, which will assist in making rational expenditure

choices within the standards of the individual allowance.

Set up peer support networks which students can use to communicate on their experiences in

budgeting and how to stay away from impulsive purchases. Support networking and information

exchange among students from various levels of family income which may workout to the

establishment of economical unity and uniformity.

4. Parental Engagement Initiatives

Parents should be mobilized using awareness creation sessions or seminars that will equip them

with the skills of assisting their children in the use of the allowances in a responsible manner. It is

necessary to promote an open dialogue between parents and the school staff on financial issues

and consider joint solutions.

5. Continuous Monitoring and Evaluation

Run processes for periodic auditing of the use of students' allowance to minimise idleness and to

track the financial behavior of students. Use student, parents, and staff as an information source to

assess the areas of improvement and modify the support strategies accordingly.

Through these targeted measures, the reduction in the misapplication of allowances of the Senior
High School students of Mariano Q. Umipig, National High School can advance the students to
make the most of their allowances and to develop necessary financial skills. Furthermore, this
move will also contribute to the culture of responsible money management in the institution.