The Effects of School Expenses for

GAS 11 Students of ACLC – Naga

2018-2019

A Practical Research presented to the Faculty of College of Trade Education

AMA Computer Learning Center City of Naga

DOBLADO, John Gio

DUMAGAT, Ma.Paula

HERNANDEZ, Luis Miguel

IMPERIAL, Michelle

MANALO, Junel

MERCADO, Freanne Hyacinth

PALOMAR, Arlene

REASO, Danica

2019
 TABLE OF CONTENTS

ACKNOWLEDGMENT

ABSTRACT

CHAPTERS

I. THE PROBLEM

INTRODUCTION

STATEMENT OF THE PROBLEM

ASSUMPTION

SIGNIFICANCE OF THE STUDY

SCOPE OF DELIMITATION

DEFINITION OF TERMS

II. REVIEW OF RELATED LITERATURE AND STUDIES

RELATED STUDIES

RELATED LITERATURE

III. METHODS AND PROCEDURES

METHODOLOGY

RESPONDENTS OF THE STUDY

DATA GATHERING TOOLS

INTERPRETATION OF DATA
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

School expenses are any cost that happens when owning or renting an asset
or property. There are different types of expenses: First is the variable expenses,
it is the expenses that vary from month to month such as electricity, gas, groceries
and clothing. Second is the fixed expenses, it is the expenses that remain the same
from month to month such as rent, cable bill, and car payment. Third is the
intermittent expenses, it is the expenses that occur at various time throughout the
year and tend to be in large amounts such as tuition payments and car repairs.
And fourth is the discretionary or the non-essential expenses, it is the expenses
for things people don't need such as eating out, gifts, and snacks.

School expenses are huge factors that are really needed in peoples
everyday lives because of their economical factors. Wherein, patterns of exchange
of goods needed money for trade off. Money is really anything that people use to
pay for goods and services and to pay people for their work. People needed money
in order to buy their basic needs, especially the foods that is needed to be
productive and functional in everyday activities. Regardless of the form it takes,
money needs to be widely accepted by both buyers and sellers in order to be
useful.

Lack of financial resources or money itself is already a big factor that really
affects everything in individuals performance. As of 1991 Philippines committed
itself having extreme poverty from a level of 33.1% to 16.6% by 2015. Wherein,
there are a lot of families lived in poverty and it is the main cause why students
fail and don't succeed in life.
 This study aims to know the positive and negative effects of school
expenses of grade 11 GAS students in AMA Computer Learning Center.

STATEMENT OF THE PROBLEM

1.What are the effects of school expenses for GAS 11 students in terms of:

a. Emotional

b. Mental

c. Physical

d. Intellectual

2. How they survive their daily expenses?

3. What kind of development program could take action?

ASSUMPTION OF THE STUDY

1. There are effects of school expenses to the respondents.

2. The effects of school expenses to grade 11 students.
3. The possible development program could help the students.

SIGNIFICANCE OF THE STUDY

This study is significant to the following people of our community:

SCHOOL AND ADMINISTRATION. This study will be able to benefit the
administration and the school staffs such as teachers in order for them to
understand the hindrances that the students are facing.

STUDENTS. This study will be useful and beneficial to the students, for them to
assess their selves if they were having the same problem and how can they make
an action of it.

OTHER RESEARCHERS. This study will help the other researchers as that it will
serve as additional information and will add to factual informations or basis.

SCOPE AND DELIMITATION

The study aims to determine the effects of school expenses to GAS 11

students in AMA Computer Learning Center. The study is important so that the
researchers can find what are the factors that may affect and the effects of school
expenses to the students. In this study, the researchers will gather data and will
conduct a survey.

DEFINITION OF TERMS

Some terms of this study were conceptually and operationally defined. These terms
are as follows:

MONEY

Something generally accepted as a medium of exchange, a measure of

value, or a means of payment.
EXPENSES

An outflow of money to another person or group to pay for an item or

service, of for a category of costs.

RESOURCE

A stock or supply of money, materials, staff, and other assets that can be
drawn on by a person or organization in order to function effectively.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of reading made directly or indirectly related

to the present study. All these literature and studies have provided insights in
conducting the study.

According to Mallum, Huggai and Ajaegbu (2014), another thing

that worth noting is that, The individual’s educational achievement has a
basic foundation on the early stage of his/her growth and development,
the pre-educational stage involve infancy and childhood, and their health and
hygiene and the constituent of their nutrition determines greatly the rate of
growth and mental development in them. This is because each child is endowed
with different genetic potential being modified by their environment. This makes
any child unique in his/her makeup which is a concept of individual difference.

Pedrosa, Dachs, Maia, Andrade and Carvalho (2006), were able to

find out that students coming from disadvantaged backgrounds, (educational and
socioeconomic), have a higher relative performance than their counterparts. This
can be considered as a phenomenon which the authors named “educational
resilience”.

Udoh and Akpa (2004) noted that, financing education is as popular as

it is a true domain of economist. They further explain that educators decide what
is to be done and then, the economist work out how much the cost would be
and how to source for money for the implementation of such educational
program.

Woessmann (2004), concludes in his study that family background has

strong and similar effects on both European and American students. He also
estimates the model using a QR approach where he concludes that there is weak
evidence of variation in the family background influence.
 Woolfolk (2004), supports by arguing that because low socioeconomic
status students may wear old clothes, speak in dialect or be less familiar with
books and school activities, teachers and other students may assume that those
students are not bright and teachers may avoid calling them to answer
questions in the classroom to protect them from embarrassment of giving
wrong responses. This makes these students less attentive and do not concentrate
on what is being taught, and in the end, they come to believe that they are not
very good at schoolwork. This situation makes them perform poorly in the
subjects and sometimes drop out from school because they are affected
psychologically.

Ukwu (2002), expenditure on education does not only directly improve

people’s lives and well being, but also contributes indirectly as a stock that
contributes to increase in national income. Education equips people with literary
and numeracy and directly improves their productively. This assertion reinforces
the fundamentality of education to the quest for national development in any
country. The Nigerian educational policy, even with its lofty visions, would remain
mere documentations unless the education sector in Nigeria is well funded and
professionally managed.

According to Acemoglu and Pischke (2001), family income explains

difference in the enrolment rates of children, in a four-year college. These
effects are different between rich and poor family.

Haverman and Wolf (1995), found that children achievement

depends on the social investment in them, in terms of parental investment in
children; and the choices that children make, given the investments in, and
opportunities available to them. But in Bangladesh this kind of choice is limited
to a section of urban students.

Ballantine (1983), demonstrated that socioeconomic and educational

background of the parent goes a long way in determining child’s academic
achievement. This is a reality, because the parent educational background and
level of income places the child in a better position in terms of academics and
other extra-curricular achievement. E. I. Dang and E. J. Bulus thus, the saying “the
better the socio economic background, the higher the expectation both physically
and mentally (academically)”.

REVIEW OF RELATED STUDIES

The following are the related studies that are related to the conduct
of the study.

The Nigerian National Policy on Education (2014), recognized

education as an expensive social service that requires adequate financial provision
from all tiers of government for its successful implementation. The role education
play in economic development cannot be overemphasized, hence the need for all
hands to be on deck for proper development of the educational system. Finance
has been identified as one of the major challenge to educational achievement and
development for both individuals and the society at large. This research is
conducted to determine the impact of finance on student's academic
performance/achievement in secondary schools. The research design adopted for
this study is a survey research design. Three hypotheses are stated, to guide the
researchers in reaching the needed conclusion for the study. SS II students in
Akwanga LGA, of Nassarawa State, Nigeria made up the population for the study.
The instruments adopted for the collection of data are structured questionnaires
which were administered to elicit responses from the respondent, with respect to
their financial disposition and an achievement test, to determine the students'
academic performance. Chi-square was used in testing the hypotheses. The study
put forward some recommendations, among which are; for government to make
provision for adequate infrastructures and facilities needed for smooth operations
of the school system, be it boarding house, public and or private so as to create
balance among the students, there is need for the provision of scholarship
especially for student from low socioeconomic background, learners are also
encouraged to engage in collaborative studies among their peer so as to enable
them tap from the experience of each other not minding their background.
 According to Grassgreen (2012), on Inside Higher Ed. “Money on the
Mind. “Finances are affecting students' academic experience, with ability to get a
job as a big factor in deciding on a major, according to this year's National Survey
of Student Engagement.

The recession may be over, but as tuition and debt continue to rise, many
students are still under extreme pressure to make ends meet – and for some, it’s
at the expense of academic.

In part responding to critics who wondered why they hadn’t explored this
earlier, the creators of the National Survey of Student Engagement this year asked
how finances were affecting students’ academic activity. The results, NSSE director
Alexander C. McCormick said, are “not too surprising, but worrisome.”

About 60 percent of full-time seniors who work more than 20 hours per
week said it interfered with their academic performance, but just as many said
they frequently looked into working more hours to cover costs. Further, 32
percent of first-year students and 36 percent of seniors said financial concerns
interfered with their academic performance. 27 percent of freshmen and 34
percent of seniors said they “often” or “very often” chose not to purchase required
academic materials because of the cost.

“You have to wonder what the impact is,” said McCormick, who is also an
associate professor of educational leadership and policy studies at Indiana
University at Bloomington. Ones hopes that students are renting textbooks or
borrowing from a friend rather than simply going without, but even then, he said,
if a student can’t open a textbook whenever needed, it’s not ideal.

Perhaps it’s also not surprising, then, that when asked whether a series of
factors “substantially” influenced their choice of major, 55 percent of seniors said
“yes” to having the ability to find a job (with more minority than white students
saying so), and 52 percent noted potential salary. Nearly 59 percent pointed to
career mobility or advancement, and 41 percent said potential for management
positions. Still, academic interest and personal talents won out, with 89 percent of
seniors answering in the affirmative to both.

The British Journal of Psychology (2010), An apparent increase in

seriously disturbed students consulting student health services in the UK has led
to concern that increasing financial difficulties and other outside pressures may
affect student mental health and academic performance. The current research
investigated whether student anxiety and depression increases after college entry,
the extent to which adverse life experiences contribute to any increases, and the
impact of adversity, anxiety and depression on exam performance.
 351 UK‐ domiciled undergraduates completed questionnaires one month
before university entry and mid‐ course. The Hospital Anxiety and Depression Scale
(HADS: Zigmond & Snaith, 1983) was administered at both time points and a
modified List of Threatening Experiences (Brugha, Bebbington, Tennant, & Hurry,
1985) was administered mid‐ course.

By mid‐ course 9% of previously symptom‐ free students became depressed

and 20% became anxious at a clinically significant level. Of those previously
anxious or depressed 36% had recovered. After adjusting for pre‐ entry symptoms,
financial difficulties made a significant independent contribution to depression and
relationship difficulties independently predicted anxiety. Depression and financial
difficulties mid‐ course predicted a decrease in exam performance from first to
second year.

This is the first study to confirm empirically that financial and other
difficulties can increase British students' levels of anxiety and depression and that
financial difficulties and depression can affect academic performance. However,
university life may also have a beneficial effect for some students with pre‐ existing
conditions. With widening participation in higher education, the results have
important implications for educational and health policies.

Sandy Baum and Marie O’Malley (2002), The fourth Nellie Mae survey
of student loan borrowers in repayment reveals that education debt burdens
remain manageable for most borrowers. A clear majority of those in repayment
report that the benefits of the educational opportunities made possible through
borrowing are well worth any problems associated with paying off the loans. There
are, however, indications that negative attitudes towards education debt are
increasing over time. Moreover, borrowers from low-income families are more
likely than others to report repayment difficulties, even when controlling for
current incomes and debt levels.

Journal of Happiness Studies (2001), The aim of the analyses

presented here was to explore subjective and objective components and
predictors of self-rated quality of life. The vehicle for the study was a
questionnaire module on perceptions of quality of life, which was commissioned
by the authors for inclusion in the Office of National Statistics (ONS) Omnibus
Survey in Great Britain. For the survey, 2033 randomly sampled adults aged 16
and over were interviewed in their own homes (77% response rate). Multiple
regression analyses showed that relatively little of the variance in overall ratings
was explained by the objective, socio-demographic indicators (5%), and the
addition of the health status indicator (reported longstanding illness) contributed
nothing. The subjective ratings of life in self-nominated areas of importance
explained the most, with those who did not prioritise the area at all as the
referent (relationships, finances, own health, others' health, work and social life).
These variables contributed over twice as much as the objective and health status
variables, indicating the relative importance of self-nominated 'important areas
of life' over theoretically important, objective variables and reported illness.
However, the final model still only explained a modest amount of the variance in
quality of life ratings (16%), confirming the amorphous nature of quality of life.

Advances in Quality of Life Research 2001, The purpose is to

present a behavioral model to enable individuals to change self-defeating
behavior patterns to reduce financial stress and optimize financial quality of life.
Strategies for reducing financial stress include identifying and naming the source
of financial stress as well as identifying behavioral and financial strategies to
reshape behavior to create an optimal quality of life. The paper discusses how
behavior patterns are learned, how emotional distortions evolve, and how
emotional distortions can be dissolved. Optimal financial quality of life means
being able to arrange money to do the things one wants to do. When individuals
and families are unable to manage their money effectively, money problems can
result. Money problems can cause fights and increase tension in a relationship.
The Consumer Credit Counseling Service of Atlanta conducted a recent survey of
people who came to the organization for debt or budget counseling. Sixty percent
of married respondents reported fighting about money with their spouse. Nineteen
percent said financial problems negatively affected their relationships with their
parents. Thirteen percent said the same was true for friends. Over ninety-three
percent reported that financial problems increased the amount of stress in their
lives (CCCS Atlanta, 1998). Financial stress can originate from external and internal
sources. External sources are circumstances that create financial stress that one
may not be able to control. Circumstantial problems include job cutback or loss,
income reduction due to death, disability from accident, illness, or divorce. Internal
sources are self-defeating spending behavior patterns that can be changed.
 Financial Stress
Theory of Money Theory
(Brunnermeier, (Davis & Manter,
2016) 2004)

The Effects of
School Expenses
for GAS 11
Students of
ACLC – Naga
2018-2019

Phenomenal
Developments in
finance theory

(Miller, 1998)

Figure 1. Theoretical Framework

 The Effects of School Expenses for GAS 11 Students of ACLC – Naga
2018-2019

 Preparation,
 It includes the Validation and
effects of school Administration of
expenses to the the materials The Effects of School
Expenses for GAS 11
respondents in needed
Students of
terms of:  Gathering datas ACLC – Naga
Effectivel
a. Emotional and conducting 2018-2019
b. Mental a survey
c. Physical  Analysis and
d. Intellectual Interpretation of
Data

Figure 2. Conceptual Framework

 CHAPTER III

METHODS AND PROCEDURES

METHODOLOGY

This chapter represents the discussion on the research design,

respondents that involved in the study and purpose sampling technique.

This chapter is showing how the researchers came to the necessary data
for the study, how these days were analyzed interpreted in the easiest possible
way.

RESEARCH AND DESIGN

This chapter presents the methodology, respondents of the study,

instrumentation, data collection method used.

RESPONDENTS OF THE STUDY

To evaluate the effects of school expenses to GAS 11 students of AMA

Computer Learning Center (ACLC). The questionnaire were prepared.

RESPONDENTS ACTUAL POPULATION SAMPLE POPULATION

GAS 11-A 45 5
GAS 11-B 45 5
GAS 11-C 41 5
GAS 11-D 36 5
GAS 11-E 40 5
GAS 11-F 40 5
GAS 11-G 42 5
TOTAL 289 35
INSTRUMENTATION

The researchers used and prepared questionnaires to the selected

respondents of the research. The validation or questionnaire sheets contains
several questions. That is about the effects of school expenses in terms of
emotional, mental, physical and intellectual. Their answers is important for us
because their opinion will be a big help to the researchers and to guide the
research's in the study.

DATA COLLECTION METHOD

The questionnaire or validation sheets were given to the population of

289 in Gas 11 selected students from AMA Computer Learning Center (ACLC).
The data were based to the gathered answers from the questionnaire of the
effects of school expenses for GAS 11 students of ACLC – Naga in terms of
emotional, mental, physical and intellectual. The overall data were tallied and
treated statistically subject to careful interpretation of data in terms of overall
effects.

STATISTICAL METHOD USED

The effects of school expenses to GAS 11 students of AMA Computer

Learning Center (ACLC) in terms of emotional, mental, physical and intellectual
will be determined through the computed weighted mean of the evaluators.

The formula for the weighted mean is

Mean=∑x
N

Where in:

∑ = Sum of scores
N = Number of sample