Authors

Florilyn P. Garcia*
Teacher III/Maddela Comprehensive High School, Poblacion Norte, Maddela, Quirino, Philippines

Nilda O. Babaran, Ph.D.
Professor I/Isabela State University-Main Campus, San Fabian, Echague, Isabela, Philippines

Abstract

This study examined the influence of economics instruction on the personal finance decision-making skills of Grade 9 students at Maddela Comprehensive High School, Maddela, Quirino, for School Year 2025–2026. Specifically, it assessed the level of economic instruction, decision-making skills, and personal finance competencies of 170 randomly selected respondents, and determined the significant relationships among these variables. The study employed a mixed-methods, explanatory sequential research design. The quantitative phase used a researcher-developed, expert-validated structured questionnaire administered after the implementation of five validated Daily Lesson Plans (DLPs) constituting the financial literacy lesson exemplar. The instrument was validated by five subject-matter experts and yielded a Cronbach’s alpha of 0.715, indicating acceptable reliability. A qualitative Focus Group Discussion (FGD) with ten selected respondents was conducted to corroborate and explain the quantitative findings for Statement of Problem No. 4. These lessons covered the agriculture sector, its problems, sustainable resource use, agricultural policies, and a synthesis application, all contextualized to students’ lived experiences. Findings revealed that teaching strategies (M=3.30) and classroom activities (M=3.32) were rated Strongly Agree, reflecting the effectiveness of the interactive, scenario-based lessons. Making informed consumption choices (M=3.35) and evaluating financial trade-offs (M=3.29) were the strongest personal finance competencies, while opportunity cost understanding (M=3.21) remained the least developed. Pearson correlation analysis confirmed significant positive relationships between economic instruction and all four decision-making dimensions (p<0.05), with teaching strategies showing the strongest associations. The FGD yielded three corroborating themes: scenario-based activities as decision-making catalysts, agricultural contextualization as a meaningful learning anchor, and teacher-guided reflection as a reinforcer of outcome evaluation. The lesson exemplar effectively addressed challenges in understanding financial concepts (M=3.26), decision-making (M=3.33), and practical financial skills (M=3.31). Based on the findings, a five-module Financial Literacy Training Program is proposed to further strengthen students’ financial competencies.

Keywords: Financial literacy, economics instruction, decision-making skills, lesson exemplar, Grade 9, Philippines.

*Corresponding author/ Email: garciaflorilyn@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502977

Recommended citation:
Garcia, F. P., & Babaran, N. O. (2026). Enhancing financial literacy skills among junior high school students through an economic lesson exemplar. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1256-1273. http://doi.org/10.69651/PIJHSS0502977

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