4 results
Search Results
Now showing 1 - 4 of 4
Item Restricted Financial literacy and the gains from financial experience: learning by doing(2018-12-20) Cuesta, Jowan Sebastian A. ; Fider, Maria Angela A.; Daway-Ducanes, Sarah Lynne S.The purpose of this study is to determine whether a UP student’s exposure to the financial market and his acquired financial experience is associated with financial literacy. The study takes into account a student's personal background, family socioeconomic background, and financial socialization to evaluate his exposure to the financial market and analyze the effects of financial experience and other factors that may affect his financial literacy. An ordered logit analysis was used to assess the effects of multiple variables divided among the given categories. Personal background details were generally not significant to financial literacy other than the birth order. Not being the first born shows positive association with financial literacy as explained by how one learns from the elder sibling. A family’s socioeconomic background generally had no significant effect on financial literacy, whether it be income or field of work. A student’s financial socialization has also shown varying effects on financial literacy. Credit card use is surprisingly negatively associated to financial literacy, while the use of mobile money/wallets is positively associated with financial literacy as the latter provides a more accurate measure of an active financial participation, and thus, greater financial experience. Having personally invested in the financial market has a positive association to financial literacy which further shows the effects of active financial participation leading to financial literacy. The study concludes that not a single factor is responsible for an increase in financial literacy and that the act of “learning by doing”, which includes financial market experience, active participation, combined with exposure and attitudinal aspects, is highly associated and effective in increasing financial literacy.Item Restricted An empirical study on the demand of life insurance in the Philippines(1984-03) Apetrior, Arleen J.; Riingen, Leonardo A.; Alonzo, RupertoItem Restricted The effect of monetary policies on personal savings from 1970-1980(1986-03-18) Jazmines, Maria Shirley R.; Roceles, Maria Editha F.Item Restricted Are teachers more financially literate than the rest of the Philippine population?(2016-06) Galandines, Justine Maria Regina D.; Macasaet, Pamela Y.; Ravago, Majah-Leah V.Are teachers more financially literate than the rest of the population? We used data from the Consumer Finance Survey 2009 and Metrobank Foundation, Inc. and UPecon Foundation Inc.’s Survey of Outstanding Teachers under the project, “Economic Success and Awards: Impact Evaluation of the Metrobank Foundation Award for Outstanding Teacher” to answer this question. Using aspects of financial literacy, particularly financial behavior and financial attitude, we created an index for financial literacy. We then used OLS regressions to estimate how factors, including occupation (whether teacher or non-teacher), marital status, location, education, expenditures, household size, and gender, affect the financial literacy index. Results show that teachers have significantly higher financial literacy and financial behavior indices than that of the rest of the population. However, teachers do not have significantly higher financial attitude indices than that of the rest of the Philippine population. This indicates the importance of ensuring that teachers are capable of financial education through seminars, courses, trainings, and programs. It is vital that as we integrate financial education in the educational system, teachers are prepared with adequate financial knowledge, behavior, and attitude.