THE IMPACT OF SCHOOL ALLOWANCE ON THE ACADEMIC EXCELLENCE OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

School allowance refers to the financial resources students allocate for academic purposes, playing a vital role in their educational journey. This study explores the influence of school allowances on the academic performance of Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. The objective is to assess the impact of financial resources on students' academic success and identify strategies to better support their financial needs for improved learning outcomes. This study employed a quantitative approach with a descriptive-correlational research design. Data was collected through an online survey questionnaire distributed to 241 Grade 12 students, who were selected using simple random sampling. Findings reveal that the majority of respondents had an average grade of 85 to 89 in their first semester. The study yielded an r-value of 0.2754 and a p-value of 0.00001, indicating a very low positive correlation. Despite its low strength, the correlation is statistically significant, suggesting a notable relationship between school allowance and the academic performance of the respondents. Recommendations include implementing financial education workshops, promoting parental engagement initiatives, considering allowance adjustments, providing transportation support, and conducting further research to explore the long-term effects of school allowances on academic performance. This study offers practical insights for educators, parents, and policymakers to better support students' academic success.