INFLUENTIAL FACTORS OF IMPULSIVE BUYING BEHAVIOR ON THE BUDGETING SKILLS OF GRADE 12 STUDENTS OF ACCOUNTANCY BUSINESS AND MANAGEMENT

Abstract

The study aims to explore the relationship between budgeting skills and factors influencing impulsive buying behavior among Grade 12 Accountancy, Business, and Management (ABM) students. Impulse buying, defined as unplanned or emotion-driven purchases, is prevalent across various demographics. Understanding the budgeting skills of students is crucial, as financial literacy has been shown to negatively correlate with impulsive buying behaviors; higher financial literacy often leads to reduced impulse purchases. 

The research also seeks to quantify the impact of specific factors—namely sales promotions and product features—on students' impulsive buying tendencies. Studies have demonstrated that sales promotions, such as discounts and special offers, can significantly trigger impulse buying by altering consumers' perceptions and encouraging unplanned purchase

Furthermore, the study aims to assess the current level of budgeting skills among these students. Insights from this assessment will inform the development of targeted seminars designed to help students recognize and manage triggers leading to impulsive buying. By enhancing their budgeting skills and financial awareness, students can be better equipped to make informed purchasing decisions and mitigate the effects of impulsive buying behaviors. In this study, a quantitative descriptive correlational design was utilized to explore the relationship between budgeting skills and factors influencing impulsive buying behavior among Grade 12 Accountancy, Business, and Management (ABM) students at Immaculada Concepcion College. A total of 139 students participated by completing an online survey questionnaire.

To select participants, the researchers employed convenience and quota sampling methods. Convenience sampling involves selecting participants based on their availability and willingness to participate, while quota sampling ensures that specific subgroups are proportionally represented within the sample. This approach allowed for a diverse and representative sample of the student population.

Data analysis involved calculating the weighted mean to interpret the extent of influential factors on impulsive buying and to assess the students' budgeting skills. Additionally, Pearson correlation coefficients were computed to determine the strength and direction of the relationship between these influential factors and budgeting skills. This statistical method measures the degree of linear association between two continuous variables, providing insight into how changes in one variable may relate to changes in another.

The findings from this study offer valuable insights into the interplay between budgeting skills and impulsive buying behaviors, which can inform the development of targeted financial education programs aimed at enhancing students' financial literacy and self-control in spending habits. The study's findings reveal that both sales promotions and product features significantly influence impulsive buying behavior among Grade 12 ABM students. Despite the presence of these factors, respondents exhibited high levels of budgeting skills. Data analysis identified a negative correlation between the influential factors of impulsive buying and budgeting skills, indicating that as susceptibility to impulsive buying increases, budgeting proficiency decreases, and vice versa. However, the correlations between sales promotions/product features and budgeting skills were statistically insignificant, suggesting that while these factors affect impulsive buying tendencies, they do not directly impact budgeting skills. Consequently, the null hypothesis was rejected, affirming a significant relationship between the variables.

These findings align with existing literature. Studies have demonstrated that sales promotions can trigger impulse purchases by altering consumer perceptions and encouraging unplanned buying decisions. Additionally, research indicates that individuals with higher financial literacy and self-control are less prone to impulsive buying behaviors, as they are better equipped to manage their finances and resist immediate gratifications. This underscores the importance of financial education in enhancing budgeting skills and mitigating impulsive spending.

In summary, while sales promotions and product features serve as catalysts for impulsive buying among students, these factors do not directly diminish their budgeting abilities. The negative correlation observed suggests that strengthening budgeting skills and financial literacy may serve as a buffer against impulsive purchasing tendencies. Therefore, implementing targeted financial education programs could be instrumental in fostering prudent spending habits among students. The study's findings reveal a negligible relationship between susceptibility to impulsive buying—particularly influenced by sales promotions and product features—and budgeting skills among students. This suggests that while these factors may trigger impulsive purchases, they do not significantly impact students' ability to manage their budgets. This complexity in buying behavior indicates that other variables, possibly beyond the study's scope, contribute to impulsive buying tendencies.

These insights underscore the importance of implementing financial education programs that enhance students' awareness of triggers leading to impulsive buying. By understanding these triggers, students can develop strategies to manage impulsive urges, leading to more deliberate purchasing decisions. Research indicates that financial literacy has a negative effect on impulsive buying behavior, meaning that higher financial literacy is associated with lower impulse buying tendencies. 

Moreover, educating students about the impact of sales promotions and product features on their purchasing behavior can empower them to critically evaluate marketing tactics. This knowledge enables students to make informed choices, fostering long-term financial well-being. Studies have shown that financial education can decrease impulsive decision-making, suggesting that such programs are effective tools in promoting prudent financial behaviors. 

In conclusion, while sales promotions and product features can prompt impulsive buying, they do not necessarily undermine students' budgeting skills. Therefore, integrating comprehensive financial education into curricula is essential to equip students with the tools needed to recognize and manage impulsive buying triggers, ultimately benefiting their long-term financial health.