Financial and Entrepreneural Skills of Junior High School Students and Teaching Strategies in TLE in the Congressional District IV Batangas Province

Abstract

In the Philippines equipping Filipino citizens with the essential life skills needed to meet the demands of the 21st century and among of these competencies are financial literacy and entrepreneurial skills. These abilities enable learners to manage resources wisely and recognize opportunities that contribute to individual success and community progress. Despite the efforts of the national government to strengthen and improve financial and entrepreneurial education through different programs, reforms, and curriculum integration, it is still evident that financial and entrepreneurial literacy remain low. This study aimed to assessed the current level of financial and entrepreneurial skills of junior high school students and use the findings as a foundation for enhancing teaching strategies in TLE.

In this regard, the study employed a descriptive research design to provide a systematic and objective description of the variables under investigation. A researcher-made survey questionnaire served as the primary data-gathering instrument and will be administered to selected TLE teachers from Congressional District IV in Batangas Province.

The findings revealed that students possess above-average financial skills, particularly in budgeting and saving practices, indicating that they have a foundational understanding of financial management. On the other hand consistent saving behavior and application of financial concepts require further enhancement. In terms of teaching strategies, both written tasks and practical activities were utilized, with practical activities being highly utilized and written tasks moderately utilized, suggesting that teachers recognize the importance of experiential learning in developing entrepreneurial competencies. Furthermore, the study found a highly significant relationship between teaching strategies and students’ financial and entrepreneurial skills, confirming that effective instructional approaches directly influence learners’ skill development.

Despite these positive outcomes, teachers encountered several challenges, including students’ lack of confidence in financial decision-making, difficulty in applying concepts to real-life situations, limited exposure to entrepreneurial experiences, and constraints related to time, resources, and class size. Lastly, a teaching strategy guide was the output of the study which will help teacher to develop student’s financial and entrepreneurial skills.