CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interprets the obtained to answer the
specific problems of the study. This includes the quantitative data gathered form the
research as well as descriptive analyses and interpretation of these data.
This study sought to establish whether or not certain profile variables were
significantly related to Financial Decision-Making of the Accountancy Business and
Management of senior high school students in eclaro academy. Also, this study also
answers how do the respondent’s assessments compare.
PROMBLEM 1. What is the profile of the respondents, in terms of;
1.1 Gender
1.2 Age
One of the objectives of this study was to find out what profile variables were
significantly related to Financial Decision-Making of the Accountancy Business and
Management of senior high school students in eclaro academy. The variable considered
were age, gender, and grade level.
Tables that follow present Frequency and Percentage Distribution on the profile
of the respondents in terms of age, gender, and grade level.
Table 1
Frequency and Percentage Distribution on the profile of the respondents in
terms of Age.
Age Frequency Percentage RANK
14-17 150 68.70 1
18-20 53 24.31 2
21 Above 15 6.88 3
TOTAL 218 100
The table 1 revealed that 150 or 68.70 percent of the respondents were 14-17
years old, 53 or 24.31 percent of the respondents were 18-20 years old, and 15 or 6.88
percent of the respondents were 20 years old above.
Table 2
Frequency and Percentage Distribution on the profile of the respondents in
terms of Gender.
Gender Frequency Percentage RANK
Male 95 48.58 2
Female 107 49.08 1
Others 17 7.80 3
TOTAL 218 100
Table 2 presents the frequency and percentage and rank distribution of the
respondents in terms of Gender. The table revealed that out of 218 respondents, 95 or
48.58 percent were males who got the highest percentage, 107 or 49.08 percent were
females who got the range percentage, and 15 or 6.88 percent were others who got the
lowest percentage.
Table 3
Computed Mean on the Perception of the Respondents on Financial
Decision-Making of the Accountancy Business and Management Students. in
Terms of Daily Expenses.
Daily Expenses Mean Verbal interpretation
1.You spend on 3.41 Strongly Agree
transportation fare.
2. You prioritize saving 3.26 Strongly Agree
part of your allowance for
future goals or
emergencies.
3. Before you buy 3.46 Strongly Agree
anything, you carefully
check if you can afford it.
4. You are willing to 3.51 Strongly Agree
spend money on things
that are important to you.
5. You spend money on 3.48 Strongly Agree
food.
TOTAL MEAN 3.42 High
Table 3 shows the Perception of the Respondents on Daily Expenses. The
data denoted that the statement “You are willing to spend money on things that
are important to you.” got the highest computed mean.
According to Jean Galea (2023) You should think about your purchases
thoroughly, especially for big expense items, and never buy items you won’t really use.
I’m talking about purchases that are the result of wishful thinking or some kind of
emotional response.
A study by John Wiley & Sons (2020) It helps students understand the purpose
and use of financial accounting, whether they plan to become accountants or whether
they simply need it for their personal life or career.
Based on the study of Dominika Maison (2019) The decisions concerning
spending or saving money also depend on mental accounting (mental categories
where money is assigned) and emotional accounting (emotional meaning of the source
of the money). How a person spends their money, whether they control their spending
or not, also depends on various psychological factors such as self-control, time
perspective, or the level and type of materialism.
TABLE 4
Computed Mean on the Perception of the Respondents on Financial
Decision-Making of the Accountancy Business and Management Students. in
Terms of Financial Decision-Making Etiquette.
Financial Decision- Mean Verbal interpretation
Making Etiquette.
1. You often track your 3.21 Strongly Agree
expenses to ensure that
you stay within your
budget.
2. You prioritize paying off 3.21 Strongly Agree
debts before making other
purchases.
3. You frequently 3.29 Strongly Agree
compare prices before
making purchases to
find the best deal
4. You tend to impulse buy 2.95 Agree
without considering the
consequence.
5. You tend to save a 3.12 Strongly Agree
portion of your allowance
regularly.
TOTAL MEAN 3.15 High
Table 4 shows the Perception of the Respondents on Financial Decision-Making
Etiquette. The data denoted that the statement “You frequently compare prices
before making purchases to find the best deal.” got the highest computed mean.
Based on the study of Rambabu L., Porika R. (2020). The study underscores the
importance of packaging strategies in connecting with consumers both physically and
virtually, shaping their purchasing modes.
A study by Hanna et. al (2019) The article discusses how the internet has
transformed consumer behavior by providing more pricing and comparative information.
It delves into the managerial dilemma of how transparent pricing should be.
Research by Abawag et al. (2019) students face a lot of difficulty in maintaining
and spending according to the budget maintained by them.
According to Bona (2019) Study found that students choose to buy the product
which will meet their interest relative to product and price.
TABLE 5
Computed Mean on the Perception of the Respondents on Financial
Decision-Making of the Accountancy Business and Management Students. in
Terms of Financial Allowance.
Financial Allowance Mean Verbal interpretation
1. You believe that the 3.27 Strongly Agree
allowance you received is
sufficient for your
resources.
2. You are able to 3.26 Strongly Agree
maximize wisely your
allowance.
3. You prioritize your 3.33 Strongly Agree
needs in using your
allowance over your
personal wants
4. You have functional 3.23 Strongly Agree
allowance allocation of
your allowance.
5. You create ways to have 3.23 Strongly Agree
alternative source of your
allowance.
TOTAL MEAN 3.26 High
Table 5 shows the Perception of the Respondents on Financial Allowance.
The data denoted that the statement “You prioritize your needs in using your
allowance over your personal wants.” got the highest computed mean.
Research by Bhandari et.al (2023) We should not let our wants control us. We
should instead focus on living a life that is meaningful and fulfilling Our wants can be
both positive and negative. They can motivate us to achieve great things, but they can
also lead.
Based on the study of De Waal et.al (2021) The problems of thinking in terms of
a hierarchy are affirmed by empirical observation where in many situations we can
observe human beings trading-off the satisfaction of more ‘basic’ needs for the
satisfaction of so-called higher order needs.
A study by Abraham Maslow’s et.al (2021) To become financially stable, you
have to learn to make some strategic decisions, and one of them includes prioritizing
your needs over your wants. The things you need are the things you cannot do without,
your necessities, which include shelter, healthcare, food, clothing, and other essential
items. Wants, on the other hand, are the things you can live without.
According to the research by Stern et.al (2019) The concept of human need
provides one of the main rational underpinnings for public policy. But what constitutes a
‘need’ as opposed to a ‘want’ and how we might distinguish between them are matters
of considerable contention.
Table 6
ANOVA
Source of Variation SS df MS F crit P-value Interpretatio
n
Between Groups 0.027372 2 0.013686
Within Groups 23.98138 21 0.111541 Not
5 3.037864 0.884592 Significant
Total 24.00875 21
Assessment Comparison by Age
The respondents’ assessment on the financial decision making of the accountancy
business and management of senior high school students were found to be not
significantly different when grouped by age, since the p-values greater than 0.05
significance level. The null hypothesis of no significant difference is Accepted. These
results indicated the financial decision making of the accountancy business and
management of senior high school Students has no impact across all Age Group
TABLE 7
Assessment Comparison by Gender
ANOVA
Source of SS df MS F crit P-value Interpretation
Variation
Between 0.047876 2 0.023938
Groups
Within Groups 24.02506 216 0.111227
Not
3.037667 0.0806539 Significance
Total 24.07294 218
The respondents’ assessment on the financial decision making of the accountancy
business and management of senior high school Students were found to be not
significantly different when grouped by Gender, since the p-values greater than 0.05
significance level. The null hypothesis of no significant difference is Accepted. These
results indicated the financial decision making of the accountancy business and
management of senior high school Students has no impact across all Gender Groups.
