Comparative Study on the Level of Awareness and Competencies of Undergraduate and Graduate Students on Financial Advising
DOI:
https://doi.org/10.5281/zenodo.20684976Keywords:
financial advising, financial literacy, student competencies, willingness to learn, micro-credentialing, higher educationAbstract
This study compared the awareness, willingness to learn, and competencies of undergraduate and graduate students at the University of Nueva Caceres in relation to financial advising. A quantitative descriptive-comparative survey design was employed. Data were gathered from 100 respondents through a structured self-assessment questionnaire and analyzed using frequency counts, percentages, weighted means, and descriptive comparisons. The tabulated respondent profile reported 52 undergraduate and 48 graduate students. Findings showed that both groups were aware of financial advising concepts, although graduate students obtained a slightly higher overall awareness mean (3.64) than undergraduate students (3.56). Both groups also expressed willingness to learn, with overall means of 3.70 for graduate students and 3.68 for undergraduate students. Competency ratings were likewise at the advancing level, with graduate students obtaining an overall mean of 3.70 and undergraduate students obtaining 3.66. Across both groups, planning income adjustments emerged as the strongest competency, while procedures for various financial investments received the lowest competency scores. Based on these findings, a three-day micro-credentialing program was proposed to strengthen foundational knowledge, technical skills, ethical practice, and professional readiness. The study concludes that students possess a useful foundation for financial advising but would benefit from structured, practice-oriented learning opportunities that address specialized investment processes and support career preparation.
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