MONEY MANAGEMENT BEHAVIOR OF SELECTED DWCB

TEACHERS: AN ANALYSIS

A Business Research Presented to the Faculty

Of the Business Administration Department
Divine Word College of Bangued

In Partial Fulfillment of the Requirements

Of the Degree Bachelor of Science
In Business Administration

By

Danica A. Anical
Santos Rafael C. Bargas
Dianne A. Dacuyan
Mariella Kate B. Dumlao
Lawrence G. Ponio

March 2016
 ACKNOWLEDGEMENT

The researchers wish to express their sincerest gratitude to individuals show shared their

insights and guidance as well as those kindhearted people who helped in the compilation of this

study. The researches wish to give due recognition to the following:

To Mr. Ernesto Cabañero, as their adviser, for directing and guiding them in making this

research, for giving them appropriate ideas, for sharing his knowledge and for the improvement

of this study. The researchers would like to thank him so much for his patience and kindness.

To the respondents, the researchers are thanking them for their kindness and willingness

in answering the surveys. To the researchers’ families, friends, and relatives and also for the

love, care, and for inspiring them in fulfilling their aspirations.

Above all, they thank and praise the Almighty God who has always been with the, giving

them the wisdom, knowledge, courage and strength they need to finish this work.

The Researchers

i
 DEDICATION

We are dedicating this humble work to the Almighty Father, to our families, relatives and

friends. We are also dedicating this work to our understanding thesis adviser. This work is also

dedicated to the owners of the study.

The Researchers

ii
 ABSTRACT

Title: MONEY MANAGEMENT BEHAVIOR OF SELECTED DWCB

TEACHERS: AN ANALYSIS

Researchers: Mariella Kate B. Dumlao

Dianne A. Dacuyan
Lawrence G. Ponio
Santos Rafael C. Bargas
Danica A. Anical

Year: 2017

Institution: Divine Word College of Bangued

Adviser: Mr. Ernesto Cabañero

This research aimed to find out the behavior of the selected DWCB teachers on how they

allocate their monthly income.

This study used the survey research design since it aimed to find out the profile of the

selected DWCB teachers in terms of name, gender, age, highest educational attainment, length of

service and gross monthly salary; and their knowledge on how they budget their monthly income

salary.

The respondents of the study were 30selected DWCB teachers. A survey questionnaire is

the instrument used in collecting reliable data.

iii
 TABLE OF CONTENTS

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………….. 1-2
Statement of the Problem………………………………………………. 3
Significance of the Study………………………………………………. 3
Definition of Terms…………………………………………………….. .4

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES……………. 5-6

CHAPTER 3 RESEARCH METHODOLOGY…............................................................ 7

Research Method Used…………………………………………………... 7

Respondents of the Study…………………………………………………. 7

Data Gathering Tools…………………………………………………….... 8

Statistical Treatment of Data………………………………………………. 8

CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA…………………………………………………................... 10-17
CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary of Findings…………………………………………………….. 18
Conclusions……………………………………………………………... 20
Recommendations………………………………………………….......... 21
APPENDICES…………………………………………………………………………… 22
A. Letter of Request…………………………………………………… 23-24
B. Survey Questionnaires……………………………………………… 25-27
C. Photo Documentation……………………………………………… 28

iv
 CHAPTER 1
INTRODUCTION

The DWCB has to respond to the growing needs of the environment that surrounds it as

an institution in order to sustain its existence. It is imperative that administration should

determine how well it teaching staff and employees respond to the changes it had instituted as a

result of expansion and growth.

In addition to our research, money management is the process of managing money which

includes expense tracking, investment, budgeting, banking and taxes or otherwise in overseeing

the cash usage of an individual or group ̶ it is also called investment management. The

predominant use of the phrase in financial market is that of an investment professional making

investment decisions for large pools of funds, as mutual funds or pension plans. We begin by

introducing the human capital model wages, using it to compare teacher and non-teacher salaries

with adjustments for skill differences between the two groups. We then show how the standard

analysis focused on the formal educational attainment can be misleading in the case of teachers,

whose years of education may not be as valuable in the marketplace as for workers in other

occupations, we also compare public school teacher salaries to private school teacher salaries,

and we conclude by examining how the average teacher’s wage changes when he or she leaves

the profession. Public school teachers receive higher wages than the average wages of private

schools like Divine Word College of Bangued, but it would be simplistic to conclude that group

is overpaid relative to another group based only on average salaries. Because groups may have

different characteristics that affect their productivity, proper comparisons require controlling for

worker skills.

1
 Money management is strategic technique employed to make money yield the highest

interest-yielding value for any amount spent. Spending money to satisfy cravings (regardless of

whether they can justifiably be included in a budget) is a natural human phenomenon. The idea

of money management techniques has been developed to reduce the amount that individuals,

firms and institutions spend on items which add no significant value to their living standards,

long-term portfolios and assets. Money management is used in investment management and

deals with the question of how much risk a decision maker should take in situations where

uncertainty is present. More precisely what percentage or what part of the decision maker’s

wealth should be put into risk in order to maximize the decision maker’s utility function. Money

management can mean gaining greater control over outgoings and incomings, both in personal

and business perspective. Greater money management can be achieved by establishing budgets

and analyzing cost and income.

Money is a vital part of our life. People work to earn money to purchase a house, to live,

to eat wedding of their children. To save means to put aside a portion of income as deferred for

consumption. Saving means the total accumulated amount of income that is not spent on

consumption. Therefore, saving is important or necessary to survive.

Saving means sacrificing the current consumption in order to increase the living standard

and fulfilling the daily requirements in future. As circulation of blood is necessary for the

survival of the individual in the same way savings are also necessary for unpredictable future in

order to meet the emergencies in life. While investment is an economic activity of employment

of funds with the expectation of receiving a stream of benefits in future.

2
Statement of the Problem

This research entitled “Money Management Behavior of Selected DWCB Teachers: An

Analysis” aimed to find out the knowledge of the selected DWCB teachers on how they allocate

their monthly income.

Specifically it sought to answer the following:

1. What is the profile of the respondents in terms of?

a. Gender

b. Age

c. Civil Status

2. What are the practices in money management in terms of

a. Budgeting of income; and

b. Expenditures?

Significance of the Study

The researchers conducted this study in order to determine on how they allocate the

income of teachers. Through this study, certain benefits could be provided to the following:

The researchers. Researchers could gain insights and ideas on how the teachers manage.

The teachers. This study helps the teachers to manage their money wisely.

The students. This study will serve as a benchmark for them to continue regarding the

topic. It will serve as frame of reference for future studies.

3
Definition of Terms

For better understanding and interpretation of this study, the following terms are defined.

DWCB. Divine Word College of Bangued. The institution where the researchers are

studying.

Respondents. These refer to the persons who gives a response or answer to a question

that is asked especially as part of a survey.

Budgeting. This refers to the process of creating a plan to spend your money, simply

balancing your expenses with your income.

Gross Monthly Salary. Refers to income earned from employment.

Salary. Refers to a fixed compensation paid regularly for services.

Expenses. The cost required for something, may be in the form of actual cash and

payments.

4
 CHAPTER 2
REVIEW OF RELATED LITERATURE

Michael Kremer, Nazmul Chaudhury, F. Halsey Rogers, Karthik Muralidharan, Jeffrey

Hammer (2005) found that twenty-five percent of teachers were absent from school, and only

about half were teaching, during unannounced visits to a nationally representative sample of the

government primary schools in India. The researchers found little evidence that attempting to

strengthen local community ties reduced absence. Teachers from the local area had similar

absence rates as teachers from outside the community. Locally controlled non-formal schools

have slightly higher absence rates than schools run by the state government. The existence of a

PTA was not correlated with a lower absence. Private-school teachers were only slightly less

likely to be absent than public-school teachers in general, but were 8 percentage point less likely

to be absent than public-school teachers in the same village.

Archna v. Hedge, Deborah j. Cassidy (2009) interviewed twelve kindergarten teachers

in their study, and a constant comparative method was used to analyse the interviews. This study

include in focus on academics vs. play, the importance of worksheets, the importance of groups

for socialization, and the difficulties of implementing a play-based curriculum.

Bhardwa j Rajesh, Rheja Rekh and Priyanka (2011), examine – Analysis of income

and Savings Pattern of Government and Private Senior Secondary school Teachers. The study

concluded that the major source of income of Government teachers is salary while tuition fee for

private teachers. Mostly government and Private Teachers both used Bank Deposits and Life

Insurance for investing their savings. Government school teachers received more perks in

comparison to private teachers. The main objective of savings of government teachers is an

5
emergency and security while for private teachers is children education and purchase of

consumer durable.

Dr. Ananthapadhmanabha Achar (2012) studied on – Saving and Investment Behavior

of Teachers – An empirical study. In the ultimate analysis individual characteristics of teachers

such as age, gender, marital status, and lifestyle determined the savings and investments

behaviour of teaching community in the study region. In a more or less similar manner, their

family characteristics such as monthly family income, stage of family life cycle, and upbringing

status emerged as determinants of their savings and investment behaviour.

Dr. S. Mathivannan and Dr. M. Selvakumar (2011) studied on saving and investment

pattern of school teachers – A study with reference to Sivakasi Taluk, Tamil Nadu. The study

concludes that today, the teaching community has stated realizing the importance of money and

money’s worth. They are initiated to prepare a budget for the proposed expenses and compare it

with the actual expenses met by them, so that they are not influence by other tempting and

fashionable expenses.

Dr. Dhiraj Jain and Parul Jain (2012) savings and investment pattern of school

teachers – a study with reference to Udaipur District, Rajasthan. The study concluded that in

today’s world money play vital role in one’s life and that the importance of money has been

started being recognized by the school teacher’s community. They know the importance of

money so they are initiated themselves to prepare the budget and lessen down their expenses to

meet the future consequences. It has been evident from the study that the most of the school

teachers are saving their money for the purpose of their children’s education, marriage and as

security after retirement.

6
 CHAPTER 3

RESEARCH METHODOLOGY

It is a systematic effort to achieve the truth. It includes the identification of the study area,

the procedure for collecting data, analyzing the data and finding the conclusion or truth based

upon the systematic procedure. Research in common parlance refers to a research for knowledge.

One also defines research as a scientific and systematic procedure for obtaining pertinent

information on a specific topic. In fact, research is careful, systematic and scientific investigation

or inquiry for search of new facts in any branch of knowledge.

Research Method Used

This study used the survey research design since it aimed to find out the profile of the

DWCB teachers in terms of gender, age and civil status and their knowledge about money

management.

Respondents of the Study

The respondents of the study were 30 teachers of DWCB. From the sample size, 20 were

female teachers and 10 were male teachers, who were asked to answer the questionnaire on their

knowledge on how they manage their income.

7
 Table 1

Sample Class

Population Sample Taken

Male 10 10
Female 20 20
Total 30 30

Data Gathering Tools

To gather the data for the study, the researchers used survey method.

The instruments used are questionnaires, which are necessities for survey method. The

researchers designed the questionnaires in proper form to gather sufficient and relevant

information and data required from the respondents of this study.

There researchers used one set of questionnaire. The first part is about the profile of the

respondents. The second part of the questionnaire contained the questions for the respondents

regarding their knowledge on how they manage their income.

Statistical Treatment of Data

The data collected in this study were organized and classified based on the design and the

problems formulated. The data were coded, tallied and tabulated to facilitate the presentation and

interpretation of the results.

The following statistical tools were utilized in the analysis and interpretation of data

gathered:

8
 Percentage was used in the description of gender, age, civil status, number of dependents,

number of children who are still studying, highest educational attainment, length of service in

DWCB, employment status, monthly salary, other sources of income, expenditures.

The formula used in the application of this technique is:

𝑓
X= 𝑁 x 100

Where:

X = Percentage

N = Total of respondents

f = Frequency

9
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings, analysis and interpretation of data gathered in this study.

MONEY MANAGEMENT BEHAVIOR

OF SELECTED DWCB TEACHERS: AN ANALYSIS

N= 30

TABLE 2

PROFILE OF RESPONDENTS

PERCENTAGE FREQUENCY
1. Gender
Male 33% 10
Female 67% 20
TOTAL 100% 30
2. Age
20-30 37% 11
31-40 20% 6
41-50 13% 4
51-60 23% 7
61 and above 7% 2
TOTAL 100% 30
3. Civil Status
Single 50% 15
Married 43% 13
Widow/er 7% 2
Separated 0% 0
TOTAL 100% 30

Table 2 present the total number of respondents according to the gender, there are 10 (33%) male

and 20 (67%) female for a total of 30 (100%) respondents.

10
 This implies that there were more female teachers from DWCB. This also implies that

money management is more appealing to female teachers than males.

It also presents the total number of respondents according to age. A large number of

respondents, 11 (37%) fall under the age bracket 20-30, 6 (20%) fall under the age bracket 31-

40, 4 (13%) fall under the age bracket 41-50, 7 (23%) fall under the age bracket 51-60 and under

the age bracket of 61 and above 2 (7%). There are 30 (100%) total respondent under this profile.

This implies that larger portion of respondents 11 (37%) are still in their young age as a

teacher. This attests that most of the teachers did not stop their careers. It also presents the total

number of respondents according to civil status. A large number respondents, 15 (50%) fall

under the status of single, 13 (43%) married, 2 (7%) widow/er, and no percent for the status of

separated, with a total of 30 (100%) respondents under this profile. This implies that there were

more single teachers of DWCB and some of the teachers spent their salaries to their personal

needs or purposes.

11
 TABLE 3

PERCENTAGE FREQUENCY
1. No. of dependents
living with the respondent
2 37% 11
4 13% 4
6 7% 2
7 and above 0% 0
No Answers 43% 13
TOTAL 100% 30
2. Number of children
who are still studying
Elementary 4% 1
Secondary 13% 4
College 23% 7
No Answers 60% 18
TOTAL 100% 30

Table 3 presents the total number of respondents according to the number of dependents living

with the respondent. 11 (37%) fall under the number of dependents 1-2. 4 (13%) fall under 3-4, 2

(7%) fall under 5-6, none for 7 and above and 13 (43%) for who did not answer with a total of 30

(100%).

This implies that their children or dependents is still with them which means they have children

who still studying and has no married children yet. It also shows the number of children who are

still studying of respondents in different levels. 1 (3%) of children still studying in elementary, 4

(13%) of children in secondary, 7 (23%) of children in college and 18 (60%) no answers with a

total of 30 (100%).

12
This implies that some of the respondents have children who still studying but in the other place

18 (60%) have no answers in the number of children who still studying means they only spent

small amount for education expense and their salaries increase their savings.

TABLE 4

PERCENTAGE FREQUENCY
3. Highest educational attainment
Bachelor’s Degree 14% 4
With Master’s Unit 33% 10
Master’s Degree Holder 40% 12
With Doctoral Units 0% 0
Doctoral Degree Holder 0% 0
No Answers 13% 4
TOTAL 100% 30
4. Length of service in DWCB
1-5 years 47% 14
6-10 years 3% 1
11-15 years 7% 2
16-20 years 7% 2
20-25 years 7% 2
26-30 years 20% 6
30 years and above 3% 1
No Answers 6% 2
TOTAL 100% 30
5. Employment status
Full-time 97% 29
Part-time 0% 0
No Answers 3% 1
TOTAL 100% 30

Table 4 shows the highest educational attainment of the respondent. 4 (13%) attain Bachelor

Degree, 10 (33%) with Masters Unit, 12 (40%) Master’s Degree Holder, and 0 for Doctoral

Degree Holder and 4 (13%) no answers for a total of 30 (100%).

13
This implies that more of the respondents is with Masters Unit and it also implies that the

respondent have a better understanding of pedagogy, with greater subject knowledge and with

wider professional knowledge.

It also shows the length of service in DWCB of the respondent. 14 (47%) fall under the bracket

of 1-5 years in service, 1 (3%) at the bracket of 6-10 years, 2 (7%) at the bracket of 11-15 years,

2 (7%) at the bracket of 16-20 years, 2 (7%) at the bracket of 20-25 years, 6 (20%) at the bracket

of 26-30 years, 1 (3%) at the bracket of 30 years and above, 2 (7%) who have no answer with a

total of 30 (100%) respondents.

The employment status of full-time 29 (97%), No part-time, and 1 (3%) no answer.

This implies that more of the respondents is Full-time teachers, and more of the teachers gross

monthly salary of 10-15,000 and it also implies that this amount of salary is not enough for a

family.

14
 TABLE 5

PERCENTAGE FREQUENCY
6. Gross Monthly Salary
5,000-7,500.00 7% 2
7,501-10,000.00 7% 2
10,001-15,000.00 53% 16
15,001-20,000.00 13% 4
20,001-25,000.00 13% 4
25,001 and above 0% 0
No Answers 7% 2
TOTAL 100% 30
7. Are there other sources of
income?
Yes 33% 10
No 43% 13
No Answers 24% 7
TOTAL 100% 30
If yes, which one?
Online shop 0% 0
Sari-sari store 7% 2
Tutorial 17% 5
Others 10% 3
No Answer 66% 20
TOTAL 100% 30

Table 5 shows the gross monthly salary of the respondent. 2 (7%) who have a salary of 5,000-

7,000, 2 (7%) who have a salary of 7,501-10,000, 16 (53%) who have salary amount of 10,001-

15,000, 4 (13%) whose salary of 20,001 and above, 0 (0%) who have salary amount of 25,001

and above, 2 (7%) who have no answers with a total of 30 (100%).

It also shows the other sources of income according to the number of respondents. There are10

(33%) who have other sources of income and 13 (43%) who don’t have any other sources of

15
income and 7 (23%) who have no answers with a total of 30 (100%). And for those teachers who

have other sources of income some answered 2 (7%) have an online shop, 5 (17%) who have

sari-sari store, 3 (10%) those who exercise tutorial and 3 (10%) for other sources and 20 (67%)

have no answers.

This implies that some of the respondent has no other source of income but 10 (33%) have other

sources of income like online shop, sari-sari store, tutorial and others.

16
 TABLE 6

PERCENTAGE FREQUENCY
1. Expenditures in per cent you allocate
in each of the following
Educational expenses 30% 9
Basic needs expenses 60% 18
Utility expense (10%)
Water expense (10%)
Electricity expense (7%)
Telephone expense (13%)
Transportation expense (20%)
No Answers 10% 3
TOTAL 100% 30
1. Do you save money from your take
home pay?
Yes 33% 10
No 0% 0
No Answers 67% 20
TOTAL 100% 30
If yes, where do you put it?
Save in a bank 47% 14
Lend the money 7% 2
Others 20% 6
No Answers 27% 8
TOTAL 100% 30

Table 6 shows the expenditures in percent they allocate in each of the following expenses of the

respondents. 9 (30%) out of 30 respondents for who have an educational expenses, 18 (6%) for

basic needs expenses, 5 (17%) for utility expenses, 3 (10%) for water expenses, 2 (7%) for

electricity expenses, 4 (13%) for telephone, 6 (20%) for transportation, 3 (10%) who have no

answers.

17
This implies that the respondent from their incomes spent in different expenditures and the

respondents really allocate much more money for their basic needs which is 18 (60%) out of 30

respondents who answered it.

It also shows if the respondents save money from they take home pay. 10 (33%) who have

answered Yes and none (0%) who have answered No and 20 (67%) who have No Answers with

a total of 30 (100%). And for those who have answered Yes they put their money to 14 (47%)

save in bank, 2 (7%) lend the money, 6 (20%) for others, 8 (27%) who have no answers with a

total of 30 (100%).

This implies the different strategies of respondents in which where they put their money and

some of the respondents save their money in a bank or lend to grow.

18
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, and the conclusions arrived along with the

recommendations of the study conducted by the researchers based on the gathered data.

Summary of Findings

In light of the data analyzed by the researchers, summary of findings were stated.

The importance given of this study are the ideas of teachers regarding the money management

behavior.

The study was concerned with the money management of selected teachers of DWCB

and their hypothesis and strategies that they are using in money management. 1.) The profile of

the teacher in terms of gender, age, civil status, number of children or dependent who are still

studying, highest educational attainment, length of service, employment status, gross monthly

salary, other sources of income, expenditures in percent you allocate in each following expenses

and do you save money from your take home pay.

It was conducted in the selected teachers of DWCB. They are teachers of college and

high school.

Findings

1.1 Out of the total respondents 67% are female teachers

1.2 Majority of the respondent’s age is between 20-30 years old.

19
1.3 Majority of the respondent’s civil status are still single.

1.4 Majority of the respondents have highest educational attainment with Master’s Degree

Holder a total of 40%.

1.5 Majority of the respondents have reached 1-5 years in the institution. A great percentage

of the employees are still new in the industry and some have been working in the

institution for a long period of time.

1.6 Status of employment. Majority of the respondents are fulltime educators.

1.7 Monthly salary. A great percentage of the teachers are receiving P10, 001 to P15, 000

monthly. Also another percentage of the respondents are receiving P15, 000 to P25, 000

monthly.

1.8 Majority of the teachers have no other sources of income a total of 43%

1.9 In percent you allocate the expenditures. Majority is basic needs expense a total of 60%.

Conclusions

Based on the findings generated from the data gathered, the researchers come up with the

following conclusions:

The respondents of the study are the teachers of DWCB from the high school and college

department. As result of our study they were mostly female professors. It implies the money

management behavior is more appealing to female teachers than males.

20
 According to our study the monthly salary of the respondents are lower compared to the

salary of public teachers. As a result of our findings, the 53% of our respondents’ remuneration

are ranging from 10,000-15,000 pesos monthly and it is the reason why few of them can save

their net take home pay. Almost of the income of DWCB Teachers spend in different

expenditures but they really allocate more money for their basic needs.

The DWCB teachers have their own strategies in which they put their money in different

banks but some of the respondents invest their money through lending in order to grow. The

teachers has no other sources of income but 10 (33%) have other sources of income like online

shop, sari-sari store, tutorial and other.

Recommendations

Based on the study the researcher wants to offer few suggestions and recommendations. They

are:

 Once you get enough money, you can invest it. Diversify your investments by putting

some money in bonds, some in stocks, and some in real estate.

 Instead of putting your money into the most convenient savings account, shop around for

a better deal like online banks, sometimes they offer higher interest rates.

 Start a small business as a means of generating additional revenue while keeping your

current job, for example include selling items on e-bay, online shop and “sari- sari store”

21
APPENDICES

22
 DIVINE WORD DIVINE WORD COLLEGE OF BANGUED
Bangued, Abra
BUSINESS ADMINISTRATION DEPARTMENT

Date: ___________________
Name of Respondent: ___________________________________
Address: ___________________________________

Dear Madam:

Greetings in the name of the Divine Word College of Bangued!

The undersigned are the students enrolled in BM 06 (Business Research) who are conducting a
study entitled “Money Management Behavior of Selected DWCB Teachers: An Analysis.” It
is for this reason that we are coming to you to kindly answer the attached questionnaire. Rest
assured that your answer will be treated with strict confidentiality.

Thank you and more power!

Very truly yours,

DANICA A. ANICAL

SANTOS RAFAEL C. BARGAS

DIANNE A. DACUYAN

MARIELLA KATE B. DUMLAO

LAWRENCE G. PONIO

23
 DIVINE WORD COLLEGE OF BANGUED
Bangued, Abra

BUSINESS ADMINISTRATION DEPARTMENT

Date: ___________________
Name of Respondent: ___________________________________
Address: ___________________________________

Dear Sir:

Greetings in the name of the Divine Word College of Bangued!

The undersigned are the students enrolled in BM 06 (Business Research) who are conducting a
study entitled “Money Management Behavior of Selected DWCB Teachers: An Analysis.” It
is for this reason that we are coming to you to kindly answer the attached questionnaire. Rest
assured that your answer will be treated with strict confidentiality.

Thank you and more power!

Very truly yours,

DANICA A. ANICAL

SANTOS RAFAEL C. BARGAS

DIANNE A. DACUYAN

MARIELLA KATE B. DUMLAO

LAWRENCE G. PONIO

24
 MONEY MANAGEMENT BEHAVIORS OF SELECTED
DWCB TEACHERS: AN ANALYSIS

INSTRUCTION: Please select one and check (√) the appropriate item provided.

1. NAME (Optional):

2. GENDER:
[] Female [] Male

3. AGE:
[] 20-30 [] 31-40 [] 41-50 [] 51-60 [] 61 or more

4. CIVIL STATUS:
[] Single [] Married [] Widow/er [] Separated

5. NUMBER OF DEPENDENTS (children, parents, etc.) living with the respondent:

[] 1-2 [] 3-4 [] 5-6 [] 7 and above

6. NUMBER OF CHILDREN WHO ARE STILL STUDYING:

Elementary: _____ ____ Private School ___ Public School
Secondary: _____ ____ Private School ___ Public School
College: _____ ____ Private School ___ Public School

25
 7. HIGHEST EDUCATIONAL ATTAINMENT:
[] Bachelor’s Degree
[] With Masters Units
[] Master’s Degree Holder
[] With Doctoral Units
[] Doctoral Degree Holder

8. LENGTH OF SERVICE IN DWCB:

[] 1-5 [] 6-10 [] 11-15 [] 16-20 [] 20-25 [] 26-30

9. EMPLOYMENT STATUS:
[] Full-time [] Part-time
IF PART TIME, HOW MANY HOURS IN A WEEK:
[] 5 hours [] 7 hours [] 10 hours

10. GROSS MONTHLY SALARY

[] 5,000-7,500.00 [] 7,501.00-10,000.00
[] 10,001-15,000.00 [] 15,001-20,000.00
[] 20,001-25,000.00 [] 30,001 AND ABOVE

11. ARE THERE OTHER SOURCES OF INCOME? ____ YES ____ NO

IF YES, WHICH ONE?
[] Online Shop [] Sari-Sari Store [] Tutorial [] Others, Specify; _______.

26
 12. EXPENDITURES: HOW MANY PERCENT (%) DO YOU ALLOCATE FOR EACH
OF THE FOLLOWING?
___ [] Educational Expenses ___ [] Basic Needs Expenses ___ [] Utility Expense
___ [] Water Expense
___ [] Electricity Expense
___ [] Telephone Expense
___ [] Transportation Expense

13. FROM YOUR NET TAKE HOME PAY, HOW MUCH DO YOU SAVE? ____%

14. IF YOU HAVE EXCESS MONEY, WHERE DO YOU PUT IT?

[] Save in a Bank
[] Lend the money
[] Others, Specify; __________.

THANK YOU! 

27
PHOTO DOCUMENTATION

28
 PROFILE

SANTOS RAFAEL C. BARGAS

Pangtud, Pidigan, Abra

Personal Background

Age : 19
Birthdate : July 30, 1997
Sex : Male
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Educational Background

College : Divine Word College of Bangued

Bachelor of Science in Business Administration Major in Financial
Management
2014 – Present

High School : Suyo National Highschool

2010 – 2014

Elementary : Pidigan Central School

2004 – 2010
 PROFILE

DANICA A. ANICAL

Laskig, Pidigan, Abra

Personal Background

Age : 19
Birthdate : November 13, 1997
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Educational Background

College : Divine Word College of Bangued

Bachelor of Science in Business Administration Major in Financial
Management
2014 – Present

High School : Suyo National Highschool

2010 – 2014

Elementary : Suyo Pilot Elementary School

2004 – 2010
 PROFILE

LAWRENCE G. PONIO

Poblacion, San Quintin, Abra

Personal Background

Age : 19
Birthdate : September 21, 1997
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Educational Background

College : Divine Word College of Bangued

Bachelor of Science in Business Administration Major in Financial
Management
2014 – Present

High School : San Quintin National Highschool

2010 – 2014

Elementary : San Quintin Central School

2004 – 2010
 PROFILE

DIANNE A. DACUYAN

Camp Juan Villamor Calaba, Bangued Abra

Personal Background

Age : 19
Birthdate : November 30, 1997
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Educational Background

College : Divine Word College of Bangued

Bachelor of Science in Business Administration Major in Financial
Management
2014 – Present

High School : Divine Word College of Bangued

2010 – 2014

Elementary : Calaba Elementary School

2004 – 2010
 PROFILE

MARIELLA KATE B. DUMLAO

Poblacion Tayum, Abra

Personal Background

Age : 18
Birthdate : October 09, 1998
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Educational Background

College : Divine Word College of Bangued

Bachelor of Science in Business Administration Major in Financial
Management
2014 – Present

High School : Holy Ghost School

2010 – 2014

Elementary : Tayum Central School

2004 – 2010