Name : John Carl T.

Amper Subject : III

I. Thesis Title: Students' Level of Financial Support Satisfaction Towards Their Daily
Allowance
Researchers: Moneva, Jerald and Tuñacao, Marijune
Date Completed:
II. A. Rationale
Satisfaction is the feeling of being happy or pleased after a need or desire has
been met. Financial support satisfaction is the feeling of being satisfied by the financial
assistance provided by another person. A daily allowance is a sum of money or financial
assistance given to students for daily consumption and use in school. It is important to
know whether each student is satisfied with their daily allowance or not. Financial
support satisfaction is an essential variable in economic and psychological studies.
It is defined as a person's level of satisfaction with their current situation in terms
of being healthy, happy, and debt-free. Financial behaviors and knowledge are related
to financial satisfaction, and the family is an important source of support for all
household members. The purpose of this study is to better understand the relationship
between Jagobiao National High School Senior High School students' levels of
satisfaction with their daily allowance.
B. Review of Related Literature
Financial support satisfaction is an important component of a person's consumer
life satisfaction and well-being. According to this study, financial satisfaction increases
when an individual's financial situation improves and financial stress is reduced.
Financial behavior, financial strain, risk attitude, and financial sophistication are all
complex factors that indicate the nature and importance of financial satisfaction. The
most influential factor is household income, and people who are engaged and good with
money feel more satisfied than those who are not. This study assumes that a life free of
financial problems leads to increased financial satisfaction.
This study discovered that risk tolerance behavior has a positive effect on
financial satisfaction, and that financial education and perceived financial capability both
contribute to financial satisfaction. Furthermore, allowances or financial support are
given to children in order for them to benefit from decision-making, responsibility, and
budgeting skills. A significant relationship between allowance management and financial
knowledge management factors, social-cultural factors, financial desire and motivation
factors, policy factors, individual status factors, individual traits, peer environmental
factors, family relationship factors, and family background factors was discovered. To
effectively manage financial resources, a significant correlation of sources on financial
knowledge and practices or behaviors was discovered. The impact on an individual's
emergency savings and financial knowledge is substantial.
According to one study, households with a lower level of financial literacy when it
comes to emergency savings tend to increase their liabilities in the event of a health
adversity. Although socioeconomic and demographic factors influence students'
financial satisfaction with their daily allowance or pocket money, financial management
can still be achieved through perceived behavior, gained and learned experiences,
counseling, and good budgeting skills. Although the income of parents or guardians can
affect or influence students' financial support satisfaction, financial literacy or knowledge
and financial management have a direct impact on students' financial satisfaction.
C. Statement of the Problem
 The study's goal is to determine the relationship between financial support
satisfaction and students' daily lives allowance. The study specifically seeks to learn
about students' daily allowances, the extent to which students are satisfied with their
daily allowances, and the relationship between students' daily allowances and financial
support satisfaction.
D. Hypothesis
Null: There is no relationship between financial support satisfaction and daily allowance
for students.
Alternative: There is a relationship between student daily allowance and financial
support satisfaction.
E. Methodology
 Design
The researcher employs the quantitative approach- descriptive correlation to
determine the relationship between the student's financial support satisfaction and
their daily school allowance.
 Locale
The study will be carried out at Jagobiao National High School, specifically in
the Senior High School Department, because it is convenient for the researcher.
There are two buildings in the Senior High School Department which include the
Technical-Vocational and Livelihood-Drafting 11 (TVL-Drafting 11), Humanities and
Social Sciences 11 (HUMSS 11), Accountancy, Business, and Management 11
(ABM 11), and General Academic Strand 11 (GAS 11). The second building, on the
other hand, is a four-story structure that houses ABM 12, GAS 12, HUMSS 12, and
Science, Technology, Engineering, and Mathematics 11 (STEM 11).
 Respondents
This research study's respondents are Senior High School students in grades
11 and 12 (GAS, HUMSS, ABM, STEM, TVL - Drafting). Because all Senior High
School students are required to participate in this study, a complete enumeration will
be used. The survey requires 242 participants.
 Instrument
The researcher will use a checklist scaling questionnaire that is divided into
two parts: (1) the students' level of financial support satisfaction with their daily
allowance, and (2) the range of the students' daily school allowance. The checklist
scaling questionnaire in this study will be based on the researcher's perception and
statement of the problem. The respondents will rate on a scale of 1-3, with (1)
representing Not Satisfied, (2) representing Fairly Satisfied, and (3) representing
Satisfied.
 Data Gathering Procedure
The researcher will submit a transmittal letter to the school's principal to
request permission to conduct the survey at Jagobiao National High School- Senior
High School Department. Permissions will then be granted.
If necessary, the researcher will ask the respondents and class advisers
questions. Following that, checklist scaling questionnaires will be distributed, with
respondents free to answer them. The researcher will collect and analyze the
questionnaires after they have been completed. Finally, the researcher will bid the
respondents farewell and express gratitude.
 Statistical Treatment
 This study will first employ the weighted mean, which is used to compute the
mean of the level of financial support satisfaction, including percentages, that
students feel toward their daily allowance. Finally, the chi-square (x²) and Kendall's
Tau-C will be heavily used in this study.
F. Findings
In this study, it was discovered that the majority of students have a daily
allowance of forty-one to fifty pesos, followed by fifty-one to sixty pesos, ten to twenty
pesos, and twenty-one to thirty pesos.
Students are generally pleased with their daily school allowances. Because they
are meeting their financial obligations with less debt, the students appear to have a
more peaceful mind in their financial lives. They were also able to buy something for
their loved ones with the money they had and save the rest for later use. This study
found a link between students' level of financial support satisfaction and the amount of
their school allowances.
G. Conclusion
Satisfaction has been shown to be unaffected by certain demographic factors
that influence student financial support. This simply means that whether or not a student
manages a financial resource well, the level of financial support satisfaction cannot be
influenced by their spending habits or how much or how little their daily allowance is. A
financially supported student, on the other hand, is more confident, tolerant, and less
prone to stress, which contributes to improved individual well-being.
REFERENCE
Moneva, J., Tuñacao, M. (2020). Students' Level of Financial Support Satisfaction
Towards Their Daily Allowance. IRA International Journal of Education and
Multidisciplinary Studies (ISSN 2455-2526), 16(1), 15-23. doi:
http://dx.doi.org/10.21013/jems.v16.n1.p4