Effects of Financial Problems on Students' Academic Performance

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University of Perpetual Help System

Calamba
Barangay Paciano Rizal, Calamba City
Chapter 1
THE PROBLEM AND REVIEW
OF RELATED LITERATURE AND STUDIES
This portion presents the brief discussion of the problem and its
background, the literature and relevant studies.
To make this research
more meaningful, relevant information were gathered from several books

and other references for clearer and better understanding of the study.
Introduction
Education is the most important wealth that parents could give to their
children aside from money and legacy. It is one thing an individual could be
proud of. The transition period from a persons teenage years to adulthood
can be a challenging time. A teenager may find him or her in the midst of
difficult situations and faced with daunting decisions while growing up. While
this challenging phase is almost completely unavoidable, parents and
guardians can still help their children by being aware of the common problems
that deal with and, consequently, by offering their help and support
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Education began long before there were schools. In ancient times,
people taught their children what they needed to know for survival. Even
now, education takes many forms.
There is formal education, which is
carried on in schools, and there is informal education, which goes on in

other settings. People are being educated all the time, learning from others
and learning by themselves.
All through history, people have had great ideas about how to teach
students and what to teach them.
Some have thought that the main
purpose of education is to preserve the learning and great ideas of the past.
Some teachers stressed the learning of fact. Others have tried to teach
students to have open, inquiring minds.
Some educators believe that
schools should help all students grow and learn all that they can for their
own benefit.
Others believe that education should give students an
understanding of the world they live in and encourage them to work towards
solving the worlds problems.
Going to school is of high priority or us Filipinos.
Many say that
education is the way to success. It is our chance to gain new knowledge

and skills which are key tools in having a better future and a successful life.
But education is not always in reach for many people. Parents strive
hard at work, businesses and sometimes having sidelines just to send their
children to reputable schools. They do this because they believe that high
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quality education is better and their child will have an advantage of having a
better job if they graduate in such schools.
But sometimes salaries of
parents are not enough to sustain their childrens school expenses such as
tuition fees, allowances, school supplies and uniforms and their other
needs.
It is the need of a student in his/her study. Money for one is important in
the sense that a student can study well, and she can focus to the lesson and
school activities, and he/she doesnt need to worry if who will give them.
One possible help that parents could offer is the financial assistance to
their children. Financially, the parent or partner of a student, may be expected
to make a contribution towards their living costs while they are at university or
college .The rising cost of education is a problem not only faced by Filipinos
but
by
people
around
the
globe
(www.mb.com.ph/articles/290523/social-networking-financially
as
well
-burdened-
student).
For students, lacking or not enough money to pay their school dues
can be addressed as financial problem. Even if they manage to enroll at
the beginning of the semester, still many students find it hard to cope up
with their school expenses. The problem of what are the effects of these
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financial problems to the academic performance of the students, might it be
in a negative or positive way, have long troubled parents and educators.
Success in school depends on how well you know how to study. But
there are other factors that can affect the academic performance of
students such as financial problem. In this study, I want to help students
identify the negative and positive effects of financial problems to their
academic performances. I want to help those students experiencing the
negative effects to find out ways to cope up with such problem to reverse
the negative effect, and those experiencing positive effects despite their
financial problems, to find out ways on how they can share to other
students how they managed to cope up with the problems.
This research was conducted to find out the effects of financial
problem to the academic performance-factors of selected college students
of
University
of
Perpetual
Help
System
Dalta-Calamba
Campus.
Specifically, one of the reasons why the researcher in learning emphasized

on financial problem because this is a common problem to many of our
students nowadays that might affect their academic performance.
Background of the Study
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The study was conducted at the University of Perpetual Help SystemDALTA (UPHSD-Calamba Campus). The 3rd University of Perpetual Help
System-DALTA. (UPHSDLas Pias) The campus was established in 1996.
Its population has significantly increased from 500 to in 3,000 early in 2013.
Strategically located in Barangay Paciano Rizal, Calamba City, many
parents were persuaded to enroll their children to secure their safety and
avail as well the scholarships it is allocating the Paciano residence.
Calamba campus in synchronicity to its mother school continues to promote
the Perpetualite vision and mission of being a premier university system in
the Philippines.
With its growing competing institution, the researcher tend to address
or if not further verify the inevitable financial difficulties being experienced
by the parents and students patronizing the university, and weather how
this affect the students academic performance, as this may help in the
students retention program and client satisfaction rate.
Review of Related Literature and Studies
Foreign Literature
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As a parent, you have a moral and legal obligation to support your
children financially from the moment they are born until they become selfsufficient or self-supporting-or in legal terms-"emancipated." (Einhorn,2009)
As a parent you are required to contribute to the cost of necessary care
and maintenance of an adult child who has become so disabled that the child
lacks the capacity for self sufficiency (Meinardus,2003).
According to the National survey of Student Engagement 2012 more
than a third of seniors and more than a quarter of freshmen in the US did
not purchase required academic materials because of the cost. Roughly
equal shares, around 60 percent, said they worried about having enough
money for day-to-day expenses, and 36 percent of freshmen and 32
percent of seniors reported that financial concerns had interfered with their
academic performance.
According to (Graetz, 1995), ones educational success depends very
strongly on socio economic status of parents. (Considine & Zappala) argue
that families were the parents are advantaged socially, educationally and
economically foster a high level of achievement in their children.
The
researcher agrees with Considine and Zappala because students from high
social economic backgrounds are well exposed to scholastic materials,
which aid their intelligence. (Graetz, 1995) also argues that children from
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high socio economic status families perform much better at school
compared to children from low SES families.
On the contrary (Pedrosa,Cibele, Benilton, 2006) in their study on
educational and social economic background of undergraduates and
academic performance at a Brazilian university, found that students coming
from disadvantaged socioeconomic and educational homes perform
relatively better than those coming from higher socioeconomic and
educational strata.
They called this phenomenal educational resilience.
This could be true considering that different countries have different

parameters of categorizing social economic status.
What a developed
country categorizes as low social economic status may be different from the
definition of low social economic status of a developing country.
Additionally students do not form a homogenous group and one measure of
social economic disadvantage may not suit all sub groups equally.
Academic performance according to (Mbandeka, 2012) is one of the
crucial areas of a learners life. Some learners may not be bothered if they
progress or not, however their parents are left with great distress if their
children do not perform.
This is because families, as well as the
government invest in the education of the child.
On top of that, generally
all parents would want their children to be successful citizens in future.

Multiple factors come to play when it comes to academic performance of a
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learner, which need to be considered should one want to perform better.
Research has found that determinants of learners performance have been
the subject of on-going debate among educators, academics and policy
makers.
Different people believe that different factors affect learners
differently under different circumstances. However there is some form of
consensus on general factors that affect performance.
These include socio-economic, psychological and environmental
factors. Different people come from different backgrounds not everyone
can afford schools fees, for example, and therefore some children may not
attend school properly because of such reasons, which may affect their
academic performance at the end of the day.
Learners whose parents support them during studies are more likely
to bear favorable results than those who dont get any support. It is very
important for parents to help their children in making sure they do their
homework and assignments, support them during exams and even when
children fail parents should still offer support and motivate them to carry on.
Local literature
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Filipinos have a deep regard for education, which they view as a
primary avenue for upward social and economic mobility. From the onset of
United States colonial rule, with its heavy emphasis on mass public
education, Filipinos internalized the American ideal of a democratic society
in which individuals could get ahead through attainment of a good education.
Middle-class parents make tremendous sacrifices in order to provide
secondary and higher education for their children (The Library of Congress
Country Studies; CIA World Factbook)
Unsupervised kids with a lot of time in their hands can end up in
troublesome and dangerous situations. Parents should be the first to teach
their children how to spend their time and money productively. Being
supportive of a healthy and constructive hobby could be a good start for
parents who do not know what to expect from their childrens spare time.
Teenagers can progress through their growing-up phase without regrets and
serious mistakes as long as parents are able to work hand in hand with them
(Manila Bulletin,2011).
Foreign Studies
Some researchers have held the view that school ownership and
funding does indeed have an effect on performance of the student. Crosne,
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Johnson and Elder (2004) found that school ownership (that is schools owned
by private individuals and those owned by the government) is an important
structural component of the school. Private schools, they argue, tend to have
both better funding and small sizes than public schools. They found that
additional funding of private schools leads to better academic performance
and more access to resources such as computers, which have been shown to
enhance academic achievement. Sampson (2004) also noted that private
schools have alternate sources of funding, higher level of discipline, and are
very selective and this is why they tend to have higher academic performance
than students from public schools. Considine and Zappala (2002) concluded
in their study on school background that students from independent private
schools were more likely to achieve higher end of school scores. Crosne,
Johnson and Elder (2004), Sampson (2004) and Considine and Zappala
(2002) share a similar view and that is; private schools are more likely to have
a greater number of students from high SES families, select students with
stronger abilities and have greater financial resources. In their conclusions,
they maintained that the type of school affects the academic performance of
students. Their views are summarized by Miller and Birch (2007), in their
study on the influence of high school attended on university performance who
argued that outcome at university differs according to the type of high school
attended.
The studies cited led the researcher to hypothesize that the
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students school background is positively related to academic performance of
undergraduate students.
A study by Cheesman, et.al, 2006 entitled Determinants of Student
Performance at University: Reflections from the Caribbean. This research
project, aimed at identifying factors that influenced performance of students at
the UWI, has generated results that are quite consistent with the extant
literature in this field. It shows, quite clearly, for example, that the gender
differences in performance that apply across the pre-university educational
system within the Caribbean have extended to the University-level system in a
manner that goes beyond the typical performance classification. The typical
classification assesses the distribution of the student body across faculties,
and graduation rates, by gender.
The findings on gender differences in
performance at the UWI also correspond to gender differences in performance

at universities in other regions of the world.
The finding that part-time
students are less likely to perform as well as full-time students is not

particularly surprising given the broader set of challenges that part-time
students experience in seeking to gain their education. Indeed, as noted
earlier in this paper, this had led some researchers to focus particular attention
on the performance of part-time students.(Bouner and Race, 1990).
The
performance challenges facing part-time students are likely to be particularly

severe in the context of the Caribbean where the structures that are routinely
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provided for part-time students in countries with more experience in educating
non-traditional university students, such as highly flexible timetabling, are not
yet readily available across disciplines at the University of the West Indies.
Local studies
A study conducted by Chavez et.al (2009) entitled The Relationship
between Aptitude and Academic Performance in Math and English the study
tried to determine the relationship between Aptitude and Academic
Performance in Math and English. They found out that students have fair
academic performance in both English 000 and Math 000.
There is
insignificant relationship between verbal reasoning aptitude and academic

performance in English. There is moderate significant relationship between
numerical reasoning and academic performance in math.
There is no
significant relationship between verbal reasoning aptitude and academic

performance in math.
There is moderate significant relationship between
numerical reasoning aptitude and academic performance in English.
The
researchers concluded that the first year BSHRM student have fair academic
performance in Math and in English.
Another study by Albeza, et.al (2010) entitled Study Habits and
Academic Achievements of Working Students of St. Therese MTC College
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was conducted to determine the study habits and academic achievements of
student assistants.
The mean of study habits of working students when
categorize according to the department were they are assigned is 3.86 with a
description of Excellent. The result also shows that the working students who
were assigned in the HRD department have the highest level of academic
achievement with a mean of 88.88 with a descriptive rating Average and those
in the HRM Lab department have the lowest level of the academic
achievement with mean of 81.75 with a descriptive rating of Low.
HRM Lab working students were among the students who have lower
mean results. They need free themselves of destruction while studying and
should improve their reading comprehension. Testing themselves after a long
read is also recommended. There is moderately positive correlation on the
study habits and academic achievement of working students meaning that it is
best for working students to study hard in order to have better grades.
Department supervisors may also allow student some break or leave of
absence during examination period to have enough time to study or allow
students to on duty with minimal work so that they may be able to study while
working especially on departments where there is not much to do.
Another study by Dedase, et.al (2007) entitled Emotional and Social
Adjustments of 1st Year Students and its Relation to their Academic
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Performance. This study determines the social and emotional adjustments in
relation to the Academic Performance of the 1st year BSRM students. The
study found out that the 1st year HRM students have satisfactory academic
performance for the 1st semester, school year 2006-2007.
Researchers
concluded that academic performance of the students was only satisfactory.

They meant that students were academically good in terms of their academic
performance for the first semester in the school year 2006-2007.
The study of Arellano, et. al, entitled The Academic Performance in
General Education and HRM Major Subjects of the 1st year BSHRTM
Students of St. Therese MTC Colleges,1st Semester in S.Y. 2003-2004 aimed
to determine the academic performance in general education and HRM Major
Subjects.
Based on the analysis of the study, it was concluded that the
students were fair in the academic performance in general education

subjects. The students were also fair in their academic performance in their
HRM major subjects. There is a difference on the performance of the students
between their general education and HRM major subjects given their mean
83.99 and 82.90 respectively with the difference of 1.09 whereas the general
education is higher than the HRM major subjects which shows that students
performed better on their general education subjects than in HRM major
subjects.
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The study entitled Study Habits And Attitudes Towards Study in
Relation to Academic Performance and Certain Variables among Students of
the Mambusao Agricultural and Technical College by Beluso(1988).
The
study revealed that high academic achiever has significantly higher study
habits and attitude scores than the low academic achievers.
A mean
difference of 14.047 on the study habits resulted to z value of 5.195 which was
found to be significant at five percent level.
On the other hand, a mean
difference of 10.19 obtained from the scores on attitudes toward study of two
groups resulted to a z value of 8.488 which also significant five percent levels.
The study concluded that students with good study habits and positive
attitudes towards study are almost likely to attain academic success;
conversely, students with poor study habits and negative attitudes towards
study are most likely to experience academic failure.
Synthesis
There are many factors affecting academic performance of students

such as socio-economic status, environment, psychological factors
(Mbandeka, 2012) but despite all these we must be aware that there are
different definitions of these factors especially financial problem due to
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different settings. For example parameters for measuring socio-economic
status or the meaning of financial problem may not be the same as defined
from different places or other country.
But in terms of its effects to
academic performance to students may have similarities. These similarities

when identified properly can greatly help in creating solutions or alternatives
to help the said students.
Filipinos have a deep regard for education, which they view as a
primary avenue for upward social and economic mobility. From the onset of
United States colonial rule, with its heavy emphasis on mass public
education, Filipinos internalized the American ideal of a democratic society
in which individuals could get ahead through attainment of a good
education. Middle-class parents make tremendous sacrifices in order to
provide secondary and higher education for their children.
Theoretical Framework
Classroom Management Theorists and

Theories/Burrhus Frederic Skinner
Overview of Skinner's Theories of Classroom Management[edit]
The Theory
Skinner believed that the goal of psychology should be practical (Lieberman, 2000). As it relates to education, Skinner
believed the goal of psychology should be to find ways to make education enjoyable and effective for all students. His
learning theory relied on the assumption that the best way to modify behavior was to modify the environment. Skinner
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was a proponent for many instructional strategies that modern day progressive educational reformers advocate for:
scaffold instruction, small units, repetition and review of instructions, and immediate feedback. Skinner did not
approve of the use of punishments in school, or as a behavioral modification technique in general, and based these
opinions on his own empirical research that found punishments to be ineffective (Lieberman, 2000). Skinner himself
advocated for the frequent use of reinforcement (i.e. rewards) to modify and influence student behavior.
Skinners primary contribution to behavioral management philosophy has been from his research on operant
conditioning and reinforcement schedules. An operant is a behavior that acts on the surrounding environment to
produce a consequence. As a result of the consequence, the operants likelihood of reoccurring is affected. The
operant is said to be reinforced if the consequence increases the likelihood of the behavior's occurrence. For
example, an example of an operant in a typical classroom is staying in ones seat. A teacher may seek to reinforce
this behavior by offering a reward to reinforce student behavior (e.g. recess or food).
Three characteristics of operant conditioning are particularly important to behavior management: a) the reinforcer, b)
the reinforcement schedule, and c) the timing of the reinforcement. First, reinforcers have been placed in three
categories (Leiberman, 2000). Primary reinforcers are reinforcers that require no special training to be effective.
These include food, water, and sensory stimulation. Secondary reinforcers are reinforcers whose reinforcing
properties have been acquired through experience (typically through second order conditioning). An example of this is
the use of a token economy. Many teachers use extrinsic rewards such as stamps, tickets, tokens, and play (or real)
money to reinforce behavior. These rewards can be redeemed for prizes or privileges. Finally, social reinforcers are
reinforcers whose reinforcing properties are derived from the behaviors of members of ones own species. These
reinforcers are typically seen as a blend of primary and secondary reinforcers and include praise, affection, and
attention.
In addition to their type, another important characteristic of reinforcers is their saliency, or degree to which an
individual prefers the reinforcement. Reinforcers with a high degree of saliency are expected to produce a greater
response in the frequency of the operant behavior. Using this logic, David Premack developed a principle (the
Premack principle), which argued that operant behaviors of low probability could be reinforced by using access to
high-probability behaviors as a reinforcer (1965). For example, if sitting quietly during instruction was a low-probability
behavior for a student, access to playing with a preferred toy (a high-probability behavior) could be used as a
reinforcer for the operant behavior. Using similar logic, Timberlake and Allison (1974) developed the response
deprivation hypothesis, which states that if a high-probability (or highly salient) behavior is deprived, access to that
behavior will be reinforcing. In the classroom, this is often used by the introduction of a game or privilege that
students highly enjoy. Access to the game is restricted, unless certain behaviors (likely low-probability behaviors) are
performed first. A primary conclusion from both of these hypotheses is that teachers looking to find a highly salient
reinforcer should look for activities that students prefer to do in their free time (i.e. highly-probable behavior).
Skinner also developed the concept of the reinforcement schedule. Reinforcement schedules are divided into two
categories: a) continuous reinforcement schedules (CRF), in which every desired behavior is reinforced every time it
occurs, and b) partial reinforcement schedules in which behaviors are reinforced based on ratios (reinforced after so
many occurrences) or intervals (a reinforcement delivered after a certain time interval). Partial reinforcement
schedules may be fixed (i.e. a reinforcement after 3 behavioral occurrences [fixed ratio] or a reinforcement after 3
minutes [fixed interval]), or variable (i.e. the ratio or interval at which reinforcement is given is random, but averages
to a specific amount). It has been found that variable partial reinforcement schedules are more effective in improving
the frequency of an operant behavior and in limiting its extinction when reinforcement is no longer delivered. The later
effect is particularly true when compared to continuous reinforcement schedules. This finding suggests that teachers
using reinforcements in their classroom suggests that teachers using reinforcements in their classroom should be
cautious of seeking to reward students every time they perform a behavior. As many teachers using rewards have
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noted, students are less likely to perform desired behaviors when the rewards are not present (e.g. "What do I get
if . . . ?).
Finally, behavioral research has found that the timing of the reinforcer is very important. If there is much delay
between the operant behavior and the reinforcer, improving the frequency of the desired behavior is less likely to
happen. For instance, if a teacher said that if students were to turn in their homework they would receive extra
recess, behavioral theory would argue that the closer the time the teacher allowed the students to have their recess
was to the time the students turned in their homework (the operant behavior), the more likely students would be to
turn in their homework regularly. If a teacher often forgot to give the reward, or waited later in the day to grant the
reward, the less likely students would be to turn in their homework.
Implementation of Skinner's Theories[edit]

Implementation Overview
Skinner's theories have been implemented in school systems in a variety of ways. Teachers and parents alike
rewarded students for good behavior long before Skinner's theories were developed. However, many behavior
management systems used in today's schools are directly influenced by his work. Skinner advocated for immediate
praise, feedback, and/or reward when seeking to change troublesome or encourage correct behavior in the
classroom. Teachers seeking to implement a reinforcement system in their classroom should use strategies such as a
"token economy" to reward students immediately for behaviors that they are reinforcing. Skinner also advocated for
teacher identification of and reflection on the environmental effects on student behavior. Formalized strategies that
focus on the identification of "triggers" of student behavior are influenced by Skinner's work. One example of a
formalized system that makes use of Skinner's research is the Crisis Prevention Institute
(see www.crisisprevention.com for details).
For a tutorial in behavioral interventions based upon Skinner's theories of reinforcing positive behaviors
see:http://iris.peabody.vanderbilt.edu/bi2/chalcycle.htm
Elementary Implementation of Skinner's Theories
In order to apply Skinner's theories in your own elementary classroom, you could do the following:
Set up reinforcement schedules with your students (particularly those with behaviors that need extreme
intervention) to reinforce positive behavior. For example, if a student gets out of his seat frequently, set a timer
for 5 minutes. Every time the student can stay in his seat for 5 minutes, reward him (i.e. give a sticker/token,
permit participation in a highly-preferred activity).
Set up a "token economy." Many teachers use tickets, tokens, or play money to reward student for desired
behavior. Students can redeem these tokens for prizes in many systems. Some teachers have found that it is
very effective to have students redeem their tickets for classroom jobs or academic privileges (e.g. center time).
So long as the redeemed "prize" is highly preferred, the reinforcement should be effective in improving
classroom behavior.
Deprive students of educational tasks they enjoy, and use them to reinforce desired behavior. Many
criticisms of Skinner's work focus on the overuse of rewards that diminish intrinsic learning. Using educational
tasks themselves as rewards may work to foster the desire to learn intrinsically. Teachers wanting to foster the
intrinsic desire to read may want to begin the year reading highly engaging stories that students are sure to love.
The teacher may then restrict "story time" to the end of the day as a reward for students who have been on-task
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throughout the day. As long as students highly-prefer the reading, they should be motivated to perform desired
behaviors to receive their reward.
Secondary Implementation of Skinner's Theories
In order to apply Skinners theories in your own secondary classroom, you could do the following:
Create (with student input, if necessary) a system of positive incentives for individual, group, and class
behavior. Reward positive behavior before reprimanding negative behavior (for example, instead of punishing
one student for not turning in homework, give all other students who did turn in homework consistent rewards
until that will induce that one student to follow suit with the rest of class).
Ensure that positive reinforcement is immediate so that it can be associated with the positive behavior. This
is crucial especially when secondary teachers see students for such a small portion of each day.
Recognize the unique instructional needs of individual students and individual periods and modify
instructional material and methods appropriately.
Provide feedback as students work, not just after they are finished with a particular task.
Ensure that students have mastered prerequisite skills before moving on, even if this puts different periods
of the same class on different tracks.
Reinforce positive behaviors students exhibit, either with problem students or with whole class to refocus
problem students
Critique of Skinner's Theories[edit]

Professional Critique of Skinner's Theories
One major critic of Skinners behavioral theories is Alfie Kohn, another prominent educational theorist. Kohn, noted for
his assertions supporting entirely intrinsic motivation for learning and behavior, feels that the rewards and punishment
system of management so lauded by Skinner is actually a root cause American educations decline (Kohn, 1993, p.
xii). Kohn suggests that rewards and extrinsic motivation yield compliance, which is not, as Skinner suggests, a
natural behavior devoid of willful choice. Additionally, it trains humans to expect rewards to such a large extent that
they fail to find motivation in the absence of a promised reward.
Kohn does not entirely negate the legitimacy of operant conditioning, but does stress the ability of humans to make
moral and conscious judgments and decisions. What Kohn sees is a system of carrot-and-stick motivation that has
permeated education throughout the United States largely due to the efforts of Skinner and his successors (Kohn,
1993, p. 15). Yet Kohn criticizes that rewards have become such a natural and expected part of the American
classroom and workplace that citizens here have become conditioned to expect them. This avoids even the possibility
of children learning to find intrinsic motivation in their educations; the more often rewards are used, the more humans
become used to them and expect them, and the more they are needed.
Kohn acknowledge the history of rewards and punishment in behavioral psychology, but stresses that the majority of
experiments, studies, and practices contributing to this history involved animals other than humans. Both Ayn Rand
and Noam Chomsky echo this critique, posing Skinners disbelief in conscious choice as preposterous. Rand
debases the very suggestion that memory is not influential in human choice, that humans can simply be conditioned
to adapt to particular environmental factors. Chomsky echoes this sentiment and asserts that Skinners empirical
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evidence is non-transferable to the complexity that exists in humans ability to communicate and respond to a variety
of environmental influencers.
However, many contemporary theorists and psychologists in education adhere to Skinners principles of arranging the
classroom environment in a manner most appropriate for student learning.
Additionally, theorists today point to the history of such methods that predates Skinner, arguing that if they didnt work,
they would no longer be a part of the increasingly empirical American education system. The notion that productive
educational environments should precede intervention exists even in the Individuals with Disabilities Act. This act
prescribes accommodations and modifications for students with disabilities prior to intervention, a law that proponents
of functional assessment credit directly to Skinner (Ervin et al., 2001, p. 177). Skinners supporters note that Skinners
suggestions for classrooms are not simply systems of overtly proscribed rewards and punishment; rather, they
constitute a well-planned and research-based control of environmental factors. This control will leave students no
options other than learning and behaving.
Hannah's Critique of Skinner's Theories

I see legitimacy in the classroom management and learning theories of B. F. Skinner. His theories make sense and
are familiar to me as a teacher, but I also agree with arguments against his studies reliance upon laboratory
experiments with animals. Skinner relies heavily upon empirical evidence, but in reading his theories of classroom
management specifically, I see little evidence to back his opinions aside from hearsay and casual observations.
Yet I also think that other theorists such as Kohn are quick to reduce Skinners prescriptions for the classroom to an
entirely superficial system of rewards and punishment. Skinners ideas are more complex than this; beyond rewards
and punishment, he stresses that the environment of a classroom and school, both physical and temporal, should be
as conducive as possible to students learning. It should not be an environment that necessarily attempts to control
that learning with what we popularly call consequences. Skinner stresses immediate feedback, scaffolding, and
ensuring student success. These teacher actions are manipulations of the classroom environment that any
educational theorist would be hard pressed to criticize.
Of course, Skinner does also suggest praise and rewards once student success is achieved, and I do agree with
Kohn that in the perfect world, this wouldnt be necessary. However, I would challenge Kohn to come to my
classroom, or any classroom, and ensure that students are intrinsically motivated throughout every single lesson.
While we can try to make lessons as motivating and engaging as possible, not every lesson can realistically have
every student intrinsically engaged. I use praise and rewards, not over abundantly, but I use them. While they may
not make learning as intrinsic as Id like it to be, I truly dont think theyre hurting the education of my students.
Regardless of where one stands in the dialogue on Skinner and his contemporaries, it is noteworthy that his, Kohns,
and others theories and critiques focus on a students engagement in learning as an antecedent to behavioral
problems. As long as students have some reason to be engaged in a lesson, whether it is through extrinsically
motivated compliance or intrinsically motivated engagement, they will not misbehave. This I concur with
wholeheartedly.
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Parents care about their child's academic performance because they
believe good academic results will provide more career choices and job
security. (Bell, 2002). According to the Incentive Theory by Roy Radner the
external event or stimuli control and determine behavior. These stress the
motivational role of external events or objects of desire. (Huyong, 2003).
A reward, tangible or intangible, is presented after the occurrence of an
action (i.e. grades) with the intent to cause the behavior to occur again. This is
done by associating positive meaning to the behavior. If the student or person
receives the reward immediately, the effect would be greater, and decreases
as duration lengthens. Repetitive action-reward combination can cause the
action to become habit. If grades of the students are higher after the parents
will give a high moral and financial support, the parents will continue or
increase their moral and financial support to their child.
Financial problem as direct output of negative financial behavior has
been a topic of interest among financial researchers. The term financial
problem generally refers to the mismatch between financial resources and
demands (Kerkmann, Lee, Lown, & Allgood, 2000).
Several studies
indicated that positive financial behaviour such as financial planning and

budgeting are the main component of ones financial satisfaction
(Fitzsimmons and Wakita 1993; Garman and Forgue 2006; Xiao 2008) and
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conversely the frequent financial problems are a symptom of economic
insecurity.
Research Paradigm
Based from the above-cited theoretical framework, the proponent of

the study conceptualized the research as shown in the figure given below.
Research Paradigm
Figure 1
INPUT
PROCESS
OUTPUT
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Profile of the Teachers - Data

Respondents
Analysis
Developed
and Statistical
EffectiveTreatment
Teaching Strategies fo
Data Collection and Organization
Gender
Age
Comparative Analysis
Educational Level
Feedback
Figure 1 shows the paradigm of the study.
The first box on the left
side
Statement of the Problem

This study aimed to determine the teaching strategies being used
by.
This research specifically, intend to answer the following questions:
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1. What is the profile of the respondents in terms of?

2.1
gender
2.2
age
2.3
educational level
2. What are the common strategies being used by

3. Which among the strategies are known to be more effective to the
kindergarten pupils?
Hypothesis
The null hypothesis below was formulated by the researcher:
1. Educational level has no significant effect to the teaching strategy used
by the respondents.
Scope and Limitations

This research work will be more focus on the teaching strategy..
This research work was focused on the effects of financial problem on
the academic factors of the selected college students of University of
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Perpetual Help System Dalta-Calamba Campus. This study has surveyed
50 respondents who were actually experiencing the said financial
difficulties. Purposive sampling was used to choose the respondents in
order to acquire more meaningful results.
Significance of the Study
The anticipated findings of the study were deemed beneficial to the

following sectors:
To the students. The study will give them information about the effects of
financial problem to their academic factors, to some extent, their strength
and weaknesses may be brought out. They can anticipate these effects so
that they can have alternative measures or solutions so that these problems
wont have a negative effect to their academic factors.
To the teachers. It may give those new ideas and concept of knowing the
effects of financial problems to the academic performance. They may be
able to have improvements of themselves as teachers and give effective
motivation to students who are experiencing these problems.
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To the parents. The study will enable the parents to know the importance
of identifying their childrens needs in their studies and the effects to their
academic performance if these needs are lacking or not enough. It may
give the idea on how to properly provide their needs.
To the Administration.
The study will help in facilitating students to
acquire scholarships from NGOs and LGUs.

To other researcher. The findings of this study will make use of as an
added fund of knowledge or research in field of reading.
Definition of terms
Academic factors. In this study, referred to the students behavior toward
their zeal to meet their academic learning.
Financial problem.
Referred to the different financial instability
experienced by the respondents, in terms tuition fees, food allowance,

transportation allowance, school supply allowance, school projects
allowance.
Internal condition. It refers to the frustration and tension that may affect
the academic performance of students because of financial problem.
Socio Economic Status.
It refers to the individuals achievement in
education, employment, occupational status and income.
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Teachers. It refers to the person who mold or sharpens the minds of the
students to become knowledgeable, articulate and humane, also source of
instruction in the class and considered as role model to the student.
Chapter 2
RESEARCH METHODOLOGY
This portion presents information on the method used in the study.

This includes topics, research design, respondents of the study, procedure
and statistical treatment of data. It also describes the procedure that the
researcher used to gather information about the effects of financial
problems to the academic factors of the selected college students of
University of Perpetual Help System DALTA.
Research Design
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The researcher employed the descriptive method as the suitable
method of this study, the effects of financial problem to the academic
factors of the selected college students of University of Perpetual Help
System DALTA.
Descriptive research involves collection of data in order to test the
hypothesis or answer the questions concerning the current status of the
subject of the study, a descriptive study determine and reports the way
things are.
Respondents of the Study

The respondents of the study were the college students of the
University of Perpetual Help System-DALTA Calamba Campus for the
school year 2013-2014. They were chosen using the purposive sampling.
Since it belongs to the non-random sampling technique, a hypothesis
testing was done in the study.
Research Instrument and Validation
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A self-made validated questionnaire/s serves as the main tool in
gathering the needed data for the study.
The questionnaire contained
questions about the effects of financial problem to the academic factors of

students.
Gathering Data Procedure

The researcher sought the approval of the consultant Dean of College
of Arts and Sciences and Education in the communication needed. The
consultant Dean approved the request letter to conduct the study.
The questionnaires, found appropriate and relevant to the study, were

distributed to the selected respondents and assured of the confidentiality
regarding analysis and results.
Statistical Treatment of Data
The following were the statistical treatments applied in the study:
1. The frequency and percent distributions were used in presenting the
profile of the respondents. The percent formula is
frequency
x 100 %
total frequency
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2. Concerning the affecting level of the financial problems on the academic
factors of the UPHSDC students and the observance frequency of their
effects, the five-point and four-point Likert Scales, respectively, and the
simple mean were used. The formula for the mean is given as
n
xi
i 1
n
n
where X =simple mean,
xi
i 1
= sum of all values of variable x, and n =
number of respondents.
Furthermore, interpretations for computed means were adopted from the
following:
On the affecting level of the financial problems on students academic

factors the following scales are used:
Arbitrary Scale
Interpretation
4.50 5.00
Extremely Affecting
3.50 4.49
Highly Affecting
2.50 3.49
Affecting
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1.50 2.40
Moderately Affecting
1.00 1.49
Not Affecting
On the observance frequency of effects of financial problems on the

students academic factors:
Arbitrary Scale
Interpretation
3.50 4.00
Always
2.50 3.49
Sometimes
1.50 2.40
Seldom
1.00 1.49
Never
Chapter 3
RESULTS AND DISCUSSION

The main concern of the study is to find out the effects of financial
problems on the academic performance-factors of the selected college
students of the University of Perpetual Help System-DALTA.
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The first part of the findings described the profile of the respondents
which included gender, age, and economic status.
The second part
discusses the financial problems affecting the academic factors of the

students.
On the third part the effects of financial problems on the
academic factors of UPHSD students is discussed. On the last part the

proposed action plan is delivered.
The tables presented on this portion were deemed necessary to
obtain more helpful results for this study.
1. Profile of the Respondents

Table 1.1
Distribution of Respondents According to Gender
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GENDER
Frequency
Percent
Male
31
62.00
Female
19
38.00
Total
50
100.00
Table 1.1 shows that majority of the respondents of this study were
male with sixty two (62%) percent population while female with thirty eight
(38%) percent population.
Table 1.2
Distribution of Respondents According to Age
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AGE
Frequency
Percent
15 yrs old
10.00
16 yrs old
14.00
17 yrs old
12
24.00
18 yrs old
14
28.00
19 yrs old
14.00
20-above
10.00
Total
50
100.00
Table 1.2 shows that out of fifty (50) respondents, fourteen (14) or
twenty eight (28%) percent, the highest percentage of the respondents
population belong to eighteen (18) years of age. Second highest were age
seventeen (17) with twenty four (24%) percent. Ages sixteen (16) and
nineteen (19) were both tied as the third highest percentage with seven (7)
or fourteen (14%) percent. Ages fifteen (15) and twenty (20) and above both
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got the lowest percentage with both having five (5) or ten (10%) percent of
the total population.
Table 1.3
Distribution of Respondents According to Income
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INCOME
Frequency
Percent
10,000 15,000
13
26.00
16,000 20,000
24
48.00
21,000 25,000
18.00
26,000 above
8.00
Total
50
100.00
Table 1.3 shows that twenty four (24) or forty eight (48%) percent of
the total population belong within the 16,000-20,000 economic status
bracket. Thirteen (13) or twenty six (26%) percent fall within the 10,00015,000 economic status brackets. While nine (9) or eighteen (18%) percent
falls within the 21,000-25,000 economic status bracket were. The 26,000
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and above economic status included four (4) or eight (8%) percent of the
total population.
2. Financial Problems Affecting the Academic Factors of the Students.
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Table 2
Affecting Level of Financial Problems on the Academic Factors of the
Selected Students of University of Perpetual Help System Dalta
Calamba
Problems
EA
HA
MA
Tuition fees
27
12
Food allowance
13
17
14
11
Transportation
Allowance
School supply
Allowance
School projects
Allowance
NA
Mean
Interpretation
4.20
Highly Affecting
3.38
Affecting
11
32
1.64
Moderately
Affecting
13
3.10
Affecting
13
16
2.66
Affecting
3.00
Affecting
Average
Assessment
Legend: 4.50 5.00, Extremely Affecting (EA); 3.50 4.49, Highly Affecting
(HA); 2.50 3.49, Affecting (A); 1.50 2.49, Moderately Affecting (MA); 1.00
1.49, Not Affecting (NA)
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Table 2 shows that tuition fees ranked first (1 st) with a weighted mean
of 4.20 interpreted as highly affecting. Food allowance ranked second (2 nd)
with a weighted mean of 3.38 interpreted as affecting. Ranked 3 rd was
school supply allowance with 3.10 weighted mean and interpreted as
affecting. School project allowance is ranked 4 th with a weighted mean of
2.66 interpreted as affecting, and lastly on the 5 th rank is transportation
allowance with 1.64 which is interpreted as moderately affecting.
The above-mentioned findings of the study imply that the financial
problem that mostly affected the students were the problem on tuition fee.
In relation to this, Lyons (2003; 2004) stated that poor financial
management can affect more than students finances such as academic
factors, mental and physical well-being, and even the ability of finding a job
after graduation.
4. Effects of Financial Problems on the Academic Factors of UPHSD

Students
It was also the intent of the investigation to reveal the effects of
financial problem on the academic factors of UPHSD students. Information
on these matters can be seen in the table given below.
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Table 4
Frequency of Observance of Effects of Financial Problems on the
Academic Performance of UPHSD Students
Effects
S
o
Se
Mean
Interpretation
Tardiness
11
28
2.18
Seldom
37
1.34
Never
24
12
2.98
Sometimes
24
18
1.80
Seldom
Shift in course preference
44
1.12
Never
Unable to graduate on time
27
23
1.54
Seldom
1.83
Seldom
Absenteeism
Unable to take
major exams on time
13
Dropping of subjects
Average
Assessment
Legend: 3.50 4.00, Always (A); 2.50 3.49, Sometimes (So); 1.50 2.49,
Seldom (Se); 1.00 1.49, Never (N)
Table 4 shows that unable to take major exams on time ranked 1 st
on the effects of financial problem to the academic factors of UPHSD
students with a weighted mean of 2.98 interpreted as sometimes.
Tardiness ranked 2nd with a weighted mean of 2.18 and interpreted as
seldom. Third on the ranking is dropping of subjects with a gathered
weighted mean of 1.80 interpreted as seldom. Unable to graduate on time
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is on the 4th rank with 1.54 weighted mean interpreted as seldom.
Absenteeism got the 5th rank having a weighted mean of 1.34 and
interpreted as never. Lastly is shift in course preference which garnered a
weighted mean of 1.12 was interpreted as never.
5. The Proposed Action Plan

Based on the findings of the study, the following enhancement plan is
proposed by the researcher to address the effects of financial problem on
the academic performance-factors of UPHSD students:
Help students acquire scholarships from the school, NGOs or
LGUs.
Prioritize these students to acquire financial assistance or
student loan from the school.
Conduct seminars or life coaching events for these students to
help them cope up or understand better the effects of these
financial problems to them.
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Chapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
The following were the summary of findings based on the
consolidated data and the results of statistical treatment and analysis
As to the profile of the respondents, findings revealed that majority of
the respondents were male. In terms of age, most belong to the 18 year old
bracket while the profile concerning economic status majority of the
respondents belong to the 16,000-20,000 economic status bracket.
Findings also revealed that the financial problem which mostly
affected students were tuition fees probe, followed by the food
allowance, which ranked second (2 nd). School supply allowance ranked
third (3rd), and then the school project allowance ranked fourth (4 th). Lastly
transportation allowance ranked fifth (5th).
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On the frequency of observance of effects of financial problems on
the academic factors of UPHSD students, findings shows that unable to
take major exams on time ranked number one (1), followed by tardiness
which is ranked second (2nd). Dropping of subjects ranked third (3 rd) on
the list, while unable to graduate on time ranked fourth (4 th). Fifth (5th) on
the ranking is absenteeism, and shift in course preference which ranked
last or sixth (6th).
Based on the findings of the study, the following enhancement plan is
proposed by the proponent of the study to address the effects of financial
problem on the academic factors of UPHSD students: number one (1) help
students acquire scholarships from the school, NGOs or LGUs. Number
two (2) prioritize these students to acquire financial assistance or student
loan from the school. Number three (3) conduct seminars or life coaching
events for these students to help them cope up or understand better the
effects of these financial problems to them.
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Conclusions
Based on the findings of the studies, the researcher arrives at the

following conclusions:
1. Most of the respondents were male, 18 yrs old and belong to
the economic status of 16,000-20,000.
2. Tuition fees are the financial problem that mostly affects
students academic factors.
3. Unable to take major exams on time is the most observe effect
of financial problem of students.
4. The result of the study rejected the null hypothesis.
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Recommendations
Based on the findings and conclusions, the following

recommendations are hereby forwarded:
1. The school administration should further intensified tapping

and collaboration of Non-Government Organizations and
Local Government Unit for student financial assistance
program.
2. The school administration should conduct separate orientation
for the FINACIAL PROGRAM intended to help deserving
students in need of financial support and assistance.
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3. Different department offices should unanimously agree on reconsidering
the university scholarship program to give priority and support for each
department deserving students.
4. The school administration should allow students to take major exams
despite of the inability to pay tuition fee on time but make further and strict
follow up on their promissory to pay on agreed date so as to maintain
financial operations of the school.
References
A. BOOKS
Sorenson H.P., Psychology in Education. McGraw Book Co. Inc. N.Y.,
USA. 2001
Humphrey, J. H., Bowden W.W., Stress in College (Causes, Consequences,
Coping).The Haworth Press, Inc., USA 2000
B. UNPUBLISHED MATERIALS/ JOURNALS

Considine, G. & Zappala, G. Influence of social l and economic disadvantage
in the academic performance of school students in Australia August 2007
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Crosnoe, R., Monica, K. J and Glen, H .E .Jr. School size and the
interpersonal side of education: An example of Race/Ethnicity and
organizational context May 2006
Graetz, B. Socioeconomic Status in Education Research and Policy June
2008
Escarce, J. J. Socioeconomic status and the fates of adolescents September
2007
C. ELECTRONIC SOURCES
http://www.idemployee.id.tue.nl/g.w.m.rauterberg/publications/master
thesis/oliver-egger.pdf
http://www.scribd.com/doc/12911650/Loc-Thesisonline-Learning
http://books.google.com/books?id-ipk9HaOHwcC&Ipg-PA432&dqrelated%20studies%20of%20effects%20of%20financialproblem
%20to%20the%20academic%20performance%20of
%20students&pg-PA432#v-onepage&q&f-true
http://www.neisd.net/env_health/documents/IAQandstudentperforma
nce.pdf
APPENDIX A
LETTER OF PERMISSION
University of Perpetual Help System DALTA- Calamba Campus
College of Arts and Sciences and Education
Psychology Department
August 27, 2013
School Director
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Dear Sir,
Greetings!
The undersigned is a 4th year AB-Psychology student of University of
Perpetual Help System-Dalta, Paciano, Calamba City, Laguna and is working with his
thesis entitled The Effects of Financial Problem on the Academic Performancefactors of the Selected College Students of the University of Perpetual Help
System-DALTA
In this regard, your kind approval is respectfully requested to allow him to
conduct the study and to distribute her questionnaires to the students of.
Rest assured the student-researcher shall treat any information/data obtained
in strictest confidentiality as well as abide with policies, rules and regulation of our
school on the matter.
With all due respect, it is hoped this humble representation shall find merit for
your consideration.
Respectfully yours,
APPENDIX B
The Effects of Financial Problem on the Academic Factors of the
Selected College Students of the University of Perpetual Help SystemDALTA
Questionnaire
Name (optional): ______________________ Gender: _______
Age: ______
Parents/Guardian Salary Bracket:
10,000 15,000 ____
21,000 25,000 ____
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16,000 20,000 ____
26,000 above ____
1. Which among the existing financial problems affect you the

most?
Please rate the following using the numbers 1-5, 1 being the highest
and 5 as the lowest.
Financial problem
Tuition fees
Food allowance
Transportation allowance
School supply allowance
School projects allowance
CURRICULUM VITAE
EDUCATIONAL BACKGROUND
SKILLS
Computer Skills
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(Microsoft Word, Microsoft Excel, Microsoft Powerpoint)
SEMINARS ATTENDED
Psychological Association of the Philippines- Junior Affiliates
Strengthening Psychology Serving The Nation
Colegio de San Juan de Letran, Intramuros Manila
January 13 to 14, 2012.
PERSONAL BACKGROUND
CHARACTER REFERENCES

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University of Perpetual Help System

To make this research

more meaningful, relevant information were gathered from several books

University of Perpetual Help System

There is formal education, which is

carried on in schools, and there is informal education, which goes on in

Some have thought that the main

Some educators believe that

Others believe that education should give students an

Many say that

education is the way to success. It is our chance to gain new knowledge

University of Perpetual Help System

But sometimes salaries of

University of Perpetual Help System

Specifically, one of the reasons why the researcher in learning emphasized

Background of the Study

University of Perpetual Help System

Review of Related Literature and Studies

University of Perpetual Help System

University of Perpetual Help System

They called this phenomenal educational resilience.

This could be true considering that different countries have different

This is because families, as well as the

government invest in the education of the child.

On top of that, generally

all parents would want their children to be successful citizens in future.

University of Perpetual Help System

University of Perpetual Help System

University of Perpetual Help System

The studies cited led the researcher to hypothesize that the

University of Perpetual Help System

The findings on gender differences in

performance at the UWI also correspond to gender differences in performance

The finding that part-time

students are less likely to perform as well as full-time students is not

performance challenges facing part-time students are likely to be particularly

University of Perpetual Help System

insignificant relationship between verbal reasoning aptitude and academic

significant relationship between verbal reasoning aptitude and academic

There is moderate significant relationship between

numerical reasoning aptitude and academic performance in English.

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The mean of study habits of working students when

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concluded that academic performance of the students was only satisfactory.

Based on the analysis of the study, it was concluded that the

students were fair in the academic performance in general education

University of Perpetual Help System

On the other hand, a mean

There are many factors affecting academic performance of students

University of Perpetual Help System

But in terms of its effects to

academic performance to students may have similarities. These similarities

Classroom Management Theorists and

University of Perpetual Help System

University of Perpetual Help System

Implementation of Skinner's Theories[edit]

University of Perpetual Help System

Critique of Skinner's Theories[edit]

University of Perpetual Help System

Hannah's Critique of Skinner's Theories

University of Perpetual Help System