A CORRELATIONAL STUDY OF THE RELATIONSHIP BETWEEN

FINANCIAL STRESS AND ACADEMIC PERFORMANCE AMONG GRADE

12 HUMSS STUDENTS

A Thesis

Presented to

The SHS Faculty of UM Panabo College

Panabo City

In Partial Fulfillment

Of the Requirements for the Course

Research Project

(RES 3s)

Althea Laureano

Darlene J. Mier

Christelyn Pondoon

March 2021
 TABLE OF CONTENTS

Page Number
Table of Contents………………………………………………...…………..i
Chapter 1

Background of the Study……………………………………………….1

Statement of the Problem………………………………………………3
Hypothesis……………………………………………………………….4
Theoretical and Conceptual Framework……………………………...4
Significance of the Study………………….……………..……...……..6
Definition of Terms……………………………….……………..…....…7
Chapter 2

Review of Related Literature……………………………………….......8

Chapter 3

Research Design…………………………………………………......…26
Research Subject……………………………………….………….......26
Research Instrument………………….……………………………......26
Data Gathering Procedure……………………………………….....….28
Statistical Treatment Data……………………………….……….....…28
 CHAPTER 1

THE PROBLEM AND ITS SETTING

This chapter deals with the background of the study, statement of the

problem, hypothesis, theoretical and conceptual framework, significance of

the study and definition of terms.

Background of the Study

Academic performance is a students’ intellectual competence in

terms of scholastic evaluation. Academic achievement results in grades

which can be affected by various aspects of their life, like mental capacity,

level of interest, emotional well-being, and family’s financial standing. Like

with any other matters, students that are struggling with financial problems are

likely to focus more on the issue and less on their studies.

According to the study conducted by Bennett et al. (2015), students

who were anxious about college payments averaged 4.5% lower in their

classes than students who were not concerned with college payments. The

students who were unable to meet the expense of the essential textbooks had

a difference of 3.7 points in the course grades. Students who averaged 6.6

less than others claimed that their academic performance was impaired by

financial problems. It became apparent that particular sets of students tend to

have been affected more by stress than others. Minorities, women, and first-

generation students were considerably higher in stressed students, with lower

university enrollment rates being below average in classes. Students have

less time for studies which has a detrimental effect on academic performance

after longer working hours to fulfill their financial responsibilities. Students who
have poor grades, have inadequate salary and also financially stressed are

less likely to graduate from college so as to achieve greater chances for a

brighter future. The nature of the issue is much wider and could have a

detrimental effect on economic development as a result of disrupting the

students’ ability to buy costly products since they have to recover huge

quantities of student loans.

In the Philippines, a study conducted by Dagdag et al., 2019, reveal

that the largest factor that has negative impact on students’ academic

performance is financial problems which has 35.76% on the result of the

study. This result is also similar to the findings of the previous researches

although some might apply other methods or different models of financial

needs/problems. It is said that students’ academic performance is influenced

by financial matters such as source of income and parents’ educational level.

Also, low students’ academic performance is the result of nutrition and living

condition. This implies that dissemination of scholarship units and programs

inside or outside the schools is a must so that students can apply to support

their financial needs.

As per interviewed by one of the students of UM Panabo College,

academic performance can be affected by financial issues. There are

instances that the student cannot submit her school project on time or cannot

passed the project because of insufficient money. Furthermore, for anyone

who does not have enough money to go to school, it would have a significant

impact on their academic performance, as they needed to be absent and will

surely missed school tasks and discussions..

 According to Robb (2017), the research gap shown by the research is

finance as a major source of stress, a significant number of students struggle

with financial stress and that it will essentially have detrimental effects on

students' ongoing learning. For this reason, the researchers were driven to

conduct the study on financial stress and students' academic performance

among selected senior high school students.

Statement of the Problem

This study will be conducted to explain the Financial Stress and

Students’ Academic Performance among selected senior high school students

in UM Panabo College during the school year 2020 to 2021. Specifically, the

study attempt to answer the following question:

1. What is the level of financial stress in terms of:

1.1 Educational expenses;

1.2 Family financial status; and

1.3 Regular expenses?

2. What is the level of student’s academic performance in terms of:

2.1 Grades?

3. Is there a significant relationship between financial stress and

students’ academic performance?

Hypothesis

The null hypothesis will be tested at 0.05 level of significance which

states that there is no significant relationship between financial stress and

students’ academic performance.

Theoretical and Conceptual Framework

This study is anchored on the study of Inceptia (2013), which stated

that there is a relationship between financial stress and students’ academic

performance. Due to financial stress, students tend to spend more time on

their work to sustain their financial needs than participating in extracurricular

activities in school. Some students were unable to focus on studies because

they get distracted by financial stress. Moreover, they get worried about the

school expenses in higher education and some students even decided to drop

out.

As shown in Figure 1, the financial stress is the independent variable of

the study with the following indicators: Educational Expenses which refers to

the charges paid by the student for school fees; Family Financial Status which

refers to the level of income a family has; Regular Expenses which refers to

the cost of the students’ fundamental needs on a regular basis. The

dependent variable is the students’ academic performance which is

determined by the final grades using the base on first semester.

Significance of the Study

The findings of this study is relevant considering that the stress of debt

or other financial issues is a significant concern among the students.

Moreover, the researchers believe that the results of the study will be

beneficial to the following:

School Administrators. The result of this study could serve the baseline

data of enriching educational experiences of school.

Teachers. The outcome of this study will provide the teachers to earn greater

knowledge and ideas that may serve as a proper guidance to the students.

Also, it will help the teachers understand well and become attuned to their

students’ financial situation.

Parents. The findings of this study can help parents to become increasingly

aware of how much financial burden impacts students and acknowledge that it

could be the reason why their children receive poor grades.

Students. This study will help students who are experiencing financial

difficulties maintain their well-being and acquire positive resources that would

allow them to more effectively deal with their present challenges, and also

enable them to attain their aspirations related to their personal learning and

development in schools.

Future Researchers. The result of this study can help the future researchers

broaden their knowledge and may serve as basis for further research study on

financial stress and students’ academic performance.

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

Financial Stress Students’ Academic

Performance
 Educational
 Grades
expenses
 Family financial
status
 Regular expenses
 Figure 1. Conceptual Framework of the Study

Definition of Terms

The following are the terms and their definition which are made by the

authors in order for the readers to have thorough understanding.

Financial Stress. It is the feeling of fear and anxiety when dealing with

financial problems. It can negatively impact the health such as sleeping

problems, aches and pains, fatigue and many more (Cruze, 2021).

Operationally, this defined of what the students feel or experiencing

due to financial problems. Students that are stressed with finances will most

likely be unable to focus on other things, including their studies.

Academic Performance. According to Abaidoo (2018), academic

achievement is the information acquired that is measured over a particular

period of time by marks set by a teacher and/or educational goals set by

students and teachers.

Operationally, Academic performance determines the financial stress'

level of impact to the students. By that, the degree of impact to students is

being known.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

The data had been obtained from the internet, publications, secondary

sources such as books and the researchers included the several related

literature and studies, which significantly contribute to the research project.

Financial Stress

According to Lim et al. (2014), among the college students, finances

were ranked as the second largest that give them stress. When it comes to

financial matters, it is difficult to manage and sometimes can bring traumatic

experiences. In addition, majority of the college students’ significant concern

are finances which is about paying for school payments and getting enough

money for regular expenses. Moreover, the result of a national survey of

college students and recent college graduates by Inceptia, college students

were linked to personal finances, loans in need of repayment, tuition

expenses, money lent for college, and to get a job after school.

According to Bernardo & Ressurreccion (2018), it has been discovered

that financial burden is one of the causes of stress for students in various

parts of the world. Insufficient resources is the main reason why almost 20%

of Filipino children in basic education dropped out of school. Not unusually,

stress related to financial problems has a detrimental effect on student

welfare. There are about 16% Filipino children who decided not to pursue

their higher education and look for a job to earn money to provide for their

families instead. They have observed that the financial stress would be
negatively linked to the subjective well-being or, more importantly, life

satisfaction of Filipino students.

Financial stress is typically deemed an obstacle to academic success

in schools. In accordance with a certain study, 79.2 percent of respondents

were concerned about financial debt. Financially troubled students will

possibly be withdrawn from their academic priorities when they cogitate about

financing methods not only for tuition and fees, but also for daily expenses. As

a means to fund expenditures for schooling, these methods usually include

lower credit and elevated work agenda. For the purpose of enhancing

completion rates, academic achievement, and defaults outcomes, schools

have an obligation to recognize financially disadvantaged students earlier in

their educational endeavors. As previously noted, numerous researchers have

discovered a significant correlation between the students' debt and their

capacity to fulfill academic demands (Sousa, 2014).

According to Britt et al. (2016), financial stress can affect students

from mental pressure to unfortunate educational results. Findings for 2,236

students at Midwestern University suggest that pressures from financial and

daily needs, greater personal financial capabilities, less financial resources,

poor judgments and weaker skills are linked to increased financial burden.

Factors of monetary stress, perceived financial insight, and capital resources

were significantly linked to financial distress, but financial distress was not

related to educational attainment. Sufficient financial services available for

students will presumably be linked to reduced stress and improved academic

performance, as well as offering conditions for improved understanding of

financial matters.
 In accordance with Khurshid et al. (2012), based on statistical results, it

has been established that most respondents, particularly parents who serve

as government staff, are dealing with financial pressures. In comparison to

those who reside in their own houses, those who live in rental houses are

more distressed. It was also examined that those residing in communal family

structures are more distressed than those who separately reside in their own

homes.

Low wages is one of the main determinants in financial stress, reflecting

the higher rating of students from poverty-stricken families on financial stress

surveys. The payment for student fees, textbooks, costs of materials for tasks,

and additional expenses are challenging and is a source of stress for students

from lower-income households. In addition, disadvantaged students are

unable to pay for school fees, taxes and sanctions. Financially troubled

students have a hard time purchasing new clothes for school events, cafeteria

fees, transportation costs, and stationary expenditures. Majority of students

concur that their academic performance is adversely influenced by financial

stress. Students under financial stress are reluctant to engage in curriculum

activities; they could experience the opposition of teachers and peers

because of their family’s financial status. As a result, students who are under

financial stress could believe that they’re inferior to others and become

socially alienated due to their economic status.

Educational Costs. According to Loftin et al. (2012), students have

recognized that financial matters is one of the prime obstacles, proclaiming

that working is essential in order to keep one’s head above water. Some

individuals have had to spend more time participating in the nursing program.
Students from the Loftus and Duty study contemplated that one of the serious

obstacles to academic achievement is the urge to work as few as 1 to 12

hours a week. Lengthy hours of work have limited students' time accessible to

be able study. Two common reasons minority students gave for working

included the need to cover education expenses as well as to provide for the

living expenses of themselves and their families. The need for educational

fees and to meet the fundamental expenses for both themselves and their

families was the minority students’ two usual motives for working.

The increasing tuition fees were added to minority students’ worries

and responsibilities. A number of these students opted to enroll in publicly

funded institutions for necessary courses, rather than universities, in order to

decrease their financial concerns. Some discerned that the reasons for

enrolling in public institutions’ nursing programs rather than a university’s is

the shortage of financial support and the motivation to start earning money.

The fact that students had little knowledge or even no financial assistance

about bursaries and subsidies further increased their financial difficulties. A

great deal of people felt that mortgages were the only way to fund their

learning. In addition, these students indicated that their teachers suggested

that they work less hours or not at all.

Ulbrich & Kirk (2017) stated that every one of us has been informed of

the news about the increasing student debt and the adverse effect it has had

on students who are seeking employment. The student financial dilemma is

constantly being addressed, investigated and examined by federal

government agencies, philanthropic institutions, economic experts and

balance-set students. For both graduate and undergraduate students, the

comprehensive range of studies from institutions like that of the Pew

Research Center provides impressive statistics defining the scale of the

problem. Student loans is rapidly increasing and have exceeded $1.3 trillion.

Inordinate student loans could have an effect on the occupational preferences

of students, decrease life quality, adversely affect students’ willingness to give

back to their school or to society in general, and impede advancement toward

other financial objectives including retirement funds. Simply put, roughly two

out of five, which is 38 percent of adults in the United States are not able to

prepare for retirement payments while covering college loans. The outcome of

a survey from the U.S. programs of medicine and internal medicine residents

was a prevalent correlation between the substandard life conditions,

symptoms of depression and exhaustion, mental fatigue and growing

pessimism with the increasing debt of students or residents.

In Spanish public universities, they have looked at an increase in

student fees implemented in Law 14/2012 under which students enroll and

pay their selected classes along with a rise in expenses whenever students

fail and retake a class. Throughout the period 2010-14, results corresponded

to the University of Valencia, being one of Spain's biggest public institutions,

which include all students of medical science, business, and politics. It is a

clear source of diversity in education that they have used for the

implementation of a dynamic differential approach, since some students pay

full payments while others are completely excluded from charges. They

discovered that, following academic year 2012/2013 and monitoring the

random variation of students and courses, until students passed their classes,

the tuition fees decreased the total amount of times they enroll. This also
raised the likelihood of students succeeding in classes with their initial

enrollment and enhanced their scores.

Over the years following 2012, results vary according to the students'

skill and potential amid college standards. Specifically, those with biggest

answers in business and economics are students with skills to a lesser

degree. As a matter of fact, the statistics from earlier than 2012 indicate that

the total business and economics students have nearly doubled the amount of

times they have passed a class and have raised the likelihood of completing

with the initial enrollment by approximately 10%, which makes these students

comparable, in view of this possibility, to their more competent schoolmates.

This has increased the acquisition level of the students, sometimes by up to

0.8 out of 10 points, which is higher than standard pre-2012 rates. A reduction

in duration of course completion is an evident result of these findings (Beneito

et al., 2016).

Family Financial Status. As stated by Habib (2019), the study

revealed that as long as financial matters are involved, students’ academic

achievement is substantially influenced. There is ample proof that families’

financial means are essential for the future of children, which has a causal

relation. In certain life events such as schooling or welfare, mainly because

children from poverty-stricken families lack resources, they don’t perform as

well as affluent families. Families' low wages have flexible impacts on their

children’s learning; students having little or no sufficient funding and revenue

to cover their academic needs contributes to distress, which eventually leads

to decreased successful outcomes.

 According to Nano et al. (2015), this research reveals 607 students

from several universities from around the country's financial disposition. It

shows how diverse Albanian university students’ financial perceptions are

based off of their household earnings. The research has also found that

students in Albanian universities have poor financial mindset. Their family

income is among the factors which affects their outlook towards financial

matters. Data shows that students from families with lower wages are more

inclined than other students to have greater financial standpoints. The findings

of this study can be demonstrated primarily through the inadequate parental

advice on financial planning activities. Parents often fail to educate children

about financial affairs. Students with better household income could adopt a

poor way of thinking about finances. They are more likely to think that they

can have anything they desire and that earning money is simple. The findings

of this research indicated that almost all students have reported their

university courses were funded by their families in full. Having their daily and

academic expenses covered, students are not encouraged to organize,

monitor expenditures and maintain budgets in the awareness of the

importance of earning money. Students with poor family earnings, however,

might have since they’ve struggled with finances earlier in their lives and have

understood that money is important. Coaching parents to educate their

children good financial behaviors will allow them to learn and to shape

improved financial behaviors in their household. It is important for parents to

grant their children an independent allowance for the sake of teaching them to

establish priorities and help them develop their own value for education and

finances.
 As stated by Gobena (2018), there were gender discrepancies in the

field of research between participants. The majority of the respondents were

below 25 years, which suggests that most of the respondents were young

adults who have great opportunities for further educational and professional

development for the future generations of the country. Most participants were

young people below 25 years, which shows that they have great prospects in

the following generations of the nation in terms of knowledge and career

growth. In comparison, the majority of the respondents were born in rural

regions but perpetually live in urban regions. Most of the respondents’ parents

finished primary school, though mothers more than fathers. In contrast to their

female colleagues, male students accomplished more. There were, however,

no conclusive association between the education of family members and the

academic performance of students in College of Education and Behavioral

Sciences.

(CEBS). Good interactions between genders and family’s educational

status were lacking. Nevertheless, the negative correlation between gender

and students' educational attainment was conclusive. In addition, a

substandard relation existed between family’s monthly income and CGPA-

measured educational attainment.

Families who were educated were able to encourage their children’s

academic achievement through guidance and counseling and effective

supervision whereas families who were non-educated were not able to

contribute to their children’s academic achievements. Via encouragement,

support and active guidance, families who were prepared were capable of

supporting their children's academic objectives, while unprepared families

were not. However, the degree of education at both educated and uneducated

families provided 40.96 percent to academic performances of students, while

59.04 percent provided to the academic performances of students as

undetermined variables. Gender, guardians and families of respondents who

assist students with their assignments amounted 34.81 percent to the

academic success of students, while 65.19 percent were able to make a

significant contribution as unidentified variables. Hence, the importance of

education for women, men and the community is that it simultaneously

impacts them to develop and adopt modern subjective, social and political

attitudes, which would eventually impact progressive change and enhance the

academic performance of students across all educational level.

Regular Expenses. Singh et al. (2020), According to the study

conducted and additional observation, it is very apparent that more than half

of the students have a fairly limited budget to pay their bills to improve their

ways of living. Students who study abroad spend comparatively more than

those who study in their homeland because they will have to pay for essential

things like gasoline and electricity. Lifestyle and leisure activities are what

students spend most of their money on and it differs for each individual

student. These days, students are highly brand-aware as each brand reflects

their personality uniquely. Subsequent to films, around half of their

respondents find dining at their most inevitable expenses. One significant

result was that in the midst of a budget crisis, more students have lowered

their regular expenses than those who requested for money from their

parents. They choose to save a portion of their monthly allowance as well,

which exhibits great financial management. A few also have a propensity for

spending their funds in capital markets.

As stated by Sorooshian & Teck (2013), the actions of spending was

never consistent. It is complex and can vary from era to era. Students

currently play important roles in helping the economy’s growth, whereas

spending and college students’ expenses has been established as a key

components of Malaysia's total aggregate demand. State college expenses

are perhaps relevant since, with the current jobs, costs and possible

incentives for urban economic growth, a significant amount of state

universities are commonly considered to be main actors in the local economy.

Many researches on certain universities’ economic systems have been aimed

at determining the significant effect of organizations on economic activities. In

past years, students purchased textbooks, uniforms and other objects used

for studies. Presently, the needs of student have certainly expanded as

computers are required for tasks, phones and other things beyond a student's

basic needs are necessary. Technological developments have also

contributed to higher student expenditures. Particularly, male students tend to

buy expensive devices, while females are more drawn to fashion items since

they want to look good in their schools.

As claimed by Perdido et al. (2016), the quantitative survey was

conducted to determine the spending and saving habits of randomly selected

students from the college of business. Most students enrolled in accounting,

company management, and bureau management services were females

(55%). 76% of 90 respondents collected their parents’ remittances, 16%

received sponsorship incentives, 6% received half-time employment, and 2%

get allowances from their exclusive fundings. As shown in the questionnaire,

students’ allocate their monthly funds on food, transport, clothes,

technological devices, cosmetic products, school materials, mobile phones,

magazines, and books. The findings suggest that apparel (41.1%), school

materials (37.8%), textbooks (36.7%), cosmetic products (32.2%) and beauty

treatments (27.8%) were among the primary objectives on which college

students in business invest their monthly allowances. The students’ financial

habits were recognized. A few aspects that influence the purchasing

behaviors of students were product quality and social pressure. 82.2% of

students saved money from their recurring allowances. In order to improve

their proper management capabilities, this study gave prominence to the fact

that students need to be financially knowledgeable, especially in business

colleges.

In conformity with Jalil et al. (2020), they discovered that relative to

other products, food and housing are ranked as the two most essential things,

which is what students use the majority of their money on. While the

substantial sum of money is spent on food, housing, school supplies,

transportation fees and personal belongings, the rest of the money is spent on

less important products. Taking into account a university student's overall

income level is RM539.70, food, drinks and housing expenses amounted to

RM498.61 or 92.39% of average earnings. The Internet and other required

materials are covered by the remainder of RM41.09. The final results led to

the conclusion that the earnings of students are fairly low and are hardly even

autonomous. There is definitely a lot of individual and education materials in a

university student’s demanding lifestyle, which necessitates adequate

resources. Pertaining to this, for the sake of students being able to manage

their studies comfortably without experiencing financial difficulties, the

government and lawmakers must analyze and evaluate the problem more,

and then reshape the provision of credit value if needed.

Academic Performance

According to the study of Shahzadi & Ahmad, 2011, educational

achievement is dependent on academic relationships and cognitive

capabilities while cognitive capabilities and academic relationships is

influenced by learning habits and home situation. It signifies that any students’

academic achievement can be measured by their cognitive capabilities

learning habits, and home situation. It has been identified, by analyzing the

different options of measuring academic achievement, that the strongest

course is the home situation, which influences the cognitive process and

subsequently, the academic achievement. According to their framework,

students can generate significant academic achievements through

concentrating on home situations and learning capabilities.

As stated by Ampofo & Owusu, 2015, Academic achievement of

students is usually measured through class grades, assessments and

examinations. As a matter of fact, if students consider themselves to be

directly acknowledged, feel that their attempts count and that they can

determine or manage the possibilities of their academic achievements, they

are more inclined to witness and exhibit successful academic outcomes.

These could actually encourage students to establish a significance and

personally meaningful understanding of the educational experience.

 As claimed by Lamas (2015), the essence of school or academic

activity is to learn and accomplish an academic objective, to gain knowledge.

In this context, the dynamic system called performance has many aspects.

These are school-promoted learning procedures that change a particular state

into a new nation and are accomplished with credibility in a separate,

intellectual and functional system. Performance differs depending on the

conditions, natural and environmental factors which influences competencies

and perceptions.

In accordance with Noemy et al., 2017, Students’ achievement has

often been correlated with the outcomes of examinations, which reflect the

intellectual capacity of students, excluding other individual traits. Amidst these

features, the value of emotional intelligence is worthy of acknowledgement,

(administration, association, vision and comprehension), parameters linked

with character traits (emotional precipitancy, regard for others, amiability,

negotiating capacities, receptiveness to experience, self-assurance) and life’s

meaning, since constructing meaning is linked to the development of every

individual, along with other procedures, like identities, interactions and

objectives of life. The aim of the research is to investigate the influence of

these variables for students to anticipate potential results in their learning

experience and growth.

In accordance with Razak et al. (2019), For the purpose of students

graduating punctually, various factors determine their academic achievement.

Deriving out of previous studies, students satisfactory achievements could be

due to educational process, the campus structure, impact of family and

friends, and students' monetary status. Students' academic achievement

would contribute towards more hiring. Students will graduate on time if they

are successful in their exams. It is important for students to do well in school

in order to be able to resume their studies for the following phase if they

graduate punctually. A student may be stressed and weary of studying

because they feel that they’ve studied for too long by postponing or

lengthening due to unsatisfactory academic results. Since the employment

rate in Malaysia will improve, it can be assumed that an individual who has

decent education, has an enthusiasm for studying and graduates promptly will

have longer time to find a job. Students prefer not to prolong their tasks but

complete it in a timely manner since, if they do, they will feel more fulfilled

about their academic achievements. Students’ academic achievement will be

impacted if they are uninterested in learning, when their parents pressure

them to study, and ensure that they are enrolled in the best school and get the

best setting upon graduation.

According to Olufemi et al., 2018, Learning is one of the major facets of

the growth of human assets. The academic success of students plays a vital

role in creating high quality graduate students who are to become the

country's main rulers and workforce, concerned with the economic and

sociocultural growth of the country. Educational attainment, in particular for

recent graduates, is among the primary aspects examined by employers.

Therefore, students must make the utmost effort to attain high grades while

also planning for potential positions available in their professions and meet

the requirements of the employer. The academic achievement of students

also identifies the standard of knowledge that future elementary and middle

school educators offer to students. Underperformance in universities is

consigning students who are confused and unhappy with their lives. The

academic achievement of students is influenced by a variety of aspects,

including cognitive abilities, parental context, social influences, teachers’

performance, and learning facilities.

Grades. As stated by Borghans et al., 2016, Test results and grades

on performance assessments are often used as intellectual metrics. This

study addresses these interventions and their components. In general, they

have determined that grades and performance evaluations usually are

stronger determinants of life results than "pure" intellectual measures. The

reasoning is that they have identified character features that have been

proven themselves to be indicative. However, in different extents, all

standardized "intellect" or "cognitive" metrics are affected by attributes of

personality.

As claimed by Marquez & Garcia, 2020, higher education grades have

rendered training courses, post-graduate careers and admission into

university a primary focus for students. Students' eagerness to a higher marks

in engineering methodologies can give rise to adverse mental health impacts,

including extensive fatigue, psychological and physical strain, and a loss of

stability between life and work in general. Students who enrolled in a

preliminary engineering program analyze their insight on grades prior to,

during, and at the end of the term, as well as their comments on getting poor

grades and test results. Tentative findings suggest that 60% of the number of

students voiced concerns regarding their grades before the semester started,

64% often monitored their grades online, 88% reported that they retain

information solely for classwork, and 96% raised concerns about whether their
grades did or did not meet their expectations during the mid-semester period.

Furthermore, when some students don't accomplish their desired grades, they

displayed dissatisfaction, despondency and immense anxiousness.

According to Bulut, 2012, Cultural beliefs which attach great

significance to educational outcomes and performance influence the grading.

As a matter of fact, cultural knowledge that we are unaware of is essential for

the evaluation of structure and design. Moreover, all aspirations are

associated with this cultural identity, which forms the perspective of youths

about their educational endeavors, their anxiousness, their frustration and

even their career objectives. Grading may be described as both the parents'

and students' cultural preconceived notions; It is an acknowledgement

mechanism for young adults, increases students' incentive to study and do

their utmost to obtain other people's validation. Furthermore, young adults'

grades are standards and guidelines for assessing their character, as their

class performance represents their identity in the community. Young students'

educational attainment is a form of production developed in schools and is a

way to indicate the winners or losers. In combining all these grading

mechanisms, students who want to deal with these procedures should

therefore remain competitive with their colleagues. Thus, young adults will be

able to thrive in school. Students have to be the greatest in this competitive

environment to fulfill their lives.

In accordance with Klapp, 2014, the findings suggest that students'

further accomplishments were adversely influenced by their grades, especially

for students who were of low or moderate capabilities, but the positive impact

was not important for significantly skilled students. The findings also indicate
that grading has adversely impacted middle school students' education. The

findings are in agreement with the research on this topic showing a significant

influence of grading in which cumulative evaluations impact susceptible

students more adversely. The outcomes of this broad experimental study

implies discretion when carrying out grades sooner in students' lives because

of the probability of adverse effects on future academic accomplishments.

On the authority of Sticca et al., 2017, Grades are amongst the most

frequently known metrics for scholastic achievement in academic research

and are regularly correlated with a number of educational factors, such as

self-perception and sentiment, along with non-pedagogical ones like social

and economic background. Throughout various studies, self-proclaimed

grades are evaluated as substitutes for real performance on the basis that it is

more available and functional. Although in the field of social science, the use

of self-proclaimed grades is generally acceptable and, regrettably, these acts

can be prone to structural and unpredictable errors which can lead to

inequitable outcomes. Due to its vast usage, a reliability of self-proclaimed

grades is especially essential to inspect the magnitude of possible

inaccuracies in evaluating levels of academic attainment. Up to this point, a

majority of studies about the reliability of self-proclaimed grades has been

carried out in educational institutions with widespread use of grade point

averages (GPA). Consequently, the reliability of self-proclaimed

accomplishment in countries with dissimilar grading methods, such as the

European 6-point grading system, is significantly less well-known.

 CHAPTER 3

METHOD

This chapter deals with the Research Design, Research Subject,

Research Instrument, Data Gathering Procedure, and Statistical Treatment

Data.

Research Design

In conducting the research, the researchers will be using the

correlational design. The research study will apply correlation method

because it is designed to assess whether between the independent variable

and dependent variable have a relationship or not. In addition, there will be no

involvement of manipulating the independent variable in correlational study

(Dudley, 2019). This design will be used since the main goal of this study is to

examine if the financial stress has an impact on the academic performance

the students.

Research Subject

The respondents of the study will be the Grade 12 HUMSS students in

UM Panabo College. For a reason that there are students who do not conform

to research-related activities, the researchers will make use of simple random

sampling. Out of 120 Grade 12 HUMSS students, there will be exact (40)

students who will participate in the said study.

Research Instrument

The instrument that will be used to determine the respondents' answers

in the independent and dependent variable is standardized questionnaire. The

research questionnaire will determine how much influence financial stress has

on the academic performance of students.

To determine the level of financial stress on students, the researchers

will use the following rating scales:

Scale Descriptive Equivalent Interpretation

4.21 – 5.00 Very High This means that the
impact of financial
stress on the
student’s academic
performance is
always manifested.
3.41 – 4.20 High This means that the
impact of financial
stress on the
student’s academic
performance is often
manifested.
2.61 – 3.40 Moderate This means that the
impact of financial
stress on the
student’s academic
performance is
sometimes
manifested.
1.81 – 2.60 Low This means that the
impact of financial
stress on the
student’s academic
performance is less
manifested.
1.00 – 1.80 Very Low This means that the
impact of financial
stress on the
student’s academic
performance is never
manifested.

To determine the level of academic performance among students, the

following scales will be used:

Scale Descriptive Equivalent Interpretation

4.21 – 5.00 Very High This means that the
student’s academic
performance is
always manifested.
3.41 – 4.20 High This means that the
student’s academic
performance is often
manifested.
2.61 – 3.40 Moderate This means that the
student’s academic
performance is
sometimes
manifested.
1.81 – 2.60 Low This means that the
student’s academic
performance is less
manifested.
1.00 – 1.80 Very Low This means that the
student’s academic
 performance is never
manifested.

Data Gathering Procedures

The following steps are involved in the process of conducting the

research:

Initial Review. The researchers will be asking for the office of UM

Panabo College's director to attend to the letter requesting authorization to

conduct the study.

Seeking Permission to Conduct the Study. The researchers will

send a letter requesting for the school principal's consent to conduct the

study.

Validation of the Instrument. The questionnaire will be validated by

authorized teachers to be appropriate for local setting.

Administration of the Instrument. After explicit permission, the

researchers will directly administer the questionnaire during their leisure time.

Individual interviews will be conducted in order to verify the respondents’

statements, therefore the researchers will be validating all of the respondents’

answers.

Retrieval of the Questionnaire. After the administration of the

questionnaire, the data will be collected by the researchers promptly.

Collection of Data. After the researchers collect the data, the data will

be tallied and subjected to statistical interpretation.

Statistical Treatment of Data.

 The following statistical tool will be used in the study:

Pearson-r. The researchers will use Pearson-r to examine the

significant relationship between financial stress and students’ academic

performance.

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