PARENTAL FINANCIAL LITERACY AS A PREDICTOR OF THE PROBLEM-SOLVING DISPOSITION OF GRADE 6 LEARNERS AT SAN ANTONIO ELEMENTARY SCHOOL, SCHOOLS DIVISION OF DAVAO ORIENTAL: A DESCRIPTIVE–CORRELATIONAL STUDY

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This study examined parental financial literacy as a predictor of the problem-solving disposition of Grade 6 learners at San Antonio Elementary School, Schools Division of Davao Oriental. Anchored on Social Learning Theory and Family Financial Socialization Theory, it determined the level of parental financial literacy in terms of financial knowledge, financial behavior, and financial attitudes, and the level of learners’ problem-solving disposition in terms of problem-solving confidence, approach–avoidance style, and personal control. A quantitative descriptive–correlational design was employed using total enumeration. Forty-four (44) Grade 6 learners and their corresponding parents/guardians (one parent/guardian per learner) served as respondents. Parents/guardians answered a Parental Financial Literacy Questionnaire adapted from Bangko Sentral ng Pilipinas measures, while learners answered an adapted elementary version of the Problem-Solving Inventory (PSI). Descriptive statistics were used to summarize variable levels. Pearson correlation and multiple regression were used at α = .05 to test relationships and predictors. Results indicated that parental financial behavior and financial attitudes were significantly and positively associated with learners’ problem-solving disposition, while financial knowledge showed a weaker, nonsignificant association. Regression results further showed that financial behavior and financial attitudes significantly predicted learners’ problem-solving disposition, while financial knowledge did not, with the model explaining 28% of the variance. Findings suggest that consistent home-based financial routines and planning-oriented values may reinforce learner dispositions toward engagement and persistence in problem solving.

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