FINANCIAL LITERACY AND THE SPENDING HABITS OF SENIOR HIGH

SCHOOL STUDENTS OF GABRIEL TABORIN COLLEGE OF

DAVAO FOUNDATION, INC.

A Research Presented to the Faculty of Senior High School

Gabriel Taborin College of Davao Foundation, Inc.

In Partial Fulfillment of the Requirements for the

Practical Research 2

VELEZ, SUMMER THERIZ C.

GALUPO, DIAMOND JOY C.
VALDEZ, MA. DHANICE V.
MARQUEZA, MARIEL D.
ESTILLORE, JODYL V.
COLE, APRIL ANN C.
FLORES, ELYZA M.

DECEMBER 2023
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Bad spending habits can have far-reaching impacts on an individuals’

financial well-being over their lifetime. While a few bad spending habits might not

seem significant over time, the consequences of these habits can create difficult

financial circumstances. This is particularly applicable for teenagers, who are

often just starting to manage their finances and may not have a solid

understanding of the effects of their spending habits. This paper aims to explore

the impacts of bad spending habits including impulsive purchases, overspending,

credit addiction, and lack of financial planning on teenagers’ financial well-being.

Internationally, in Malaysia spending habits of students has become their

primary concern. The spending pattern has become social problem among the

younger generation in the country especially in universities. These situations of

financial not wise management are often related with poor knowledge in

budgeting and lack of financial management and literacy (Bahktiar et al., 2019).

In addition, most of the college students are unsure of managing the money

wisely (Holland, 2016). The spending behavior influences them more and has

difficulty in managing money wisely (Andriani & Nugraha, 2018).

In Philippines, spending behavior has never been stable, especially

among university students. One of the challenges they face is budgeting in their
money spent. The spending conduct of youth and their constrained

comprehension of cash administration invigorate propensities that may result to

expensive budgetary errors today and later on (Villanueva, 2017). Furthermore,

young adults are often influenced by their peers and societal pressures. Social

media, in particular, has been cited as a platform that promotes excessive

spending, as individuals are exposed to idealized lifestyles and consumption

patterns.

Locally, in the University of Saint Louis Tuguegarao City, Cagayan, they

discussed the topic of spending behavior among students. The study stated that

the challenges of college students is the difficulty to control the way they spend

(Abawag et al., 2019). That allowance is regarded as the constant problem of

middle-class Filipino students, most of the senior students spend about 60% of

their allowance in transportation, books, and school supplies, but spend 40% on

non-essential goods and services such as entertainment, apparel, and travel and

vacation (Briones et al., 2019). Among the eight Association of Southeast Asian

Nations (ASEAN) Countries assessed by Standard and Poor’s (S&P) in 2014, the

Philippines ranked third from last in terms of financial literacy, with only 25

percent of adults being financially literate (Klapper, 2015). Young adults who do

not set financial goals or create budgets are more likely to engage in excessive

and unplanned spending. Without a clear financial plan, it’s easier to fall into bad

spending habits. Further, consumer culture and materialistic values prevalent in

society can encourage young adults to prioritize immediate gratification through

spending, often at the expense of long-term financial stability.

 Several studies have focused only on the importance of spending habits to

the teenagers. However, those studies are of foreign origin, with none conducted

in the local setting, and type of research used is qualitative. Therefore, for the

researchers to have an in-depth understanding of the impacts of spending habits

on financial literacy of teenagers, the study was conducted in a quantitative

format.

The study urgently needs to determine the relationship between

individuals’ financial literacy and spending habits as the earlier it does the higher

the possibility to come up with appropriate measures to address bad spending

habits at an early age, to forge a more responsible consumers that will then

address the financial literacy rate among Filipinos. Moreover, as years go by,

individuals are consistently facing the challenges in increase of inflation rate in

the country. This study aims to provide information that can be used as a

foundation to create individuals who can efficiently withstand the consistent

increase of inflation rate. In addition, the results and findings of the study will be

disseminated to the institution involved and presented in different research

formats. The researchers wanted to address the students' spending habits and

financial literacy as well as propose solutions to the problem. Thus, this research

was initiated.

Statement of the Problem

 This study aims to determine the relationship of financial literacy and

spending habits of the Senior High School Students in Gabriel Taborin College of

Davao Foundation, Inc.

Findings of the study ought to answer the following questions:

1.What is the extent of financial literacy in terms of:

1.1 parental socialization;

1.2 peer influence; and

1.3 self-control?

2. What is the level of students’ spending habits in terms of:

2.1 academic purpose;

2.2 personal needs; and

2.3 food?

3. Is there a significant relationship between financial literacy and spending

habits?

Hypothesis

The following is the hypothesis provided by the researchers used as basis

for further investigation at 0.05 level of significance:

1. There is no significant relationship between financial literacy and

spending habits.
Review of Related Literature

This section presents the review of related literature and studies after the

thorough and in-depth search by the researchers. This gave the researchers

enough background in understanding the study.

Academic Purpose

According to Yayar et al. (2019), students who prioritize their academic

goals are more likely to spend money on educational resources such as

textbooks, study materials, and tutoring services. They are also more likely to

allocate their funds towards attending academic conferences or workshops to

enhance their knowledge and skills.

According to Singh et al. (2020), there is a significant relationship between

academic purpose and spending habits. Students who are highly motivated

academically are more likely to budget their finances effectively and make wise

spending decisions. They are also less likely to spend money on non-essential

items or activities.

Personal Needs

According to Mediano et al. (2021), personal needs are fundamental

desires that motivate individuals to engage in goal-directed behaviors, including

spending. Individuals with higher levels of unmet needs tend to spend more

money than those with lower levels of unmet needs. In addition, personal needs

or individual needs refer to the specific requirements and desires of an individual,

which can be physical, psychological, or social in nature. Abraham Maslow's

hierarchy of needs theory identifies five levels of human needs, including

physiological needs (e.g., food, sleep, water), safety needs, love and

belongingness needs, esteem needs, and self-actualization needs (Mcleod,

2023).

Food

As stated by Kempinski (2023), that many students find themselves

spending too much of their money on fast food, and this can have a negative

impact on their college savings and everyday life. Students tend to purchase fast

food for social reasons, because they are stressed, or if they are simply hungry.

He said that students spend a lot of money on fast food for a variety of reasons.

For one, it can be convenient and quick for those with busy schedules. Fast food

is also relatively inexpensive, making it a great option for those on a tight budget.

Furthermore, according to Wehrli (2022), that It turns out that teenagers are

spending their money on food, clothes, and cryptocurrencies. Some parents may

deem it necessary to keep a careful eye on the money their teenagers are

spending. In addition, teenagers who have part-time jobs are experiencing

having their own finances for the first time, and this means the freedom to make

purchases without their parent’s consent. This means that teenagers are likely to

spend (at least) some of their money on things that they want, without much

thought.

Parental Socialization
 According to Olander et al., (2021), parental socialization is a way for

parents to develop children’s character in various ways, which will lead children

to knowledge about the importance of saving. In addition, Webley et al. (2022),

argues that parental socialization is very important when it regards to financial

issues because it will have an impact on children’s future orientation. A child will

follow the behavior of his/her parents, if parents can manage and save their

money well then, a child will also behave the same way with his/her money.

Parental socialization is the influence that parents give to their children to build

awareness of the importance of saving.

Peer Influence

As stated by Gulati (2018), that peer influence can have an impact on

students spending habits. This is because students today spend more time in

school. They will follow the trend that the majority of their peers pretend to follow

in order to fit into a group or be liked by their peers. This will have an impact on

teen buying habits.

According to Duflo & Saez (2020), on the other hand, people who have

similar preferences are more likely to have similar spending behavior because

peers influence each other. The more peer pressure there is, the more

customers are likely to follow their friends to buy certain products. Investigation

plays an important role whether peer effects in savings decisions.

Self-control
 According to Tan (2021), self-control is one of the many virtues that is

something that can be learned by each and every person. And learning it will

prove to be very significant in the way people handle their finances. Possessing a

sense of self-control somehow helps people to put aside money instead of

spending it. It helps people to resist the terrible "itch" they get to spend money

the moment they get hold of it. In addition, this is a common pitfall for most

people. Often, when people come into a certain amount of money, they have this

tendency to rush out and instantly satisfy the irresistible urge to splurge on

anything they lay their eyes on.

Self-control plays an important element which impact individual’s saving

behavior. It is linked with individual’s attitude since it is individual’s perception

about performing specific behavior. As stated by Stromback et al. (2018), that

people with good self-control are more likely to save money from every pay-

check, have better general financial behavior, feel less anxious about financial

matters, and feel more secure in their current and future financial situation.

Theoretical and Conceptual Framework

This study is supported by the proposition of Azmi & Ramakrishnan (2018),

which states that financial education contributes to the individuals’ spending

habits. Their research findings found out that financial education is one of the

aspects that need to be concern by an individual in order to manage his or her

finance in personal and work life effectively. In addition, it is said that the main

purpose of financial education is to assist individuals in acquiring the basic

knowledge and skills in order to have a better understanding the choices that

they choose (Ambuehl et al. 2014). This means that understanding the

importance of financial education is essential to have a good spending habit.

According to Ajzen (1991), people perform certain behavior because they

form an intention to do so. In this Theory of Planned Behavior (TPB), the three

concepts that determine the intention are attitude towards the behavior,

subjective norm and perceived behavioral control. It implies a person’s intention

to carry out certain actions is predicted by the perceived ease or difficulty of

performing the behavior and it is assumed to reflect past experience as well as

anticipated impediment. This is illustrated in the study of Furnham (1985),

whereby least well-educated people are not likely to practice saving as they

believe saving will not bring wealth to them. As a general rule, favorable attitude

and subjective norm and greater perceived behavioral control can lead to a

stronger intention to perform specific behavior. In conclusion, all the

determinants (financial literacy, parental socialization, peer influence and self-

control) can be well explained by the concepts of the theory in predicting

students’ saving behavior. Thus, this study intends to develop a greater

knowledge of the variables that affect teenagers' financial decision-making and

assist in the identification of practical methods to enhance their financial literacy

and spending habits.

Figure 1 shows the Conceptual Framework of the study with independent

variable and dependent variable. This study has its concept based on the

theories mentioned in the theoretical framework. The independent variable is the

financial literacy having parental socialization, peer influence, and self-control as

its indicators. The dependent variable of the study is the spending habits having

academic purpose, personal needs, and food as its indicators. Moreover, the

study set sights to the financial literacy of students by having the knowledge that

spending habits is a factor to the students’ financial literacy.

Independent Variable Dependent Variable

FINANCIAL LITERACY SPENDING HABITS

 parental socialization  academic purpose

 peer influence  personal needs
Figure 1. Conceptual Paradigm of thefood
Study
 self-control

Purpose of the Study

The purpose of this study was to investigate the financial literacy and the

spending habits of Senior High School Students at Gabriel Taborin College of

Davao, Inc. This study is beneficial to students, parents, teachers, the

community, and future researchers. For students, this will enable them to make

informed financial decisions. For parents, this research serves as a wake-up call

for parents to become more involved in their children’s financial education. For

teachers, it provides insights into the impact of financial literacy programs. For

the community, it can lead to a financially responsible and stable future

generation. For future researchers, this study may inspire them to explore the

same topic.

Scope and Limitations of the Study

 The main point of this study was to know the financial literacy and students’

spending habits among the Senior High School of Gabriel Taborin College of

Davao Foundation, Inc. The setting of this study will only be at Gabriel Taborin

College of Davao Foundation, Inc., which is a catholic institution in Lasang

Davao City, Mindanao, and will only be done during the school days for the

academic year 2023-2024.

Significance of the Study

The study's findings may offer a foundation of information that can be used

as a useful reference for other educational services that we might be able to

provide a thorough explanation of the issue for the financial literacy and students’

spending habits. This will also give benefits to the following:

Students – may benefit from this study as this study may provide them

information and that they can use this as basis to be more financially literate and

become more aware of their spending habits, especially in facing today and

future economical inflation.

Parents – this study will give them awareness of the spending habits and

financial literacy that will suggest how they can factually educate their children

about finance, so that their children must be responsible and may be less likely to

develop poor habits.

Teachers – the teachers would benefit from this study by providing and giving

them the information of financial literacy and spending habits where they can use
to become students’ role models and educate them in financial literacy that will

improve the students spending habits.

Community – this study can be the community's foundation to build more

financially literate individuals and gain responsible consumers that in result will

lead to an empowered and thriving economy.

Future Researcher – they would benefit from this study since the ideas given

can be used as reference data in performing new studies or assessing the

validity of other relevant discoveries. If they want to conduct research about

financial literacy and spending habits of students this study would serve as a

cross-reference that will provide them with a background or an overview.

Definition of Terms

The following terms used in the study are conceptually defined by the

researchers below to convey a clear and common understanding among readers.

Academic Purpose. Refers to the various expenses associated with a

student's education. This encompasses a range of costs such as books, school

supplies, transportation, school contributions, expenses related to participating in

athletic programs, and other miscellaneous educational expenditures. These

expenses are essential for students pursuing their academic goals and

maintaining their educational progress.

Personal Needs. Refers to the emotional and psychological needs that

individuals have to feel valued and respected. Some examples of personal needs
are respect, recognition, autonomy, trust, support and resources. In this study,

personal needs address positive environment.

Food. Refers to the money spent on purchasing and consuming meals,

groceries, and snacks. It's a significant category in personal budgets, and

tracking food expenses can help individuals manage their overall spending and

financial health. In this study, food refers to the uncontrollable actions of every

individual.

Parental Socialization. Can be defined as where parents’ behavior tends

to influence their children as well on what they are trying to behave. It provides

their children access to money to gain experience in decision making (Deenanath

et al., 2015). In this study, parental socialization encompasses how students

learn and know the importance of saving.

Peer Influence. Generally defined as the extent to which attitudes, beliefs,

and actions of an individual are influenced by peers. According to Laursen &

Faur (2022), peer influence is observed when one or more persons affect the

behavior of same-cohort others. In addition, peer influence is when you choose

to do something you wouldn’t otherwise do, because you want to feel accepted

and valued by your friends. It isn’t just or always about doing something against

your will. In this study, peer influence refers to the process by which peers affect

one another's attitudes and behaviors over time.

Self-control. As stated by Cherry (2023), Self-control is the ability to

regulate and alter your responses to avoid undesirable behaviors, increase

desirable ones, and achieve long-term goals. It is one of the aspects of executive

function, a set of abilities that helps people to plan, monitor, and achieve their

goals. Also covers how to improve yourself and your ability to manage your

behavior and resist temptation. In this study, self-control encompasses

individuals’ ability to manage behavior in order to achieve goals.

CHAPTER 2

METHODOLOGY

This chapter presents the research design, research respondents,

research instruments, data gathering procedure, and statistical treatment of data.

Research Design

This research will employ a quantitative – descriptive correlational

research design. This quantitative research study will involve the use of

numerical data that will descriptively analyze with the aid of computational,

statistical, and mathematical tools. This approach will utilize to describe and

quantify the problem and generate data that can be interpret using statistical

tools to know the relationship and extent of the problem on hand. According to

Bhandari (2020), quantitative research is the process of collecting and analyzing

numerical data. It can be used to find patterns and averages, make predictions,

test causal relationships, and generalize results to wider populations. Moreover,

according to McCombes (2019), descriptive research aims to accurately and

systematically describe a population, situation or phenomenon. Along with this is

the correlational research design which investigates the relationships between

two or more variables and a non-experimental, which means that the researchers

does not manipulate or control any of the variables as defined by Cherry (2023).

Since there is no manipulation of variables in this quantitative study,

descriptive and correlational research design are ideal in gathering the data

quickly especially from a natural setting. Hence, this research design will

describe and investigate the relationship between variables without manipulating

of any of them.

Research Respondents

The respondents of the study are the Senior High School Students of

Gabriel Taborin College of Davao Foundation, Inc., located at Lasang, Davao

City.

In determining the respondents or the sample, the researchers use Rao

soft online sample calculator with margin of error of 0.05 with 95% confidence

level with that 108 is the total sample. Also, stratified sampling will utilize. Hayes

(2022) mentioned that stratified random sampling works well for populations with

a variety of attributes but is otherwise ineffective if subgroups cannot be formed.

Since 108 is the total sample out of 148 senior high school students of Gabriel
Taborin College of Davao Foundation, Inc. were chosen as respondents in the

study. TVL 12 has 23 senior high school respondents. TVL 11 has 13 senior high

school respondents. ABM 12 has 10 senior high school respondents. ABM 11

has 12 senior high school respondents. HUMSS & GAS 12 has 29 senior high

school respondents. HUMSS & GAS 11 has 21 senior high school respondents.

Research Instrument

In this study the researchers will utilize adopted questionnaires in

measuring the financial literacy and spending habits. The independent variable is

the financial literacy which is divided into three parts based on the indicators

namely: parental socialization, peer influence, and self-control. The dependent

variable is the spending habits and it is divided into three parts namely: academic

purpose, personal needs, and food.

Financial Literacy. In measuring the extent of financial literacy, the financial

literacy scale developed by Thung et al. (2011) is a reliable and widely used tool

for measuring financial knowledge and understanding among individuals. It has

internal consistency of 0.833, which indicates the good applicability of the survey

questionnaire. Also, it is a self-administered questionnaire consisting of 30 items

that assess respondents' knowledge.

Each item in the financial literacy scale is scored on a 4-point Likert scale,

ranging from 1 ("Strongly Disagree") to 4 ("Strongly Agree"). The total score is

calculated by summing the scores for all 23 items, resulting in a possible range

from 30 to 60. Higher scores indicate higher levels of financial literacy.

The financial literacy scale has been validated in various studies and has

demonstrated good psychometric properties, including reliability and construct

validity. It is a valuable tool for researchers, educators, and financial

professionals to assess financial literacy levels among individuals, particularly

university students.

The following parameter limits, with their corresponding descriptions will be

applied to all levels of students’ spending habits.

Parameter Descriptive Interpretation

Limits Equivalent

3.26 – 4.00 Strongly Agree This means that the financial literacy of
students is much observed.
2.60 -3.25 Agree This means that the financial literacy of
students is fairly observed.
1.76 – 2.5 Disagree This means that the financial literacy of
students is less observed.
1.00 – 1.75 Strongly Disagree This means that the financial literacy of
students is not observed.

Spending Habits. In measuring the students’ spending habits, the spending

habits questionnaire developed by Fernandez et al. (2020) is a comprehensive

tool for measuring the spending patterns and behaviors of students, particularly

those pursuing a Bachelor of Science in Accounting Information Systems

(BSAIS) program. It has internal consistency of 0.819, which indicates the good

applicability of the survey questionnaire. It consists of 21 items that assess

students' spending habits across three main categories: academic needs, food

expenses, and personal expenditures.

The spending habits questionnaire is scored on a 4-point Likert scale, ranging

from 1 ("Strongly Disagree") to 4 ("Strongly Agree"). The total score is calculated

by summing the scores for all 13 items, resulting in a possible range from 20 to

80. Higher scores indicate more responsible and prudent spending habits.

The spending habits questionnaire has demonstrated good reliability and validity

in assessing the spending patterns of BSAIS students. It provides valuable

insights into students' financial behaviors and can be used to identify areas for

improvement and guide financial education interventions.

The following levels with its corresponding parameter limits, descriptive

equivalent, and interpretations will be followed.

Parameter Descriptive Interpretation

Equivalent

3.26 – 4.00 Strongly Agree This means that the spending habits
of students is much observed.
2.60 – 3.25 Agree This means that the spending habits
of students is fairly observed.
1.76 – 2.50 Disagree This means that spending habits of
students is less observed.
1.00 – 1.75 Strong Disagree This means that the spending habits
of students is not observed.
Data Gathering Procedure

The data gathering procedures will be conducted through the following

steps:

Seeking Permission to Conduct the Study. First, the researchers will ask for

a recommendation to conduct a study from the School President through the

School Principal of Gabriel Taborin College of Davao Foundation, Inc. Second,

the researchers sought permission from the subject teachers to get information

from their students and provide their copies of the letter of recommendation from

the School President through the School Principal. Lastly, only written consent

and assent were sent to the respondents and their parents for the voluntary

participation of the students in the study. Participation was voluntary and

anonymous.

Seeking Parental Consent and Assent from Respondents. Essentially, the

respondents will be asking to sign an informed consent before starting each

survey, this form will indicate their authorization to be included as respondents in

the research study. Individuals is entitled to make educated decisions for

themselves and to decide whether or not they want to share the data they have,

taking into account the human freedom and independence of the research of the

respondents. The role of the researcher, they will ensure that this and its future

implications have been understood by the subjects.

Administration and Retrieval of Questionnaires. Before the administration of

the instrument, orientation is conducted with the help of the subject teachers
regarding the instructions of the questionnaire. The researchers administered the

questionnaire to the respondents through face to face for both categories. After,

the questionnaire is retrieved immediately from the respondents.

Checking, Organizing, and Processing of Data. After the researchers checked

and collected the questionnaire and made sure all data were set confidential and

anonymous. Afterward, the data is organized and presented in tables and will be

submitted to the official statistician. The results will be analyzed and interpreted

in accordance to the purpose of the study.

Statistical Treatment of Data

The data gathered in this study will be subjected to the following statistical

treatment.

Mean. This was used to measure the extent of body image and leadership roles.

This will answer research questions one and two.

Pearson Product - moment Correlation r or Pearson r. This was used to

determine the significant relationship between financial literacy and spending

habits of the students. This will answer research question number three.

Ethical Considerations

To address ethical considerations in this study, the three principles

presented by Krish (2019) were followed. The following are: respect for person,

beneficence; and justice.

 Respect for persons. Researchers in the humanities face moral problem

that are specific for their research practices and, arguably, are not encompassed

by the principles in these works either, Iphofen and Tolich (2018). In connection,

the researchers presented an informed consent in this study that incorporated all

relevant study details in a comprehensive form. Furthermore, the respondents

were asked if they willingly agree or declined to have a participation for the study.

The respondents were free to participate freely.

Beneficence. Research should be conducted on something that will be

helpful to the majority of people, researchers have a moral obligation to choose

structure of studies in a way that provides the greatest amount of benefit to

society and the least amount of risk.

Justice. The principles of justice also indicate that questions being asked

in trials should be of relevance to the communities participating in the study.

(AVAC 2022). That is, it should not be the case that one group in society bears

those costs of research while another group reaps benefits. Issues of justice are

most strongly around questions about the selection of participants.

Data Privacy Act. In accordance to the declaration of R.A. No. 10173 or

the Data Privacy Act of 2012, which is to protect the fundamental human right of

privacy, of communication while ensuring free flow of information to promote

innovation and growth. The researchers have taken into account the rights of the

data subjects. In recognition to the constitution and inherent right of the

respondents, the researchers uphold respect towards their privacy in the conduct

of this research.
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QUESTIONNAIRES

4 3 2 1
Parental Socialization
As a student
1. My parents are good example for me when it comes to
money
management.
2. I always talk about money management with my parents.
3. It’s good when my parents control my spending.
4. It’s a good thing to ask my parents to keep hold of my money
sometimes to help me save.
5. My parents are proud of me for saving.
6. I appreciate it when my parents give me advice about what to
do with my money.
7. I save money because I don’t think my parents should pay for
things I don’t really need but like.
8. Saving is something I do regularly because my parents
wanted me to save when I was little.
Peer Influence
As a student
1. As far as I know, some of my friends regularly do save.
2. I always discuss about money management issue (saving)
with my friends.
3. I always compare the amount of saving and spending with
my friends.
4. I always spend my leisure time with friends.
5. I always involve in money spending activities with friends.
Self-Control
As a student
1. I don’t save, because I think it’s too hard.
2. I enjoy spending money on things that aren’t practical.
3. When I get money, I always spend it immediately (within 1 or
2 days).
4. ‘I see it, I like it, I buy it’ describes me.
5. ‘Just do it’ describes the way I buy things.
6. ‘Buy now, think about it later’ describes me.
7. I’m easily attracted by lure.
8. I always failed to control myself from spending money.
9. When I set saving goals for myself, I rarely achieve them.
10. I am more concerned with what happens to me in short run
than in the long run.
Academic Purpose
As a student
1. I compare prices before I buy school supplies.
2. I prefer to buy school supplies from popular book stores such
as National Bookstore, Pandayan Bookshop, Expression, etc.
3. I spend a large percentage of my money on review materials
such as photocopies/ printed handouts.
4. I spend my money on computer shops when doing my school
requirements.
5. I spend money on mobile data load, prepaid wifi load, and
etc.
Food
As a student
1. I compare prices before I spend money on food.
2. I prefer eating meals in our house, boarding house, or
apartment.
3. I often try food that that is new and affordable.
Personal Needs
As a student
1. I compare prices before I buy clothes, shoes, and cosmetics.
2. I usually buy pre-loved items for clothes, shoes, and the
bags.
3. I prefer buying generic clothes, shoes, and bags because it is
cheaper than branded ones.
4. I spend a portion of my allowance for the rent of my
apartment/ boarding house.
5. I wait for clothes, bags, shoes, and cosmetics to be on sale
before buying.