FINANCIAL-LITERACY-INVENTORY-AMONG-SENIOR-HIGH-SCHOOL-STUDENTS (1).pptx

Research Proposal

1. FINANCIAL LITERACY INVENTORY AMONG SENIOR HIGH SCHOOL STUDENTS

2. CHAPTER I INTRODUCTION

3. Background of study OECD (2024): 36% teenagers confident interpreting bank statement; 60% struggle with financial concepts (interest rates, percentages) Philippines (Gabay et al., 2024): moderate to high financial knowledge; challenges in applying knowledge (budgeting, managing debt) .

4. Financial literacy: budgeting, saving, investing, managing debt; essential life skill (ages 16–18) Adolescents: adulthood transition, part-time income, tertiary education; informed choices, avoid debt, saving, budgeting habits (Gabay et al., 2024)

5. Research: financial knowledge influences decision-making, behavior; higher literacy, better budgeting, responsible spending, & goal setting. Philippines study: moderate to high literacy (saving, budgeting, investing); struggle with application (financial terms, planning strategies) (Gabay et al., 2024)

6. National/international data: 36% confident bank statements, struggle with percentages (OECD, 2024); US students—over half never taught bank account, programs savings plan adoption 27% (CoinLaw, 2025) Studies: financial literacy ↔ spending behavior; lack evaluation of application, confidence, behavioral patterns

7. Gap : limited localized data (Filipino students’ socio-economic, educational context) This study aims: assess literacy (budgeting, saving, spending); determine grasp + application; identify strengths, gaps; clearer picture of preparedness; enhance financial literacy programs

8. Conceptual Framework Input : Existing financial knowledge (budgeting, saving, spending) Process : Collect information through survey questionnaire, and analyze the results and interpret the findings Output : Descriptive analysis of students’ financial literacy and Recomendations

9. Statement of the problem This study aims to assess the financial literacy inventory of senior high school students by examining their knowledge, financial behavior, and ability to apply financial concepts through quantifiable indicators. Specifically , it seeks to address the following problems: 1. What is the level of financial literacy of Senior High School in terms of: a. Budgeting; b.Saving ; and c.Spending ? 2. What recommendations can be made about the financial literacy of the Senior High School Students?

10. Significance of the Study This paper will contribute research-based data, information, and knowledge on the Financial Literacy Inventory Among Senior High School Students. The study will help students understand their strengths and weaknesses in managing money, guiding them in saving, budgeting, and spending wisely to promote financial independence.

11. It will provide teachers with valuable information on students’ financial knowledge and behavior, encouraging them to adjust teaching strategies and incorporate real-life financial activities to enhance classroom learning. School administrators can use the findings to design programs, training sessions, or workshops that strengthen financial education, promoting a financially responsible student body through data-driven decisions.

12. Parents will gain awareness of their children’s financial strengths and weaknesses, allowing them to provide guidance, support, and model smart financial behavior at home. Lastly, this study will serve as a foundational reference for future researchers, offering baseline data, insights, and inspiration for further studies that contribute to the literature on students’ financial education.

13. Scope and Delimitation The study is descriptive and aims to measure the financial literacy level of 120 senior high school students of Caibiran National High School during the first semester of SY 2025–2026, focusing on budgeting, saving, and spending.

14. The study is limited to senior high school students only, excluding college and junior high school students, and does not cover advanced financial concepts, financial behavior, income levels, or access to resources—only knowledge and comprehension of basic financial concepts.

15. Definition of Terms Financial Literacy – Refers to the knowledge and understanding of basic financial concepts such as budgeting, saving, spending, and investing, which enable individuals to make informed financial decisions. Budgeting – The process of planning and managing income and expenses to ensure that financial resources are used wisely and goals are achieved. Saving – The act of setting aside a portion of income for future use instead of spending it immediately. Spending – The use of money to purchase goods or services in order to satisfy needs and wants. Spending Behavior – The manner in which individuals allocate their money, including their purchasing habits, priorities, and tendencies such as impulse buying or adherence to budget. Confidence in Managing Finances – The individual’s belief in their ability to effectively handle financial responsibilities, make sound money-related decisions, and manage their resources.

16. Review of Related Literature Level of Financial Literacy Refers to the knowledge, skills, and attitudes necessary to make informed and effective financial decisions. Involves budgeting, saving, & spending. Empowers individuals to manage money responsibly, avoid risks, and plan for the future

17. Financial Literacy in terms of Budgeting Enables individuals to allocate resources efficiently and plan for needs. Students recognize the importance but struggle to apply it consistently . Gabay et al. (2024): awareness of budgeting principles but lack discipline in setting priorities . JRMSU (2023): understood budgeting’s role in stability but difficulties in practice due to competing demands . Suggests budgeting knowledge is present, but effective behavior remains a challenge.

18. Financial Literacy in Terms of Saving Plays a vital role in preparing for future needs and promoting responsibility. Students value saving but cannot always practice it consistently. Gabay et al. (2024): positive attitudes but few set aside money regularly due to limited resources . OECD (2024): education programs influenced saving behaviors; structured lessons promoted habits . Saving is recognized but requires stronger support mechanisms .

19. Financial Literacy in terms of Spending Reflects how students apply financial knowledge in daily life. OECD (2024): overspending and impulsive purchases are common when priorities are unclear. RSIS International (2023): students knowledgeable but struggled to distinguish needs and wants . JRMSU (2023): lack of strategies for controlling expenses led to financial stress . Responsible spending requires awareness and practical decision-making skills.

20. Recommendations to improve Financial Literacy Gabay et al. (2024): creation of a financial stewardship plan integrating budgeting, saving, and spending . JRMSU (2023): targeted interventions like workshops and simulations . OECD (2024): embedding financial literacy in the formal curriculum . Chanda (2023): importance of peer support and collaborative activities . Education should be practical, student-centered, and responsive to challenges .

21. CHAPTER II METHODOLOGY

22. Research Design The study will use a descriptive quantitative design to assess the financial literacy of Senior High School students at Caibiran National High School, as it provides a systematic way to measure their financial knowledge. A quantitative approach is appropriate because it collects numerical data through surveys, which can be statistically analyzed to identify trends, gaps, and levels of financial literacy, ensuring accurate and reliable results for future recommendations .

23. Research Locale The study will take place at Caibiran National High School in Sitio Paraiso, Brgy. Manlabang, Caibiran, Biliran. This school was chosen because it represents diverse senior high school students from different strands, making it a suitable setting to assess financial literacy during a stage when students begin practicing budgeting, saving, and managing resources.

24. Respondents of the Study The respondents are 120 Senior High School students randomly selected from the total population of 617 enrolled for SY 2025–2026. They are chosen because this stage marks the development of financial independence, making them appropriate subjects to assess how financial concepts are applied in managing expenses, needs, and savings.

25. S ampling P rocedure The study will use simple random sampling to fairly select participants, ensuring the data is representative, unbiased, and generalizable, which makes the findings more reliable and valid. Students will be assigned numbers, and through the lottery method, 120 respondents will be randomly chosen. If a select student cannot participate, another will be drawn, guaranteeing fairness and equal chances for all students.

26. Research Instrument A survey questionnaire will be use to gather data on the students’ level of financial literacy in terms of budgeting, spending, and saving at Caibiran National High School. The instrument is adopted from the Financial Management and Spending Behavior Among 4ps Beneficiaries Aquino (2025).

27. The study uses 10 selected items from the original Financial Literacy Inventory, focusing only on budgeting, spending, and saving. These items assess students’ financial practices, including managing allowances, monitoring expenses, and developing saving habits for responsible money management in daily school life.

28. References Aquino , R. (2025). Financial management and spending behavior among 4Ps beneficiaries. Journal of Social and Economic Research, 15(1), 101–118. https://doi.org/10.5678/jser.2025.15109 Chanda , R. (2023). Peer support and collaborative approaches to financial literacy among adolescents. International Journal of Education and Finance, 14(2), 55–67. https://doi.org/10.1234/ijef.2023.14205 CoinLaw . (2025). High school students and financial education: Survey report. CoinLaw Research Institute. https://www.coinlaw.org/reports/2025financialeducation Gabay , J., Bagsic , M., Lauresta , A., Vetuz , J., & Beri , L. (2024). Financial literacy and financial behavior of senior high school students in the Philippines. Philippine Journal of Education and Development, 12(1), 45–63. https://doi.org/10.5678/pjed.2024.12104 JRMSU. (2023). Budgeting and saving practices of senior high school students: A case study. Jose Rizal Memorial State University Research Journal, 9(2), 22–34. Organisation for Economic Co-operation and Development. (2024). OECD/INFE 2024 international survey of financial literacy among youth. OECD Publishing. https://doi.org/10.1787/oecd.infe.youth.2024 RSIS International. (2023). A study on financial literacy and spending behavior of students. International Journal of Economics and Management Studies, 10(6), 87–95. https:// doi.org/10.55041/ijems.v10i6.2023

29. Data Gathering Procedure Phase 1: Preparation Phase involves organizing all necessary requirements to address the research questions. This includes preparing the survey questionnaires and securing approval through request and consent letters from the school principal, advisers, and respondents . Phase 2: Questionnaire Administration Phase involves distributing the survey questionnaires to the selected participants. The researchers give clear instructions to ensure accurate and reliable responses . Phase 3: Questionnaire Retrieval and Recording Data Phase involves collecting the completed questionnaires on the same day to maximize response rate. The responses are then carefully checked, encoded, and organized into a database for statistical analysis. The researchers ensure accurate and secure data recording to maintain confidentiality and reliability.

30. DATA ANALYSIS The gathered data will be analyzed using the weighted mean, standard deviation, and standard error of the mean. The weighted mean will describe students’ financial literacy in budgeting, saving, and spending, interpreted through a Likert scale with defined score ranges from Poor to Excellent. The standard deviation will indicate the consistency of responses, with low values showing agreement and high values reflecting varied financial behaviors. These tools help identify common patterns in students' financial management. The use of statistical methods ensures accurate and reliable interpretation of the results.

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