Abstract

This study examined financial difficulties and academic performance among Grade 12 HUMSS students. It considered access to learning resources, participation in school activities, motivation, and overall academic engagement. The research aimed to identify common financial problems experienced by students and describe their perceived relationship with learning outcomes. The study used a quantitative-descriptive design involving 112 Grade 12 HUMSS students selected through stratified sampling. Data on financial conditions, experiences, and perceived academic implications were collected using a validated survey questionnaire. Frequency, percentage, ranking, mean, and Likert-scale interpretations were used in the analysis. Grade 12 HUMSS students reported that limited allowances, high transportation costs, and insufficient budgets for school projects made full participation in class more difficult. They also associated financial difficulties with stress, reduced concentration, delayed completion of academic requirements, limited access to learning materials, and inconsistent attendance. The findings indicate that respondents perceived financial difficulties as moderately related to their academic performance. Common concerns included limited allowances, insufficient school materials, and difficulty completing requirements. Financial stress was also associated with reduced concentration, participation, and motivation, although some students reported developing resilience and time-management skills. Because the study was descriptive and nonexperimental, these findings should not be interpreted as evidence of causation.