Spending Behavior of ABM Students

SPENDING BEHAVIOR OF ABM STUDENTS
SPENDING BEHAVIOUR
OF ABM STUDENTS
Sta. Cruz High Integrated School
Lubao, Pampanga
Practical Research I
YOUNG TIMOTHY A. MANANSALA
MARCH 2019
STA. CRUZ HIGH INTEGRATED SCHOOL 1

APPROVAL SHEET
This thesis entitled “Spending Behaviour of ABM Students” prepared and submitted by
Young Timothy A. Manansala in partial fulfilment of the requirements for the subject
Practical Research I has been examined and found in order and is hereby recommended for
acceptance and approval for oral examination.
EDMEL D. ABRAZADO, MAEd

Adviser
PANEL OF EXAMINERS
Passed by the Panel of Examiners with a grade of ______ on March ___, 2019
JAY M. LAMPA, MAEd

Chairman
RYAN R. PECSON, MAEd EDMEL D. ABRAZADO, MAEd

Member / Critic Member
EDISON S. OCAMPO, MAEd
Grammarian
Accepted and approved in partial fulfilment of the requirements for the subject Practical
Research I.
JAY M. LAMPA, MAEd

Principal II

ACKNOWLEDGMENT
The researchers would like to express their deepest gratitude to the following:
To the principal of SCHIS, Jay M. Lampa, who allowed us to conduct this study.
To the parents who supported us in financial needs and moral support.
To our classmates who shared their knowledge and unending support in conducting this
study.
To all the SHS teachers who contributed immensely in the completion of the study.
Lastly, to our Almighty God who empowered us to complete the research paper
Y.TA.M
TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Table of Contents iv
List of Tables iv
List of Figures iv
ABSTRACT 1
INTRODUCTION 1
Background and Review of Related Literature 1
Statement of the Problem 2
Theoretical and Conceptual Framework 2
Significance of the Study 3
Scope and Delimitation 3
Definition of Terms 3
Acronyms 3
METHOD 3
Research Design 3
Participants and Sampling Technique 4
Instrument 4
Data Gathering Procedure 4
Ethical Considerations 4
Data Analysis 4
RESULTS AND DISCUSSION 5
Amount of allowance as factor that influence spending behaviour of ABM students 5
Knowledge about spending behaviour 5
Economic status of ABM students 6
Insights withdrawn in the spending behaviour of ABM students 6
Representation of Insights in the Spending Behaviour of ABM students 7
CONCLUSIONS AND RECOMMENDATIONS 7
REFERENCES 7
APPENDICES 10
Appendix A – Permission Letter 10
Appendix B – Questionnaire Validation Form 11
Appendix C – Informed Consent Letter To Participant of the Study 17
Appendix D – Certificate of Survey Questionnaire Validation 19
Appendix E – Transcript of Interview 19
Appendix F – Key-point Coding 23
Appendix G – Concepts 26
Appendix H – Categories and Themes 28
CURRICULUM VITAE 29
LIST OF TABLE
Page
Table 1: Participants of the Study 8
LIST OF FIGURE
Page
Figure 1: Paradigm of the Study 6
Figure 2: Manansala, et al.’s Paradigm of Spending Behaviour 11

SPENDING BEHAVIOR OF ABM

STUDENTS
Young Timothy A. Manansala
Student, Sta. Cruz High Integrated School, Lubao, Division of Pampanga, Philippines
ABSTRACT
The study determined the spending behaviour of ABM students of SCHIS of the school year 2018-
2019. The researchers employed case study and semi-structured interview to gather significant data
from the informants. The researcher also used purposive sampling in choosing the informants of the
study. The study used thematic analysis in to analyse of the significant data from the informants. The
researchers aim to help the students, especially students of the ABM track, to enhance their capability
in applying their knowledge from their chosen field of study into the real world and their everyday
living. With the use of thematic analysis, the researchers concluded that spending behaviour of ABM
students has two major factors include; desire-based expenditure and household-based expenditure and
the developed illustration of the spending behaviour of ABM students can be used as a guidelines for
their expenditures in their daily living.
Keywords: ABM students, spending behaviour, allowance,
INTRODUCTION
Background and Review of Related Literature

Spending habits has shown to be growing issue, particularly among of students nowadays.
According to Rios (2017), once Filipino students have money hanging around their necks, they
seem to feel uncomfortable from the weight, and so they want to spend it away quickly.
According to studies led by banks and economic organizations, Filipino youths fork over
money to buy cell phone load, to play computer games at Internet cafes and to buy cigarettes
and alcohol (Manotoc, 2010). As stated by Tempo (2010), a lot of the numbers of students
appear to desires the “in” trend, what the society are using “right now”. Spending decisions are
known to be greatly influenced by the economic situations, personal preferences and group
influence (Services, 2018). The higher the socio-economic status of a consumer the
expenditure will also increase proportionately (Shuani, 2018). According to Gutter and Copur
(2011), compulsive buying was considerably associated to financial well-being when
monitoring for, financial learnings, and financial natures among students.
Nga (2010) stated that level of education and majors also influence the general and financial
product awareness among youths. Financial behaviours were related to age, race, income level,
loan quantity, and requirement for monetary aid (Copur, 2010). According to Silva (2018) in
his article about students` spending habits, students are getting more and more consumerism
every day. Students who used to live away from their home are too much of brand awareness
and increase the chances of students buying things that they don`t need leaving mass media a
factor. Compulsive is a spending behaviour manifested by loss self-control of chronic
overspending (Donald, 2018).

The participants of the study are the Accountancy, Business and Management (ABM)
students of Sta. Cruz High Integrated School (SCHIS). SCHIS was hailed as the Best
Performing School in the Division of Pampanga.
The study seeks to know the spending manner of the Grade 11 and 12 ABM students of
SCHIS. Moreover, it also intends to establish a more precise knowledge about the proper
disbursement of money.
The researcher aims to create awareness about spending habits. The study will help to
enhance the capability of the students in applying their knowledge from their chosen field of
study into the real world and their everyday living.
Statement of the Problem

The study principally aims to determine the spending behaviour of ABM students of
SCHIS. To fulfil this goal, the study will seek deeper dimension of understanding by
answering these specific questions:
1. Do huge amount of allowance influence the spending behaviour of ABM students?

2. Do they have enough knowledge on spending behaviour?
3. Do economic status affects the spending behaviour of ABM students?
Theoretical and Conceptual Framework

This study was premised on The Theory of Consumption by James Duensenberry
(1949). This theory states that expenditure is determined by a number of factors such as
wealth, availability of consumer credit, consumer tastes and preferences, etc. Furthermore, it
also states that when income increases, consumption increases proportionately. The theory has
been useful in explaining that people expenses are influenced by ratio of income or budget and,
economic situation. It is related to the present study as it describes how several factors such as
personality traits, budget, and trends affect the spending manner of the consumers. It also gives
an explicit explanation on how economic status affects the expenditure of buyers.
Amount of
Allowance
Factors
affecting the Knowledge
spending and
behaviour of Awareness
students
Economic
Status
Figure 1: Paradigm of the Study

However, this study employed the Radial List as shown in Figure 1, illustrating the
factors that affect the spending behaviour of ABM students. The representation shows that
spending habits are being affected by amount of allowance, knowledge and awareness and,
economic status.
Significance of the Study

This study will benefit the following:
The outcomes of the study could provide a prior knowledge to the ABM Students about
the proper practices of disbursing money.
In addition, the study may also help the parents in providing guidance to their children in
terms of expending their allowance.
Lastly, the findings of this study can serve as a guide to the future researchers who wants
to conduct similar study.
Scope and Delimitation

This research limited its coverage to the senior high school students of SCHIS, taking up
the Accountancy, Business and Management track of the S.Y. 2018-2019. The informants will
be bounded to students that has Php 100 or above allowances.
Definition of Terms
The succeeding terms defined operationally and conceptually highlighted the important
concepts in this study:
ABM Students – as operationally defined, it refers to the Grade 11 and 12 students, taking
up Accountancy, Business and Management Track at SCHIS, Lubao, Pampanga.
Allowance – In this study, it refers to the amount of money that is used by the students in
exchange of goods. It is also defined as the money given by parents to a child every week that
the child can spend or the money that you are given regularly, especially to pay for a particular
thing (Cambridge Dictionary, 2019). Operationally speaking, this refers to the amount of
financial resources available for purchase.
Spending Behaviour - is commonly a behaviour affecting the way a person use or manages
their money in order to satisfy their wants and needs without any use of control (Norvilitis,
2018). In this study, it refers to the manner of the ABM students in disbursing their allowances.
Acronyms
SHS - Senior High School
SCHIS - Sta. Cruz High Integrated School
SY - School Year
METHOD
Research Design
Case study was employed in determining the spending behaviour of the ABM students.
According to Heale and Twycross (2017), case study is an intensive, organized investigation of
a single individual, group, community or some other unit in which the researcher examines in-
depth data. It is one of the simplest ways of conducting research as it involves a deep dive and
thorough understanding of the data collection methods and inferring the data. Therefore, with
the use of case study, the perception and experiences of the informants in terms of expenditure
will be highlighted and stressed to give more emphasis to the collected data.

Participants and Sampling Technique

The informants of the study include 5 ABM Students, 3 male and 2 female informants
of SCHIS. SCHIS is one of the public institutions in Lubao, Pampanga and labelled as the best
performing school in the Division of Pampanga.
Table 1: Participants of the study

ABM Students Frequency Percentage
Male 3 60.00
Female 2 40.00
Total 5 100.00
However, purposive sampling was used in choosing the informants of the study
because the informants are chosen to be part of the sample with a specific purpose in mind.
The samples of this research study are ABM students and will be chosen through the following
criteria: (1) both of their parents are working; and (2) their allowance each day must be Php
100 or above.
Instrument
Semi-structured interview was applied in gathering the data needed. According to Doyle
(2018), a semi-structured interview is a meeting in which the interviewer does not strictly
follow a formalized list of questions. The interviewer will ask more open-ended questions,
allowing for a discussion with the interviewee rather than a straightforward question and
answer format. Some of the questions and their sequence are determined in advance, while
others evolve as the interview proceeds. It allows new ideas to be brought up during the
interview. The researchers will make use of semi-structured interview to gain more in-depth
understanding from the informants.
Data Gathering Procedure

Foremost, the researchers obtained the affirmation to conduct the interview of the principal
by sending a permission letter. The availability and convenient time of the interviewee was
considered in setting the timetable of the interview process. Guide questions was given during
the process. Furthermore, the researcher used of audio-recordings device with the informants
permission. Lastly, the data gathered was transliterated verbatively for the analysis.
Ethical Considerations
The researchers followed the etiquette set by the school in the conduct of research.
APA 6 edition format will be used in citing the authors and references. The researchers will
th
also consider the informant’s knowledge in responding to the questions, more so, the
researchers will provide the option of being anonymous to the informants.
Data Analysis
Thematic analysis was employed in analysing the non-numerical data gathered. Maguire &
Delahunt (2017) stated that thematic analysis is used to identify themes, i.e. patterns in the data
that are important or interesting, and use these themes to address the research or say something
about an issue. This kind of analysis aims to identify patterns of meaning across a dataset that
provide an answer to the research question being addressed. With the use of thematic analysis,
a key-point will be assigned to the responses of the participants in the transcript of interview.

With the use of thematic analysis, the researcher will make use of key-point to identify
important concepts. The themes will be formed from the categories of concepts. Finally,
conclusions and recommendations will be recognized based on the data gathered.
RESULTS AND DISCUSSION
1. Amount of allowance as factor that influence spending behaviour of ABM students

Participant 1
Student 1 involves careless disbursement of allowances, spending all allowances, spending
too much to gain happiness and satisfaction and, spending based on desires such as perfumes,
lip tint, and other beauty products.
Participant 2
Student 2 is more concern on buying the necessities rather than wants and considers the
needs before spending.
Participant 3
Student 3 involves disbursing on things that gives satisfaction such as clothes and shoes,
buying things even if not ought to buy it and spend, if has extra money, to have leisure.
Participant 4
Student 4 involves buying things that are not part of the budget plan, enjoy and buy things
that he wants.
Participant 5
Student 5 involves the lackness of self-control if wants are not fulfilled and spends money
on unnecessary things.
2. Knowledge about spending behaviour

Participant 1
Student 1 involves the consideration of wants than the needs in disbursement and considers
the trends as basis of his wants.
Participant 2
Student 2 involves the creation of budget plan to have guidelines for expenditure, discipline
spending and spends the needs to prevent debts.
Participant 3
Student 3 involves the avoidance of making budget plans, spends money on wants and own
decisions are being followed in expenditures.
Participant 4
Student 4 involves poor spending habits if has huge amount of allowance, lacks of self-
control in spending.
Participant 5
Student 5 involves prioritizing the wants such as expensive shirts and going to computer
shop, spending money on things that are not important and least consideration of needs in
expenditure.
3. Economic status of ABM Students

Participant 1
Student 1 involves spending too much if has high allowance, prevention of conflicts against
parents and, usage of savings in buying necessities.

Participant 2
Student 2 involves performing of awareness on weekly allowance resulting in proper
expenditure, considering my needs rather than wants, and avoidance of misunderstandings with
parents.
Participant 3
Student 3 experiences shortage because of the lackness of discipline and spends too much
because of having too much money.
Participant 4
Student 4 states that too much money leads to poor disbursement.
Participant 5
Student 5 involves disbursing all allowance, too impatient in spending money, and states that
too much allowance results in poor disbursement of money.
Insights withdrawn in the spending behaviour of ABM students

The spending habits of ABM students focused on desire and household-based
expenditures.
Desire-based Expenditure of ABM students
The desire-based disbursement includes spendthrift consumer (mismanagement of

allowance, desire-centered disbursement) and delectation-based consumption (students’
satisfaction, sense of fulfilment and society’s trends). These are proofs of the following
narratives:
“Careless and unthrifty disbursement.” – ASa1

“Absence of discipline in spending for my expenditures.” – ASa4
“Buying things based on desires.” – ASa2
“Consumer desires are the basis of expenditures.” – ASa3
“Wants depend on trends.” -ASa4
Therefore, ABM students spend mostly on their preferences and desires which gives
satisfaction and the sense of fulfilment. These consumptions are based on what is in trend in
the society. In addition, students lacks in discipline, self-control and, awareness in spending
their allowances.
Household-based expenditure of ABM students
The household-based expenditure includes budget management (coping with liabilities,

proper management of allowance) and parent-child connection (relationship among
parents). These are observable on the following narratives:
“Spending the needs to prevent debts.” – ASb4
“Preparing budget plan.” – ASb2
“Consider my needs in spending”- ASb3
“Purchasing my needs more than my want” – ASb1
“Considering my needs in spending” – ASb3
“Conflicts against parents are prevented.” – ASa1
“Avoid misunderstanding with my parents” – Asb2
In general, ABM students prevent having liabilities especially from their parents. This is
because they tend to avoid conflicts or misunderstandings with their guardians and strive to

tighten their connection with their parents. In this regard, they critically observe their
expenditures by maximizing their allowances in contract with budget plans and the
consideration of needs and necessities.
Representation of Insights in the Spending Behaviour of ABM students
Spending
Behaviour
Spendthrift Consumer Budget Management

fff
Desire-based Household-
Expenditure based
Delectation-based Expenditure Parent-child relationship
`
consumption
Figure 1: Manansala’s Paradigm of Spending Behaviour

A shown in the figure above, spending behaviour of ABM students has two major factors. First
is the desire-based expenditure whereas students spend their allowances based on pleasure or
desires. And second, the household-based expenditure wherein students avoids liabilities and
conflicts with their parents.
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
Based on the findings, the researchers concluded the following:
1. ABM students disburse their allowances to gain happiness and to have sense of fulfilment.
They often disburse their allowances if they have a huge amount of it.
2. ABM students want to tighten their connection with their parents in terms of spending their
allowances. Hence, they create budget plans as the basis of their expenditures to avoid
liabilities. However, some of them often spend allowances on their desires/wants and are
unaware of their expenditures resulting in shortage of allowance.
3. Based on the insights driven by ABM students, having too much money lead to poor
disbursement of allowance. Majority of these students prevent conflicts or
misunderstandings with their parents in terms of spending their allowances.
Recommendations
Based on the results of the study as reflected by the above-cited conclusions, the
researchers presented the following recommendations:

1. ABM students should maximize their allowance by considering their needs instead of the
desires or wants and trends. Their expenditures must be fixed, organized and planned
properly before making spending decisions to prevent liabilities.
2. Budget plans must be utilized to monitor their expenses daily. Read books about financial
literacy to gain more knowledge about the proper management of allowance.
3. The developed model of spending behaviour must be used as guidelines of expenditures of
ABM students and ask for supervision from their parents for financial matters.
REFERENCES

Copur, M. G. (2011). Financial behaviors and financial well-being of students:

Evidence from a National Survey. Journal of family and economic issues,
699-714.
Copur, M. S. (2010, May 6). Family and consumer sciences. Retrieved from
Wiley online library: https://doi.org/10.1111/j.1552-3934.2010.00034.x
Copur, M. S. (2010, May 6). Wiley online library. Retrieved from family and
consumer sciences: https://doi.org/10.1111/j.1552-3934.2010.00034.x
D’Silva, N. V. (2018). College students' spending behavior. Bartleby Writing, 1.
Dictionary, C. (2019, January 14). Cambridge university press. Retrieved January
18, 2019, from Cambridge Dictionary:
https://dictionary.cambridge.org/us/dictionary/english/allowance
Donald, B. (2018, April 9). Good theraphy. Retrieved from
https://www.goodtherapy.org/learn-about-therapy/issues/compulsive-
shopping
Doyle, A. (2018, October 29). Balance careers. Retrieved from The Balance
Career: https://www.thebalancecareers.com/what-is-a-semi-structured-
interview-2061632
Duesenberry, J. (1949). Theory of consumption. Retrieved February 2, 2019,
from Kenyaplex: http://www.kenyaplex.com/resources/14494-theories-of-
cconsumption.aspx
Manotoc, T. (2010). What do filipino youth spend money on? Manila: ABS-
CBN.
Norvilitis. (2018). College student's spending habits. Bartleby Writing, 3.
Rios, R. (2017). The spending habits of millennials . Cebu: The Freeman.
Roberta Heale, A. T. (2017, November 16). Crossmark. Retrieved January 6,
2018, from Evid Based Nurs:
https://ebn.bmj.com/content/ebnurs/21/1/7.full.pdf
Services, i. (2018, April 2). 5 Common factors influencing consumer behavior.
Retrieved February 22, 2019, from iResearch services applied intellect:
http://www.iresearchservices.com/5-common-factors-influencing-
consumer-behavior/
Shuani. (2018). Family Expenditure. Your article library, 1.
Tempo, J. (2010). Theoretical background on spending habits. Study mode
research, 1.
APPENDICES
Appendix A
Department of Education
Region III
DIVISION OF PAMPANGA
STA. CRUZ HIGH INTEGRATED SCHOOL
Senior High School Department
Lubao, Pampanga
PERMISSION LETTER
January 17, 2019
JAY M. LAMPA
Principal III
Dear Sir:
The researchers are asking your permission to conduct their research work to the chosen informants to gather the
necessary data for the study entitled “SPENDING BEHAVIOUR OF ABM STUDENTS.” This is in relation to
the requirement to prepare for the completion of the subject “Practical Research I (Qualitative Research).”
The researcher will conduct their study to the 10 ABM Students of the Senior High School.
Rest assured that the data gathered will be treated with utmost confidentiality. Any accommodation that may be
extended to this regard will be highly appreciated.
Truly yours,
(SGD) YOUNG TIMOTHY A. MANANSALA

Researcher
Noted:
(SGD) EDMEL D. ABRAZADO, MAEd

Thesis Adviser
Approved:
(SGD) JAY M. LAMPA, MAEd

Principal III
Appendix B

Region III
Lubao, Pampanga
QUESTIONNAIRE VALIDATION FORM
Researcher: YOUNG TIMOTHY A MANANSALA
Thesis Title: Spending Behaviour of ABM Students
Open-Ended Questionnaire Validation: Based on your evaluation, please rate the questions by encircling the
appropriate number, with 3 as the highest and 0 as the lowest score. Your valuable recommendations will be
sincerely appreciated.
Research
Questions Evaluation Recommendation/s
Objectives
To determine if Responsiveness of the
huge amount of interview question to the
allowance research objective:
influencing the 1. Do you often 3 2 1 0
spending behaviour purchase items that you Appropriateness of the
of ABM students?
never use or enjoy? language structure used in
the interview question:
3 2 1 0
To determine the Responsiveness of the
influencing the 3 2 1 0
2. Do you go shopping
spending behaviour Appropriateness of the
in your spare time?
of ABM students?
language structure used in
3 2 1 0
influencing the 3. Has your spending 3 2 1 0
spending behaviour behaviour gotten you to
Appropriateness of the
of ABM students? debt?
language structure used in the
interview question:
3 2 1 0
Responsiveness of the
To determine if interview question to the
they have enough 4. How frequent you research objective:
knowledge on spend your allowance 3 2 1 0
spending for your wants as well Appropriateness of the
behaviour? as their needs? language structure used in the
interview question:
3 2 1 0
they have enough interview question to the
knowledge on 5. Do you have budget research objective:
spending plans before spending? 3 2 1 0
behaviour? Appropriateness of the
interview question:
3 2 1 0
they have enough 6. In spending your research objective:
knowledge on allowance, what are 3 2 1 0
spending your most priorities and Appropriateness of the
behaviour? least priorities? language structure used in the
interview question:
3 2 1 0
7. Do your spending
economic status research objective:
manner have been a
affects the 3 2 1 0
reason for having
conflict with your
of ABM students? language structure used in the
parents?
interview question:
3 2 1 0
economic status 8. Do you consider research objective:
affects the yourself responsible 3 2 1 0
spending behaviour enough in terms of Appropriateness of the
of ABM students? spending behaviour? language structure used in the
interview question:
3 2 1 0
economic status 9. In what way your research objective:
affects the economic status affects 3 2 1 0
spending behaviour your spending Appropriateness of the
of ABM students? behaviour as an ABM language structure used in the
student? interview question:
3 2 1 0
Noted by:

Thesis adviser
Validator:
JAY M. LAMPA, MAEd

Principal III
Region III


Lubao, Pampanga
Research
Objectives
of ABM students?
3 2 1 0
2 Do you go shopping
in your spare time?
of ABM students?
3 2 1 0
interview question:
3 2 1 0
interview question:
3 2 1 0
they have enough interview question to the
knowledge on 5. Do you have budget research objective:
spending plans before spending? 3 2 1 0
behaviour?
interview question:
3 2 1 0
interview question:
3 2 1 0
7. Do your spending
manner have been a
affects the 3 2 1 0
reason for having
conflict with your
parents?
interview question:
3 2 1 0
interview question:
3 2 1 0
3 2 1 0
Noted by:

Thesis adviser
Validator:
RYAN R. PECSON, MAEd
Region III

Lubao, Pampanga
Research
Objectives
of ABM students?
3 2 1 0
2 Do you go shopping
in your spare time?
of ABM students?
3 2 1 0
interview question:
3 2 1 0
interview question:
3 2 1 0
they have enough research objective:
knowledge on 3 2 1 0
5. Do you have budget
spending
plans before spending? Appropriateness of the
behaviour?
interview question:
3 2 1 0
interview question:
3 2 1 0
7. Do your spending
manner have been a
affects the 3 2 1 0
reason for having
conflict with your
parents?
interview question:
3 2 1 0
interview question:
3 2 1 0
3 2 1 0
Noted by:

Thesis adviser
Validator:
ARBEL S. ICBAN, MAEd
Appendix C
Region III

Lubao, Pampanga
INFORMED CONSENT LETTER TO PARTICIPANT IN THE STUDY
Title: SPENDING BEHAVIOR OF ABM STUDENTS
Dear Fellow Participants,
You are asked to participate in a study being conducted by the Accountancy and Business
Management students of Sta. Cruz High Integrated School.
1. PURPOSE OF THE STUDY

The purpose of the study is to create awareness about spending habits. The study will
help to enhance the capability of the students in applying their knowledge from their
chosen field of study into the real world and their everyday living.
The outcomes of the study could provide a prior knowledge to the ABM Students about the
proper practices of disbursing money.
2. PROCEDURES
If you volunteer to participate in this study, you would be asked to do the following things:
a. Listen to a brief explanation of the study, its purpose and aims;
b. Sign an Informed Consent form;
c. Complete an open-ended questionnaire; and,
d. If necessary, be available to attend a follow-up interview. The interview will take place at a
time and venue that suits you so as to minimize inconvenience for you as participant.
3. PAYMENT FOR PARTICIPATION
Participants will not be paid for their participation in this study.
4. CONFIDENTIALITY
a. Any information that is obtained in connection with this study which can be identified
with you will remain confidential and will be disclosed only with your permission.
b. Confidentiality will be maintained by means of coding procedures which will ensure
that all participants remain anonymous throughout the process. All data will be stored
in a secure location, with only the researcher having access to it.
c. Interviews will be audio-taped and the participant has the right to review the tapes.
Only the researcher will have access to the audio tapes that will also be kept in a secure
location.
1. PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this study, you may
withdraw at any time without consequences of any kind. You may also refuse to answer any

question and still remain in the study. The researcher may advise you to withdraw from this
research if circumstances arise which warrant doing so.
6. CONTACTING THE RESEARCHER
If you have any questions or concerns about the study, please feel free to contact the researcher
at [email protected]
The information above was described to me by the researcher. I was given the opportunity to
ask questions and these questions were answered to my satisfaction.
I have been given a copy of this form and I hereby consent to participate in this study.
________________________________________
Name of Participant
________________________________________ ______________
Signature of Participant Date
Thank you very much.
(SGD) YOUNG TIMOTHY A. MANANSALA

Researchers
Noted by:
(SGD) EDMEL D. ABRAZADO, MAEd

Thesis adviser
Appendix D
CERTIFICATE OF SURVEY QUESTIONNAIRE VALIDATION

This is to certify that the survey questionnaire prepared and submitted to the specialist named
here with for the study “SPENDING BEHAVIOUR OF ABM STUDENTS” had undergone
face-validation and that is further certified valid and reliable.
This certification is issued as supporting document for the study of Young Timothy A.
Manansala, student of Sta. Cruz High Integrated School.
ARBEL S. ICBAN, MAEd

STA CRUZ HIGH INTEGRATED SCHOOL – Secondary School Teacher III
JAY M. LAMPA, MAEd

STA CRUZ HIGH INTEGRATED SCHOOL - Principal III
RYAN PECSON, MAEd

STA CRUZ HIGH INTEGRATED SCHOOL – Master Teacher 1
Appendix E
Transcripts of Interview
Participant 1
Interviewer: Do huge amount of allowance influencing the spending behaviour of ABM
students?
Interviewee: Sometimes, because I’m too careless or unthrifty of my allowance. Sometimes, I
buy things based of my desires, but sometimes not. So, if I had money on my pocket, I used to
spend it without considering my needs because it gives me the happiness and satisfaction. I
used to spend 40 % of my allowance for necessities like foods, transportation, and school
projects but I spend over 50 % for my wants such as perfume, lip tint, powder and other beauty
products. The other 10 % are my savings. Maybe, the reason for these is the lackness of
discipline in terms of spending. Sometimes, because I often go to the store of my niece. My
shopping schedule is twice a month because this is my timetable of purchasing all of my needs
whether in school or personal needs. Rather than going to shopping when I have spare time, I
will just go to my niece’s store to buy some foods. No, because I always strive to use my own
money for my expenditures. Having debt can cause struggles to me. I will rather choose to
spend all of my personal money than having debts. Maybe, I’m an irresponsible spender, but
debt is not on included on my vocabulary.
Participant 2
students?
Interviewee: No, because I am purchasing my needs more than my wants. Needs are your
necessities or in simple words, these are the things that you really need to have. I always
consider my needs in spending because I ought to purchase them. No, because going to shop
malls are not my habit. Instead of going outside for shopping, I’m staying at home and doing
my school works. Yes, with my parents because sometimes expensive projects forces me to
borrow money with them. But, I’ll make sure that debt will be settled immediately.
Participant 3
students?
Interviewee: I admit it, sometimes; I buy things that I never use because it gives me happiness
that I desire. For example, shoes and clothes that is not really important to buy. Because those
things are in trends and many youths are buying those. In this case, if I don’t purchase them, I
think that I’m not belong or “in” to them. Yes, especially Sunday. I go to SM to have leisure.
When I’m bored, I will go outside with my friends just to spend my time. Of course, i will
disburse my money and sometimes, if I have much money, I’ll treat them. Yes, with my mom
because I’m a prodigal son. I used to buy things even though I’m not ought to buy it. I will
rather buy cell phone or gadget than buy some school bags even if I know that I will be on debt
if I’ll buy it.
Participant 4
students?
Interviewee: Sometimes, these are the school requirements. Sometimes, I buy the things I
need for that project. Then, I will buy some designs that are not needed. As a result, my money
will eventually vanish without noticing it. I really enjoy buying things that I want because I
really want to have it. Yes, of course because I go shopping to spend my time and money. The
time without doing something is lessen. My allowance is vanishing because I’m spending my
money to the things that is unplanned. Maybe, one day I spend 800 for just spending on shop
malls. Yes, especially if you really want that item, and you don’t have any money. In the end, I
will borrow money from my friend just to buy that one. My largest debt is 500. It takes weeks
or months to pay those.
Participant 5
students?
Yes because, I’m a materialistic person. I will buy things that is beyond my budget especially
if it’s my desire. I can’t stand or control myself If my wants are not fulfilled. Sometimes,
because I used to stay at home but I spends my money and time buying unnecessary things.
However, If i have money or budget, i will go to shop malls to have leisure. Yes, frequently
because i spend too much or beyond my budget. For example, I want to have a brand new t-
shirt, I will borrow from my parents or friends just to gain it. Maybe, my highest debt cost 600
because I purchased expensive clothes for the Christmas party.

Participant 1
Interviewer: Do you have enough knowledge on spending behaviour?
Interviewee: As I’ve said, twice a month but my wants are more dominant than needs in terms
of spending. Maybe, because, this kind of behaviour is common among the youths nowadays.
The moment I have money with me. I will disburse it for my wants. However, my needs like
school projects are being ignored because my money is allotted mostly for clothes that I
seldom use. No, because if i want to buy, then I’ll buy it without hesitation. Having a plan
before spending is not my habit since then. Maybe, I’m too busy doing my school stuffs that’s
why i don’t have time making plans before spending. Sometimes, needs, sometimes wants. But
most often, consumer desires are the basis of expenditures. Even if he/she doesn’t need it,
he/she will spend her allowance. Sometimes, if you need a product immediately, needs are
more dominant. Most likely, my wants are just shoes and clothes. My wants depend on trends.
If a brand of shoe or clothes is in trend, then I will buy it immediately.
Participant 2
Interviewer: Do you have enough knowledge on spending behaviour?
Interviewee: For me, needs because I often buy my needs rather than my wants. Yes, of
course. I am preparing my budget plan to create guidelines for my expenditures. For me, it is
essential because it can help me to avoid debts but have discipline in spending. My most
priority is my needs because it is very important in our daily living. However, my least priority
is my wants for these are just my desire. If I had extra money, I’ll buy my wants but first my
needs shall be fulfilled before expending for my wants. It is important to spend your needs to
prevent having debts.
Participant 3
Interviewer: Do they have enough knowledge on spending behaviour?
Interviewee: Most of the time, I spend my money on my wants. For example, expensive
clothes and socks. But later on, these will be stocked on my cabinet. Meanwhile, I buy my
needs seldom but I will make sure that my needs will also be bought. No, because it’s unusual
and it’s not my habit. My parents told me to do so but I always insist for my decision will be
followed in the end. In my case, plans will never be followed in the end. So, there is no need
for having budget plan. Sometimes, my most priorities are my needs because those things are
important. But, most of the time my wants are on my primary list of expenditures.
Participant 4
Interviewee: My wants. For example, at the store, I will choose to buy clothes rather than
school requirements. Buying my wants is based on my allowance. If I have huge allowance, I
will spend more money. As a result, I don’t have savings. No, because it’s a waste of time. I
don’t follow those plans. So, there’s no need to have those. My spending is guided by my
decisions. I don’t have self-control in spending. Before, I want to have budget plans but
because I have too many desires and wants, I don’t pursue to create it. My most priorities are
foods and school requirements. My least priorities are clothes and beauty products such as lip
tint. But sometimes, I consider both of them. For example, I need to buy school requirements,
so I will buy it. Even though, I want t-shirt and beauty products, I will still buy it. If I have
budget I will buy my wants, but I not i have no choice. I will buy my needs.
Participant 5

Interviewee: Most often, I spend my allowance on my wants. Although most people would
say that needs is more important than wants, but, to be honest, I spend more on my desires. I
want to buy expensive phones than spending on my school projects because it gives me
happiness. No, because it’s not part of my habit. My uncle once told me to think first before
spending, but, at the end of the day, I spend my money on things that is not really important
like cell phone case and such. To be honest, my most priorities are my wants because I know,
my budget can afford them. My wants are DVD compact disc, expensive shirts and going to
computer shop. I used to buy them rather that school necessities. My least priorities are my
needs such as foods. Sometimes, I will thrift myself buying foods just to go to malls on
Sunday.

Participant 1
Interviewer: Do economic status affects the spending behaviour of ABM students?
Interviewee: No, because I seldom borrow money to them. I am aware of my allowance per
week. So, conflicts against them are prevented in terms of money. I use my savings in buying
necessities such as school supplies. No, because I buy things that I don’t need. To be honest,
this attitude is maybe my worst habit because after I bought my wants, regret is on me. The
cycle of spending my money for my wants rather than my needs is inevitable for me. Maybe,
because for me, If a student has high economic status, he/she will be become unthrifty because
he/she knows that they can buy all the things he/she wants and vice versa.
Participant 2
Interviewee: No, because they know why I’m spending my allowance. They know where my
money is allotted for. I am telling them my expenses everyday so I can avoid
misunderstandings with them. Yes, because I’m considering my needs first rather my wants. I
can say that I’m a responsible consumer for I have savings and my expenditures are chosen
properly. For me, no because spending depends on the decision of the consumer. Whether he is
rich or not he can be a responsible spender.
Participant 3
Interviewee: Yes, because they are asking me if my allowance is not enough for me. Although
I have huge amount of allowance, I experienced shortage because I don’t have discipline and
awareness in regards of my money. No, because I spend too much and I have debts I’m
struggling with. When you have money, you will spend too much. Based on my experience,
too much money will force you to spend too much without considering your situation as a
student.
Participant 4
Interviewee: Yes, especially if my parents gave me a budget for two weeks but I consume it
for two days. My mother will scold me. I can’t consider myself a responsible consumer
because I have no discipline. I need to control myself first to be a responsible one. Yes,
because having more money leads me to spend too much without considering my budget.
Participant 5
Interviewee: Yes, because I always disburse all my allowance for three weeks in just one
week. They are saying that I need to control myself in expenditures, but my desires always
conquer. Not yet, because I’m too impatient in spending my money. I don’t have proper
education in spending. Maybe, someday, I can change the way I spend. Of course, if a student
has a huge amount of money, he will spend and spend. Based on my experience, having too
much allowance will result on poor disbursement of money. Many students, like me, have too
many desires and money is not a big deal on us.
Appendices F
Key point Coding
Participant 1
Statement Key-point Code
Careless and unthrifty
ASa1 Mismanagement of allowance
disbursement of allowance
Buying things based on Desire-centered
ASa2
desires disbursement
Spending too much
gives me happiness and ASa3 Satisfaction of student
satisfaction
Absence of discipline in Mismanagement of
spending for my ASa4 Allowance
expenditures
strive to use my own money
ASa5 Coping with liabilities
habits
spending all of my personal
money
Participant 2
purchasing my needs more ASb1 Proper management
than my wants of allowance
buying things that you really ASb2 Proper management of
need to have allowance
consider my needs in ASb3 Proper management of
spending allowance
settling debts immediately ASb4 Coping with liabilities
buying things that never use ASb5 Mismanagement of money
Participant 3
Proper management of
buying things that are need ASc1 allowance
enjoying things that I want to ASc2 Student’s satisfaction

buy
having leisure ASc3 Student’s satisfaction
treating my friends if I had
ASc4 Mismanagement of allowance
extra money
buying things even though
I’m not ought to buy it
1.1 Participant 4
buying things that are beyond
ASd1 Mismanagement of allowance
my budget
buying things that I want ASd2 Mismanagement of allowance
spending money to things that
are unplanned
1.1 Participant 5
Lacks of self-control, if my ASe1 Sense of fulfillment
wants are not fulfilled
buying unnecessary things ASe2 Mismanagement of allowance
Participant 1
wants are more dominant than
needs in expenditures
disbursing for my wants ASa2 Mismanagement of allowance
consumer desires are the basis Desire-centered
ASa3
of expenditures disbursement
wants depend on trends ASa4 Society’s trends
2.1 Participant 2
buying my needs rather than ASb1 Mismanagement of allowance
my wants
preparing budget plan ASb2 Proper management of
allowance
having discipline in spending ASb3 Proper management of
allowance
spending the needs to prevent ASb4 Coping with liabilities
debts.
2.1 Participant 3
spend my money on my
wants
insisting to make budget ASc2 Mismanagement of allowance
plans
Proper management of
own decisions are followed ASc3
allowance
2.1 Participant 4
having huge allowance
results in poor spending ASd1 Mismanagement of allowance
habits
lack of self-control in
spending
having more budget
results in the expenditure ASd3 Mismanagement of allowance
of wants
2.1 Participant 5
most priorities are the wants ASe1 Mismanagement of allowance
Desire-centered
spending more on my desires ASe2
disbursement
spending my money on things
ASe3 Mismanagement of allowance
that are not important
least priorities are my needs ASe4 Mismanagement of allowance
Participant 1
conflicts against parents are
ASa1 Relationship among parents
prevented
usage of savings in buying Proper management of
ASa2
necessities allowance
unthrifty in spending if have
high allowance
3.1 Participant 2
aware of my allowance per Proper management of
ASb1
week allowance
avoiding misunderstandings
ASb2 Relationship among parents
with my parents
considering my needs rather Proper management of
ASb3
than wants allowance
my expenditures are chosen Proper management of
ASb4
properly allowance
3.1 Participant 3
experiencing shortage ASc1 Mismanagement of allowance

spend too much ASc2 Mismanagement of allowance
too much money will force
you to spend too much
3.1 Participant 4
Too much money leads to
poor disbursement
3.1 Participant 5
too impatient in spending my
ASe1 Mismanagement of allowance
money
disburse all my allowance ASe2 Mismanagement of allowance
having too much allowance
will result on poor ASe3 Mismanagement of allowance
disbursement of money
Appendix G
Concepts
Participant 1
Code Key-point
Mismanagement of Allowance ASa1, ASa4, ASa6
Desire-centered disbursement ASa2
Student’s satisfaction ASa3
Coping with liabilities ASa5
Participant 2
Code Key-point
Proper Management of Allowance ASb1, ASb2, ASb3
Coping with Liabilities ASb4
Mismanagement of Allowance ASb5
Participant 3
Code Key-point
Proper Management of Allowance ASc1
Student’s satisfaction ASc2, ASc3
Mismanagement of allowance ASc4, ASc5
Participant 4
Code Key-point
Mismanagement of Allowance ASd1, ASd2, ASd3
Participant 5
Code Key-point
Sense of fulfillment ASe1

Mismanagement of Allowance ASe2
Statement of the problem 2
Participant 1
Code Key-point
Mismanagement of Allowance ASa1, ASa2
Desire-Centered Disbursement ASa3
Society’s trends ASa4
Participant 2
Code Key-point
Mismanagement of Allowance ASb1
Proper Management of Allowance ASb2, ASb3
Coping with Liabilities ASb4
Participant 3
Code Key-point
Mismanagement of Allowance ASc1, ASc2
Proper Management of Allowance ASc3
Participant 4
Code Key-point
Mismanagement of Allowance ASd1, ASd2, ASd3
Participant 5
Code Key-point
Mismanagement of Allowance ASe1, ASe3, ASe4
Desire-centered disbursement ASe2
Participant 1
Code Key-point
Relationship among Parents ASa1
Proper Management of Allowance ASa2
Mismanagement of Allowance ASa3
Participant 2
Code Key-point
Proper Management of Allowance ASb1, ASb3, ASb4
Relationship among Parents ASb2
Participant 3

Code Key-point
Mismanagement of Allowance ASc1, ASc2, ASc3
Participant 4
Code Key-point
Mismanagement of Allowance ASd1
Participant 5
Code Key-point
Mismanagement of Allowance ASe1, ASe2, ASe3
Appendix G
Categories and Themes
Concepts Categories Themes

Mismanagement of Allowance Spendthrift
Desire-centered disbursement Consumer
Student’s Satisfaction Delectation- Desire-based Expenditure
Sense of Fulfillment centered
Society’s trends Consumption
Coping with liabilities Budget
Proper Management of Allowance Management Household-based
Parent-child spending practices
Relationship among parents
connection
CURRICULUM VITAE

Young Timothy A. Manansala, is a Grade 11 student taking the

Accountancy, Business and Management Track. He is a graduate of
Lubao Academy at San Nicolas 1st Lubao, Pampanga and Sta. Cruz
High Integrated School for his junior high school . His research
interests include education, marketing and business.

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Spending Behavior of ABM Students

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SPENDING BEHAVIOR OF ABM STUDENTS

YOUNG TIMOTHY A. MANANSALA

STA. CRUZ HIGH INTEGRATED SCHOOL 1

EDMEL D. ABRAZADO, MAEd

JAY M. LAMPA, MAEd

RYAN R. PECSON, MAEd EDMEL D. ABRAZADO, MAEd

JAY M. LAMPA, MAEd

STA. CRUZ HIGH INTEGRATED SCHOOL 2

To the parents who supported us in financial needs and moral support.

Figure 2: Manansala, et al.’s Paradigm of Spending Behaviour 11

STA. CRUZ HIGH INTEGRATED SCHOOL 4