This study employed a qualitative phenomenological approach to explore how Grade 12 boarding house students of Surigao del Norte National High School manage their allowances and prioritize daily spending while living away from their families. Boarding students encounter early financial independence that requires them to allocate limited resources for food, transportation, school requirements, communication, and personal needs. Understanding how students navigate these responsibilities is essential in promoting financial discipline and academic well-being. Purposive sampling was used to select 15 Grade 12 boarding house residents who independently managed their allowances. Data were gathered through focus group discussions and in-depth interviews using a validated semi-structured guide. All interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s phenomenological method, with member checking and triangulation ensuring trustworthiness. The analysis generated three major themes: (1) Prioritizing Basic Needs over Wants, highlighting students’ preference for food, transportation, and school requirements over luxuries; (2) Struggles in Budgeting and Financial Pressure, describing stress, hunger, borrowing, and reduced academic focus due to limited funds and unexpected expenses; and (3) Coping Strategies and Financial Discipline, revealing how students develop saving habits, self-control, and responsible decision-making to survive within their allowances. Findings indicate that allowance management significantly influences students’ emotional stability, independence, and academic engagement. While financial limitations pose challenges, they also foster maturity and responsibility among boarding students. The study recommends integrating financial literacy programs, parental guidance, and school-based support systems to strengthen students’ budgeting skills and overall well-being.
Escalante et al. (Thu,) studied this question.