IMPACT OF SENIOR HIGH STUDENTS ALLOWANCE

TO THEIR ACADEMIC PERFORMANCE

IN VNHS (S.Y. 2018-2019)

_________________________
In Partial Fulfillments of the
Requirements in
Research 2

_________________________
Researchers;
Roel E. Lasalita
Vanessa B. Villarmino
Josmar Rebuyas
Aramae R. Dagami
Danilo Francisco

Adviser
Mr. A. Jaramillo

October 2018

1|Page
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God , the Almighty, for His

showers of blessings throughout the work of the researchers to complete

the research successfully.

The researchers would like to express their deep and sincere

gratitude to their research adviser, Mr. A. Jaramillo for giving them the

opportunity to do research and providing invaluable guidance throughout

this research. His dynamism, vision, sincerity, and motivation have deeply

inspired them. He has taught them the methodology to carry out the

research and to present the research works clearly as possible. It was a

great privilege and honor to work and study under his guidance. They

extremely grateful for what he has offered them. They would like also to

thank him for his friendship, empathy, and great sense of humor. They

extending their heartfelt thanks for his patience during the discussion they

had with him on research work and preparation.

They extremely grateful to their parents for their love, prayers,

support, caring and sacrifices for educating and preparing them for their

future.

2|Page
 They would like to say thanks to their classmates and friends for their

constant encouragement, genuine support throughout this research work.

Finally, their thanks go to all the people who have supported them to

complete the research work directly or indirectly.

3|Page
 TABLE OF CONTENTS

TITLE PAGE
Acknowledgement……………………………………………………… ..2
Abstract ……………………………………………………………………7
Chapter 1. Introduction
Background of the Study…………………………………………………8
Statement of the Problem……………………………………………......9
Objective of the Study……………………………………………………10
Significance of the Study…………………………………………………11
Purpose of the Study…………………………………………..…………12
Hypotheses ……………………………………………………………….12
Scope and Delimitation…… ……………………………………...……..13
Theoretical Framework…… …………………………………………….13
Conceptual Framework…… ………………………………….…………14
Definition of Terms………… ……………………………….....…………16

Chapter 2. Review of Related Literature

Review of the Related Literature… …………………………………….17
Chapter 3. Methodology
Research Design…………………… ………………….………………..29
Variables and Measures…………… ………………….………………..30
Sample of the Population…………… …………….…….………………30
Sampling Design……………………… ………….……….……………..31
Overview in Determining Sample Size ………..……………………….31
Research Subject ……………………… ……………………………….32
Research Environment…………………… …………………………….32

4|Page
Statistical Treatment…………………………………...………………….33
Methods of Data Collection…………..…… ………..……………………35
Data Gathering Procedure………..………… …….……………………..35
Chapter 4. Data Analysis, Results, and Interpretation
Results of the study……………………………….……………………….39
Chapter 5. Summary, Conclusion and Recommendation
Summary of the Findings…………………………………………………54
Conclusion………………….………………………………………………58
Recommendation………..…………………………………………………58
Bibliography……………..………………………………………………….59
Appendix…………………………………………………………………….60
Curriculum Vitae……………………………………………………………63
LIST OF TABLES AND FIGURES
Figure no. Page
1.1) The Vicinity Map and Image of VNHS…………….………………33
1.2) Gender of the Respondents……………………………………….39
1.3) Students Financial Aspects………….…………………………….50
Table no.
1.1) Gender of the respondents..……………………………………….39
1.2) Percentage Age of the respondents…..………………...………..40
1.3) Mode of the Age of the respondents…..………………………….41
1.4) Percentage Grade of the respondents…...………………………42
1.5) Mean Grade of the respondents…………...……………………..43
1.6) Percentage Daily Allowance of the respondents…...…………..44
1.7) Mode of the Allowance………………………………………….…44
1.8) Mean of the Allowance…………………………………………….45
1.9) Food Related Expenses…………………………………………..46
2.0) Transportation Expenses………………………………………….47
2.1) School Related Expenses…………………………………………48
2.2) Non-School Related Expenses…………………………………...49

5|Page
2.3) Students Financial Aspects by Rank .…………………………..50

2.4) Negative Effects of Allowance To

Academic Performance……………………………. …….…………….51
2.5) Positive Effects of Allowance To
Academic Performance…………………………………….…………..52
2.6) Results in T-Test……………………………………….………….53

6|Page
 ABSTRACT

TITLE OF RESEARCH : Impact of Senior High Students Allowance

to their Academic Performance in VNHS

(S.Y. 2018-2019)

RESEARCHERS Josmar Rebuyas, Vanessa B. Villarmino

Danilo Francisco, Roel E. Lasalita and

Aramae Dagami.

GRADE & SECTION: Science Technology, Engineering and

Mathematics

SCHOOL: Valencia National Highschool

ADVISER: Mr. A. Jaramillo

SCHOOL YEAR: 2018-2019

This study aimed to determine the impact of the allowance of the

senior high students to their academic performance in VNHS.

7|Page
 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Money is one of the most necessary things that people needed for. It

is involved in many things and situations around the world; every person

had experienced, even once, to see and to hold money, so it’s indeed a big

part of everyone’s life specifically in students` side.

It can be in the form of metal coin or piece of paper, bur students

value this thing to sustain their needs in school like food, miscellaneous,

and etc. One can’t just go to the school canteen to buy anything if he/she

doesn’t have money right? It can also provide things for their satisfaction.

So, no one could deny the importance of money. It is difficult to sustain

without money as it is the basic necessity of them.

According to research, the practice of giving children allowances

developed in the early twentieth century. Student allowance is a weekly

payment that could help the students of their living expenses while their

studying. Their minimum allowance is base on how much their parents

have to give them. Some students have low allowance while others are not.

8|Page
 This study would help everyone to know if there’s relationship

between the students allowance to their grades. This study investigates the

impact of their allowance to their academic performances.

STATEMENT OF THE PROBLEM

The main thrust of the study was to determine the impact of allowance to

the senior high students in their academic performance in Valencia

National High School during the school year 2018-2019.

Specifically, this study sought to answer the following questions;

1. What is the profile of the students in terms of

 Gender

 Age

 Amount of daily their allowance

 Transportation expenses

 Food expenses

 School-related expenses

 Non-school related expenses

2. What is the academic performance of the senior high students

(mid-term)?

9|Page
 3. What are the effects of the allowance to their academic

performance?

OBJECTIVE OF THE STUDY

The main objective of the study was to determine the impact of the

allowance of the said students to their academic performance of the school

year 2018-2019.

In order to answer the main problem, this study has the following

specific objectives.

To determine the profile of the students in terms of;

 Gender

 Age

 Amount of daily their allowance

 Transportation expenses

 Food expenses

 School-related expenses

 Non-school related expenses

To determine about their academic performance usually in mid-term result.

10 | P a g e
  To determine the students ways of budgeting their

allowance.

 To determine the impact of allowance to their academic

performance.

SIGNIFICANCE OF THE STUDY

This study aims to provide vital information for the teachers,

students, parents, and other people which is interested and included in the

topic.

 To the parents

This study gives emphasis to the academic performance of

the students which can help to realize that the status of their family

and the amount of allowance affects the academic performance of

their children.

 To the teachers

Understanding the impact of the said study will help them

to know what to do regarding with the student that have difficulties

to submit their project because of poverty.

11 | P a g e
  To the students

This study would help the student to be aware about the

impact of their allowance to their academic performance and to

know what to do in maintaining their grades.

 To the society

This study would serve as an eye opener to them the

amount of allowance of the students affect their study.

 To the future researchers

This study would help them as the basis of their study.

PURPOSE OF THE STUDY

The purpose of the study was to identify the impact of the senior high

students allowance to their academic performance in VNHS (S.Y. 2018-

2019)

HYPOTHESES

The following are the null hypotheses of this research.

 There is no significant relationship between students allowance to

their academic performance.

12 | P a g e
  There are no effects of the students allowance to their academic

performance.

SCOPE AND DELIMITATION

This study is conducted only in Valencia National High School at the

Brgy. Valencia Ormoc City Leyte of the school year 2018-2019. The

respondents would be the senior high students.

Determining the impact of the allowance of the students to their

academic performance was the focus of this research. The information will

be gathered using questionnaire.

THEORITICAL FRAMEWORK

According to research, the concept of academic performance has

become a source of concern to researchers, especially if there’s a declining

on it. In the dictionary, academic performance is defined or regarded as

participant’s examination grades at the end of a given duration. Higher

scores indicate better academic performance.(Egbule, 2004, p.34)

According to Egbule (Egbule, 2004, p.40) that students performance

is declining. This could be because they are confronted with so many

school and non-school related demands and responsibilities, and that,

shortage of financial aspect occur. This problem seems to be a major one

13 | P a g e
that requires urgent and serious solution since student’s academic

performance affects the quality of human resources within the society

(Ebenuwa Okoh, 2010, p. 63)

In an academic institution, these basic needs go beyond food, shelter,

clothing and energy. In addition to these four, the basic needs of a student

extend to the cost of transportation, possible expenses in making a project,

miscellaneous, snacks, and regular load rate to access an internet so that

they could get information related to their assignment.

Many students have been finding it difficult in achieving the basic

needs of school because they lack enough money to do so. On the other

situations, the students have large amount of allowance temp to buy things

which are not included in their budgetary allowance. For example, instead

in making a project, some students wasted their money in playing computer

even class hours. These two situations could low the development of their

grades.

CONCEPTUAL FRAMEWORK

Figure 1.1 shows the graphical presentation of the concepts on the

basic structure of the research study and the relationships of the variables

about the impact of the senior high students allowance to their academic

14 | P a g e
performance. The concepts shows how the students bugdet their allowance

and how it affects to their academic performance.

Figure 1.1 Conceptual Framework of study about the impact of senior high

students allowance to their academic performance.

GRADE 11 STUDENTS IN VALENCIA

NATIONAL HIGH SCHOOL
(S.Y. 2018-2019)

PROFILE
 AGE
 GENDER
 ACADEMIC GRADES
PROCESS DURING MIDTERM OF
THROUGH THE FIRST SEMESTER
 SURVEY QUESTIONNAIRE  ALLOWANCE
 DATA GATHERING  TRANSPORTATION
 ANALYTICAL PROCEDURES  FOOD
 STATISTICAL PROCEDURES  SCHOOL AND NON-SCHOOL
RELATED ACTIVITIES
EXPENSES.

OUTPUT
IMPACT OF GRADE 11 STUDENTS
ALLOWANCE TO THEIR ACADEMIC
PERFORMANCE
IN VNHS (S.Y. 2018-2019)
DEFINITION OF TERMS

15 | P a g e
 For more clarification, the key terms below are defined operationally.

Academic Performance- In the dictionary, academic performance is

defined or regarded as participant’s examination grades at the end of a

given duration.

Allowance- refers to a definite sum of money given at regular intervals.

Declining- means to decrease of something.

Payment- means act of paying, or that which is paid.

Student Allowance- refers to a weekly payment that can help the students

living expenses while studying.

CHAPTER II

16 | P a g e
 REVIEW OF RELATED LITERATURE

  Giving a child an allowance would superficially appear to make a lot

of sense.  Children need increasing amounts of spending money as they

grow older and do more things independently.  In addition, a regular

allowance can teach budgeting and responsibility, build financial literacy

and encourage beneficial habits such as saving and debt avoidance.   For

this reason, allowances have been studied by scholars for 50 years, largely

in the US, Canada, Europe and Australia.

Lewis Mandell, Ph.D (of his article entitled Child Allowances-

Beneficial or Harmful?) found that the effect of an allowance is consistent

across cultures and time periods.   Literally, without exception, studies have

found that giving a child an allowance, particularly a regular, unconditional

allowance that the child can depend upon, is a terrible idea.  It could be

considered a form of child abuse.  An unconditional allowance is

statistically associated with diminished financial literacy, lower levels of

motivation and an increased aversion to work.

Some researchers found that less than half of American high school

seniors reported having received a regular allowance when growing

up. [1] Thirty five point three percent received an allowance based on

17 | P a g e
chores and 10.5% received an unconditional allowance.  Those who

received no allowance had the highest mean financial literacy score of

52.5%.  Those who received an allowance dependent on chores had the

second highest score of 52.1%.  Those who received an unconditional

allowance had the lowest rate of financial literacy with a score of 49.1%.

      Of those with no plans to attend any type of college, 25% received an

unconditional allowance in contrast to just 10.5% of all students.  This

was not because they were from families with low socio-economic status. 

In fact, children of college graduates were more likely to receive an

unconditional allowance than children of parents with less education.

      Children who received an unconditional allowance knew much less

than others about savings, spending and credit.  Not surprisingly, nearly a

third of those who received an unconditional allowance had never worked

in the paid labor force.  This compares with less than 20% of those who

received no allowance and about 15% of those who received an allowance

for chores. 

      They do know that having a job is positively related to financial literacy

which, in turn, is positively related to self-beneficial financial behavior.  Fifty

years ago, the American scholars Marshall & Magruder  found that

18 | P a g e
children’s knowledge of money is related directly to the extensiveness of

their experience with money.  However, they did not find that children have

more knowledge of money if their parents gave them an allowance.  In

England, Newson studied 7 year olds and found that middle class children

received lowerallowances than working class children but were far more

likely to save some of it.  The savings habit was clearly learned at home but

didn’t relate to the size of the allowance.

      English scholars Sonuga-Barke & Webley interviewed parents in

England in 1993 and found that “a surprisingly large number do not make

any concerted effort to ‘train’ their children in the management of money.” 

They felt that this may account for the weak relationships between parents’

attitudes and values and their attempts at economic education of their

children.

      It is much easier to give kids money than to train or educate them about

it.  In 1990, Miller & Yung found, contrary to adult conceptions, there was

no evidence that American adolescents understand pocket money to be an

educational opportunity, promoting self-reliance in financial decision

making and money management.  In fact, most adolescents saw

allowances as either an entitlement for basic support or earned income. 

They concluded that the significance of allowances for adolescents is not

19 | P a g e
the receipt of money per se, but how the conditions of receipt are

evaluated and the extent of work obligations.

      Thus the economic socializing power of parents may depend primarily

on the explicit rules they set regarding allowances and the adolescents'

agreement and understanding of these rules.  In Australia, Warton &

Goodnow found in 1995 that  adolescents saw household work more as a

mechanism to earn pocket money in contrast to adults, who saw their

purpose significantly more as a way to learn that everyone has to do their

fair share, learn how to be helpful, and do what needs to be done.

      Canadians Pliner, Freedman, Abramovitch & Darke conducted a

number of experiments in Canada in the mid 1990’s comparing children

who received an allowance with those who did not.  They found some

benefits from an allowance including the ability to use credit and price

goods more accurately – all spending related skills.  However, the authors

suggest that the allowance system works only when it engenders a

relationship of trust and expectation which requires the child to become

financially literate and experienced.

     Parental involvement in, and commitment to, an allowance system

appears to be essential if it is to effect the monetary beliefs and behaviors

20 | P a g e
of children.  In France, Lassarre found that the best allocation strategy

is giving allowances paired with discussions of the family budget.  They

conclude that the mechanism that makes an allowance system effective is

the possibility it affords for discussions about financial matters within the

family.

      Several studies found that allowances negatively impact the desire of

children to work.   In the US, Mortimer, Dennehy, Chaimum and

Finch studied 1,090 ninth grade students and found no significant effects of

allowances  on children’s savings, but did find that students who reported

receiving a regular allowance in the ninth grade were less likely than other

students to view work generally as a source of intrinsic satisfaction.  They

warn that parents and financial counsellor need to be careful about

undermining the development of work values through allowance practices.

      They can conclude by stating that by themselves, allowances do not

lead to increased savings or financial literacy.  In fact, children who receive

unconditional allowances appear to be less financially literate than those

who receive no allowance or an allowance linked to household chores.  In

addition, children who receive an allowance (particularly an unconditional

allowance) are less likely to work outside the home which diminishes

financial literacy and tends to reduce the intrinsic value of work. 

21 | P a g e
 Both the economic development and the educational of a country affect

each other. The more spending on education helps in the higher growth of

human capital that is an important resource input for the economic

development. Thus, we need to spend more and focus on our educational

development. Therefore, a poor nation that cannot afford even minor errors

and omissions in allocation, provision and utilization of funds, has to suffer

great losses owing to these discrepancies.

Nowadays, some of the students spend most of their time doing

recreational activities. Some of them believe that we should enjoy the last

days of our high school life. Most of them choose internet, social-

networking sites, TV, movies, and music over their studies. In connection

with this, of course we need money to purchase or to have these

recreational activities. Money could buy all what the student want when he

or she was bored. The more allowance the student has, the more chance

that he would spend most of his time to other activities that in academic-

related activities. He or she would spend less time for his or her studies.

Thus, there is the need to investigate this situation thoroughly. This study

will help us know is there is a relationship between the students allowance

and their study habits. This study investigates the impact of their allowance

to their study habits. 

22 | P a g e
 According to research, the practice of giving children allowances

developed in the early twentieth century when children's purchases of

movie tickets, candy, and toys raised concerns about their spending habits.

During the Progressive Era (1890s–1920s), allowance advocates

recommended giving children a regular but fixed supply of money to

inculcate respect for money. Child had endorsed allowances to encourage

benevolence and fiscal responsibility. Progressive-era child-rearing

authorities joined a much larger chorus calling for new money training

regimes in women's magazines and parental advice literature (Child, L.M.,

1831).

However, despite the benefits gained by the students of having

allowance, there are problems and disadvantages present. For example, a

student has poor spending habits. They tend to think that this is their

money and they can do whatever they want with it. Students have the

tendency to spend their allowances on their recreational activities such as,

renting a computer unit for fun and games, buying items at the shopping

mall, and spending money for the peers. As a study, the proponents seek

the effects in line with the daily allowances of students to their academic

performance. 

23 | P a g e
 According to Nnami, Dikko and Kinta,( in their research paper

entitled The Impact of Students Financial Strength on their Academic

Performance: Kaduna Polytechnic Experience) stated that one of the

factor that hindrance the development of the academic performance is the

financial problems of students immensely contribute to low

performance, thereby leading to poor quality of education in a

number of ways. In the first place, most students cannot afford the

essential learning materials like textbooks. Secondly, a student on

―0-1-0‖ (i.e. one who takes lunch every day and cannot take anything

again) cannot be expected to give his full attention to what is going

on in class. All these lead to absenteeism since the student may

have to be out of school, trying to meet these needs (Bello, 1998, p.

21). Absenteeism which could be due to transport fare is also

rampant. The problem does not stop there for the education sector,

for some of those half bake graduates find themselves in classroom

(at secondary or tertiary levels).

According to Richards, Steiner, Vanderverg and Stollak, ( to their

research study entitled Student Budgeting and Spending Behaviors) stated

that many students are experiencing being on their own for the first

time. One of the challenges they face is budgeting. This becomes

24 | P a g e
particularly problematic when an expected budget item changes. This

study examines how students at a small Midwestern liberal arts

college meet the budgeting challenge.

So they conducted a survey. An 18-question survey was

developed, and a link to the survey was distributed by e-mail to

2,050 undergraduate students at a small, liberal arts college.

Students’ were asked to complete the survey on line.

Of the 2,050 students, 550 responded and completed the

survey (26.8% response rate). Of the 550 students, 374 were female

(68%). This is slightly higher than the college breakdown of 57%

female and 43% male. In terms of class standing, there was an

approximately equal breakdown of responses. Seniors made up

28.3% of respondents, followed by juniors (25.8%), sophomores

(23.5%) and freshman (22.4%). Their findings was able to examined

whether there were significant differences between males and females

on whether they had a monthly budget for expenses. Females were

found to be more likely than males to create a monthly budget (t =

-2.25, p = .025). In a similar vein, it was examined whether there

were significant gender differences in dining out. Males were

significantly more likely than females to go out to eat (t = 3.83, p =

25 | P a g e
.000). Given that women were more likely to have a budget than

men, this outcome was not too surprising. Finally, it was examined

whether males and females differed in having a daily planner.

Females were much more likely to have a planner (t = -4.88, p = .

000). Previous unpublished research performed by Quinn and Steiner

(St. Norbert College, 2009) also found that women reacted better to

a budget imposition, further emphasizing that women are more likely

to follow a budget as well. The difference between males and

females regarding use of meal plan dollars was also examined as a

comparison. First, was there a significant difference in the number

of meal dollars placed into their account? No significant difference was

found (t = -.05, p=.962). Second, was there a significant difference in

spending all their meal dollars? Once again, there was no significant

difference (t = .85, p = .399). Finally, was there a significant

difference in when there meal dollars ran out? There was once

again no significant difference based on gender (t= .66, p = .512).

Lastly, print usage and perspectives based on gender was explored.

First, females were found to be more likely to spend their entire print

budget than males (t = -2.92, p = .004). However, no significant

difference was found between males and females on when the print

26 | P a g e
budget ran out (t=.17, p=.868) or how much they had remaining (, if

any (t=1.08, p=.281). Just as the difference between males and

females was examined, differences in budgeting and spending based

on class standing was also explored. Of primary concern was the

implementation of a print budget two years ago. Perspectives on a

print budget may differ for juniors and seniors, then freshman and

sophomores who have also had a print budget imposed on them.

Budgeting, spending, and planning were first examined. First, it was

found that there was a significant difference in monthly budgeting

based on class standing (F = 11.40, p=.000). Seniors were most

likely to have a budget, followed by juniors, sophomores, and

freshman, in respective order.

Similarly, a significant difference was found in eating out based

on class standing (F = 2.74, p=.043). Seniors and sophomores were

most likely to eat out. However, there was no significant difference in

use of a daily planner based on class standing (F=1.47, p=.221).

Spending habits were then examined by first looking at how students

used their meal dollars. First, a significant difference was found in

the use of meal dollars (F = 63.90, p=.000).

27 | P a g e
 They concluded to their study was that as the study demonstrates,

women were much better planners and budgeters than males.

Similarly, students became better budgeters and planners as they

matured. As a result, the college should start examining how they

can better inculcate the younger male population.

CHAPTER III

METHODOLOGY

28 | P a g e
 This chapter presents a description of the research design selection

and description of respondents, research instruments, data collection

procedure and statistical treatment used.

RESEARCH DESIGN

The researchers implemented the non-experimental design

specifically simple descriptive design. This design used survey

questionnaires which were distributed to the respondents in order inorder to

attain the main objective of the study which is to examine the impact of

grade 12 students allowance towards their academic performance. The

survey or the research itself tried to describe, analyze and interpret the

status of the respondents.

The design is a non-experimental correlation research. This design

investigated the relationship of the variables without manipulating them.

The two main variables evaluated were academic performance and

students’ allowance.

VARIABLES AND MEASURES

Table 1.1 showed the variables and measures used in the study.
-Questions that would determine
their background such as their

29 | P a g e
  PROFILE OF THE gender, age, and their regular
STUDENTS allowance.
 THEIR ACADEMIC -Questions that would determine
PERFORMANCES their average grade for the first mid-
term.
 THE WAY THEY BUDGET -Set of questions on how they
THEIR ALLOWANCE budget their money.
-Set of questions regarding the
effects of the said study and to
 THE IMPACT OF THEIR
compute through statistical method
ALLOWANCE TO THEIR
of the relationship between their
ACADEMIC PERFORMANCE
allowance to their academic
performance.

SAMPLE OF THE POPULATION

For some studies, the population may be small enough to warrant the

inclusion of all of them in the study. But a study may entail a large

population which cannot all be studied. That portion of the population that is

studied is called a sample of the population. A sample in this study is,

therefore, a smaller group of elements making up this sample are those

that are actually studied.

SAMPLING DESIGN

30 | P a g e
 The researchers used simple random sampling in determining the

sample of the study. It means that every member of the population has an

equal chance of being chosen.

OVERVIEW IN DETERMINING SAMPLE SIZE

To estimate the proportion in a population. Use the formula below;

SAMPLE SIZE= NV + [Se^2 × (1-P)]

Nse + [ V^2 × P(1-P)]
Where;
N is the total population (193)
V is the standard value (95% = 1.96)
Se is the level of significance error (0.05)
P is constant with a value of 0.05
SAMPLE SIZE= NV + [Se^2 × (1-P)]
Nse + [V^2 × P(1-P)]

SAMPLE SIZE = 193(1.96) + [0.05^2×(1-0.5)]

. 193(0.05) + 1.96^2 × 0.05(1-0.5)]

SAMPLE SIZE =378.2

10.61

Ss = 37 students

RESEARCH SUBJECT

31 | P a g e
 The respondents used by the researchers as a guide of their study

were the Grade 12 students in Valencia National High School. The said

students were officially enrolled to the said school. There are 193 students

population as of S.Y. 2017-2018 of the first semester. With that, the

researchers computed the sample size of 37 students with the use of the

sample size formula given by their teacher.

RESEARCH ENVIRONMENT

The study was conducted in Valencia National High School, Brgy.

Valencia, Ormoc City, Leyte. Figure 1.1 shows the vicinity map and the

picture of the said school. The researchers chose this location for the target

samples are present here, the senior high school students. And most

importantly, they chose this for it’s the most accessible. It’s the best

location to conduct their study for it’s the nearest and the most convenient

for them considering the time allocated for the study.

Figure 1.1 The Vicinity Map and Image of VNHS

32 | P a g e
STATISTICAL TREATMENT

Data that will be collected will be converted to percentage and will be

presented in tabular or graphical forms for simple interpretation.

1. Percentage is used to describeof part to a whole.

P= F/N × 100

Where

P is the percentage

F is the frequency

N is the No. of Respondents

33 | P a g e
 2. Mean (WM) the formula is used for the scale type of questions, to

measure the extent on how the respondents affected by personal and

environmental conditions.

WM=Total scores of students

No. of students
3. Mode is the measure or value which occurs most frequently in a set

of data. It is the value of greatest frequency.

Estimated Mode = L + fm − fm-1(fm − fm-1) + (fm − fm+1) × w

where:

L is the lower class boundary of the modal group

fm-1 is the frequency of the group before the modal group

fm is the frequency of the modal group

fm+1 is the frequency of the group after the modal group

w is the group width

4. To find the significant correlation between the academic performance

and daily allowance, the Pearson Product Moment Coefficient of

Correlation (r) and T-test will be used.

(Pearson Product Moment Coefficient of Correlation)

34 | P a g e
r= n(summation of x and y)-(summation of x)(summation of y)
square root[(n)(summationx2)-(summationx)2(n)(summationy2)-(summationy)]2

where:

r= Pearson Product Moment Coefficient of Correlation

METHODS OF DATA COLLECTION

This study used both primary and secondary sources. The primary

data collection used was a questionnaire since it allowed the person time to

answer questions and it was cost effective. A questionnaire is a means of

research, consisting of a series of questions and other prompts for the

purpose of gathering information from respondents.

The secondary sources of data included the internet, books, and texts.

This was done to gain a better understanding of the problem which was

being investigated.

DATA GATHERING PROCEDURE

ACCESS

Before administering the survey questionnaire, the researchers

asked the respondents first if it’s alright if they’ll conduct a short survey. As

soon as they said yes, they administered it immediately so that they can

comply all the data their needed.

35 | P a g e
ADMINISTRATION

Their survey lasted almost one day. After the survey, they

immediately went to their classroom and administered the questionnaire

personally.

COLLECTION

During the survey period, they were able to collect it after they

answered it. They personally received it and compiled as with every class.

But there were some survey papers answered by students that they

collected almost an hour after the administration. It’s because they’ve got to

do other things before they’ll be available to answer it.

ETHICS

Ethical considerations important when conducting research are based

on the principles about respect for human dignity, and justice. This include

the insurance that the respondents will not be harmed while involved in the

research study and the right to have voluntary involvement, and protection

of their privacy or confidentiality (Schwarzkopf,2008).

In this study, they incorporated ethical considerations into the

instrument with an introductory saying that it is only a survey and they

promise to treat their answers with utmost confidentiality.

36 | P a g e
 CHAPTER IV

DATA ANALYSIS, RESULTS

37 | P a g e
 AND INTERPRETATION

This chapter presents, analyzes and interprets the data gather from

the survey questionnaire. The findings of the study were organized based

on the problem stated and were evaluated from the answer obtained from

the survey questionnaire and presented in corresponding tables according

to the order and classification of the basic question in the study.

The first part discusses the profile of the respondents in terms of

their average grade for the first midterm, age gender, daily allowance,

expenses in transportation, food, school related expenses and non-school

related expenses. The second part consists level of negative and positive

effe effects of students allowance to their academic performances

depending on the different statements. The third part consists of table to

show the correlation of the two different variables.

RESULTS OF THE STUDY

Respondents Profile In Terms On Their Gender

38 | P a g e
 Table 1.1 shows the distribution of respondents according to their

gender. It shows that 21 are male and 16 are female.

Table 1.1 Gender of the respondents.

GENDER BRACKET FREQUENCY PERCENTAGE

MALE 21 56.8 %
FEMALE 16 43.2%
TOTAL 37 100%

The graph shows that there are more female than male. There are

57% male and 43% female.

Figure 1.2 Gender of the respondents.

GENDER

FEMALE
43%

MALE
57%

Respondents Profile In Terms Of Their Age

Table 1.2 shows the distribution of respondents according to their

ages.
Table 1.2 Age of the respondents.

39 | P a g e
 AGE BRACKET FREQUENCY PERCENTAGE
22-23 0 0%
20-21 2 5.4%
18-19 21 56.8%
16-17 14 37.8%
14-15 0 0%
TOTAL 37 100%

As shown in the table 1.2 profile of the respondents in terms of their age,

56.8% of the respondents were 18-19 years old, 37.8% in the age of 16-17,

5.4 % in the age of 20-21 and 0 % of the respondents in the age of 22-23

and 14-15. This implies that the larger numbers of the respondents are

considered later childhood or teenager.

The table 1.3 below shows the most frequently occurring number or age

using statistical method called mode. Mode is found by collecting and

organizing data in order to count the frequency of each result.

Table 1.3 Age of the respondents.

AGE BRACKET FREQUENCY lb
22-23 0 21.5

20-21 2 19.5
18-19 21 17.5

40 | P a g e
 16-17 14 15.5
14-15 0 13.5

L = 17.5
fm-1 = 2
fm =21
fm+1= 14 W=2

Mode= L + fm-(fm-1)/[(fm-(fm-1) + fm-(fm + 1)] × w

=17.5 + 19/54(2)
= 17.5 + 0.704
= 18.04
Mode = 18

Therefore, the mode of the age of the said respondents is 18 which

implies that mostly the age of them are 18 years old.

Respondents profile in terms of their Grade

The respondents' average grade for the first midterm of the school

year 2018-2019 were also asked to measure their academic performance.

41 | P a g e
Considering their difference in mental capabilities of the respondents, the

academic performance was measured. Table 1.4 shows the average grade

of the respondents of the said midterm.

Table 1.4 Average grade of the respondents.

GRADES FREQUENCY PERCENTAGE
BRACKET
96-100 1 2.7%
91-95 14 37.8%
86-90 14 37.8%
81-85 7 19%
76-80 1 2.7%
71-75 0 0%
As presented in table 1.4, the respondents profile in terms of there

grades, 37.8% of them whose average grade are 91-95 and 86-90, 19% in

the grade of 81-85, 2.7% in the grade of 96-100 and 76-80. This implies

that majority of their average grade as shown in the table are higher. The

next table shows the weighted mean using mean for grouped data.

Table 1.5 Average grade of the respondents.

GRADE FREQUENCY CLASSMARK fX
INTERVAL
96-100 1 98 98
91-95 14 93 1302
42 | P a g e
 86-90 14 88 1232
81-85 7 83 581
76-80 1 78 78
71-75 0 73 0
Summation f= Summation fX=
37 3291

Legend:
96-100 Outstanding 91-95 Very good 86-90 Good
81-85 Fair 76-80 Poor 71-75 Very Poor
Mean= Summation fx
Summation f
Mean= 3291
37

Mean = 88.95
Therefore, the mean of the said midterm grades is 88.95 (good according

to the scale). It entails that most of the respondents have higher grades.

Respondents profile in terms of their Daily Allowance.

Table 1.6 shows the frequency and percentage of the respondents in

terms of their daily allowance.

43 | P a g e
Table 1.6 Daily Allowance of the respondents.
DAILY ALLOWANCE FREQUENCY PERCENTAGE
INTERVAL
70-80 2 5.2%
50-60 1 2.7%
30-40 23 62.1%
10-20 11 30%
As presented in table 1.6, profile of the respondents in terms of their

daily allowance, 62.1 % of the respondents are in the range of 30-40,

followed by the percentage of 30% in the range of 10-20, 5.2% in the range

of 70-80 and 2.7% in the range of 50-60. It entails that mostly of them

belong to middle class family (not rich nor poor). The table 1.7 shows the

most frequent occuring value or allowance of the respondents.

Table 1.7 Mode of the Allowance

DAILY ALLOWANCE FREQUENCY lb

TABLE

70-80 2 69.5
50-60 1 49.5
30-40 23 29.5
10-20 11 9.5

Estimated Mode = L +  fm − fm-/1(fm − fm-1) +

(fm − fm+1) × w
E. M = 29.5 + 0.63 × 10
44 | P a g e E. M=35.8
ESTIMATED MODE= PhP 36
The table above presents the mode or frequently occuring value of

allowance of the respondents. It clearly shows that mostly of them have 36

pesos as their daily allowance. The results satisfy to the frequency

distribution about 62.1 % of the respondents are in the range of 30-40.

Table 1.8 Average Allowance

DAILY FREQUENCY CLASSMARK SUMMATION

ALLOWANCE OF fX
INTERVAL
70-80 2 74.5 149
50-60 1 54.5 54.5
30-40 23 34.5 793.5
10-20 11 14.5 159.5
Summation f=37 Summation of
fX=1156.5

Mean = Summation of Frequency/ Summation of fX

=1156.5÷37
=31.23
As
Mean=31 pesos
presented

in the table, the average allowance of the respondents is 31 pesos which

means that they have enough money. This result used as score to

determine if it’s correlates to the academic performance. The next following

tables below would determine on what particular area or things (food,

45 | P a g e
transportation, school activities or non related school activities) of the

students aspect they spend their money.

Table 1.9 Food related Expenses

INTERVAL FREQUENTCY CLASS MARK SUMMATION

(PhP) OF fX
80-90 0 84 0
60-70 1 64 64
40-50 0 44 0
20-30 20 24 480
0-10 16 4 64
Summation of f= 37. Summation of fX= 608

Mean= Summation of fX/summation of fX

Mean = 608/37
Mean= 16.43
MEAN = PhP 16

The table 1.9 shows that the value of the summation of fX is 608 divided by

the value of the summation of the frequency which is 37, the average mean

is 16. Since the price of the different foods at the said school canteen is not

so costly, so they can buy foods they needed.

46 | P a g e
Table 2.0 Transportation-related Expenses

INTERVAL FREQUENCY CLASS MARK SUMMATION

OF FX
80-90 0 84 0
60-70 0 64 0
40-50 1 44 44
20-30 11 24 264
0-10 25 4 100

Summation of frequency= 37. Frequency of fX= 408

Mean = Summation of f
Summation of fX

Mean= 408÷ 37

Mean= 11.03

Mean= PhP 11

The table above shows that their transportation-related expenses average

is Php 11. Since mostly of them are near at school, and the fare of their cab

on which they ride is mostly 5 pesos and a total of Php 10 back and forth,

47 | P a g e
so the data above is precisely related. The table 2 presents the school-

related expenses.

Table 2.1 School-related Expenses

INTERVAL(PhP) FREQUENCY CLASS MARK fX
80-90 1 84 84
60-70 0 64 0
40-50 4 44 176
20-30 17 24 408
0-10 15 4 60

Summation of frequency= 37 Summation of fX=728

Mean= Summation of frequency / Summation

of fX
Mean= 728÷ 37
MEAN= 20

Table 2.1 shows that the summation of fX is 728 divided by the

summation of frequency which is 37 is equal to 20 or 20 pesos as an

average expenses of school-related works, or activities. It entails that

mostly of the respondents are responsible doing their task in school

activities, as on their allowance, they give part their money to school-

related activities.

Table 2.2 Non school-related Expenses.

48 | P a g e
 INTERVAL FREQUENCY CLASS MARK fX
80-90 0 84 0
60-70 0 64 0
40-50 2 44 88
20-30 14 24 336
0-10 21 4 84

Summation of frequency= 37 Summation of fX= 508

Mean= Summation of
frequency/Summation of fX
Mean = 508/37
MEAN = Php 14

The table above shows that the summation of frequency which is 37

divided to 508 pesos is equal to Php 14. It entails that they still have time

to do non school-related activities on which they have still giving part of

their money from their allowance on it.

Table 2.3 Students Financial Aspects by Rank

Students Financial Mean(Php) Rank

Aspects
School-related 20 1
Expenses
Food 16 2
Non school-related 14 3

49 | P a g e
 Expenses
Transportation 11 4

Figure 1.3 Students Financial Aspects

Table 2.3 and figure 1.1 presents the ranking of the said students

financial aspects. Rank one is school-related expenses with the mean of

20, which shows that more students are often spending money in school-

related works, followed by ranked 2 which is the food the mean of 16,

ranked 3 which is the Non-school related expenses with a weighted mean

of 14 and lastly, the transportation with a mean of 11.

Table 2.4. Negative Effects of Allowance to Academic Performance

50 | P a g e
STATEMENTS WM DESCRIPTION
I sometimes come late to school 4 S.D.
I often absent in school 11 D
I don’t submit outputs or projects bec. I have 7 S.D
no money to buy any materials.
I sometimes don’t eat snacks during recess. 20 A
I sometimes play online games instead of 9 S.D
searching related school works.
I often miss my study because I’m hanging 12 D
out with my friends
I didn’t review my notes during night because 12 D
I’m busy playing online games
TOTAL (x/7) 9.3 Strongly Disagree

The general perception of the respondents regarding to the negative

effects of allowance towards academic performance acquired weighted

mean of 9.3 (strongly disagree). It implies that majority of them are strongly

disagree about the allowance if it could have a bad effects in their

academic performance. Even if they have small amount of money, they can

still manage their studies such that they can still do their activities related in

their academics. But then, there are one statement about ‘I sometimes

don’t eat snacks during recess (weighted mean of 20 under the scale of

agree). Maybe the reason according to them is that they are mostly of them

are busy doing their activities during recess.

Table 2.5. Positive effects of Allowance to Academic Performance

51 | P a g e
STATEMENTS WM DESCRIPTION
1. I CAN STILL GO TO SCHOOL ON TIME 24.2 A
EVEN I HAVE LIMITED MONEY
2. I DIDN'T ABSENT AND I'LL ALWAYS 23.7 A
FIND WAYS TO GO TO SCHOOL
3. I CAN STILL SUBMIT MY PROJECT 24.5 A
EVEN I HAVE LIMITED MONEY
4. I CAN STILL EAT SNACK BECAUSE I 17.3 D
HAVE MY OWN FOOD LIKE ROOTCROPS
AND ETC.
5. I ALWAYS REVIEW MY NOTES EVERY 18.7 A
NIGHT WITHOUT PLAYING ONLINE
GAMES
6. I CAN STILL MANAGE MY TIME IN 22.9 A
SCHOOL AND NON RELATEDSCHOOL
WORKS
7. I ALWAYS GOT HIGHER SCORE 20.5 A
DURING EXAM
TOTAL (x/7) 21.6 Agree
The general perception of the respondents regarding to the positive

effects of allowance towards academic performance acquired weighted

mean of 21.6 (agree). It implies that majority of them agree that they can

still go to school with/without money. They can still manage their studies

and gaining higher grades.

Therefore, the researchers can say that there are more positive effects

even though they don’t have or they have more allowance. They can still

manage their studies and improve their academic performance .

52 | P a g e
TABLE 2.6 Results in T-test (Correlation Between Students Allowance

and Academic Performance)

Value of r Computed t ( Table t Implication

r √ N −1
t= ¿
1−r 2
0.0000100680 0.0000595630 2.0281 Not related
The value of r which is 0.0000100680 shows that there is a slight

relationship between the two variables mentioned earlier. However, using

the t-test with significance level of 0.05, with degrees of freedom which is

36, the computed t-value is 0.0000595630 is less than the table t value

(2.0281) which implies that the relationship is net significant. It suggests

that the amount of their allowance does not necessarily affect their

academic performance.

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATION

In this chapter the summary of the study will be presented and will

answer the statement problem that stated above. The conclusion that

directly provides the answer of the main problem of the study. And will

prove our hypotheses and assumptions. Lastly, recommendation that

53 | P a g e
points the significance of the study. And if there will be a further

assessment or an action base on this study.

SUMMARY OF FINDINGS

There are 57% male and 43% female. Profile of the respondents in

terms of their age, 56.8% of the respondents were 18-19 years old, 37.8%

in the age of 16-17, 5.4 % in the age of 20-21 and 0 % of the respondents

in the age of 22-23 and 14-15. This implies that the larger numbers of the

respondents are considered later childhood or teenager. The mode of the

age of the said respondents is 18 which implies that mostly the age of

them are 18 years old.

The respondents profile in terms of there grades, 37.8% of them

whose average grade are 91-95 and 86-90, 19% in the grade of 81-85,

2.7% in the grade of 96-100 and 76-80. This implies that majority of their

average grade as shown in the table are higher. The mean of the said

midterm grades is 88.95 (good according to the scale). It entails that most

of the respondents have higher grades.

Profile of the respondents in terms of their daily allowance, 62.1 % of

the respondents are in the range of 30-40, followed by the percentage of

30% in the range of 10-20, 5.2% in the range of 70-80 and 2.7% in the

54 | P a g e
range of 50-60. It entails that mostly of them belong to middle class family

(not rich or poor). Mostly of them have 36 pesos as their daily allowance.

The results satisfy to the frequency distribution about 62.1 % of the

respondents is in the range of 30-40. The average allowance of the

respondents is 31 pesos which means that they have enough money. This

result used as score to determine its correlates to the academic

performance. The average mean of the food is 16. Since the price of the

different foods at the said school canteen is not so costly, so they can buy

foods they needed. Their transportation-related expenses average is Php

11. Since mostly of them are near at school, and the fare of the cab on

which they ride is mostly 5 pesos and a total of Php 10 back and forth. 20

pesos as an average expenses of school-related works, or activities. It

entails that mostly of the respondents are responsible doing their task in

school activities, as on their allowance, they give part their money to

school-related activities. The average mean of the school non-related

expenses is 14. It entails that they still have time to do school non-related

activities on which they have still giving part of their money from their

allowance on it.

55 | P a g e
 The student financial aspects. Rank one is school-related expenses

with the mean of 20, which shows that more students are often spending

money in school-related works, followed by ranked 2 which is the food the

mean of 16, ranked 3 which is the Non-school related expenses with a

weighted mean of 14 and lastly, the transportation with a mean of 11.

The general perception of the respondents regarding to the negative

effects of allowance towards academic performance acquired weighted

mean of 9.3 (strongly disagree). It implies that majority of them are strongly

disagree about the allowance if it could have a bad effects in their

academic performance. Even if they have small amount of money, they can

still manage their studies such that they can still do their activities related in

their academics. But then, there are one statement about ‘I sometimes

don’t eat snacks during recess (weighted mean of 20 under the scale of

agree). Maybe the reason according to them is that they are mostly of them

are busy doing their activities during recess.

The general perception of the respondents regarding to the positive

effects of allowance towards academic performance acquired weighted

mean of 21.6 (agree). It implies that majority of them agree that they can

still go to school with/without money. They can still manage their studies

and gaining higher grades.

56 | P a g e
Therefore, the researchers can say that there are more positive effects

even though they don’t have or they have more allowance. They can still

manage their studies and improve their academic performance .

In table 2.6, The value of r which is 0.0000100680 shows that there is

a slight relationship between the two variables mentioned earlier. However,

using the t-test with significance level of 0.05, with degrees of freedom

which is 36, the computed t-value is 0.0000595630 is less than the table t

value (2.0281) which implies that the relationship is net significant. It

suggests that the amount of their allowance does not necessarily affect

their academic performance.

CONCLUSION

Based from the results of the study, it clearly says that their

allowance does not necessarily affect their academic performance. There is

no relationship between the allowance and the academic performance of

the students. That means the allowance won’t affect the academic

57 | P a g e
performance even he/she had plenty allowance or not. Its only on the

students on how he/she handles his/her study.

RECOMMENDATION

To Parents

The researchers recommend to the parents that give their children enough

allowance to their children for them to motivated to school and study hard.

And also, they are responsible in giving advices related to allowance and

study to their children.

To Teachers

The researchers recommend to the teachers that give advice to their

students to be responsible to their study and managing their allowance

properly.

To Students

The researchers recommend to the students to be responsible to their

study and be thrifty to their allowance.

To Future Researchers

58 | P a g e
The researchers recommend to the future researchers that they should

show more statistical references with regards to the allowance of students

in order to prove the correlation of the students allowance to their academic

performance.

BIBLIOGRAPHY

Belllo M.y. (1998). “students and campus life”. NNN of 21st april 1998.

Boduarson, O.B. & Walker, R.L. (2004). “do parental cash transfer

weaken performance in college? “ Economics of education review”, vol. 23,

no. 5, pp. 483-495.

Cochram W.G. (1998). Sampling techniques 3rd edition John Wiley and

Son, N.Y.

Corby A.C. & Benjamin K. (2008). “does financial aid start affect student

performance, retention, persistence and academic success? Numeracy

vol.1, pp. 13-20.

APPENDIX

SURVEY QUISTIONNAIRE

This is just a survey. We promise to treat your answers with outmost

confidentiality. We hope you cooperate. 

59 | P a g e
Part 1. Personal Data

Name:

Direction: Please check the appropriate space provided.

Average grade for the first midterm.

__71-75 __76-80 __81-85 __86-90 __91-95 __96-100

Age __14-15 __16-17 __18-19 __20-21 __22-23 __24-above

Gender __Male __Female

Daily Allowance __10-20 __30-40 __50-60 __70-80 __90-above

Transportation __0-10 __20-30 __40-50 __60-70 __80-above

Food __0-10 __20-30 __40-50 __60-70 __80-above

School related expenses__0-10 __20-30 __40-50 __60-70 __80-above

Non school related expenses __0-10__20-30 __40-50 __60-70__80-up

Part 2. LEVEL OF NEGATIVE EFFECT OF ALLOWANCE (WHETHER

HIGHER OR LOWER) TO THEIR ACADEMIC PERFORMANCE.

PLEASE USE THE SCALE BELOW.

1.Strongly disagree (SD) 2.Disagree(D) 3.Agree(A)

4.Strongly agree(SA)

60 | P a g e
LOA- Lack of Allowance HEA-Have Enough Allowance

STATEMENT 1.SD 2.D 3.A 4.SA

I sometimes come late to school

I often absent in school

I don’t submit outputs or projects bec. I have no

money to buy any materials.

I sometimes don’t eat snacks during recess.

I sometimes play online games instead of

searching related school works.

I often miss my study because I’m hanging out

with my friends

I didn’t review my notes during night because

I’m busy playing online games

B. LEVEL OF POSITIVE EFFECTS PRIORITY OF ALLOWANCE TO

THEIR ACADEMIC PERFORMANCE

STATEMENTS 1.SD 2.D 3.A 4.SA

1. I can still go to school on time even I have a

limited money
2. I didn’t absent and i’ll always find ways to go

to school
3.i can still submit my project even I have a

61 | P a g e
limited money
4.I can still eat snack bec. I have my own food

like rootcrops and etc.

5.I always review my notes every night without

playing online games

6.I can still manage my time in school and non

related school works

7.I always got higher score during exam

8. I always do my top priority in life

htf
CURRICULUM VITAE

NAME: DANILO G. FRANCISCO JR.

ADDRESS: BRGY. MAGHALIA, KANANGA, LEYTE

SEX: MALE
DATE OF BIRTH: JULY 27,2000
PLACE OF BIRTH: CAVITE
CIVIL STATUS: SINGLE
CITIZENSHIP: FILIPINO
RELIGION: ROMAN CATHOLIC
FATHER’S NAME: DISEASE
OCCUPATION: N/A
MOTHER’S NAME: SONIA FRANCISCO

62 | P a g e
OCCUPATION: HOUSEWIFE
PARENT’S ADDRESS: BRGY. MAGHALIA, KANANGA, LEYTE
LANGAUGE/DIALECT SPOKEN & WRITTEN: CEBUANO, FILIPINO,
ENGLISH
PERSON TO CONTACT IN CASE OF EMERGENCY: SONIA
FRANCISCO
EDUCATIONAL ATTAINMENT
ELEMENTARY: GOV. PELAEZ ELEMENTARY SCHOOL
YEAR GRADUATED: 2012-2013
JUNIOR HIGH: KANANGA NATIONAL HIGH SCHOOL MAIN
YEAR GRADUATED: 2016-2017
SENIOR HIGH: VALENCIA NATIONAL HIGH SCHOOL HHT

YEAR GRADUATED: NOT YET

NAME: REBUYAS, JOSMAR P.
ADDRESS: BRGY. AGUITING, KANANGA, LEYTE
SEX: MALE
DATE OF BIRTH: APRIL 25, 2000
PLACE OF BIRTH:
CIVIL STATUS: SINGLE
CITIZENSHIP: FILIPINO
RELIGION: ROMAN CATHOLIC
FATHER’S NAME: MARIANO P. REUYAS
OCCUPATION: ELECTRICIAN
MOTHER’S NAME: JOCELYN P. REBUYAS
OCCUPATION: HOUSEWIFE
PARENT’S ADDRESS: BRGY. AGUITING, KANANGA, LEYTE

63 | P a g e
LANGAUGE/DIALECT SPOKEN & WRITTEN: BISAYA
PERSON TO CONTACT IN CASE OF EMERGENCY: MARIANO P.
REBUYAS
CONTACT NO.:09454366152
EDUCATIONAL ATTAINMENT
ELEMENTARY:AGUITING ELEMENTARY SCHOOL
YEAR GRADUATED: 2012-2013
JUNIOR HIGH: KNHS-MONTEBELLO ANNEX
YEAR GRADUATED: 2016-2017
SENIOR HIGH: VALENCIA NATIONAL HIGH SCHOOL
YEAR GRADUATED: NOT YET

NAME: ARAMAE DAGAMI R.

ADDRESS: BRGGY. GAAS ORMOC CITY
SEX: FEMALE
DATE OF BIRTH: SEPTEMBER 2,2000
PLACE OF BIRTH: BRGY. GAAS ORMOC CITY
CIVIL STATUS: SINGLE
CITIZENSHIP: FILIPINO
RELIGION: ROMAN CATHOLIC
FATHER’S NAME: RAUL DAGAMI
OCCUPATION: FARMER
MOTHER’S NAME: MERCY DAGAMI
OCCUPATION: VENDOR
PARENT’S ADDRESS: BRGY. GAAS ORMOC CITY

64 | P a g e
LANGAUGE/DIALECT SPOKEN & WRITTEN: CCEBUANO, FILIPINO &
ENGLISH
PERSON TO CONTACT IN CASE OF EMERGENCY: MERCY DAGAMI
CONTACT NO.: 09995006639
EDUCATIONAL ATTAINMENT
ELEMENTARY: GAAS ELEMENTARY SCHOOL
YEAR GRADUATED: 2012-2013
JUNIOR HIGH: DOLORES NATIONAL HIGH SCHOOL
YEAR GRADUATED: 2016-2017
SENIOR HIGH: VALENCIA NATIONAL HIGH SCHOOL
YEAR GRADUATED: NOT YET

NAME: VILLARMINO,VANESSA B.
ADDRESS: BRGY. GUINTIGUI-AN ORMOC CITY
SEX: FEMALE
DATE OF BIRTH:APRIL 10,2000
PLACE OF BIRTH: RGY.MANLILINAO ORMOC CITY
CIVIL STATUS: SINGLE
CITIZENSHIP: FILIPINO
RELIGION: ROMAN CATHOLIC
FATHER’S NAME:EDITO M. VILLARMINO
OCCUPATION: FARMER
MOTHER’S NAME: NENITA B. VILLARMINO
OCCUPATION: BRGY. SECRETARY
PARENT’S ADDRESS: BRGY. GUINTIGUI-AN ORMOC CITY

65 | P a g e
LANGAUGE/DIALECT SPOKEN & WRITTEN:
FILIPINO,ENGLISH,CEBUANO
PERSON TO CONTACT IN CASE OF EMERGENCY:NENITA
VILLARMINO
CONTACT NO.:09205820860
EDUCATIONAL ATTAINMENT
ELEMENTARY: MANLILINAO ELEMENTARY SCHOOL
YEAR GRADUATED: 2012-2013
JUNIOR HIGH: JULIAN C. GANTUANGCO NHS
YEAR GRADUATED: 2016-2017
SENIOR HIGH: VALENCIA NATIONAL HIGH SCHOOL
YEAR GRADUATED:NOT YET

NAME: ROEL LASALITA

ADDRESS: BRGY. MASARAYAO, KANANGA, LEYTE
SEX: MALE
DATE OF BIRTH: AUGUST 28, 1999
PLACE OF BIRTH: BRGY. HIBUNAON, ORMOC CITY
CIVIL STATUS: SINGLE
CITIZENSHIP: FILIPINO
RELIGION: CHRISTIAN
FATHER’S NAME: FLORO LASALITA
OCCUPATION: FARMER
MOTHER’S NAME: JESSICA LASALITA
OCCUPATION: HOUSE WIFE
PARENT’S ADDRESS: BRGY. MASARAYAO, KANANGA, LEYTE

66 | P a g e
LANGAUGE/DIALECT SPOKEN & WRITTEN: FILIPINO, ENGLISH,
CEBUANO
PERSON TO CONTACT IN CASE OF EMERGENCY: N/A
CONTACT NO.:N/A
EDUCATIONAL ATTAINMENT
ELEMENTARY: MASARAYAO ELEMENTARY SCHOOL
YEAR GRADUATED: 2012-2013
JUNIOR HIGH: VALENCIA NATIONAL HIGH
YEAR GRADUATED: 2016-2017
SENIOR HIGH: VALENCIA NATIONAL HIGH SCHOOL
YEAR GRADUATED: NOT YET

67 | P a g e