CHAPTER 1

INTRODUCTION

Background of the Study

Financial problems are a vital issue for everyone, especially students. Most

students have to struggle to make ends meet as they come from underprivileged families.

Thus students have to make difficult decisions whether to spend money on food or other

essential needs; and others have to go through health issues that took a toll on their

financial situations (Perman, 2019). In the context of tertiary education, financial capacity

plays a significant role in shaping students' academic experiences and achievements.

Education is a high-cost social service therefore insufficient financial support will be a

problem for students to enhance themselves in academics thus leading to poor academic

performance. College students often worry about their finances, which then this financial

worry may affect their academic performance as the students are dividing their attention

between financial and academic. Hence this can be stated that the family's finances are

motivation and encouragement for the students to have a good academic performance

(Dang and Bulus, 2015)

Financial is a severe issue that lingens among university students and might affect

their academic performance (Norazlan, N., Yusuf, S., & Al-Majdhoub, F.M.H. 2020).

This can be further supported by a previous study by Olufemioladebinu et al. (2018)

explained that students who come from low socia economic family status tend to show a

1
poor academic performance compared to students who come from a better family

background status. To add, according to Asri et al. (2017) stated that students who come

from a high economic status are able to have a stimulating learning environment. Hence

it is possible for those who have a better family financial background to excel well and

achieve a better academic performance compared to those students who come from low-

income families

Therefore, the purpose of this study is to identify the relationship between

financial problems and academic performance faced by the 3rd-year Criminology

students which is crucial for several reasons. Firstly, it sheds light on the socio-economic

dynamics within the student population, highlighting disparities in access to resources

and support. Secondly, it provides insights into the potential barriers that students face in

achieving their academic goals, By examining the interplay between financial capacity

and academic performance, this study seeks to uncover patterns, trends, and challenges

faced by 3rd-year Criminology students at Negros Oriental State University Bais

Campus. Ultimately. the findings aim to inform eviderice-based strategies that promote

academic success, foster student well-being, and enhance the overall educational

experience for all students.

Objectives of the Study

2
 This study will anempt to determine the relationship between financial problem

and academic performance of Third Year Criminology Student of Negros Oriental State

University Bais Campus. This study will attempt to answer the following:

A. PERSONAL INFORMATION

How do respondents distribute themselves as to:

A. Gender

B. Age

C. Year level

D. Program

B. FINANCIAL CAPACITY

1. What is your current source of income?

2.On a scale of 1 to 5, how would you rate your financial stability?

C. ACADEMIC PERFORMANCE

3.What is your cumulative GPA (Grade Point Average) so far?

4.How many hours do you typically study per week?

D. RELATIONSHIP BETWEEN FINANCIAL CAPACITY AND

ACADEMIC PERFORMANCE

5. Do you face any financial challenges that impact your academic performance?

6. How often do you skip meals due to financial constraints?

3
 7.In your opinion, how much does your financial situation affect your ability to

focus on your studies?

8.Have you ever considered dropping out of school due to financial difficulties?

Statement of the problem

In light of the increasing importance of understanding factors influencing

academic achievement, this research endeavors to explore the intricate relationship

between the financial capacity and school performance of third-year Criminology

students at Negros Oriental State University Bais Campus. By delving into the financial

circumstances of these students and their subsequent academic outcomes, this study seeks

to elucidate the potential correlations and underlying dynamics between financial

resources and educational attainment within this specific academic cohort. Through a

thorough investigation, the aim is to provide valuable insights that could inform

educational policies and interventions aimed at improving the academic success and

overall well-being of students pursuing Criminology education, particularly within the

context of their financial constraints.

Theoretical Framework

This study is founded on the theory of Aristotle the “Virtue of Ethics” wherein he

particularly concerned on the moral decision making and behavior. Studies found out that

college age-students often experience a battle of competing desires or interest. He

4
believes that knowledge by itself is not sufficient for right action. From Aristotle

educational point of view, financial literacy in the sense of financial knowledge is no

guarantee of wises financial behaviors, student success is certainly true that students need

to acquire techniques for how money can be manage.

Conceptual Framework

The conceptual framework shown in figure 1 illustrates the relationship between

INPUT PROCESS OUTPUT

 Insight into the

relationship
 Data collection between financial
through a capacity and
academic
structured
performances.
 Income questionnaire.  Informing
 Financial Aid  Questionnaire educational
 Family Support gathers policies and
information on interventions for
 GPA financial capacity improving
 Class and academic academic success
attendance performances. and well – being of
 Test scores  Correlation the students.
analysis  Contribution to
existing literature
 Regression on socio –
analysis economic factors in
academic
achievement.

financial capacity and academic performance of the 3 rd – year Criminology students at

Negros Oriental State University Bais Campus. It outlines the key components and

process involved in the study.

5
 Figure 1. Conceptual Framework of the study.

The first frame shows the input, the financial capacity elements, such as income,

financial aid and family support, as well as measures of academic performance such as

GPA, class attendance, and test scores. These variables serve as the foundation of this

study.

The second frame, the process contains the procedure given in the participants a

structured questionnaire as part of the data collection process. The purpose of the

questionnaire is to collect data regarding the participant’s academic standing and

financial situation. Statistical analysis is performed after data collection on the data using

methods like regression and correlation analysis. The purpose of this analysis is to

investigate and comprehend the connection between academic achievement and financial

capability.

Lastly, the third frame are the results that obtained from the data analysis. The

correlation between third year criminal justice students’ academic achievement and their

financial capabilities is classified by these things. The results can wellbeing and academic

performance. Furthermore, the research advances the field’s understanding by adding to

the body of literature already in existence on the role of socioeconomic determinants in

academic accomplishments.

Scope and Limitation

6
 Scope

This study aims to investigate the relationship between the financial capacity and

academic performance of third-year Criminology students enrolled at Negros Oriental

State University Bais Campus. Specifically, the study will focus on 50 third-year

Criminology students to determine how their financial capacity influences their academic

performance.

Limitation

Participants: The study will be conducted exclusively with 50 third-year

Criminology students from Negros Oriental State University Bais Campus.

Timeframe: The study will cover the academic performance and financial

capacity of the participants within the current academic year.

Variables: The study will primarily consider the financial capacity (e.g., income,

financial aid, family support) and academic performance (e.g., GPA, class attendance,

test scores) of the participants.

Location: The study will be limited to Negros Oriental State University Bais

Campus, and findings may not be generalized to other institutions or locations.

7
 Methodology: The research will utilize quantitative methods to analyze the

relationship between financial capacity and academic performance, focusing on statistical

correlations and regression analysis.

Ethical Considerations: The study will adhere to ethical guidelines, ensuring

participant confidentiality and voluntary participation.

Resource Limitations: Due to resource constraints, the study may not delve into

additional factors that could potentially influence academic performance, such as

psychological variables or extracurricular activities.

Significance of the study

"Relationship of Financial Capacity and Academic Performance of 3rd year

Criminology Students of Negros Oriental State University Bais Campus.

The study on the relationship between financial capacity and academic

performance among 3rd-year Criminology students at Negros Oriental State University

Bais Campus holds several significances:

1. Understanding Financial

8
 Constraints: It helps in understanding how financial limitations impact academic

performance. Many students face financial challenges that can affect their ability to excel

academically.

2. Insight into Academic Success Factors:

By examining the correlation between financial capacity and academic

performance, the study sheds light on factors beyond mere intellectual ability that

contribute to student success.

3. Informing Support

Programs: Findings from this study can inform the development of support

programs and interventions tailored to address the financial needs of students, potentially

enhancing their academic performance.

4. Policy Implications:

The results may have implications for education policies and resource allocation,

highlighting the importance of providing adequate financial assistance and support

services to students.

9
 5. Empowering Students:

Understanding the relationship between financial capacity and academic

performance empowers students to make informed decisions about managing their

finances and seeking available resources to support their education.

6. Contribution to Academic Literature:

The study adds to the body of academic literature on the socio-economic factors

influencing academic achievement, particularly within the context of Criminology

education in Negros Oriental State University Bais Campus.

Overall, this research contributes valuable insights into the interplay between

financial resources and academic success among Criminology students, offering

implications for both academia and student support services

Definition of Terms

1. Financial Capacity - It refers to student's accessible financial resources such as their

income, their family's assistance, their financial help, and other financial holdings. It also

10
determines how much a student can afford to pay for other educational costs. And the

independent variable of this study.

2. Academic Performance - The student's grade point average (GPA), test scores,

attendance in class, and overall academic achievement and indicates how well the student

succeeded in their academic endeavors. And the dependent variable of this study.

3. 3rd Year Criminology Students - The respondents of this study.

4. Negros Oriental State University Bais Campus - This refers to the place where the

researchers are performing the project.

5. Criminology - The study of crime, criminal behavior, and criminal justice system.

6. Socio-economic Dynamics - refers to the interaction between social and economic

factors, such as social class, income, and education, and how these factors affect all

aspects of life, including academic achievement in students.

7. Equity and Inclusivity in Higher Education - the idea that all students ought to have

fair and equal access to higher education, irrespective of their financial circumstances.

Inequality must be addressed, as well as obstacles to education should be reduced.

8. Virtue of Ethics - This term refers to moral decision-making and behavior of

Aristotle's theory. It highlights the importance of morality and character. It has to do with

11
the ethical issues surrounding students' financial conduct and decision-making in the

context of this study.

9. Financial Literacy - This refers the comprehension and awareness of financial topics,

such as budgeting, financial planning, and money management. It is an essential ability

for properly managing one's financial capability.

10. Quantitative Methods - When it comes to research, this describes research

techniques that entail gathering and analyzing numerical data, which is frequently done to

find connections, patterns, and trends. Data on students' financial situation and academic

achievement are statistically analyzed in this study.

11. Ethical Guidelines - A term used to describe the guidelines and criteria used in

research to guarantee that it is carried out fairly, respectfully, and with integrity. This

entails protecting participant privacy and guaranteeing willing involvement.

12
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study about the “Relationship

of Financial Capacity and Academic Performance of Students” and to fully understand

the research and better comprehension of the study.

Foreign Literature

Education has a huge role in school, which provides students with knowledge and

confidence that mold them to their fullest potential. That’s one of many reasons why

education is important. In terms of financial literacy, education has a variety of scopes to

make learners financially independent.

According to IEMS (2022) Education clearly teaches you about finance, including

how to acquire finance, spend finance, and save finance. It indicates that education assists

you in managing your finance by providing you with the necessary knowledge about it.

People with a higher level of education typically save significantly more than those with

13
a lower level of education. People with a poor level of education are inclined to

overspend. They have little knowledge of financial management.

Student’s financial income plays a vital role when it comes to balancing their

finances and academics. Our goal is to classify whether their financial situations would

affect their grades differently. As indicated by Asri, Abu Bakar, Laili and Saad (2017)

they have stated that although students in do not have a commitment on paying monthly

debt instalments like other households. However, their status as students requires them to

pay their education fees, rents and other essentials, by which they received the financial

from loans, scholarships or their families.

Learners from an underprivileged or low-income family have difficulties with

financial matters, which might actually have a large impact on how they focus on their

academic performances.

Local Literature

According to Commoner (2021) It is an understatement to say that the education

crisis continues to be a great challenge for students, teachers, and parents alike, especially

for those living in poverty.

Due to financial struggles and poverty, students still continue to pursue their

dreams despite the obstacles they encounter. Many working students didn’t actively

choose to work; rather, their circumstances led them down that path from an early age.

14
Also, compared to privilege students, they are more disciplined in terms of financial

budgeting.

Benjie Autida (2023) states that Education in the Philippines doesn’t only require

excellence in academic aspects but also endurance from all sorts of problems while

studying like emotional problems, social problems, and the most common problem is

money. Underprivileged students need to overcome not only their academic requirements

but also to hurdle the financial aspect which is why many have opted to become working

students.

Foreign Studies

Throughout the journey of students at every grade level, measuring their academic

performance is what this study focuses on, according to Salman Zafar (2020) measuring

the academic performance of schools globally is important because it gives students all

around the world the benefit of the best level of education possible. In turn, these students

will then be better equipped to enter their chosen profession with the same levels of

proficiency as their counterparts from other parts of the world.

In terms of a student's financial situation and the comparison between privilege

and unprivileged learners. Ahmad Faizuddin (2020) Still for working students, many

studies revealed that part-time employment does not significantly determine the academic

performance. The most important things for the students who are working whilst studying

15
is to be self-discipline, committed, and have good time management between working

hours and academic loads.

Local Studies

According to Marquis David (2015), poverty significantly affects the resources of

students in Cebu City. Due to this lack of resources, many students’ struggle to reach the

same academic achievement levels as financially stable students. He states that the effects

of student achievements include allowances and sources of income. Many poor students

score below average on assessment measures, instructional techniques, and strategies.

These financial matters really affect students’ focus on academics.

16
 CHAPTER III

RESEARCH METHODOLOGY

This section of research explains the methods to be used in this study. The

researchers will explain the research design, research respondents, and data gathering

instrument, data research procedure, and statistical tools used in our study. This chapter

outlines the steps and procedures undertaken to gather and analyze the data necessary to

address our research objectives.

Research Design

This study will use a correlational research design to examine the relationship

between financial capacity and academic performance among 3rd-year Criminology

students at Negros Oriental State University Bais Campus. In light of According to

Seeram (2019), correlational research design is a non-experimental research design type

technique that aids in the explanation of how the variables relate to one another.

According to him, researchers measure two or more variables using a correlational

research methodology. Variables to look at the degree of relationship between the

variables. This design is chosen because it allows the researchers to measure the degree

17
and direction of association between two variables, namely financial capacity and

academic performance.

Research Respondents

The respondents of the study will be 50 third-year Criminology students enrolled

at Negros Oriental State University Bais Campus. Random sampling is used to establish

the sample size in order to guarantee a representative sample of the student body. It is

voluntary to participate in the study, and participants' identities will be kept private.

Data Gathering Instrument

In undertaking this study, the researcher chose to give researcher-made

questionnaire to 50 participants chosen randomly. The questionnaire will consist of two

sections: the first section will gather information about the participants' financial

capacity, including their income, financial aid, and family support. The second section

will gather information about their academic performance, including their GPA, class

attendance, and test scores. The type of question used in this research is check list.

Data Research Procedure

18
 Several steps will be involved in the data research procedure. Initially, ethical

approval from the appropriate authorities will be sought to guarantee participant's privacy

and voluntary involvement. The questionnaires will be given to the chosen responders as

soon as ethical approval is received. In addition to having the opportunity to ask

questions if necessary, the respondents will receive clear instructions on how to fill out

the questionnaire. We will enter the data and tidy it after the questionnaires are gathered

to make sure it is accurate and consistent. The relevant statistical methods will next be

used to analyze the data.

Statistical Tools

The study will use correlation analysis and regression analysis to analyze the

relationship between financial capacity and academic performance. While regression

analysis enables us to assess the predictive potential of financial capacity on academic

performance, correlation analysis will help us ascertain the direction and intensity of the

association between the variables. These statistical tools will provide us with quantitative

evidence to support our research findings.

Formula:

%=f/N x 100

When % is the percentage, f is the frequency, and N is the total number of respondents.

19
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses the data analysis of the research, quantitative data was

gathered from respondents and analyzed in this section. The date have been gathered

from the 3rd year Criminology students of Negros Oriental State University Bais Campus

through a survey questionnaire. The demographic profile is presented, related to the

respondent who is participated in the survey questionnaire.

Table 1. Demographic Profile

FREQUENCY PERCENTAGE RANK

Male 20 40% 2nd
Female 30 60% 1st

Table 1 shows that the majority of the 50 respondents are female with a total of 30

or 60 percent (%). While the least of the respondents is male with a total of 20 or 40

percent (%). The dominant number of respondent are female with a total of 30 or 60

percent (%).

Financial Capacity

Table 2. Source of Income of the students

20
 FREQUENCY PERCENTAGE RANK
Part time job 5 10% 3rd
Scholarship 14 28% 2nd
Parental Support 32 64% 1st
Student loan 0 0%
Other 4 8% 4th

Table 2 shows that out of 50 respondents the majority have parental support with

the total of 32 or 64 percent (%), 14 out of 50 respondents have scholarship with the total

of 10 percent (%), 5 out of 50 respondents have part time job with the total of 10 percent

(%), 4 out of 50 respondents have other source of income with the total of 8 percent (%).

Table 3. Financial Stability of the students

FREQUENCY PERCENTAGE RANK

Very Unstable 1 2% 4th
Unstable 17 34% 2nd
Neutral 21 42% 1st
Stable 9 18% 3rd
Very Stable 1 2% 4th

Table 3 shows that out of 50 respondents the majority have neutral in financial

stability with the total of 21 or 42 percent (%), 17 out of 50 respondents have unstable

financial stability with the total of 34 percent (%), 9 out of 50 respondents have stable

financial stability with the total of 18 percent (%), 1 out respondents have very unstable

and very stable financial stability with the total of 2 percent (%).

Academic Performance

Table 4. Grade Point Average (GPA)

FREQUENCY PERCENTAGE RANK

Below 2.0 45 90% 1st
2.0 – 2.49 5 10% 2nd
2.5 – 2.99 0 0%

21
 3.0 – 3.49 0 0%
3.5 and above 0 0%

Table 4 shows that out of 50 respondents, the majority have below 2.0 in their

GPA with the total of 45 or 90 percent (%), 5 out 50 respondents have between 2.0 - 2.49

with the total of 10 percent (%).

Table 5. Hours study per week

FREQUENCY PERCENTAGE RANK

Less than 5 hours 31 62% 1st
5 – 10 hours 9 18% 2nd
11 – 15 hours 5 10% 3rd
16 – 20 hours 3 6% 4th
More than 20 hours 3 6% 4th

Table 5 shows that out of 50 respondents, the majority have less than 5 hours

study per week with the total of 31 or 62 percent (%), 9 out of 50 respondents have 5 to

10 hours per week with the total of 18 percent (%), 5 out 50 respondents have 11 to 15

hours per week with the total of 10 percent (%), 3 out of 50 respondents have 16 to 20

and more than 20 hours per week with the total of 6 percent (%).

Relationship between Financial Capacity and Academic Performance

Table 6. The financial challenges that impact the academic performance

FREQUENCY PERCENTAGE RANK

Yes 35 70% 1st
No 15 30% 2nd

Table 6 displays that most respondents agree that they face financial challenges

that will impact their academic performance with the total of 35 or 70 percent (%).

22
Table 7. Often skip meals due to financial constraints

FREQUENCY PERCENTAGE RANK

Never 14 28% 2nd
Always 6 12% 3rd
Sometimes 30 60% 1st

Table 7 shows that out of 50 respondents, the majority choose sometimes meals

due to financial constraints with the total of 30 or 60 percent (%), 14 out of 50

respondents choose never skip meals due to financial constraints with the total of 28

percent (%), 6 out of 50 respondents choose always skip meals due to financial

constraints with the total of 12 percent (%).

Table 8. Financial situation affect your ability to focus on your studies

FREQUENCY PERCENTAGE RANK

Not at all 5 10% 2nd
Slightly 30 60% 1st
Moderately 9 18% 3rd
Significantly 5 10% 2nd

Table 8 shows that out of 50 respondents, the majority choose slightly due to

financial situations that affect their ability to focus their own studies with the total of 30

or 60 percent (%), 9 out of 50 respondents choose moderately with the total of 18 percent

(%), 5 out of 50 respondent choose not at all and significantly with the total of 10 percent

(%).

Table 9. Considered dropping out of school due to financial difficulties

FREQUENCY PERCENTAGE RANK

Yes 7 14% 2nd
No 43 86% 1st

23
 Table 9 shows that the most respondents disagree that they are not considering

dropping out of school due to financial difficulties with the total of 43 or 89 percent (%).

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and recommendations

of the research study.

Summary of Findings

1. Table 1 shows that the majority of the 50 respondents are female with a total of

30 or 60 percent (%). While the least of the respondents is male with a total of 20

or 40 percent (%). The dominant number of respondent are female with a total of

30 or 60 percent (%).

2. Table 2 shows that out of 50 respondents the majority have parental support with

the total of 32 or 64 percent (%), 14 out of 50 respondents have scholarship with

the total of 10 percent (%), 5 out of 50 respondents have part time job with the

total of 10 percent (%), 4 out of 50 respondents have other source of income with

the total of 8 percent (%).

3. Table 3 shows that out of 50 respondents the majority have neutral in financial

stability with the total of 21 or 42 percent (%), 17 out of 50 respondents have

24
 unstable financial stability with the total of 34 percent (%), 9 out of 50

respondents have stable financial stability with the total of 18 percent (%), 1 out

respondents have very unstable and very stable financial stability with the total of

2 percent (%).

4. Table 4 shows that out of 50 respondents, the majority have below 2.0 in their

GPA with the total of 45 or 90 percent (%), 5 out 50 respondents have between

2.0 - 2.49 with the total of 10 percent (%).

5. Table 5 shows that out of 50 respondents, the majority have less than 5 hours

study per week with the total of 31 or 62 percent (%), 9 out of 50 respondents

have 5 to 10 hours per week with the total of 18 percent (%), 5 out 50 respondents

have 11 to 15 hours per week with the total of 10 percent (%), 3 out of 50

respondents have 16 to 20 and more than 20 hours per week with the total of 6

percent (%).

6. Table 6 displays that most respondents agree that they face financial challenges

that will impact their academic performance with the total of 35 or 70 percent

(%).

7. Table 7 shows that out of 50 respondents, the majority choose sometimes meals

due to financial constraints with the total of 30 or 60 percent (%), 14 out of 50

respondents choose never skip meals due to financial constraints with the total of

28 percent (%), 6 out of 50 respondents choose always skip meals due to financial

constraints with the total of 12 percent (%).

8. Table 8 shows that out of 50 respondents, the majority choose slightly due to

financial situations that affect their ability to focus their own studies with the total

25
 of 30 or 60 percent (%), 9 out of 50 respondents choose moderately with the total

of 18 percent (%), 5 out of 50 respondent choose not at all and significantly with

the total of 10 percent (%).

9. Table 9 shows that the most respondents disagree that they are not considering

dropping out of school due to financial difficulties with the total of 43 or 89

percent (%).

Conclusion

In exploring the relationship between financial capacity and academic

performance among 3rd Year Criminology students at Negros Oriental State University

Bais Campus, several significant findings emerged.

Our study revealed that most of the respondents were female, showing that there

are more women than men in the program. This could be because more women are

interested in criminology, or it might be influenced by other factors in society. Despite

various forms of financial support, including parental support, scholarships, part-time

jobs, and other sources of income, a considerable proportion of students reported

financial instability. Academically, a large percentage of students struggled, with 90% of

respondents maintaining a GPA below 2.0. Additionally, the majority reported studying

less than 5 hours per week, which may contribute to academic challenges. The impact of

financial challenges on academic performance was evident, with 70% of respondents

acknowledging its effect. Many students also reported skipping meals due to financial

constraints, and a significant proportion noted that financial situations slightly affected

26
their ability to focus on their studies. However, despite these challenges, the majority of

respondents expressed their determination to continue their education, with 89%

disagreeing with the idea of dropping out due to financial difficulties.

This resilience speaks to the students' commitment to their academic and professional

goals, despite the obstacles they face.

In conclusion, our findings suggest a significant relationship between financial

capacity and the academic performance of 3rd Year Criminology students at Negros

Oriental State University Bais Campus. While many students receive some form of

financial support, a substantial number still face financial challenges that impact their

academic performance and overall well-being. These findings highlight the importance of

providing extra support to help students with their finances. By addressing financial

challenges, we can help students improve their academic performance and succeed in

their studies.

27
Recommendations

To address the financial challenges faced by 3rd Year Criminology students at

Negros Oriental State University Bais Campus, the following recommendations are

proposed:

1. Financial Education Programs: Implement comprehensive financial education

programs to enhance students' financial literacy and money management skills.

Workshops, seminars, and online resources should be provided to help students develop

effective budgeting, saving, and financial planning habits.

2. Part-Time Job Opportunities: Collaborate with local businesses and organizations to

create part-time job opportunities specifically tailored to students' schedules and

academic commitments. These opportunities will not only provide students with valuable

work experience but also help them earn additional income to support their educational

expenses.

28
3. Financial Counseling Services: Establish a dedicated financial counseling service to

provide personalized support and guidance to students facing financial difficulties.

Trained counselors can assist students in developing financial plans, accessing available

resources, and navigating financial aid options.

4. Emergency Financial Assistance Fund: Create an emergency financial assistance fund

to provide immediate support to students experiencing unforeseen financial crises. This

fund should offer short-term loans or grants to help students cover essential expenses

such as tuition fees, textbooks, and living costs.

5. Scholarship Programs: Expand scholarship opportunities for students based on

academic merit and financial need. Scholarships can help alleviate financial burdens and

enable students to focus more on their studies without worrying about financial

constraints.

By implementing these recommendations, Negros Oriental State University Bais

Campus can better support to all the norsunians not just only the 3rd Year Criminology

students in managing their finances and achieving academic success. These initiatives

will not only improve students' educational experiences but also contribute to their

overall well-being and success.

29
 REFERENCES

(Institute of Excellence in Management Science (IEMS) 2022) Why Education Is The

Fundamental Key For Success. https://www.linkedin.com/pulse/why-education-

fundamental-key-success-#:~:text=Education%20can%20help%20you%20realize,You

%20will%20benefit%20from%20education

(Marquis David (2015) n.d.) Financial Status and Academic Performance: Basis for a

Propose College Tuition Planning

https://www.academia.edu/16591981/Financial_Status_and_Academic_Performance

(Salman Zafar 2020) Why It Is Important To Measure The Academic Performance Of

Schools Globally. https://www.cleantechloops.com/why-it-is-important-to-measure-the-

academic-performance-of-schools-globally/

30
(AhmadFaizuddin 2020) Working Students in Higher Education: Challenges and Solutions.

https://www.researchgate.net/publication/346616755_Working_Students_in_Higher_Edu

cation_Challenges_and_Solutions

(Commoner 2021) The Philippine Education System in Crisis

https://pids.gov.ph/details/the-philippine-education-system-in-crisis

(Benjie Autida 2023) Working Students in the Philippines: The Life and Challenges They

Have .https://suntimesphilippines.com/working-students-in-the-philippines-life-and-

challenges/

31
APPENDICES

32
 Appendix 1

SURVEY QUESTIONNAIRE

Instruction: Please put a check (✔) on the left side of your chosen answer.
Personal Information:
Gender: [ ] Male [ ] Female [ ] Other (please specify:)
Age: ____
Year Level: [ ] 3rd Year
Program: [ ] Criminology

Financial Capacity:
1.What is your current source of income? (Select all that apply)

Part-time job
Scholarship/grant
Parental support
Student loan
Others (please specify:)__________

2.On a scale of 1 to 5, how would you rate your financial stability?

(Very unstable)
(Unstable)
(Neutral)
(Stable)
(Very stable)

Academic Performance:
3.What is your cumulative GPA (Grade Point Average) so far?

33
 Below 2.0
2.0 - 2.49
2.5 - 2.99
3.0 - 3.49
3.5 and above

4.How many hours do you typically study per week?

Less than 5 hours

5 - 10 hours
11 - 15 hours
16 - 20 hours
More than 20 hours

Relationship between Financial Capacity and Academic Performance:

5. Do you face any financial challenges that impact your academic performance?

Yes
No

6.How often do you skip meals due to financial constraints?

Never
Always
Sometimes

7.In your opinion, how much does your financial situation affect your ability to focus on
your studies?

Not at all
Slightly
Moderately
Significantly

8.Have you ever considered dropping out of school due to financial difficulties?

Yes
No

34
CURICULUM VITAE

35
 Appendix 2

CURICULUM VITAE

Name: John Philip P. Garcia

Mobile: 09937200831

Email ID: johnphilipgarcia5@gmail.com

Address: Brgy. Tangculogan Bais City

Father’s Name: Nemesio V. Garcia

Mother’s Name: Lougen P. Garcia

Gender: Male

Date of Birth: June 23, 2002

Place of Birth: Bais City District Hospital

Citizenship: Filipino

Marital Status: Single

Religion: Roman Catholic

Language Known: Cebuano

Educational Attainment: College Level

Elementary: Tangculogan Elementary School

36
Year Graduated: 2013-2014

Junior High School: Tangculogan high school

Year Graduated: 2017-2018

Senior High School: Bais City National Highschool

Year Graduated: 2019-2020

CURICULUM VITAE

Name: Janrich A. Galera

Mobile: 09657804953

Email ID: janrichg08@gmail.com

Address: Tavera St. Bais City

Father’s Name: Richard Galera

Mother’s Name: Janet Galera

Gender: Male

Date of Birth: September 22

Place of Birth: Bais City

Citizenship: Filipino

Marital Status: Single

Religion: Catholic

Language Known: Cebuano

Educational Attainment: College Level

Elementary: Bais City Pilot School

37
Year Graduated: 2008-2013

Junior High School: Bais City National Highschool

Year Graduated: 2013-2018

Senior High School: Bais City Senior High School

Year Graduated: 2018-2020

CURICULUM VITAE

Name: Laarve B. Ragual

Mobile: 09183868534

Email ID: choivcruz@gmail.com

Address: Sitio Lag-it, Brgy. Okiot Bais City

Father’s Name: Avelino A. Ragual JR

Mother’s Name: Rosemary B. Ragual

Gender: Male

Date of Birth: December 09, 2001

Place of Birth: Bais City District Hospital

Citizenship: Filipino

Marital Status: Single

Religion: Roman Catholic

Language Known: Cebuano

Educational Attainment: College Level

Elementary: Okiot Elementary School

38
Year Graduated: 2013-2014

Junior High School: Okiot National high school

Year Graduated: 2017-2018

Senior High School: Bais City National Highschool

Year Graduated: 2019-2020

CURICULUM VITAE

Name: Jose Almerito T. Gornez

Mobile: 09362232920

Email ID: almeritogornez@gmail.com

Address: Brgy. Sta. Cruz Nuevo, Tanjay City

Father’s Name: JoseGanie G. Gornez

Mother’s Name: Almera T. Gornez

Gender: Male

Date of Birth: July 13, 2001

Place of Birth: Tanjay City

Citizenship: Filipino

Marital Status: Single

Religion: Catholic

Language Known: Bisaya

Educational Attainment: College Level

Elementary: Doña Loreto Ledesma Mapa Memorial School

39
Year Graduated: 2012-2013

Junior High School: Domingo Ledesma Mapa High School

Year Graduated: 2017-2018

Senior High School: Domingo Ledesma Mapa High School

Year Graduated: 2019-2020

CURICULUM VITAE

Name: Ivan C. Rivas

Mobile: 09283917562

Email ID: ivanrivas418@gmail.com

Address: Sitio sanjose BRGY 2 Bais City

Father’s Name: Reneboy E. Rivas

Mother’s Name: Elorna C. Rivas

Gender: Male

Date of Birth: September 13, 2001

Place of Birth: Bais city district hospital

Citizenship: Filipino

Marital Status: Single

Religion: Born Again

Language Known: Cebuano

Educational Attainment: College Level

Elementary: Bais City Pilot School

40
Year Graduated: 2008-2013

Junior High School: Bais City National Highschool

Year Graduated: 2013-2018

Senior High School: Bais City Senior High School

Year Graduated: 2018-2020

CURICULUM VITAE

Name: Ronnie B. Larang Jr.

Mobile: 09753250569

Email ID: ronnielarangjr@gmail.com

Address: Brgy. Looc Bais City

Father’s Name: Ronnie E. Larang Sr

Mother’s Name: Virginia B Larang

Gender: Male

Date of Birth: March 16 2002

Place of Birth: Bais City

Citizenship: Filipino

Marital Status: Single

Religion: Iglesia Ni Cristo ( INC )

Language Known: Bisaya

Educational Attainment: College Level

Elementary: Tangculogan elementary school

41
Year Graduated: 2012-2013

Junior High School: Tangculogan High school

Year Graduated: 2017-2018

Senior High School: Bais City National Senior High school

Year Graduated: 2019-2020

CURICULUM VITAE

Name: Ren Owen Immanuel A. Nadal

Mobile: 09069544347

Email ID: owenskie042201@gmail.com

Address: Bais Highlands Sub. Brgy. Tamisu Bais City

Father’s Name: Rafaelito F. Nadal

Mother’s Name: Gela A. Nadal

Gender: Male

Date of Birth: April 22, 2001

Place of Birth: Negros Oriental Provincial Hospital – Dumaguete City

Citizenship: Filipino

Marital Status: Single

Religion: Roman Catholic

Language Known: Bisaya, Tagalog, English

Educational Attainment: College Level

Elementary: Bais City Pilot School

42
Year Graduated: 2012-2013

Junior High School: Bais City National High School

Year Graduated: 2017-2018

Senior High School: Bais City National High School

Year Graduated: 2019-2020

43