DMMA COLLEGE OF SOUTHERN PHILIPPINES

(Formerly Davao Merchant Marine Academy)

Tigatto Road, Buhangin, Davao City, 8000

Financial Support Satisfaction and Learning Determination of 3rd Year BSMarE

Students of DMMACSP

______________________
In Partial Fulfillment of the Requirements for the
Bachelor’s Degree of Marine Engineering

_____________________

Submitted by:

Eder, Jerremie M.

Cristobas, Mike Colin D.

Elicano, Lester

32M2-2 BSMarE

Submitted to:

Mr. Philip Jay Alcoberes

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 ACKNOWLEDGEMENT
First and foremost, praises and thanks to God, the Almighty, for His showers of
blessings throughout our research journey to complete our study successfully

We would like to express our deep and sincere gratitude to our English 3 adviser,
Mr. Philip Jay Alcoberes, for giving us the opportunity to do research and providing
invaluable guidance throughout this research. He has taught us the methodology to carry
out the research and to present the research works as clearly as possible. It was a great
privilege and honor to work and study under her guidance. We are extremely grateful for
what he has offered us.

To our validator, Mr. Emmanuel Baydo, College Instructor, in University of

Southern Mindanao – Kabacan, for validating our questionnaire. To the 3rd year
BSMarE Cadets of DMMA College of Southern Philippines who served as respondents
of this study for their cooperation in accomplishing the questionnaires given, thus
providing the data needed for the study.

Finally, we would like to give a special thanks to our families for their continuous
support and understanding when undertaking our research and writing our project.

- Researchers

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 Table of Contents

Page

Title Page i
Acknowledgements ii

1. Introduction 1
1.1 Background of the Study 2
1.1General and Specific Objectives 3
1.3 Statement of the Problem 3
1.4 Hypothesis (Optional; if none, skip and do not write this anymore.)
1.5 Research Design 3
1.6 Scope and Limitations of the Study 3
1.7 Significance of the Study 3
1.8 Importance of the Study 4
1.9 Theoretical Framework 4
1.10 Conceptual Framework 6
1.11 Definition of Terms 6
1.12 Ethical Considerations 6

2. Review of Related Literature 7

2.1 Conceptual Literature 8
2.2 Related Studies 9

3. Methodology 10
3.1 Respondents 11
3.2 Research Locale 11
3.3 Data Gathering Procedure 11
3.4 Procedure for Data Analysis 11

4. Data Presentation, Analysis, and Interpretation 12

4.1 Data Analysis 13
4.2 Discussion of Results 13
4.3 Data Interpretation 14

5. Summary, Conclusions and Recommendations 15

5.1 Summary of Findings 16
5.2 Conclusions 16
5.3 Recommendations 16

References 17
Appendices 19
 Financial Support Satisfaction and Learning Determination of 3rd
Year BSMarE Students of DMMACSP

INTRODUCTION TO THE RESEARCH

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Background of the Study

Individual satisfaction with financial assistance is largely determined by their income. It is a

means of meeting daily requirements, particularly in education. Students' motivation to learn
might vary depending on their parental support. Financial contentment is the condition of being
content and worry-free. This is a critical component of a student's academic success. It's
important to understand the impact of financial assistance satisfaction on a student's life since
this might influence or lead to determination. Teachers must comprehend and analyze the
responsibilities that they have been allocated to pupils, as well as the kids' contentment with their
parents' financial assistance. Similarly, when planning their outputs, teachers must take into
account their students' financial capabilities. Otherwise, if students' self-determination is not
influenced by their parents' support, instructors do not need to be concerned about whether or not
the chores and assignments that entail costs have harmed students' self-determination. Observing
student performance in school, the researchers discovered that students delayed project
submission; prepared their performance assignments carelessly; and submitted or executed work
with utter mediocrity. Meanwhile, students' finances are based on family income. This is where
students rely on their daily stipend to meet their demands and requirements. Financial
contentment benefits everyone, including kids, because it provides simple access to the resources
that pupils require for optimal learning. Students from higher-income families are more
motivated to attend school because they can afford to acquire school supplies and develop
creative outputs. Researchers feel that since they are financially secure, they can focus better on
their academics than those who are not. They may feel comfortable in terms of school fees and
money-related activities. However, not all happy students succeed since some spend the money
given to them by their parents on illegal activities. Students without help, on the other hand, may
suffer academically since they will be preoccupied with where they will acquire their money,
which may lead to distraction and inability to complete their schoolwork.

General and Specific Objectives

General Objective:

This study aims to assess the level of satisfaction of the students with their financial support,
the association between satisfaction with financial support, and the learning determination of
students.

Specific Objectives:

1. To determine the level of financial satisfaction of students.

2. To determine the level of determination of students in learning.

3. To ascertain the significant relationship between the financial support satisfaction and
determination of students in learning.

Statement of the Problem

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This quantitative study aims to identify the association between financial support satisfaction
and learning determination of selected 3rd Year BsMarE students of DMMACSP. Specifically, it
sought to answer the following questions:

1. How satisfied are the 3rd-year BsMarE students with their financial support?

2. How the financial satisfaction affected the learning determination of the 3rd-year
BsMarE students?

3. Is there any significant relationship between financial support satisfaction and learning
determination of the 3rd year BsMarE students of DMMACSP?

Research Design

The researchers choose the quantitative descriptive correlational design to assess the
association between satisfaction with financial support and students' learning determination. In
this study, the researchers need to collect data through a survey. The researcher will use a
checklist scaling questionnaire based on the researcher's perception and statement of the problem
in this study.

Scope and Limitations of the Study

This study focuses on the financial support satisfaction and learning determination in 3rd year
BSMarE college students. The data collection will be conducted to 10% of the total population in
3rd Year BSMarE of DMMA College of Southern Philippines, school year 2021-2022 who will
represent the population. This study will not cover other problems that are not consider as
financial support satisfaction and learning determination. The study would be done through the
utilization of questionnaire to the students as a survey and reference. By their strategy the
researchers will be able to know the financial support satisfaction and learning determination of
3rd year BsMarE students.

Significance of the Study

The study is deemed significant to the following:

Students in BS in Marine Engineering. Students will benefit knowledge on how to improve

their financial literacy and they need to be determined regardless of the financial status they have
and pursue their dream in life.

Teachers. Teachers/Instructors will understand the behavior of the students in school or their
determination towards their studies.

Parents. Parents will adjust the financial support that they give to their son/daughter. In addition,
the given data will give knowledge to them on what is the significance of being satisfied with
financial support in line with the determination of the students. 

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Researchers. Researchers will understand the impact of financial satisfaction on the

determination of students to learn. The data gathered also give an understanding of the
importance of financial satisfaction towards students learning determination.

Future Researcher’s. Future Researchers will benefit in this study for they could get an idea
and they could make another research related to this study. They could use this study as an
indication of their study in the future.

Importance of the Study

This study intends to assess satisfaction with financial support on learning determination.
Financial satisfaction refers to the state of being satisfied and free from worries. It is necessary to
know the impact of financial support on the students' life which may lead to or affect their
learning determination. In this study, we will be able to know what more impact on the student
of DMMACSP if lack of financial support. Researchers can satisfy that financial satisfaction
helps students of DMMACSP for easy access to the thing that students need in order to have
effective learning.

Theoretical Framework

Theory
Theory Theory
“Maslow’s Hierarchy of
Needs” “Social Capital Theory” “Student Integration
Maslow, A.H. (1943) Coleman, J.S(1988) Model”
Tinto, V. (1975)

Independent Variable

Student’s Financial
Support Satisfaction

Dependent Variable

Student’s Learning
Determination

The determination of students in learning sometimes depend on the financial support that they
have. Therefore, it is necessary to know the impact of satisfaction with financial support on the
student’s life which may lead or affects determination.
The theoretical underpinning of this study are the theories of Maslow’s Hierarchy of Needs by
Maslow, A.H (1943), Social Capital Theory by Coleman, J.S. (1988) and Student Integration
Model by Tinto, V. (1975).

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Maslow’s Hierarchy of Needs in 1943 has five levels presented by a pyramid. Physiological
needs, Security and safety needs, Social needs, Esteem needs and Self- Actualization needs. In
social studies, the speculation of Abraham Maslow on human motivation is taken into
consideration as a seminal work. Frequently, Maslow’s theory of human motivation is cited as a
general description of the priorities of what humans need and want. In Maslow’s thinking, the
individual is seen because the foremost significant actor and his/her individual energy supersedes
other motivations for action (Maslow,1948). In regard to the study, students’ motivation in
learning because students must be motivated so as for them to possess good performance in
class it'll help them learn effectively and to become a functional individual.

According to James S. Coleman's Social Capital Theory from 1998, parental involvement in
a child's education has an impact on school performance and achievement. According to him,
parents' engagement in their children's education has an influence on how they conduct and
perform in school. Parents with a higher socioeconomic standing are more likely to encourage
their children's learning growth. The Social Capital Theory focuses on parents' educational levels
and their influence on their children's academic achievement. Thus, from the standpoint of
school quality, one of the aspects that influences a student's learning is the family's financial
level. This theory correlates with the study in a way that financial supports from the parents is
one of the reasons that the students may motivated in the studies and have a better academic
performance.

According to Student Integration Model of Tinto, V. (1975), finances are crucial in defining
student educational priorities. It also implies that a student's financial situation might influence
their academic perseverance. The model also assumes that student social experiences at
universities are influenced by money. Persistence is related to student motivation, academic
ability, and social experiences. Student Integration model correspond to this study since the
persistence is related to the motivation of students. If students are well supported, they might
desire to be motivated in their studies. Student satisfaction with financial support is one aspect
that can lead to improved academic accomplishment.

Conceptual Framework

Independent Variable (IV) Dependent Variable (DV)

 Financial Support  Student’s Learning
Satisfaction Determination

 Parental Socioeconomic  Financial Needs and Demands

Status
 Academic Performance
 Financial assistance
programs
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This study utilizes the Independent Variable (IV) and Dependent Variable (DV) Model. The
Independent variable consist of Financial support satisfaction, parental socioeconomic status and
financial assistance programs. They act as potential predictors of the outcome under Dependent
variable. The Dependent variable consists of student’s learning determination, financial needs
and demands and academic performance of students. This outcome variable in dependent on
financial support satisfaction, parental socioeconomic status and financial assistance programs of
the respondents. A possible relationship of the Independent variable and Dependent variable are
explored.

Definition of Terms

The following terms used in study are defined conceptually and operationally to ensure clarity
and better understanding.

Financial Support Satisfaction. It refers to an individual’s subjective perception of the

adequacy of his or her own financial resources (Hira & Mugenda, 1998). It operationally defined
as the students' pleasure or satisfaction with the financial support provided by their parents. It is a
sense of fulfillment that comes from attaining a student's desires or wants with the help of
financial assistance provided by their parents.

Student’s Determination. It refers to is a positive emotional feeling that involves persevering

towards a difficult goal in spite of obstacles (Wikipedia). It operationally defined as an attitude
of a student that refers to the firmness in different things. It is also showing that students are
already deciding to do something and they will not let anyone stop them.

Ethical Considerations

The informed consent letter is addressed by the researchers for the respondents. Before the
respondents agreed to fill out the questionnaire, the study was discussed to them. It includes a
commitment that the information acquired from respondents will be kept confidential in order to
protect one's privacy. In addition, to minimize information invasion, respondent status and
identity must be kept private.

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Review of Related Literature

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Conceptual Literature

This section contains readings and literature from different sources like journals, books,
websites, thesis and dissertations related to the study. This study is supported by different articles
from the variable financial support satisfaction and learning determination. The discussion
broadens to include other studies and other related variables. Previous studies are also discussed
to support and enrich the anchorage of the research topic.

Financial support satisfaction is referring to the sense of being fulfilled by the financial
support provided by a certain individual who financially supports someone. Financial support
satisfaction is an important aspect of consumers satisfaction and well-being for everyone.
(Woodyard & Robb, 2016). On the other hand, the parental income has a significant impact on
student financial support satisfaction. Parental socioeconomic status may give sufficient support
for their children's demands. Parents with higher salaries are more likely to transfer more
financial resources to their children, which helps them achieve greater financial contentment
(Chuan, C. 2014).

One study revealed that having their needs available can encourage students to learn (Dang &
Bulus, 2015). The more financially satisfied a student is, the higher their academic
performance will be (Memon et al., 2010). Also, the student's performance, learning process, and
academic performance all improved when the family's financial situation was stable (Adzido et
al., 2016). The student can get a higher academic level with the help of his or her parents
(Chohan, 2010). According to Saifi & Mehmood, 2011, students that come from families with a
stable socioeconomic level will do better in school. Students from richer families are more likely
to excel academically than students from poorer families (Asiegbu & Ezeugbor, 2018).

Providing enough financial support can help students to be determined to learn. Students'

academic talents and skills increased as a result of their own determination (Ogunshola &
Adewale, 2012). Financial considerations are the most important source of support for a student
who is determined to succeed in their studies (Vanthournout et al., 2012). The socioeconomic
position of the students was presented raising the level of determination (Cabrera et al., 1990).
Indeed, student learning determination is influenced by income levels and financial assistance
programs. As a result, financial help and income play an important influence in determination to
learn (Mendoza et al., 2009). Self-concept, intrinsic motivation, and self-determination are some
of the components that contribute to students' academic success (Ntoumanis, N. 2001). Lastly, it
was discovered that fulfilling students' wants had a greater influence on motivation (Standage et
al., 2005).

Related Studies

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This study is different from the present study for it employed three theories, Maslow’s
Hierarchy of Needs (Maslows A.H. 1943), Social Capital Theory (Coleman J.S. 1988), and
Student Integration Model (Tinto V. 1975). The target audience of the present study was the 3 rd
Year maritime college students, while Moneva and Tuñacao was for senior high school students.
The two studies differ in their purpose of the study and types of the respondents. The purpose of
this study is determining the association on the students' level of financial support satisfaction
and their daily allowance, while the purpose of the present study is to assess satisfaction with
financial support on learning determination.

As presented in the following literature review, many research studies focused on the
financial satisfaction, learning determination and the correlation between financial satisfaction
and determination in studies. However, there are limitation on the study, the data gathered only
in one school which cannot gather the perspective of the other students and the respondents in
the senior high school students. After reviewing the conceptual literature and related studies, the
present study focuses on the financial support satisfaction and learning determination of the
college student since there is lack or no available literature/studies about it.

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Methodology

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Respondents

The chosen respondents are the selected 3rd-year students, particularly in the Marine
engineering department. The respondents that will be chosen to answer the survey questionnaires
had to meet the following criteria in order to be included in the sample. The following criteria
that the respondents need to meet to be included.

1. Respondents must be a 3rd Year student.

2. Respondents must be studying in the Marine engineering department and currently

enrolled in DMMA College of Southern Philippines.

Research Locale

This research study would be conducted in DMMA College of Southern Philippines, located
in Davao City. It specialized in maritime courses such as Bachelor of Science in Marine
Engineering and Bachelor of Science in Marine Transportation.

Data Gathering Procedure

Step 1. A letter of approval from the researchers will be given to the Dean of the Marine
Engineering Department at the DMMA College of Southern Philippines in order to obtain
authorization to conduct a study within school grounds.
Step 2. The researchers formulate survey questionnaires.
Step 3. The researchers will ask permission from the respondents to conduct the survey.
Step 4. The researchers distributed the questionnaire to the respondents during their free time
with their consent to answer.
Step 5. The researchers will wait and gave time to the respondents to answer the questions.
Step 6. After the respondent’s finish answering, the researchers collected the data and analyze
the data gathered.

Procedure for Data Analysis

Step 1. The researchers need to determine first what is the best way to organize the data
gathered.
Step 2. The researchers will summarize or describe the raw data to make it easy to identify the
patterns or to visualize what is the data it is showing.
Step 3. The researchers will use the weighted mean and chi-square in treating the data.
Step 4. The researchers will use statistical tools to determine if there is any correlation between
the satisfaction of students with their financial support and the learning determination of the
students.
Step 5. The researchers will interpret the results.

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Data Presentation, Analysis and Interpretation

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Data Analysis

Table 1. Student’s Financial Satisfaction

Indicators Mean(X) Interpretation
1. I am satisfied with my monthly allowance. 2.1 Sometimes
2. I don't feel worried about the payments in school. 2.03 Sometimes
3. My parents give me extra money for personal needs. 2.13 Sometimes
4. I can purchase all the school requirements. 2.16 Sometimes
5. I don't need to borrow money from the others. 1.97 Sometimes
6. I have peace of mind in my financial life. 1.97 Sometimes
7. I am able to buy personal belongings with my extra allowance. 2.03 Sometimes
8. I spend my money on the things I enjoy. 2.07 Sometimes
9. I am confident in my ability to deal with financial issues. 2.0 Sometimes
10. I am satisfied with the amount of money that I save from the given 2.1 Sometimes
financial support.
Average Weighted Mean 2.06 Sometimes
N= 30, Legend: 1.0-1.66 – (Never), 1.67-2.33 – (Sometimes), 2.34-3.00 – (Always)

Table 2. Student’s Learning Determination

Indicators Mean(X) Interpretation
1.I exert more effort when I have challenging tasks or assignments. 2.23 Sometimes
2. I attend classes regularly. 2.37 Always
3. I strived to attain a high score on quizzes, tests, and examinations 2.23 Sometimes
despite the fact that I am not proficient in the subject.
4. I manage to attend my classes even though I'm sick. 2.33 Sometimes
5. I do reviewing and searching in google when I hardly understand the 2.2 Sometimes
lessons.
6. I turn in my schoolwork on time. 2.2 Sometimes
7. I participate in class discussion. 2.23 Sometimes
8. I focus more on my studies. 2.17 Sometimes
9. I manage my time effectively in doing school works. 2.17 Sometimes
10. I do my school work regularly. 2.53 Always
Average Weighted Mean 2.26 Sometimes
N=30, Legend: 1.0-1.66 – (Never), 1.67-2.33 – (Sometimes), 2.34-3.00 – (Always)

Discussion of Results or analyzed Data

The table 1 above shows the average weighted mean of 2.06 implies an average attitude
among 3rd year college students towards financial support satisfaction. The first highest weighted
mean is 2.16 which interpreted as sometimes, indicate that the student can be able to purchase all
the school requirements which shows that the financial support that the students have can afford
to buy all the school requirements. The second highest weighted mean is 2.13 which is indicator
3 that signifies that my parents give me extra money for my personal needs shows that parents
give extra allowance to students other than the regular allowance the students received. The
indicator “I spend my money on the things I enjoy”, the last highest weighted mean signifies the

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students can feel the satisfaction in their finances. The indicators “I don't need to borrow money
from the others” and “I have peace of mind in my financial life” both with a lowest weighted of
1.97 still signifies as satisfied level on student’s financial support satisfaction.

The table 2 above revealed the 10 indicators of students learning determination with the
average weighted mean of 2.26. The indicator “I do my school work regularly” with weighted
mean of 2.53 implies that the students are determined to do his/her school works regularly. The
weighted mean 2.37 with indicator “I attend classes regularly”, expresses desire attitude of
students to learn. This is further indicated in a related indicator “I participate in class discussion”
with a weighted mean of 2.23. Related to the students output preparation and time
management. They sometimes manage the time effectively in doing school works (2.17).
Preparation for each lesson and student involvement in discussions can be linked to students'
other personal interests.

Data Interpretation

The result in the table 1 above shows the average weighted mean of 2.06. And it was interpreted
as sometimes. Similarly, the study of Woodyard and Robb (2016) supports the result above that
financial fulfillment is considered as a main determinant to an individual's consumer life
satisfaction and well-being. According to the study of Falahati, Sabri, and Paim, (2012), being
satisfied with one's financial situation might improve one's life satisfaction or personal
happiness. On the other hand, the study of Chohan and Khan (2010), supports the results that
financial assistance from parents has an impact on students' learning and self-esteem. According
to study of Machebe, Ezegbede, & Onuoha, (2017), that financial support to student is the root
towards their performance.

The table 2 above revealed the average weighted mean of the second variable and has a
weighted mean of 2.26. And it was interpreted as sometimes. Based on the study of Hardre,
Sullivan & Crowson, (2009), teachers and schools must develop in students a desire to study and
encourage them to set clear and achievable priorities. Teachers' motivating actions assist students
experience self-determination (Memon et al., 2010). The study of Yousefi et al., (2010) supports
the result that the students that participate in highly supportive learning can gradually develop
their competency, determination, and commitment. According to the study of Radovan (2011),
goal-setting, task value, self-efficacy, and effort control were determined to be the major
methods that contribute to greater academic accomplishment in students. As a result, students are
more interested in achieving good grades because they believe that these are the most motivating
factors, and that academic accomplishment would negatively influence their capacity to do well
in the end (Gbollie & Keamu, 2017).

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Summary, Conclusions and Recommendations

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Summary of the findings

From the study being conducted, the researcher found out that the 3 rd year BSMarE students
from DMMA College of Southern Philippines. It was seen that the level of financial support
satisfaction has the result of sometimes based on the average weighted mean. It was found out
that the students are sometimes satisfied with their daily allowance and they are able to save
money from the excess of their allowance.

On the other hand, students learning determination has the result of sometimes based on the
average weighted mean. Student’s learning determination relies on the amount of financial
support that is given to them. It showed that the students are actively attended in class regularly.
Students determined to learned the certain subjects even they feel it difficult and exert more
effort in making their assignments.

Conclusions

From the analysis it was found out that students with adequate financial support are
determined to excel in their academics. Students who are happy with their parents' support are
more likely to perform better academically. They can also achieve better academic success than
students who get less support. They attend in class regularly. They do their works regularly.
Additionally, the researcher concluded that the more parents support their children, the higher
their academic success will be. They would be very determined especially when they were fully
supported by their parents.

Recommendations

On the basis of present study some recommendations are drawn as follows.

Students must be determined regardless of the financial status they have and pursue their
dream in life. They should also be able to deal with any difficulties they may have while
studying. They must not lose their time and constantly remember to thank their parents.

Parents should provide at least moral support to help student learn and understand the
situation they belong. It could be effective for students’ inspiration in achieving goals. Parents
must also continue to be involved in their children’s studies so that they will be able to know on
where to assess and how to help their children to achieve a better outcome in their academics.

Teachers/Instructors must help and teach their students on financial matters and how to
become determined despite of the hindrances in life. They must be a guidance of the students in
assessing their academics on where to develop and need to be assessed.

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Appendices

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Appendix A

Letter of Invitation to the Validators

April 27, 2022

College Instructor
(Job Position)
University of Southern Mindanao
(Organization’s name)

Dear Mr/Ms/Prof./Dr.: Emmanuel Baydo,

We are 3rd year students who are currently writing our research paper entitled “Financial
Support Satisfaction and Learning Determination of the Selected 3rd Year BsMarE
Students of DMMACSP”. Our study is in partial fulfillment of the requirements we need to
complete for our English 3 class for this current semester under the advisory of Dr. Philip Jay N.
Alcoberes at the Davao Merchant Marine Academy College of Southern Philippines. The
purpose of this study is to determine the association of the students' financial support
satisfaction and their learning determination.

In the light of this, we would like to invite you to be our Validator for our survey questionnaire
as a data gathering tool for the study. This letter goes with the Consent Form and the Validation
Tool as your guide in validating our work. This validation activity aims to make the Tool easy to
understand and answer. Your contribution to the development of the data gathering instrument
will be highly valued. Rest assured that anonymity and confidentiality of your input will be
highly observed.

I hope for your participation in this validation. Should you need clarifications, you may contact
Mr. Jerremie M. Eder at [email protected] or at 09267215602.

Sincerely yours,

Jerremie M. Eder
Signature over your complete name

Mike Colin D. Cristobas

Signature over your complete name

Lester Elicano
Signature over your complete name
Letter of Invitation to the Respondents

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May 5, 2022

Eduard Epe
DMMA College of Southern Philippines

Dear Mr./Ms. Eduard Epe:

We are 3rd year students who are currently writing our research paper entitled “Financial
Support Satisfaction and Learning Determination of the Selected 3rd Year BsMarE
Students of DMMACSP”. Our study is in partial fulfillment of the requirements we need to
complete for our English 3 class for this current semester at the Davao Merchant Marine
Academy College of Southern Philippines. The purpose of this study is to determine the
association of the students' financial support satisfaction and their learning determination.

In the light of this, we would like to invite you to be our Respondent for our survey
questionnaire. This survey questionnaire aims to assess the level of satisfaction of the students
with their financial support, the association between satisfaction with financial support, and the
learning determination of students.

Attached is the Consent Form for you to allow us to include your responses in our research
project. Rest assured that anonymity and confidentiality of your input will be highly observed.

I hope for your participation in this data gathering activity. Should you need clarifications, you
may contact Mr. Jerremie M. Eder at [email protected] or at 09267215602.

Sincerely yours,

Jerremie M. Eder
Signature over your complete name

Mike Colin D. Cristobas

Signature over your complete name

Lester Elicano
Signature over your complete name

Appendix B

Consent Form of Validator

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To: Jerremie M. Eder

: Mike Colin Cristobas
: Lester Elicano
RE: Validation of the Survey Tool for the study entitled
“Financial Support Satisfaction and Learning Determination of the Selected 3rd Year
BsMarE Students of DMMACSP”

This is to express my acceptance to validate your Survey Questionnaire.

As a Validator for the Survey tool for the aforesaid study, I understand that:

1. my responses will be used and analyzed by the Research Team;

2. the conduct of the activity will be documented (i.e. photographed);
3. the confidentiality of the documents shall be observed; and
4. my participation in this project aims to help the research team in validating the Survey
tool for the study “Financial Support Satisfaction and Learning Determination of the
Selected 3rd Year BsMarE Students of DMMACSP”.

I have read the above information. I have had all my questions answered to my satisfaction,
and I voluntarily agree to participate as a Validator for the said research study.

Mr. Emmanuel Baydo April 28,2022

Validator’s Name and Signature Date

Consent form of Respondents

To: Jerremie M. Eder

: Mike Colin Cristobas

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: Lester Elicano

RE: Participation in the Survey for the study entitled

“Financial Support Satisfaction and Learning Determination of the Selected 3rd Year
BsMarE Students of DMMACSP”

This is to express my acceptance to participate in the Survey.

As a Respondent /Participant for the Survey tool for the aforesaid study, I understand that:

1. my responses will be used and analyzed by the Research Team;

2. the conduct of the activity will be documented (i.e. photographed);
3. the confidentiality of the documents shall be observed; and
4. my participation in this project aims to help the research team in the data gathering for
the study “Financial Support Satisfaction and Learning Determination of the Selected
3rd Year BsMarE Students of DMMACSP”

I have read the above information. I have had all my questions answered to my satisfaction,
and I voluntarily agree to participate as a Respondent/Participant for the said research
study.

_______ Eduard Epe________________ May 6, 2022

Respondent/Participant’s Name and Signature Date

Appendix C

Validation Tool

Dear Validator,

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 Financial Support Satisfaction and Learning Determination of 3rd
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We thank you for taking time to validate our data gathering instrument for the study entitled
“Financial Support Satisfaction and Learning Determination of the Selected 3rd Year
BsMarE Students of DMMACSP”. Below are the names of the student-researchers of this
study, the research title, and the statement of the problem (objectives of the study).

Group Members:
1. Jerremie M. Eder
2. Mike Colin Cristobas
3. Lester Elicano

Research Title:
Financial Support Satisfaction and Learning Determination of the Selected 3rd Year
BsMarE Students of DMMACSP
Statement of the Problem:

This quantitative study aims to identify the association between financial support
satisfaction and learning determination of selected 3rd Year BsMarE students of
DMMACSP. Specifically, it sought to answer the following questions:

1. How satisfied are the 3rd-year BsMarE students with their financial support?

2. How does financial satisfaction affect the learning determination of the 3rd-year
BsMarE students?

3. Is there any significant relationship between financial support satisfaction and

learning determination of the 3rd year BsMarE students of DMMACSP?

---
You may begin the validation here.

Directions: There are four (4) parts of this worksheet that will cover important aspects of
the Tool for validation. Kindly tick the box which corresponds to your responses and
answer the following questions, if applicable.

Part 1. LANGUAGE
1. Is the language of the Tool error-free in terms of word spelling, punctuations, grammar, and
sentence structure?

YES NO 
If “NO”, what and which parts in Survey that are confusing (words, phrases, or sentences) due to
poor
Construction? How could that have been written?

The part one of the survey questionnaire statement number two must be revise and make it easier to

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understand.
Ex: I don’t feel worried about the payments in school.

For my other comments, see the survey document I had checked.

2. Does the language use the vocabulary level, language, structure, and conceptual level of the
participants?

YES  NO

If “NO”, what and which parts in Survey that use difficult words to understand?

3. Are questions/items formed in a manner that the responses will not be embarrassing to the any
person or institution?

YES  NO

If “NO”, which part in the Survey that may embarrass another person or institution?

4. Is the language of the tool free from biases in terms of gender, culture, religion, disabilities, politics,
and socio-economic status?

YES  NO

If “NO”, which part in the Survey that may embarrass another person or institution?

5. Are all questions asked and data needed respectful and sensitive to the privacy of personal
information of the students?

YES  NO

If not, which part in the Survey that does do otherwise?

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Part 2 INTENT
6. Are the formulated questions needed sufficient enough to achieve the objectives of the study?

YES  NO

If “NO”, what questions do you suggest to be included in the Survey?

7. Are the number of questions per area is a representative enough of all questions needed for
research?

YES NO

If “NO”, what questions for an area could have been added to make it adequate?

8. Are the data needed in the tool adequate enough to achieve the objectives of the study?

YES  NO

If “NO”, what other data do you think we need to ask of the respondents?

9. Does the tool as a whole fulfill the objectives needed for the study?

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 Financial Support Satisfaction and Learning Determination of 3rd
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YES  NO

If “NO”, what could have been improved in the tool to fulfill the objectives of the study?

10. Are closed-ended and open- ended questions good techniques in administering this Survey?

YES  NO

If “NO”, what appropriate techniques could have been used in administering the Survey?

11. Is this Survey an appropriate tool for the study?

YES  NO

If “NO”, what are other tools appropriate for the study?

12. Among the school personnel, who can best respond to the survey? Which part of the survey they
can give best answers? Just indicate “N/A” or “not applicable”, if they are not included in the survey.

School Personnel Parts of the Survey


Students ___All sections of the survey_
Administrators _________________________
Registrar _________________________
Managers (Dean/Assoc Dean, _________________________
Program Chair)
Others (Please specify.) _________________________

Part 3. CLARITY AND UNDERSTABILITY

13. Does each part of the Survey have a clear direction?

YES  NO

If “NO”, which part of the Survey that does not have a clear direction? Do you have any
suggestion/recommendation how to improve it?

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14. Are the font style and size visible to read?

YES  NO

If “NO”, which parts in the tool that are not readable and visible?

15. Are the questions understandable with respect to what is being asked for per area?

YES  NO

If “NO”, which questions in the tool that are unclear?

16. Are the instruction and question easy to follow?

YES  NO

If “NO”, which part of the Survey that has instruction/questions difficult to follow?

17. Are there information asked that are highly confidential? Thus, respondents may not be able to
produce them.

YES  NO

If “NO”, which part of the Survey that asks data or information that is highly confidential?

Part 4. ORGANIZATION
18. Are the items -presented and organized in logical manner?

YES  NO

If “NO”, which parts in the tool that are disorganized?

19. Are all parts of the Survey organized, in terms of sequence and divisions?

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YES  NO

If “NO”, which parts in the tool that are not properly sequenced and logically divided?

20. Is there enough space in the Survey for their answers/responses?

YES  NO

21. How long should a survey take to complete?

5-10 mins  1-2 hrs. More than 1 day

10-30 mins Whole day

22. Do you have any other comments or suggestions to improve the Survey? You may write them
below.

The survey questionnaire is good already but do check the grammar and correct usage of the words in
each statement. You may refer to my comments on your survey questionnaire document.

This is the end of the Validation for the Validation Tool of your Survey Questionnaire.
Thank you for your participation.

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Appendix D

Data Gathering Tool

Dear (Name of Respondent):

We thank you for taking time to participate in this data gathering instrument for the study
entitled “Financial Support Satisfaction and Learning Determination of the Selected 3rd
Year BsMarE Students of DMMACSP”. The purpose of this study is to determine the
association of the students' financial support satisfaction and their learning determination.
There are 3 parts of this survey questionnaire. Part 1 is the Demographic Profile which elicits
information about you as our respondents. Part 2 will gather information about your’ Satisfaction
in your Financial Support. Part 3 will get additional information from you about your
determination in learning.

Please feel free to ask us should there be questions or clarifications about the survey tool. We
will be happy to assist you in accomplishing form. If at any time you feel uncomfortable or not
able to answer the question, you may skip that part or stop from participating in the survey.

Thank you.

Sincerely yours,

Jerremie M. Eder

 Mike Colin D. Cristobas

Lester Elicano

You may begin here the survey:

Directions: Please accomplish the survey tool and provide the necessary information needed to
complete.
                 
Part 1. Demographic Profile

Name (optional) _______________

Sex: Male ____    Female ______ 
Course and Section: ______________
School: ________________________

Part 2: Students’ Satisfaction in Financial Support

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Directions: Put check (✓) and rate yourself honestly based on what you actually given the
statement using the following scales:

3 - Always 2 - Sometimes 1 – Never

Questions: 3 2 1

1. I am satisfied with my monthly allowance.

2. I don’t feel worried about the payments in school.

3. My parents give me extra money for personal needs.

4. I can purchase all the school requirements.

5. I don’t need to borrow money from the others.

6. I have peace of mind in my financial life.

7. I am able to buy personal belongings with my extra allowance.

8. I spend my money on the things I enjoy.

9. I am confident in my ability to deal with financial issues.

10. I am satisfied with the amount of money that I save from the given financial
support.

Part 3. Students Learning determination.

Questions: 3 2 1

1. I exert more effort when I have challenging tasks or assignments.

2. I attend classes regularly.

3. I strived to attain a high score on quizzes, tests, and examinations despite the fact
that I am not proficient in the subject.

4. I manage to attend my classes even though I’m sick. 

5. I do reviewing and searching in google when I hardly understand the lessons.

6. I turn in my schoolwork on time.

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7. I participate in class discussions. 

8. I focus more on my studies. 

9. I manage my time effectively in doing school works. 

10. I do my school work regularly.

This is the end of the survey. Thank you for your participation.

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