Paco Catholic School

1521 Street Paco, Manila

High School Department
PAASCU Accredited

In fulfillment of the requirements in Research in Daily Life 1

The Views of Grade 11 & 12 ABM Students of PCS on the

Significance of Financial Literacy to their Finances

A research paper presented to:

Ms. Kristine May M. Gentica

Research in Daily Life 1

Submitted by:

Group B
Reynoso, Roberto II H.
Sanchez, Hans Christian N.
Donato, Aliyah Gwyneth S.
Echano, Pauline Aeriel C.
Esguerra, Kristine Jean N.
Pagaduan, Rachelle Anne P.
Vista, Veronica D.
11-ABM 1

March 6, 2018

1
 Acknowledgement

The researchers would like to acknowledge the contributions of

the many different people who have made the success of this research

possible. Moreover, the researchers would like to extend their deepest

gratitude to the following people for their valuable help and

contribution:

First of all, the researchers would like to thank the students from

11-ABM 1, 11-ABM 2, 12-ABM 1, and 12-ABM 2 for willingly taking

part of this research as respondents. Their time, effort, and knowledge

are appreciated for it has been a vital part of this research.

Second, the researchers would like to thank themselves for

being determined and focused on the goal of this research. They

served as an inspiration to each other through collaborative effort.

Second, the researchers wish to thank their research teacher,

Ms. Kristine May Gentica, for guiding them throughout the research

and for showing a great deal of patience. Her never-ending support

and motivation has helped the researchers to stay focused and goal-

driven.

Third, the researchers would like to thank their parents and

family members for their constant love and support towards the

2
researchers. They have served as an inspiration for the researchers to

accomplish the research.

Lastly, the researchers would like to thank God for His gift of

wisdom and understanding to the researchers and for answering their

prayers in their times of need and for giving them the opportunity to

explore new things and to gain more knowledge in investigating this

research.

3
 Abstract

Title: The Views of Grade 11 & 12 ABM Students of

PCS on the Significance of Financial Literacy to

their Finances

Researchers: Reynoso, Roberto II H.

Sanchez, Hans Christian N.

Donato, Aliyah Gwyneth S.

Echano, Pauline Aeriel C.

Esguerra, Kristine Jean N.

Pagaduan, Rachelle Anne P.

Vista, Veronica D.

Research Teacher: Ms. Kristine May Gentica

School: Paco catholic School

Subject: Research in Daily Life 1

Date: March 6, 2018

The students, the teachers, the school and the community need

to know about the importance of financial literacy on handling and

managing one’s finances. This study aims to know the views of ABM
4
students on the significance of financial literacy in handling their

finances. Specifically, this research aims in answering the following

questions:

1. What is/are the advantage/s and disadvantage/s of having

financial literacy to one’s finances?

2. How do Grade 11 & 12 ABM students of PCS handle their

finances?

3. What are the common habits students do when it comes to

handling finances?

The descriptive method of research was used in the study

and the two page survey-questionnaire was given to the 50

random respondents to determine the significance of financial

literacy on their lives.

The result of this survey showed that financial literacy has

a great impact to their finances especially when it comes to

managing of money. Having financial literacy helps people save

their money more efficiently. The conclusion of this study is that

financial literacy is indeed important to one’s finances because of

its three benefits. First, it teaches people proper spending habits

that could help them not to spend too easily. Second, it helps

5
people have adequate savings which they can use for future

useful purposes. Lastly, it teaches people how to make wise

decisions so that they feel secure specifically in terms of their

finances.

6
 TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………1

ACKNOWLEDGEMENT………………………………………………………2-3

ABSTRACT……………………………………………………………………..4-6

I. INTRODUCTION…………………………………………………….8

A. Background of the Study…………………………….…………10-12

B. Statement of the Problem……………………………………………13

C. Significance of the Study………………………………………13-15

D. Scope and Limitations…………………………………………………15

E. Definition of Terms………………………………………………..15-16

F. Conceptual Framework……………………………………………….17

G. Review of Related Literature…………………………………18-23

II. METHODOLOGY

A. Tools………………………………………………………………………24-25

B. Samples…………………………………………………………………25-26

C. Methods………………………………………………………………….26-27

III. RESULTS, FINDINGS, AND INTERPRETATION OF DATA

A. Results and Findings……………………………………………..28-30

B. Interpretation of Data…………………………………………………31

7
IV. DISCUSSION

A. Summary …………………………………………………………………….32

B. Conclusion………………………………………………………………33-34

C. Recommendation……………………………………………………………

V. APPENDICES

A. Sample Survey Questionnaire……………………………….34-35

B. Actual Survey Questionnaire……………………….……….36-45

VI. BIBLIOGRAPHY……………………………………………………46

VII. CURRICULUM VITAE…………………………………………47-53

8
Chapter I – Introduction

Financial literacy is one of the most important things that

one must have in order to live a better life especially in terms of

finances. It involves proper money management skills such as living

with a budget and not spending beyond one’s means. We, the

researchers, believe that people should be able to learn and apply

financial literacy in their finances even at a young age. Because of this,

the researchers wanted to find out if the chosen participants are aware

of the significance of financial literacy. At the same time, the

researchers also wish to determine the financial literacy of the chosen

participants given that the participants are also ABM students. ABM is

a strand in Senior High School which stands for Accountancy, Business

and Management. These three are the main focus when we speak of

the ABM strand. In line with this strand, of course, is financial literacy.

This is due to the fact that subjects like Business Finance, Organization

and Management, and Fundamentals of Accountancy, Business, and

Management are being offered.

9
 A. Background of the Study

Financial literacy is the ability to know how someone makes

money, manages and invest. Financial literacy also enables people to

understand what is needed to achieve a lifestyle that is financially

balanced. Finance is the management of large amount of money.

A finance literate person have to be familiar with his or her

expenses; This mean that the person need to know what happens to

his or her money, A financial literate person have to have a goal with

his or her finance; Being patient can lead to a new house or

something, A financial literate person is disciplined; learn when to save

or waste money, A financial literate person can hire an adviser to keep

track of all the expenses made.

Financial literacy is crucial to help ensure consumers save

enough to provide adequate income in retirement while avoiding high

levels of debt that might result in bankruptcy and foreclosures. A few

years ago, a study from financial services company TIAA-CREF showed

that those with high financial literacy plan for retirement and in

essence have double the wealth of people who do not plan for

retirement. Conversely, those with low financial literacy borrow more;

have less wealth and end up paying unnecessary fees for financial

products.

10
 According to Sionil Jose’s thoughts on why Filipinos are so

poor. He mentions poverty of spirit, poor sense of nationalism and loss

of ethical moorings as some of the reasons. He also believes that the

lack of financial literacy is also one of the major causes why Filipinos

are struggling with money.

In line with this, this research seeks to gain knowledge on

the state of financial literacy in the Philippines. Interestingly, we found

several studies conducted by financial agencies and business

institutions. Here are some of the facts we’ve gathered from the

reports: Overseas Filipino Workers and Their Families: 32% of Filipino

households have family members abroad, Among these OFW

supported families, 48.6% are investing, 31.4% of these households

earmarked money for bank savings.

This is essentially good news as the numbers have grown

from the past year. However, what concerns us most with these

results is how the money is actually being invested. It has been

reported that most of these families have bought assets which later

turned out to be liabilities.

Moreover, in an exclusive interview, one OFW shared that

Filipinos abroad often burn money in buying clothes, bags, laptops and

other techie gadgets that they never get to use. When asked if her

11
fellow Pinoy crew mates have the habit of saving money, she clearly

answered that they don’t, and this is the reason why they come back

year after year.

According to some reports about middle class Filipinos: 80%

of working, middle class Filipinos see a bleak retirement and more

than half expect to be supported by their children in their old age,

Only 10% of Filipinos are consciously saving up for retirement, Among

the middle class, 36% save regularly every month while 51% only

―save when they can‖, 90% attempt to follow a budget, but only 33%

stick to it, 40% pay their credit card balances in full monthly, while

22% pay only the minimum amount due in their credit card

statements, When asked about investing, 43% think they know exactly

what to do if they had money to invest, 53% have a ―good idea‖ where

to invest, while 4% have no idea how to invest, 84% of the working,

middle class have no formal financial plan.

Although these reports may be disappointing, there is actually

some good news. One financial agency reported that in a population

survey, they have discovered that more than half of Filipinos believe

on the importance of saving.

The importance of the study is to inform people on how they

should manage their finance properly.

12
B. Statement of the Problem

This study aims to determine the views of Grade 11 and 12

ABM students of Paco Catholic School on the significance of

financial literacy to their finances. More specifically, it aims to

answer the following questions:

1. What is/are the advantage/s and disadvantage/s of having

financial literacy to one’s finances?

2. How do Grade 11 & 12 ABM students of PCS handle their

finances?

3. What are the common habits students do when it comes to

handling finances?

C. Significance of the Study

This study will contribute to the knowledge of Gr. 11 and

12 ABM students on the significance of financial literacy to their

finances and to their lives, not only the students who will benefit

to this study but also the teachers, the school and the

community.

This study will encourage the students to save their money

in a mannered way, to control their desired personal expenses

and to improve the financial capability of every student. Financial

literacy for students is vital to help ensure financial wellness for

our youth and communities as a whole. By the use of financial

13
literacy through the students finances they would be able to

manage properly their lifetime savings and they would be able to

know what are the things that they should and shouldn’t do for

their habits about spending money. The most effective time

window for sharing positive personal finance lessons is before

students move out on their own. In today’s age, young people

need to master this crucial life skill. These skills are invaluable to

anyone who desires life success.

The teachers will contribute to the skill of every student

through teaching, investing and saving, they can include

financial education as part of the curriculum. Teachers can serve

as the motivation or influence to every student when it comes to

financial literacy and to financial education we want commit.

For the school, financial literacy is very important for it

would definitely help them for the things that they had spent for

the students, teachers, workers and even for the expenses that

the school had been up to. School would probably know the

proper strategy on how to manage the school finances right.

And for the community that we have right now, especially

the status of our economy, financial literacy is surely important,

the fair distribution of finances will be highly appreciated and

14
 highly recommended to lessen the burden of poverty because of

lack of financial literacy.

D. Scope and Limitations

This research aims to know the views of grade 11 & 12

ABM students on the Significance of financial literacy to their

finances. And in order the researchers know about their views,

the researcher will conduct a survey on grade 11 & 12 ABM

students studying in the Paco Catholic School. The researchers

will have a total of 50 respondents from the grade 11 & 12 ABM

students. Since they only have 50 respondents, the time frame

will be at least two (2) months and the expenses will be

approximately Php. 500.00 because they only need to produce a

survey form for their respondents.

E. Definition of Terms

Expense - the cost incurred in or required for something.

Finance - money or other liquid resources of a government,

business, group, or individual.

Financial Literacy - the ability to use one’s knowledge and skills

to manage one's financial resources effectively for lifetime

financial security.

Income - money received, especially on a regular basis, for work

or through investments.

15
Invest - put (money) into financial schemes, shares, property, or

a commercial venture with the expectation of achieving a profit.

Loan – a thing that is borrowed, especially a sum of money that

is expected to be paid back with interest.

Mortgage - type of loan that is secured with real estate or

personal property.

Savings - consists of the amount left over when the cost of a

person's consumer expenditure is subtracted from the amount of

disposable income he earns in a given period of time.

16
F. Conceptual Framework

FINANCIAL LITERACY

Personal Importance Outcome

Finances

Become self-
Less stress and
Investing sufficient to achieve
better health
financial stability

Develop a financial
Budgeting road map to identify Accelerates
what he earns, what financial goals
he spends, and what
he owes

Can shelter Provide a level of

individual from security for an
Insurance
poverty and individual and
hardship. It ensures his family if the
family and business unexpected
stability occurs

Can help individual

Keeps money
Savings/Credits to become
safe from
financially secure
fraudulent
and provide safely
purchases
net in case of
emergency

17
G. Review of Related Literature

A. Introduction

As stated in a research entitled IMPORTANCE OF FINANCIAL

LITERACY AND FINANCIAL LITERACY CONTENT IN CURRICULUM

―…the researcher sees a definite need for financial education if our

future consumers are to be successful in the global economy. They

will be forced to make financial decisions upon graduation that they

have never made before. They have a chance of becoming wise in

their choices if they have an exposure to knowledge and skills in a

class such as Personal Finance.‖ (Tschache, C. A.,2009, p.44).

Moreover, in studies that measured financial education effects on

both knowledge and behavior, effects of education delivered

through interventions were much less than financial education in

comparable domains, such as workplace education or career

counseling. (Fernandes, Lynch, Netemeyer, 2 June 2013).

Financial education should not only increase financial literacy but

it should also improve people’s financial behaviors. People may

make poor decisions because they do not understand financial

information or services.( Wagner, J. F., May 2015,p.72). Experts

also generally agree that financial knowledge appears to be directly

correlated with self-beneficial financial behavior (Hilgert, Hogarth, &

Beverly, 2003). Financial literacy is the ability to make informed

18
judgements and to take effective decisions regarding the use and

management of money. Financial literacy is therefore a combination

of a person’s skills, knowledge, attitudes and ultimately their

behaviours in relation to money. (Dhawan, K., January 2017).

Consumers must confront complicated financial decisions at a

young age in today’s demanding financial environment, and

financial mistakes made early in life can be costly. Young people

often find themselves carrying high amounts of student loans or

credit card debt, and such early entanglements can hinder young

people’s ability to accumulate wealth. (Lusardi, A., Mitchell, O.,

Curto, V., September 2009, p. 3).

B. Independent Variable

Financial Literacy is a basic understanding of personal

finance with respect to borrowing, saving, debt, and investment,

as defined by the researchers for this project. Financial

education—referred to as an ―intervention‖ in this research—

covers a broad range of activities, from something as simple as

information printed in a pamphlet to a workshop or extended

course. According to Tschache (2009), There is a definite need

for financial education in our schools systems and curriculum

areas today. There has been a steady growth of exposure to

financial education making it even more valuable for the future,

19
as indicated in the history of financial education. Fernandes,

Lynch, and Netemeyer (n.d) said that the amount and timing of

financial education matters. When it comes to attempts at

building financial literacy to shape behavior, education that

closely precedes a financial decision has more impact.

C. Dependent Variable

The respondents who display higher financial literacy or

higher confidence in their math or personal finance knowledge

have better financial outcomes: they are less likely to use high-

cost borrowing methods, and they are more likely to plan for

retirement or have set aside savings for emergencies

(Scheresberg, 2013)

D. Relationship

Research shows that the impact of education on behavior

varies with how much education people receive and when they

get it in relation to relevant decisions or behaviors. Large

interventions with many hours have larger effects than short

interventions—at least if behavior is measured soon after the

intervention. Effects on behavior from all types of interventions

are larger when measured right after the intervention than after

a delay. However, that connection is not a straight-line, one-to-

one relationship: The data show eventual diminishing returns as

20
time elapses. Critically, that decay is stronger over time for

larger interventions, averaging across studies. After 20 months

or longer, there is no difference in the effects of a one-hour

intervention or a multi-hour intervention—even a 24-hour

intervention has no significant effects on behavior at such a

delay. These variables interplay in ways both cautionary and

promising. Small, timely interventions can equal the impact of

much more instruction delivered well before a financial decision.

Similarly, longer interventions have larger impacts when they

occur closer to financial decisions. This raises the challenge for

financial educators of how to deliver education close to the point

in time when those receiving the education might act on it.

The connection between financial literacy and positive

behaviors—a measure known as effect size—ranged from 0.009

percent for studies with experimental designs to 0.153 percent

for studies that looked for correlations using basic statistics. That

means that only about 0.1 percent of the variability in whether

people perform healthy or unhealthy financial behaviors is

explained by whether or not they were given a financial literacy

intervention. To put those measures in context: Scientists regard

an effect size below 0.1 percent as small. Effect sizes are

regarded as large at 0.4 percent and above. Regarded as a

21
group, studies exploring the effects of interventions ranging from

high school courses to getting information in a newsletter, report

especially mild results, accounting for only 0.1 percent of

differences in later financial behaviors. However, the strongest

findings among these—those that involved high school

instruction—report an average effect size of 0.043 percent. In all

kinds of studies, effects were slightly lower for studies of low-

income consumers in relation to the general population. (Lynch,

J. Jr., Fernandes, D., Netemeyer, R., 2013)

Financial education has mixed effects on short-term

behaviors. These behaviors have almost immediate feedback,

such as added interest charges from not paying off a credit card

in full that month. Financial education may be less effective for

short-term behaviors because people are able to learn about

them through life experience and their understanding may

depend less on formal instruction. There are, however, positive

effects of financial education for short-term behaviors for people

with low education and income, suggesting that financial

education is effective for people who may need formal

instruction to learn the basic short-term behaviors.

Financial education appears to have a positive effect on

long-term behaviors. These behaviors do not have immediate

22
feedback. For example, retiring happens many years in the

future and if a person incorrectly estimates how much they need

or does not save at all, there is no way to fix this mistake. The

long-term behaviors are less susceptible to learning through

experience and therefore may be influenced with formal

instruction. (Wagner, J., 2015)

E. Summary

The effects of financial literacy education in high school

continue to influence attitudes and behaviors toward money

management for students well after graduation, according to

newly released study. Educational interventions and financial

literacy as measured to date are only weakly linked to behaviors.

Moreover, in studies that measured financial education effects on

both knowledge and behavior, effects of education delivered

through interventions were much less than financial education in

comparable domains, such as workplace education or career

counseling.

23
 Chapter 2

Methodology

Tools

The instrument that the researchers used in conducting the

research is by giving survey forms to the students who are in the

strand of Accountancy and Business Management (ABM). Purposely,

the researchers chose Grade 11 and 12 ABM strand students studying

in Paco Catholic School as their respondents to answer the survey

forms. The researchers found the grade 11 & 12 students suitable to

answer survey forms since they are more exposed to financial

management. The researchers will distribute the survey forms in each

classroom of grade 11 & 12 to acquire information the researchers

need for the study. The survey form consists of questions that are

both open-ended and close-ended. Questions that are in the survey

form answer the problems that are in the statement of the problem.

Respondents can either answer the questions by a check list or using

their own words for the essay part. It can provide information about

the possibilities of undertaking different types of research methods. It

will not only focus on one topic but aside from that, it will elaborate

the ideas that had been taken up by the students who were the ones

who answered the surveys. Other than that, it provides data about the

24
present on how do the past use their strategies when it comes to

handling their finances. The researchers would have a high degree of

representativeness. Using a survey as a tool for getting the data

research, it would be an easy access to get representatives of the

respondents and information often do not express their true reaction

to the questions.

Samples

The sampling techniques used by the researchers in determining

the number of participants in this study are the purposive sampling

and voluntary sampling. First of all, it is purposive sampling because

the researchers were the ones who decided on who will be the

participants in the study. In this study, the researchers chose Grade

11 and 12 ABM students as their participants mainly because they are

more exposed to financial management. This makes them more

qualified in answering and supplying the needed information in this

study. Also, they were purposely chosen due to the fact that the

researchers perceive them as highly accessible since they are all

studying in Paco Catholic School. Second, voluntary sampling

technique was also used because the researchers asked for students

who are willing to take part in the study and answer the survey

questionnaire that was provided. The researchers believe that this

sampling technique can be considered effective since participants were

25
willing to participate and were not forced to answer the survey

questionnaire. A total number of 50 participants were taken from the

population of Grade 11 and 12 ABM students in Paco Catholic School.

The researchers believe that this is an adequate number since each

ABM section in both Grade 11 and 12 will be represented by at least

12 students, which is approximately 25% of the actual population.

Methods

First, the researchers brainstormed about the possible problems

of ABM students in Paco Catholic School when it comes to their

finances. After knowing the problem, the researchers have chosen

their appropriate topic for their study. Then, the researchers were able

to pass and present three titles before they had their final title checked

and approved by the teacher. Then, the researchers identified what

kind or type of research the chosen title until the researchers come to

a conclusion that it is a qualitative phenomenology since the research

is all about experience and knowledge. The leader then divided the

part of the research and assigned the members in which particular part

they need to work on as a contribution in completing the study. After

finalizing the Chapter 1 of the research, and reviewed the related

literature in Chapter 2, the researchers then brainstormed on what

questions to put on the survey questionnaire. The researchers then

organized the questions and made it concisely understandable. After

26
having the final output of the printed survey questionnaires, the

researchers divided the 50 survey forms and distributed to the

sections of the respondents. The researchers then took the survey

questionnaires before dismissal time. The researchers organized the

answered survey and connect them with each one. After gathering and

organizing all the surveys that were distributed to the sections of

respondents, the researchers gathered and tallied all of the data that

were answered by the respondents.

27
 Chapter III

Results, Findings, and Interpretation of Data

A. Results and Findings

The first figure shows

how many of the
respondents agree that
financial literacy is
important in handling
one’s finances.
Evidently, all of the
respondents either
strongly agree or agree
to the statement.

The second figure shows

that most of the
respondents also agree
that financial literacy
has helped them in their
finances. Only one
respondent disagreed.

28
Most of the allowance of
the students were ranging
from Php 100 and above.
Only a few students have
allowances below Php 100.

Most of the respondents

are able to save a portion
of their weekly allowance.
Most of them have
different amount of
savings, which will be
discussed further in the
Results.

Most of the respondents

believe that saving money
is one of the most
noticeable benefits of
financial literacy.

29
The figure shows how
much in percentage
students’ allowance go
to different expenses
such as food, school
supplies and
transportation. It is
evident that most of the
students’ allowance is
spent on food.

The graph shows that

most of the respondents
believe the given
advantages of being
financial literate. Many
believed that being
financial literate entails
knowledge of proper
financing.

The graph shows that

most of the respondents
believe that there are
disadvantages for not
being financial literate.
Specifically, they believe
that financial illiterate
people are unable to
save money and they
spend easily.

30
B. Interpretation of Data

Based on the given results, it was evident that most of the

respondents are aware of the importance of having financial literacy

especially to one’s finances. They also believe that they have benefited

from being financial literate. They also acknowledged the

disadvantages of not being financial literate. Basing it on how the

respondents spend their money, there still seems a need for proper

practice of financial literacy for most of them are unable to save a

favorable percentage from their allowances.

31
 Chapter IV

Summary, Conclusion and Recommendation

A. Summary

This research is entitled ―The Views of Grade 11 & 12 ABM

Students of PCS on the Significance of Financial Literacy to their

Finances‖ which aims to accomplish three objectives. It aims to know

the advantages of being financial literate and the disadvantages of

being financial illiterate. Also, it aims to know the common spending

habits of students. Lastly, it aims to know how students handle their

finances. Based on the given results, most of the students believe that

financial literacy is important for one’s finances for it has many

advantages. According to the respondents, financial literacy entails

proper spending habits, adequate savings, and wise decision making.

The respondents also stated that the disadvantages of being financial

illiterate are having no or little savings and being an unwise spender.

B. Conclusion

The researchers can conclude that financial literacy is indeed

important in one’s finances for the following advantages: proper

spending habits, adequate savings, and wise decision making. The

researchers also believe that there is a need for proper practice of

32
financial literacy in students because most of them have no or little

savings from their allowance.

C. Recommendation

The researchers have the following recommendations for future

researchers who wish to conduct a research in line with this research

paper:

 Future researchers may also try to conduct this research with

college students as their respondents for they have a higher

understanding of financial literacy compared to senior high

school students.

 Also, researchers may also conduct a quantitative counterpart of

this research in order to further support the claims and

conclusions made in this research.

 Future researchers may also provide a measuring tool for their

respondents in order to further emphasize the correlation

between financial literacy and one’s finances.

33
 Appendices

Name:__________________________________ Gr. & Section:____________ Date:__________

The Views of Grade 11 & 12 ABM Students on the Significance of Financial Literacy to their
Finances

Instruction: Read the questions carefully and supply the needed information.

For numbers 1 & 2, use the following legend:

SA - Strongly Agree A – Agree DA – Disagree SDA – Strongly Disagree

1. Financial literacy is important in handling one’s finances.

SA A DA SDA

2. Financial literacy has helped me with my finances

SA A DA SDA

3. How much is your daily allowance?

50 100 150 Others (Please Specify)_________________________

4. How much are you able to save in a week?

50 75 100 Others (Please Specify)_________________________

5. In what situation are you able to use financial literacy in handling your finances better?

Saving Money Insurance Others (Please Specify)___________________

Shopping Banking

6. How much does your daily allowance goes to:

Food _____________ School Supplies _____________Transportation _____________
Others (Please Specify) _________________________

7. What is/are the advantage/s of being financial literate?

You know how to handle your finances
You can save more money
You acquire information and skills to make wise decision
Others (Please Specify) _________________________

34
8. What is/are the disadvantage/s of not being financial literate?
You cannot save money
You spend money easily
You are not able to assess financial risks and opportunities
Others (Please Specify) ________________________

9. Do you believe that financial literacy is important in handling one’s finances? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

10. In your own understanding, what is financial literacy?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Reynoso Sanchez Donato Echano Esguerra Pagaduan Vista

11-ABM1
Ms. Gentica

35
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 Bibliography

Fernandes, D., Lynch, Jr. J., Netemeyer, R. (n.d.). The Effect of

Financial Literacy and Financial Education on Downstream Financial

Behaviors. Retrieved from https://nefe.org/What-We-Provide/Primary-

Research/Effect-of-Financial-Literacy-on-Financial-Behavior.

Tschache,C. (2009). The Importance of Financial Literacy and Financial

Literacy Content in Curriculum. Retrieved from

https://scholarworks.montana

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mi_455-460_.pdf

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 Curriculum Vitae

Roberto H. Reynoso II

Personal Data

Age: 17 years old

Date of Birth: August 28, 2000

Place of Birth: Manila

Civil Status: Single

Residential Address: 1475 Pedro Gil St. Paco, Manila

Father’s Name: Roberto E. Reynoso

Mother’s Name: Cynthia H. Reynoso

Contact Number: 09566743195

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Paco Catholic School (2013-2017)

Primary Level: Paco Catholic School (2006-2013)

47
 Hans Christian N. Sanchez

Personal Data

Age: 16 years old

Date of Birth: March 12, 2001

Place of Birth: Manila

Civil Status: Single

Residential Address: 1340 Int. 2 Burgos St., Paco Manila

Father’s Name: Ruel D. Sanchez

Mother’s Name: Maribel N. Sanchez

Contact Number: N/A

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Paco Catholic School (2013-2017)

Primary Level: Paco Catholic School (2008-2013)

Celedonio Elementary School (2007-2008)

48
 Aliyah Gwyneth S. Donato

Personal Data

Age: 17 years old

Date of Birth: March 3, 2001

Place of Birth: Manila City

Civil Status: Single

Residential Address: 1932 F. Muñoz St., Paco, Manila

Father’s Name: Manuel M. Donato Jr.

Mother’s Name: Rhodora S. Donato

Contact Number: 09994778753

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Paco Catholic School (2013-2017)

Primary Level: Epifanio Delos Elementary School (2006-2013)

49
 Pauline Aeriel C. Echano

Personal Data

Age: 17 years old

Date of Birth: September 29, 2000

Place of Birth: Sorsogon City

Civil Status: Single

Residential Address: 1433 A. Francisco St. San Andres Bukid Manila

Father’s Name: Edwin D. Echano

Mother’s Name: Rosemarie C. Echano

Contact Number: 09154471106

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Paco Catholic School (2013-2017)

Primary Level: La Paz Elementary School (2006-2013)

50
 Kristine Jean N. Esguerra

Personal Data

Age: 17 years old

Date of Birth: November 15, 2000

Place of Birth: Manila

Civil Status: Single

Residential Address: 1840 Anak Bayan St. Paco Manila

Father’s Name: Alberto M. Esguerra Jr.

Mother’s Name: Ma. Josefa N. Esguerra

Contact Number: 09975224594

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Manuel G. Araullo High School (2013-2017)

Primary Level: Epifanio Delos Elementary School (2006-2013)

51
 Rachelle Anne P. Pagaduan

Personal Data

Age: 16 years old

Date of Birth: June 27, 2001

Place of Birth: Manila

Civil Status: Single

Residential Address: 2179 B Joey Basa Comp. Lamayan St., Sta. Ana,

Manila

Father’s Name: Richard Pagaduan

Mother’s Name: Analiza Pagaduan

Contact Number: N/A

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Paco Catholic School (2013-2017)

Primary Level: Paco Catholic School (2006-2013)

52
 Veronica D. Vista

Personal Data

Age: 16 years old

Date of Birth: Sept 13, 2001

Place of Birth: Makati

Civil Status: Single

Residential Address: 1993 f. Muñoz St. Paco Manila

Father’s Name: Vicente S. Vista

Mother’s Name: Imelda D. Vista

Contact Number: 09395274974

Educational Attainment

Senior High School: Paco Catholic School, Accountancy Business and

Management (2017-2019)

Secondary Level: Paco Catholic School (2013-2017)

Primary Level: Justo Lukban Elementary School (2006-2013)

53