Valencia Colleges (Buk.

) Incorporated

GRADUATE SCHOOL

Hagkol, Valencia City

CERTIFICATE OF ORIGINALITY

THIS IS TO CERTIFY that the titled “Extent of the implementation of

Pantawid Pamilyang Pilipino Program (4P’s) in Relation to the Attendance of the

Beneficiaries“ is an original work of (MAT) Master of Arts in Teaching , Major in

Social Studies student of Valencia Colleges Incorporated. The thesis contains no

material which had been accepted for the award of any other higher degree in any

tertiary institution. To the best idea of researcher’s knowledge and confidence,

otherwise no material previously published or written by another person, except

when refer the reference is made in the text of this thesis.

MARITES T. MALINIS
Researcher

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 APPROVAL SHEET

This thesis entitled,” Extent the implementation of Pantawid Pamilyang

Pilipino Program (4P’s) in Relation to the Attendance of the Beneficiaries”,

prepared and submitted Marites T. Malinis, in partial fulfillment of the requirements

for the degree, Master of Arts in Teaching, Major in Social Studies, had been

examined and hereby recommended for acceptance and approval.

ELPEDIO Y. LOMARDA, Ph.D.

Adviser
--------------------------------------------------------------------------------------------------------
PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of _________.

EDWIN D. RECENTE, Ph.D.

Chairman

EDNA P.CURAYAG,Ph.D LEO JADE MATALUBOS, Ph.D.

Member Member

YESELUCIO N. PATRIARCA, Ph.D.

Member

Accepted and approved in partial fulfillment of the requirements for the

degree Master of Arts in Teaching, Major in Social Studies.

EDWIN D. RECENTE, PhD

Dean, Graduate School
Date of Oral Defense:
October 14, 2018

xii
 Chapter I

The Problem

Introduction

Poverty is the prevailing root cause of almost all of the prevailing problems

and issues in the Philippines. The problem of poverty is deeply rooted and can be

traced back to many generations. This means that poverty is making its cycle over

and over for the past years. Breaking this cycle may be a formidable task but

still needs to be addressed. There are lots of program that has been implemented

by the government for the past years to address this problem. One of these is the

adoption of the Conditional Cash Transfer (CCT) of the Latin America. Efforts have

been in order since the government adopted Latin America’s Conditional Cash

Transfer Program. The local context of the program was called the Pantawid

Pamilyang Pilipino Program (4Ps) and was pilot tested in 2007.

Pantawid Pamilyang Pilipino Program or 4Ps (formerly Ahon Pamilyang

Pilipino) is a version of conditional cash transfer program here in the Philippines

under the Department of Social Welfare and Development (DSWD). Its objective

is to eradicate extreme poverty in the Philippines through investing in health and

education mainly in children from 0-18 years of age. This program is patterned on

programs in other developing countries like Columbia (Familias en Accion), Brazil

(Bolsa Familia), and Mexico Oportunidades). Wherein the goal of each the

program is to help the poor residents to improve their health, nutrition, and

xii
education by providing cash grants (Social Assistance) and invest human capital

(Social Development) (Defensor). Hence, 4Ps helps to resolve these existing

problems for example, pregnant women and children visits health center for

check-ups and vaccination, parents or guardians attend Family Development

Sessions for responsible parenting, and parents sent their children in public

schools in behalf of the conditionalities to receive cash grants.

However, there are issues occurred towards the proper expenditure

of cash grants, for example other parents or guardians spend the money for

gambling and other expenditures instead of complying on the conditions. In

order to find out the answer regarding the issues, the study focused on the

help and aid given by the program for the pupils to succeed in their schooling

and complete their primary education. 4Ps as mentioned helps to improve

education, and beneficiaries look forward on this perspective despite its short

term implementation, ranging only for at most five years (4Ps Official Gazette

of the Republic of the Philippines).

Conceptual Framework

This study is anchored on concepts from behavioral theories such as the

Reinforcement theory of B.F. Skinner in (1997) which the cash grants act as the

incentive and then the behaviour to be elicited by both the learners and the parents

are the conditionalities. Also, with Maslow’s Hierarchy of needs in which with the

xii
help of the cash grants learners will be able to gratify their physiological needs for

them to be motivated and work with their other needs. These behavioral theories

and studies are supplemented with economic theories: Selective Material

Gratification which implies that beneficiaries would be inclined to reply the gratitude

that they obtain from cash transfers received; and Social Engagement which

denotes civic solidarity as the precondition for civic activities. (Perova, 2010).

According to Fernandez and Olfindo (2011), it was noted that the Pantawid

Pamilyang Pilipino Program was successfully rolled out to the poorest households.

In particular, the DSWD and partner agencies had successfully implemented the

pilot program and established the targeting system necessary for expansion. The

authors also marked that the targeting system based on the PMT has produced

good results as about 90 percent of the beneficiaries belong to the bottom 40

percent of the population and 72 percent belong to the poorest 20 percent. They

also presented an anecdotal evidence that the net education enrolment rates of

children in the targeted households have risen while the number of children who

have availed of the health services has also increased. According to Fernandez

and Olfindo (2011)

In many cases, these positive impacts both on education and health were

specific on areas, ages, and school levels (for education impacts). The additional

cash would aid them in their additional expenses pertaining to health and

education. Hence, beneficiaries will feel more gratified towards the government.

xii
 This will serve as an incentive to reciprocate the benefits that they receive

by participating in civic activities (Verba et al., 1995).

Figure 1 shows the schematic diagram. It consist of the three boxes namely:

The first box is for the independent variables which contains the extent of the

implementation of the 4P’s or perceived in the beneficiaries in terms of health

benefits, education benefits, parents involvement of school and community. The

second box is located on the left side is called dependent variables which contains

the extent of the implementation of 4P’s program in terms of the attendance of its

beneficiaries. The last box is under the two variables. It contains the demographic

profile of the respondents which are the age, gender, and grade level where the

leading bridge of the study.

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 Schematic Diagram

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Extent of theImplementation
of 4P’s in relation to the

Health benefits beneficiaries

Educational Benefits
Parents involvement in school Attendance
and community

Demographic profile of the

Respondents
Age
Gender
Grade level
Religious Affiliation
Ethnicity
Parents Educational Attaintment
Parents Occupation

Intervening variables Figure 1 showing

schematic diagram of the independent variables and dependent variables
understudy.

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Statement of the Problem

This study will investigate the extent of the implementation of 4P’s program

in relation to the attendance of the beneficiaries in Grade III pupils of Damulog

South District, Division of Bukidnon for the School Year 2018-2019.

Specifically, the study will answer the following problems:

1. What is the demographic profile of the respondents in terms of :

a. Age; b. gender; c. grade level?

2. What is the class attendance of any beneficiaries of 4P’s?

3. What is the extent of the implementation of the 4P’s or perceived of the

beneficiaries in terms of:

2.1 health benefits

2.2 educational benefits

2.3 parents’ involvement in school and community?

4. Is there a significant difference in the class attendance of the beneficiaries

when grouped according to age, gender and grade level?

5. Is there a significant relationship between the extent of the implementation

of 4P’s program and the attendance of the beneficiaries?

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 Null Hypotheses

1. There is no significant difference in the class attendance of the

beneficiaries when grouped according to age, gender and grade level.

2. There is no significant relationship between the extent of the

implementation of 4P’s program and the attendance of the beneficiaries.

Scope and Delimitation of the Study

The study is delimited to the investigation of the Grade –III learners’

respondents who are the 4P’s recipients. It is delimited the extent of the

implementation of 4P’s program or perceived of the beneficiaries in terms of health

benefits, education benefits to the following schools stated below with the

corresponding kinds of transportation.

Macapari Central ES and Omonay ES are accessible of any transportation.

Aludas ES, Angga-an ES, Apolan PS, Basag ES, Balud ES, Inlabo PS, Kidama

ES, Kitingting ES, Lagandang ES, San Isidro ES and Tangkulan ES are

accessible only by the motorcycles. While Buluan ES, Kitas ES, Pagompong

ES,Sarawagon ES and Taponan PS are accessible by the motor boat or

horseback riding. These are the schools belong to the South Damulog District,

Division of Bukidnon for the SY 2018-2019.

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 The purpose of the study is to get the records of the recipients from the

school based on the survey of enrolment and who are the 4P’s recipients in Grade

–III learners’ for the SY 2018-2019.

The researcher will seek to get more information about the extent of the

implementation of 4P’s learners in their class attendance in school. This

delimitations will respond to gather the data through the presence of the

respondents as they will answer to the given tools.

The respondents of the study are the 80 learners whose name are in the

list of their teacher adviser in the respective schools with their enrolment record

will identify the performance in health, education and also the performance of their

parents in school and the community. The class attendance is delimited during the

first grading period of the SY 2018-2019.

Significance of the study

The purpose of this study is to identify the extent of the implementation of

4P’s program or perceived of the beneficiaries. As a result of this study, the

researchers believed that it will be of benefit to the following groups, organizations

or individuals:

To the learners, even those who were not beneficiaries of the 4Ps, this study

will be an avenue in providing them quality education and raise their interest

towards education.

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 To the teachers, this will give a better background on them with regards to

the performance factors and encouragement needed by the learners. Also, this will

be helpful for them on how will they improve their learners performance by making

use of incentives in arousing interest and enhancement of the learners.

To the parents, this will give important information for they are the one that

controls the cash grants. Also, this will evaluate if they made proper use of this

monetary grants. This will give opportunity them to help the children in order to

finish their studies.

To the administrators, this will serve as a guide on the professional growth

needed by his/her teachers for an efficient and effective teaching process mostly

in the performance factors. Also, this study will give encouragement for the

realization of the mission, vision and goal of the in school.

To the future researchers, they can examine the results of the program for

them to be encouraged to support the program or the other way around.

Operational Definition of Terms

In order to have a common understanding of the readers, the following

terms are being defined either theoretically or operationally.

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 Age. The length of time that a person has lived or a thing has existed

Attendance. In educational setting, attendance refers to the action or state

of going regularly to or being present at the school.

Beneficiaries” refer to poor households with pregnant women and/or with

children 0-4 years old selected by the Department of Social Welfare and

Development to be a part of the program through the National Household

Targeting System for poverty Reduction (NHTSPR)(DSWD)

Conditional cash transfer (CCT) – a program that aims to reduce poverty by

making welfare programs conditional upon the receivers' actions. The government

(or a charity) only transfers the money to persons who meet certain criteria. These

criteria may include enrolling children into public schools, getting regular check-

ups at the doctor's office, receiving vaccinations, or the like. CCTs are unique in

seeking to help the current generation in poverty, as well as breaking the cycle of

poverty for the next through the development of human capital program.

Economic status. Is an economic measure of a person's work experience

and of an individual's or family's economic position in relation to others, based on

income, education, and occupation.

Educational benefits. An advantage or profit gained for education related

aspects.

xii
 Ethnicity. An ethnic group’ has been defined as a group that regards itself

or is regarded by others as a distinct community by virtue of certain characteristics

that will help to distinguish the group from the surrounding community. It is

considered to be shared characteristics such as culture, language, religion, and

traditions, which contribute to a person or group’s identity.

Gender. The state of being male or female (typically used with reference to

social and cultural differences rather than biological ones.

Grade level. Grade level refers to the number of educational stages

covering early childhood education, primary education, secondary education and

tertiary (or higher) education.

Implementation. The process of putting a decision or plan into effect; execution

Motivation. Motivation can be defined as an innate mechanism modified by

learning. Motivation refers to “the reasons underlying behavior” (Guay et al., 2010,

p. 712). Paraphrasing Gredler, Broussard and Garrison (2004) broadly define

motivation as “the attribute that moves us to do or not to do something.

Religious Affiliation. Religion is the set of beliefs, feelings, and practices that

define the relations between human being and sacred or divinity. A given religion

is defined by specific elements of a community of believers: dogmas, sacred

xii
books, rites, worship, sacrament, moral prescription, interdicts, and organization.

Parents’ involvement. Parent involvement denotes more parents’

entanglement to an activity. (Markwardt, 1990). As used in this study, it refers to

the parent’s participation and learning process, support and concern for the

development of the children in school.

Poverty - The state of one who lacks a usual or socially acceptable amount

of money or material possessions.

Profile. A record of a person's psychological or behavioural characteristics,

preferences, etc.

Social Assistance - benefits paid to bring incomes up to minimum levels

established by law. Study habit. The devotion of time and attention to gaining

knowledge of an academic subject.

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 Chapter 2

Review on Related Literature and Studies

This chapter presents the literature review and studies related on the

Conditional Cash Transfers from various countries including its impacts to

education. Various authors whose works have important learning with the present

study are included in the review for a wider perspective of the study. They also

presented advantages to develop good academic performance. The presentation

is arranged from the Conditional Cash Transfers across different countries

followed by concepts and studies on motivation of learners.

Foreign Studies

Conditional Cash Transfer on the World

In an effort to provide financial aid, education and health to the poor,

the first conditional cash transfer programs were integrated in Brazil and Mexico.

Brazil’s first CCT program was called Programa de Eradicacão do Trabalho

Infantil, but this was later integrated to the country’s recent CCT called Bolsa

Familia (World Bank, 2011). On the other hand, Mexico implemented its CCT,

called Progresa, in an attempt to provide financial aid to poor households

and improve education and health among children (Fiszbein et al., 2009).

According to Jaramillo (2011), the positive initial impact that Progresa and

Programa de Eradicacão do Trabalho Infantil had on enrollment and health

encouraged other countries to follow the framework of CCT. One of the reasons

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for this is the spillover effect that CCTs cause. For instance, Lehmann (2009)

found that in lowincome countries, CCTs have social spillover effects when

women receive the cash transfer. This is exhibited when women become more

empowered since they are the ones directly receiving the cash from the program.

Mexico’s Oportunidades

Holmes et al. (2007) conducted interviews and surveys in determining the

effect of Oportunidades on social cohesion and education which is defined as

the willingness of citizens to cooperate to achieve certain objectives . They

found that community engagements among beneficiaries improved because

of the increase in the accessibility of public goods and education. However,

beneficiaries are discovered to be more detached to non-beneficiaries, in a way

that beneficiaries huddle together in civic engagement activities. In the case of

young adults who were beneficiaries of the program, community participation

improved and they are found to be more civil and have more civic knowledge

(Cortes, 2013).

Brazil’s Bolsa Familia

During the 2006 presidential elections in Brazil, there was a significant

change in support for the governing party in regions where Bolsa Familia

beneficiaries are located (Zucco, 2010). Fried (2012) explained the reason for this

change in support stating that the shift was because the poor citizens of Brazil

xii
based their election decision on the tangible benefit they received from the political

process, which was the Bolsa Familia. Peru’s Juntos

Camacho (2014) studied the impact of Juntos on trust and social

engagement. The findings showed that trust among the non-beneficiaries

decreased since these individuals deem that the selection in availing the cash

transfer is unfair. However, to those households that are eligible, the study

showed that government trust increased, while trust towards other institutions

remain unchanged. On the other hand, Juntos also increased civic engagement

in both beneficiaries and non-beneficiaries through the increase of the number of

people who voted. The effect has not been attributed to material incentives

although the program made beneficiaries and non-beneficiaries more active in

terms of voting behaviour (Perova, 2010).

Colombia’s Familias en Accion

In a case study conducted by Attanasio et al. (2009), it has been observed

that the communities in Cartagena that received coverage from the Familias

en Acción exhibit a considerably higher level of community engagement in

contrast to communities that do not receive coverage from the CCT program.

In this case, civic engagement is measured as a component of social capital in

the form of community members’ attendance in civic organization meetings, as

well as in their participation in the electoral process.

xii
Honduras’ Programa de Asignación Familiar

In the current Programa de Asignación Familiar (PRAF), CCTs have an

impact on government support. It has been observed that the municipal-level

government party that implemented the program has a higher chance of being

re-elected in municipalities that have PRAF beneficiaries. However, there was

no effect regarding the same government party at national level elections

(Linos, 2013). On the other hand, a slightly negative outcome was found on

support towards the incumbent government at national level, which was

hypothesized to be because of the infrequent cash transfers and difficulty in

accessing the money. The non-beneficiaries showed more support towards the

government compared to the beneficiaries (Krishnaswamy, 2012).

Given previous studies by researchers, impact evaluation of CCT on social

aspects is more focused on other countries. In the Philippines, the 4Ps is

evaluated based on its impact on economic indicators such as education

and health. However, the cash transfer that the beneficiaries receive might have

a social impact on them because they might feel gratified towards the

government. This social impact could be in the form of civic engagement.

Local Studies

Philippines’ Pantawid Pamilyang Pilipino Program in 2007, the Philippines

implemented a conditional cash transfer program for the poorest Filipino

households. The Pantawid Pamilyang Pilipino Program or 4Ps, which also serves

as the country’s version of CCT, is the central program of the many poverty

xii
alleviation tactics applied. Other current poverty reduction programs include

the subsidized health insurance coverage, supplemental feeding program, the

food for work program, rice subsidy program, the Self-Employment Assistance-

Kaunlaran (SEA-K) and the Kapit-Bisig Laban sa Kahirapan – Comprehensive

Integrated Delivery of Social

Service (KALAHI-CIDSS) (Geron, et al., 2011).

The 4Ps has been the proposed solution of the Philippine government

to the intergenerational poverty cycle by providing immediate financial support

to poor households, conditional upon investments in child education and health.

The program has the primary objectives of social assistance and social

development. Social assistance aims to promote short-term poverty alleviation

through cash transfers, while social development, aims to mitigate the persistent

poverty pattern through investments in human capital. Moreover, it aims to

contribute to the fulfilment of the 2015 Millennium Development Goals (MDG).

These are to eradicate extreme poverty and hunger, achieve universal primary

education, promote gender equality, reduce child mortality, and improve maternal

health (Reyes et al., 2012).

The conditions set by the program are the prenatal and postnatal care for

pregnant women, childbirth with the assistance health professionals, mandatory

attendance in Family Development Sessions (FDS), regular check-ups and

vaccines for children below 5 years old, semi-annual deworming for children

between 6 and 14 years old, schooling of all children below 18 years of age

and at least 85% school attendance (DSWD, 2009).

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 The program selected municipalities based on the National Statistical

Coordination Board (NSCB) Small Area Estimates that determine the poorest

municipalities by their poverty incidence. Then, eligible beneficiaries are selected

based on their characteristics. Households with income not greater than the

provincial poverty line are considered. Moreover, households with children

below 14 years of age or pregnant

women are also taken into consideration for the eligibility of the beneficiaries.

In addition, National Household Targeting System for Poverty Reduction

(NHTS – PR) is utilized based on proxy variables such as housing type,

assets ownership, household head educational attainment, livelihood and

access to water and sanitation facilities (DWSD, 2009).

The 4Ps also promotes civic activities through its means of transferring

cash. According to DSWD (2009), through the implementation of the 4Ps,

women were empowered because they are the ones who are the primary

recipient or holder of the monetary transfers. In addition, belongingness is

developed and opportunities to learn new things are attained from community

meetings, where individuals develop open communication with the local

government. Local officials show sharp provision and commitment to the

program by guaranteeing the active participation of focal persons on health

and education at the community level. Lastly, there has been a dynamic

involvement of the government including local officials from DSWD,

Department of Education, Department of Health, National Anti-Poverty

Commission, and Department of Interior and Local Government in controlling

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the 4Ps’ implementation and provision of apt recommendations in order to

ensure its regularity and broad consultations from the regional to the municipal

levels.Saavedra and Garcia (2012) emphasized that although there is a difference

in average effect size from primary and secondary, there is an increase in

attendance and decrease on dropout among the fifteen developing countries who

have implemented Conditional Cash Trasnfer. Monica et al.(2015) found out that,

4Ps has significant impact on pupils’ education based on its beneficiary

conditionalities, is able and motivated to attend classes because of adequate

school supplies, satisfied meals, parasitic free stomach and supportive and

active parents.

The combined incentives increase attendance, pass rates, enrollment,

graduation rates, and matriculation to tertiary institutions. Incentives for graduation

and matriculation are particularly effective, increasing attendance and enrollment

at secondary and tertiary levels more than the basic treatment (Benhassine et al.

2015).

These studies were significantly related to this present study since this

studies evaluated the first and the present wave of the Conditional Cash Program

all over the world. Somehow most of the studies presented an increase in social

and civic engagement. Social and civic engagement has education as one of its

component/indicator.

School Attendance, Gender, Age

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 Regular attendance is important to student learning. According to

(Allensworth& Easton, 2007) there is a positive relationship between the number

of days a student was present at school and the learning outcomes. In another

study, (Gottfried, 2010) also found that a student who attends the class regularly

in the year also performs much better than those who regularly absent. Based on

similar studies,( Romer)proposed that policies aimed at increasing attendance in

in school or made the attendance mandatory might be considered in order to

improve students’ performances (Gottfried, 2010).

In UNITEN, it is also a policy for students to attend at least 80% of the class

attendance throughout the semester in order to be able to take the final exam. This

is consistent with many studies that associate the number of class attended with

the performance of the students. Therefore, it is crucial for each lecturer to monitor

his/her students’ attendances in order to detect the absenteeism as early as

possible. Normally, when a student did not come to class for 3 consecutive

classes, lecturer will send a warning letter informing the students about the

consequences. This will prevent students from continuously become absent.

However, since the process is done manually, and the number of students in one

class can be up to 100 students, it is very difficult for a lecturer to monitor

thestudents’ number of absences. It is also difficult because the number of face to

face class depends on the number of credit hour. For example, in Database course

with 4 credits, the lecture hour per week is divided into 2 hour and 1 hour lecture

on different days. A part from that, there is also another 2 hour lab session to be

attended by students. Therefore, when a lecturer needs to monitor student’

xii
absences, he/she has to go through the attendance papers and count the number

of absences manually from each class. This requires a lot of time. It is also possible

for the lecturer to miss some students who has been absent for a number of time.

To create the attendance sheet, we use daily attendance rate as the metric.

This is in line with a study for TSDS project which used daily attendance rate which

is “the frequency of days present and trends overtime” as the metrics (Young et

al., 2011). This is used as a metric because according to (Allensworth& Easton,

2007), attendance is the single largest variable in course failures among Chicago

ninth graders. In fact, course attendance has shown to be eight times more

predictive of failing a course in the ninth grade than the eighth grade test scores

(Allensworth& Easton, 2007). Another metric to be included in our future research

is student tardy rate which is the percent of days a student is tardy during the last

four weeks, last eight weeks and entire semester. This is because, by being late

to class, students will also miss a lot of information from the class. This eventually

leads to low performance in the course.A part from that, we also plan to create

several other tools in order to monitor student’s performances. These tools will be

integrated later and become a web based application which later may be accessed

and used by students, parents, advisors and lecturers at any time. Students who

are more interested in the material, or more skilled academically, or more focused

are almost certain to attend class more often than students who are less interested,

less skilled, or less focused If this is the case, then the results to some extent

reflect a general impact of motivation on performance rather than a true effect of

attendance (Romer, 1993, p. 171). Marburger (2006) found that attendance was

xii
higher in classes where absenteeism was penalised and, again, that higher

attendance led to better exam results; earlier research revealed that absenteeism

was higher on Fridays and increased as the semester progressed (Marburger,

2001). Attendance alone does not guarantee good results; those who attend and

participate in lectures and tutorials do better than those who simply turn up. The

most common reasons for non-attendance included sickness, being too busy, or

having to do paid work (Massingham and Herrington, 2006).

Study Habit

Learner should be interested in learning and must be able to apply needed

skills. On the other hand, inefficient study leads to waste of time and learner’s

energy (Hashemian & Hashemian, 2014). Study habits and skills like other skills

can be taught and learnt. Accordingly, educational researches intend to find out

effective ways to improve students’ study habits, and most suitable age of learners

where they can learn those skills. According to Nagaraju (2004) ultimate goal of

education is to present perfection and develop individuality. This final goal of

education has aimed to encourage learners in order to comfort with new situations

and solving new problems. Some skills facilitate students’ learning, such as proper

study habits, and it can motivate students to learn efficiency. The link between

study habits and academic achievement has strong connection and this variable

is one of the most important topics in educational world. Good habits and skills can

be developed in early stage of life, like childhood. If students can equip themselves

with good habits and skills it facilitates better learning. “Study habit means the habit

xii
that an individual might have formed with respect to his learning activities” (as cited

in Nagaraju, 2004, p.16).

Socio-economic Status

Socioeconomic status is an economic and sociological combined total

measure of a person's work experience and of an individual's or family’s economic

and social position relative to others, based on income and education, and

occupation (Marmot, Michael, 2004) indicates When analyzing a family’s social

economic status, the household income, earners’ education and occupation are

examined, as well as combined income, versus with an individual, when their own

attributes are assessed.

Lareau, Annette ( 2003) observes that Socioeconomic status is typically

broken into three categories, high, middle, and low to describe the three areas a

family or an individual may fall into when placing a family or individual into one of

these categories any or all of the three variables income, education, and

occupation can be assessed. Additionally, low income and little education have

shown to be strong predictors of a range of physical and mental health problems

due to environmental conditions may be the entire cause of that person’s social

predicament to begin with.

Lower socioeconomic status students often display difficulty with language

skills and struggle with reading. In comparison to higher socioeconomic status

children, they are not as accurate when completing mathematical tasks such as

word problems or addition and subtraction. As schools become aware of low

xii
student performance, students are often assigned to lower school tracks.

Consequently, students on the lower end of the socioeconomic spectrum are

forced to take lower level courses or vocational courses that do not necessarily

prepare them for higher education. Lower socioeconomic status ultimately

contributes to lower academic performance and slower rates of academic

progress. Students in lower socioeconomic communities are more likely to exhibit

behavior-related learning problems because they feel as if they do not belong in

school due to their working class background. These feelings of loneliness and

inadequacy often influence the decision to drop out for many students. Additionally,

as low socioeconomic status students become aware of high college tuition fees,

they often lose the motivation to perform well due to their inability to pay for higher

education, ultimately affecting the influence of socioeconomic status on student

achievement. Research indicates that children from low-SES households and

communities develop academic skills more slowly compared to children from

higher SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009). Initial

academic skills are correlated with the home environment, where low literacy

environments and chronic stress negatively affect a child’s preacademic skills. The

school systems in low-SES communities are often under resourced, negatively

affecting students’ academic progress (Aikens & Barbarin, 2008). Inadequate

education and increased dropout rates affect children’s academic achievement,

perpetuating the low-SES status of the community. Improving school systems and

early intervention programs may help to reduce these risk factors, and thus

increased research on the correlation between SES and education is essential.

xii
 Amutabi, M.N ( 2003) discuss the impact of socioeconomic status on

children's readiness for school:"The segregating nature of social class, ethnicity

may well reduce the variety of enriching experiences thought to be prerequisite for

creating readiness to learn among children. Social class, ethnicity, dictate

neighbourhood, housing, and access to resources that affect enrichment or

deprivation as well as the acquisition of specific value systems.

APA ( 2001) describe the relationship of family socioeconomic status to

children's readiness for school, Across all socioeconomic groups; parents face

major challenges when it comes to providing optimal care and education for their

children. For families in poverty these challenges can be formidable. Sometimes,

when basic necessities are lacking, parents must place top priority on housing,

food, clothing, and health care. Educational toys, games, and books may appear

to be luxuries, and parents may not have the time, energy, or knowledge to find

innovative and less-expensive ways to foster young children's development.(

Ominde, S.H 1964) observes that even in families with above average income

parents often lack the time and energy to invest fully in their children's preparation

for school, and they sometimes face a limited array of options for high-quality child

care both before their children start school and during the early school years.

Kindergarten teachers throughout the country report that children are increasingly

arriving at school inadequately prepared.

Families with low socioeconomic status often lack the financial, social, and

educational supports that characterize families with high socioeconomic status.

Poor families also may have inadequate or limited access to community resources

xii
that promote and support children's development and school readiness. Parents

may have inadequate skills for such activities as reading to and with their children,

and they may lack information about childhood immunizations and nutrition.

Lareau, Annette (2004) state that "low maternal education and minority-language

status are most consistently associated with fewer signs of emerging literacy and

a greater number of difficulties in preschoolers." Having inadequate resources and

limited access to available resources can negatively affect families' decisions

regarding their young children's development and learning. As a result, children

from families with low socioeconomic status are at greater risk of entering

kindergarten unprepared than their peers from families with median or high

socioeconomic status.

Insight Gained from the Previous Study

The (4P’s) Pantawid Pamilyang Pilipino Program was just adapted from

Latin Americas Conditional Cash Transfer and for the other countries proven that

this program is of good of used and effect to education and health of its recipients.

It’s true that literatures have read presented both the development in

education and health. In the study of Reyes et. al.2012, the program provide a

betterment in health since the children recipients and the mother’s (holder the

monetary transfer had a mandatory (FDS) Family Development Sessions in a form

of regular check-up and vaccines. Also due to the cash grants the families who’s

uplifted in terms of their economic status. In other words the 4P’s is empowering

the less fortunate families.

xii
 Lastly, in education it transpired that due to the cash grant pupils can buy

school supplies they needed so they were inspired to do well in school.

Absenteeism was almost not the problem anymore due to the cash grants. As

result, the class attendance was observed from the pupil’s recipients.

xii
 Chapter 3

Research Methodology

This chapter presents the location where the study is located. It includes the

research design, the research locale, and subject respondents of the study, the

sampling procedure, and the data gathering tools, the administration of the

instrument, the scoring procedure, and the treatment of the data were also

presented.

Research Design

This study used the descriptive correlation research method, wherein the

researchers used the survey through the interview method, rating scale,

questionnaire assisted by the researcher to find out the response of the recipient-

respondent (parent, learners and teachers as to the support given by the 4P’s

program.

Research Locale

The study was conducted at Damulog, Bukidnon where its respondents

were from the 18 Elementary Schools of Damulog South District. All of them were

Grade III pupils who were also Pantawid Pamilyang Pilipino Program (4P’s)

beneficiaries.This study aimed to determine the extent of the implementation of

Pantawid Pamilyang Pilipino Program (4P’s) in relation to the Attendance of the

beneficiaries for the SY 2018-2019. The map where the study was conducted is

shown in figure 2.

xii
Mda

Marites DAMULOG M
MA SOUTH M
M DISTRICT

DAMULOG M
MA NORTH M
M DISTRICT

SCHOOLS IN
SOUTH DISTRICT

SCHOOLS IN
NORTH DISTRICT

Figure 2, showing the administrative Map of Damulog where the 18 schools are
located.

xii
Subject – Respondent of the Study

The subjects of the study were only the Grade 3 learners who were

Pantawid Pamilyang Pilipino Program beneficiaries from the 18 different schools

of Damulog South District, Division of Bukidnon for the SY 2018-2019. There were

80 learners that were took in the list of their teacher adviser and the office of the

School Principal. Based on the data list some schools 40% of the total beneficiaries

where selected, some schools had 20% and there were schools which had 10%

of the total 4P’s recipients selected. The table 1 presented the distribution of the

subject-respondents by school.

Data Gathering Procedure

The researcher used non-probability sampling methods because we did not

know the probability that each population element be chosen, and/or we cannot be

sure that each population element had a non-zero chance of being chosen. There

were two main type of non-probability sampling methods which were voluntary

sample and convenience sample. The researcher used convenience sampling

because it was easier and more suited in gathering data.

xii
Table 1
Distribution of Respondents by School

Name of School Number of Pupils in Total of the

Grade III Respondents
Aludas ES 25 5
Angga-an ES 30 12
Apolan PS 10 1
Baluan ES 20 5
Balud ES 20 6
Basag ES 26 3
Inlabo PS 15 2
Kidama ES 15 5
Kitas ES 13 2
Kitingting ES 24 7
Lagandang ES 30 4
Macapari CES 34 7
Omonay ES 26 6
Pagompong ES 12 1
San Isidro ES 15 5
Sarawagon ES 8 2
Tangkulan ES 35 6
Taponan ES 8 1
Over all 366 80

Research Instrument

The research instrument used the questionnaire or checklist. There were

questions about the demographic profile of the respondent. There were three

checklist for the indicators of the extent of the implementation of the 4P’s or

perceived of the beneficiaries in terms of health benefits, educational benefits

parents’ involvement in school and community. The researcher adapted the

questionnaire from the Asia Pacific Journal of the Education, Art and Science. The

instrument was designed for the Schools of Damulog South District, Division of

Bukidnon. The respondent were given form to fill out information like demographic

xii
profile and afterwards followed by the checklist. Then, they checked the column

that state what they had observed.

Administration of the Research Instrument

The researcher secured a permission from the Public Schools District

Supervisor of Damulog South District through a letter of request which was duly

signed by the Dean of the Graduate School of Valencia Colleges Incorporated

.Then, the researcher secured permission to the school principal of the School for

the approval launching of the instrument and gathering of data.

The researcher personally went to the schools to distribute the

questionnaires. The administration of the instrument was done during the vacant

times of the learner-respondents. Before the instrument was given, the researcher

explained to them the purpose of the instrument; the respondents were informed

that the tests is not speediest skill. The respondents were given enough time to

answer the checklist. The instrument was retrieved on the same day, right after the

respondents finished answering the instrument.

Scoring Procedure

The respondents were given a questionnaire to answer. The instructions on

how to answer it was clearly stated on the same paper. Basically, the respondents

gave their demographic profile (age, gender, grade level, parents’ occupation, and

ethnicity. These were tallied and its frequencies were extracted. On the second

checklist, the respondents answered by just checking the column of the 5 choices

xii
provided after each item with the corresponding points. Each item in each category

had the interval ranges from a scale of 5-1 to indicate the qualifying statement

where 9-10 out of 10 situations were rated as very high extent while the 1-2 out of

10 situations were rated as very low extent. The following scale was given in the

interpretation of the responses of the respondents.

Scale Interval Qualitative Description Qualifying Statement

Range

5 9 – 10 Very High Extent Observed All times 9 -10 out of 10 situations

4 7-8 High Extent Observed most of the times 7-8 out of 10

situations

3 5-6 Moderately Extent Sometimes observed 5-6 out of 10

situations

2 4-3 Low Extent Rarely observed 3-4 out of 10 situations

1 1-2 Very low Extent Almost not Observed 1-2 out of 10 situations

Treatment of the Data

The following statistical techniques and procedures were used to answer as

they observed the following situations. To describe the demographic profile of the

respondents’, rapid counts and percentage were computed; to determine the

extent of the implementation of 4P’s recipients in terms of health benefits,

education benefits, parents’ involvement and community percentage, arithmetic

mean and standard deviation were computed. To determine learner’s class

attendance, mean and percentage were also computed.

xii
 EXTENT OF THE IMPLEMENTATION OF PANTAWID PAMILYANG
PILIPINO PROGRAM (4Ps) IN RELATION TO THE
ATTENDANCE OF THE BENEFICIARIES

Part 1. A. Respondent’s Demographic Profile

Direction: Kindly fill in the blank and check the option from among the choices the
data which is applicable to you as learner.

Name: _____________________________________________
School:_____________________________________________
Age :
8-9 _____ Monthly Family Income:
10-11 ___ 1000-5000__________
12-15 ___ 600-10000_________
16 above__ 11000-15000_______
16000 above _______
Gender :
Male ___
Female___

Religious Affiliation: Ethnicity:

Langkat_______ Christian_______ Manobo________
Islam_______ Born Again____ Cebuano_______
Roman Catholic _____ Maguindanaon____
Baptist _______ Ilokano_____
INC_________ Tagalog______

Parents Educational Attainment: Parents’ Occupation:

Elementary Grad/ Level______ Farming_________
Secondary Grad/ Level ______ Self –employed_____
Tertiary Grad/ Level ________ Employed_________
Business__________

xii
 EXTENT OF THE IMPLEMENTATION OF PANTAWID PAMILYANG
PILIPINO PROGRAM (4Ps) IN RELATION TO THE
ATTENDANCE OF THE BENEFICIARIES
Part II. The level performance of the 4P’s recipients in terms of health, education
and parents’ and parents involvement in school and community.
Please check inside the box located on the left side if the following statements
they observ they observed
5 4 3 2 1
Health benefits
VHE HE ME LE VLE
1. I receive deworming pills twice a
year.
Ako makadawat ug purga or deworming pills
kaduha sa usa ka tuig.
2. .I go to the health center twice a
month.
Ako moadto sa health center kaduha sulod sa usa
ka bulan.
3. I eat my meal three times a day.
Makakaon ako’g katulo ka beses sulod sa usa ka
adlaw.
4. I take vitamins twice a week.
Matumar akog vitamins kaduha sa usa ka simana.
5. My weight is monitored every
month.
Gina- obserbahan ang akong timbang matag
bulan.
6. I drink 8 glasses of water every
day.
Makainom akog walo ka basong tubig matag
adlaw.
7. My parents/guardians are able to
plant different varieties of
vegetables.
Ang akong mga ginikanan nagatanom ug
nagkalaing-laing matang sa gulay.
8. My weight is being monitored by
our department service.
Ginabantayan ang akong timbang sa atong
departmento.
9. My parents/ guardian are
mandated to put up the trash bin
per household.
Ang akong mga ginikanan gi- awhag sa
pagbutang ug butanganan sa basura duol sa
among puloy-anan.
10. My parents/guardian are required
to go to health center once a
month.

xii
 EXTENT OF THE IMPLEMENTATION OF PANTAWID PAMILYANG
PILIPINO PROGRAM (4Ps) IN RELATION TO THE
ATTENDANCE OF THE BENEFICIARIES
5 4 3 2 1
Education benefits
VHE HE ME LE VLE
1. I am able to go to school early
in the morning.
Ako kinahanglan moadto sa eskwelahan
sayo sa buntag.
2. I am able to attend classes
every day.
Kinahanglan ako moapil sa klase kada adlaw.
3. I am able to make my project
and assignment.
Kinahanglan ako magbuhat sa akong project
og assignment.
4. I am able to participate in
every activity in school.
Kinahanglan ako mo enter sa matag
aktibidadis sa eskwelahan.
5. My parents or guardians are
able to pay my school
contributions.
Ang akong mga ginikanan kinahanglan
moambag sa eskwelahan.
6. I submit my project or
assignment on time.
Akong ipasa ang akong project og assignment
sa saktong oras.
7. I study my notes before the
exam.
Magtuon ako sa dili pa ang exam.
8. My parents/ guardians are
able to provide my school
requirements (project, school,
allowance, etc.)
Ang akong mga ginikanan kinahanglan
mohatag sa akong mga panginahanglanon sa
eskwelan. (Sama sa project,baon og
contributions.)
9. My parents/ guardian are able
to ask and follow-up about my
performance in school.
Ang akong mga ginikanan kinahanglan
mopalo-ap bahin sa akong gibuhat sa
eskwelahan.
10. My parents/ guardian are able
to attend school meeting.
Ang akong mga ginikanan kinahanglan moapil
ug meeting sa eskwelahan.

xii
 EXTENT OF THE IMPLEMENTATION OF PANTAWID PAMILYANG
PILIPINO PROGRAM (4Ps) IN RELATION TO THE
ATTENDANCE OF THE BENEFICIARIES

5 4 3 2 1
Parents involvement in school and c
community
VHE HE ME LE VLE
1. My parents/ guardian are always
monitored my grades.
Ang akong mga ginikanan pirme magmonitor sa akong
grado.
2. My parents/ guardian are able to attend
community meeting.
Ang akong mga ginikanan kinahanglan moapil sa
kummunidang meeting
3. My parents/ guardian are able to attend
community activities.
Ang akong mga ginikanan kinahanglan moapil sa
kummunidang meeting
4. My parents/ guardian are able to attend
school meeting.
Ang akong mga ginikanan kinahanglan moapil ug meeting
sa eskwelahan.
5. My parents/ guardian are able to pay of
any contributions in the community.
Ang akong mga ginikanan kinahanglan moambag sa
kalihukan sa kummunidad.
6. My parents attend the (FDS) Family
Development Session.
Ang akong mga ginikanan moapil
mahitungod sa Family planning.
7. My parents attend the activities in
school.
Ang akong mga ginikanan apil sa kalihukan sa eskwelahan.
8. My parents do the community
Involvement.
Ang akong mga ginikanan mobuhat sa kalihukan sa
kummunidad.
9. My parents attend the trainings and
seminars about the first aid and Family
Planning.
Ang akong mga ginikanan apil sa trining ug seminar
mahitungod sa first aid,ug family planning.
10. My parents help the community
activities (pahina/ assembly and etc.)
Ang akong mga ginikanan motabang sa kalihukan sa
kumunidad sama sa pagpahina, assemlbliya ug uban pa.

xii
 EXTENT OF THE IMPLEMENTATION OF PANTAWID PAMILYANG
PILIPINO PROGRAM (4Ps) IN RELATION TO THE
ATTENDANCE OF THE BENEFICIARIES

Part III. Ask to your teacher adviser about the percentage rating of attendance
in school during the first grading period.
Pangutan-a ang imong maestra/maestro mahitungod sa porsiyento sa imong
attendance sa eskwelahan panahon sa unang marka.

Thank you for your response to all the items in this questionnaire.
Salamat sa pag-answer sa tanang aytems sa maong questionnaire.

God bless us all…………..

MARITES T. MALINIS
Researcher

xii
 Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents the interpretation and analysis of data gathered from

the extent of the implementation of Pantawid Pamilyang Pilipino Program (4Ps) in

relation to the attendance of the beneficiaries. Demographic profile of the

respondents in terms of the age, gender, grade level, monthly income, religious

affiliation, ethnicity, parents’ occupation and parent’s education were presented on

the table 1.

As shown in the table 1, majority of 68 beneficiaries or 85% are within the

age bracket of 8-9, followed by the10-11 years old which has 9 or 11.3% and the

remaining 3 or 3.8% are under 12-14 years old and above. As to their gender, the

majority counting to 46 beneficiaries or 57.5% are female while only 34

beneficiaries or 42.5% are male. In terms of the parent’s monthly family income,

the major of 97.5 % or 78 households obtain an income of 1000-5000, and the

remaining 2.5% or 2 households have an income of 5000-10,000 above.

Furthermore, in their religious affiliations, the majority of them are Langkats

who constitutes to 55 or 68.8% pupils, followed by the 21 pupils or 26.3 who are

the Christians and the minority are Maguindanaons whose total pupils are 4 or

mainly 5%. While in terms of their ethnicity, the 68.8% 55 pupils’ majority are

Manobos, followed by the Cebuanos accounting to 21 or 26.3% and lastly 4 pupils

or 5% who are Maguindanaons. Moreover, in their parents’ occupations, 80 or

100% of them are farmers. Finally, with regards to parents’ educational attainment,

xii
96.3% or 77 of them are elementary graduates /level, and the remaining 3.8% or

only 3 are high school graduates /level.

Frequency Percent

Age

8-9 years old 68 85.0

10-11 years old 9 11.3
12-14 years old above 3 3.8
Total 80 100.0

Gender

Male 34 42.5
Female 46 57.5
Total 80 100.0

Monthly Income

1000-5000 78 97.5
5000-10000 2 2.5
Total 80 100.0

Religious Affiliation

Langkat 55 68.8
Islam 4 5.0
Christian 21 26.3
Total 80 100.0

Ethnicity

Manobo 55 68.8
Cebuano 21 26.3
Maguindanaon 4 5.0
Total 100.0
80

xii
Ethnicity

Manobo 55 68.8
Cebuano 21 26.3
Maguindanaon 4 5.0
Farmer 80 100.0
Parents Education Frequency Percent
Elementary grad/level 77 96.3
Secondary grad/level 3 3.8
Total 80 100.0

Table 2 Presents the Class Attendance of the beneficiaries of 4P’s

Mean SD QD
Percentage Rating OF Class attendance 2.4125 .68794 85%
Note: n = 80
Scale Limits Qualitative Description
5 4.20 – 5.00 100%
4 3.40 – 4.19 95%
3 2.60 – 3.39 90%
2 1.80 – 2.59 85%
1 1.00 – 1.79 80%

As revealed, the result of the class attendance gathered of any 4Ps

beneficiaries, the percentage rating is noted to have an overall mean value of

2.4125, and the standard deviation of .68794 which is qualitatively described as

85%. Where the 4Ps beneficiaries in grade III pupils of Damulog South District

obtained the percentage rating. Thus, students who are more interested in the

material, or more skilled academically, or more focused are almost certain to

attend class more often than students who are less interested, less skilled, or less

focused. If this is the case, then the results to some extent reflect a general impact

xii
of motivation on performance rather than a true effect of attendance (Romer, 1993,

p. 171). According to Marburger (2006) found that attendance was higher in

classes where absenteeism was penalised and, again, that higher attendance led

to better exam results; earlier research revealed that absenteeism was higher on

Fridays and increased as the semester progressed (Marburger, 2001). Attendance

alone does not guarantee good results; those who attend and participate in

lectures and tutorials do better than those who simply turn up. The most common

reasons for non-attendance included sickness, being too busy, or having to do paid

work (Massingham and Herrington, 2006).

Table 3 Presents the extent of the implementation of the 4P’s or perceived of the

beneficiaries in terms of health benefits, educational benefits, parents’ involvement

in school and community.

Extent of the Implementation of the 4P’s or Perceived of the Beneficiaries in Terms

of Health Benefits

Statement Mean SD QD
1. I receive deworming pills twice a year.
Ako makadawat ug purga or deworming pills kaduha sa usa ka 4.63 0.49 VHE
tuig.
2. .I go to the health center twice a month. 3.41 0.50 HE
Ako moadto sa health center kaduha sulod sa usa ka bulan.
3. I eat my meal three times a day. 3.88 0.33 HE
Makakaon ako’g katulo ka beses sulod sa usa ka adlaw.
4. I take vitamins twice a week. 2.75 0.49 HE
Matumar akog vitamins kaduha sa usa ka simana.
5. My weight is monitored every month. 3.35 0.51 HE
Gina- obserbahan ang akong timbang matag bulan.
6. I drink 8 glasses of water every day. 3.80 0.40 HE
Makainom akog walo ka basong tubig matag adlaw.
7. My parents/guardians are able to plant
different varieties of vegetables. 2.83 0.47 HE
Ang akong mga ginikanan nagatanom ug nagkalaing-laing
matang sa gulay.

xii
 8. My weight is being monitored by our
department service. 3.19 0.68 HE
Ginabantayan ang akong timbang sa atong departmento.
9. My parents/ guardian are mandated to put
up the trash bin per household. 3.59 0.54 HE
Ang akong mga ginikanan gi- awhag sa pagbutang ug
butanganan sa basura duol sa among puloy-anan.
10. My parents/guardian are required to go to
health center once a month. 2.93 0.50 HE
Gitahasan ang akong mga ginikanan nga moadto sa health
center kausa sa matag bulan.
MEAN 3.43 0.24 HE
Note: n = 80

Interval Qualitative Qualifying Statement

Scale Limits
Range Description
4.20 – Very High Extent Observed all times 9 -10 out of
5 9 – 10
5.00 (VHE) 10 situations
3.40 – High Extent (HE) Observed most of the times 7-8
4 7-8
4.19 out of 10 situations
2.60 – Moderately Extent Sometimes observed 5-6 out of
3 5-6
3.39 (ME) 10 situations
1.80 – Low Extent (LE) Rarely Observed 3-4 out of 10
2 4-3
2.59 situations
1.00 – Very low Extent Almost Not Observed 1-2 out of
1 1-2
1.79 (VLE) 10 situations

As reflected, out of the10 indicators, the item which gathers the highest

mean value of 4.63 is the statement that says, the pupils are being monitored by

the DSWD that the pupils received deworming pills twice a year. Which is

qualitatively described as very high extent among pupils who are 4Ps beneficiaries

in grade III from the 18 different schools in Damulog South District are being

responsible to follow the rules and regulations of the program. Likewise, the

indicator which yields the lowest mean value of 2.75, and SD value of

0.49quantitatively described a high extent among the pupils in the District of

Damulog South is the statement to take vitamins twice a week. This simply means

that the grade III pupils who are 4Ps beneficiaries in Damulog South District among

xii
pupils will take well the vitamin, and are always being monitored by their parents.

The (Pantawid Program conditionalities) are also called “Co-responsibilities of

Household Beneficiaries”. It covers two areas, namely, 1) health and nutrition, and

2) education. The conditionalities are affirmed by the respondent-beneficiaries and

local partner-institutions of the Program. Under health and nutrition

conditionalities, pregnant mothers are required to a) visit their local health center

to avail of pre- and post-natal care (monthly for pre-natal), b) avail of appropriate

delivery services by a skilled health professional, and c) avail at least one post-

natal care within 6 weeks after childbirth. Meanwhile, children 0-5 years old are

required to a) visit the health center to avail immunization, b) have monthly weight

monitoring and nutrition counseling for children aged 0-2 years old, c) have

quarterly weight monitoring for 25 to 73 weeks old, d) have management of

childhood diseases for sick children. And for children 6-14 years old, they must

receive deworming pills twice a year.

Extent of the implementation of the 4P’s or perceived of the beneficiaries in

terms of Education benefits

Statement Mean SD QD
1. I am able to go to school early in the morning. 4.44 0.50 VHE
Ako kinahanglan moadto sa eskwelahan sayo sa buntag.
2. I am able to attend classes every day. 3.51 0.50 HE
Kinahanglan ako moapil sa klase kada adlaw.
3. I am able to make my project and assignment. 3.16 0.51 HE
Kinahanglan ako magbuhat sa akong project og assignment.
4. I am able to participate in every activity in
school. 3.71 0.53 HE
Kinahanglan ako mo enter sa matag aktibidadis sa eskwelahan.
5. My parents or guardians are able to pay my
school contributions. 3.54 0.55 HE
Ang akong mga ginikanan kinahanglan moambag sa eskwelahan.
Akong ipasa ang akong project og assignment sa saktong oras

xii
6. I submit my project or assignment on time. 2.71 0.46 ME
Akong ipasa ang akong project og assignment sa saktong oras.

7. I study my notes before the exam. 2.50 0.50 LE

Magtuon ako sa dili pa ang exam.
8. My parents/ guardians are able to provide my
school requirements (project, school,
allowance, etc.) 2.83 0.47 ME
Ang akong mga ginikanan kinahanglan mohatag sa akong mga
panginahanglanon sa eskwelan. (Sama sa project,baon og
contributions.)
9. My parents/ guardian are able to ask and
follow-up about my performance in school. 2.68 0.65 ME
Ang akong mga ginikanan kinahanglan mopalo-ap bahin sa akong
gibuhat sa eskwelahan.
10. My parents/ guardian are able to attend
school meeting. 4.54 0.50 VHE
Ang akong mga ginikanan kinahanglan moapil ug meeting sa
eskwelahan.
MEAN 3.36 0.33 ME

Note: n = 80

Interval Qualitative Qualifying Statement

Scale Limits
Range Description
4.20 – Very High Extent Observed all times 9 -10 out of
5 9 – 10
5.00 (VHE) 10 situations
3.40 – High Extent (HE) Observed most of the times 7-
4 7-8
4.19 8 out of 10 situations
Moderately Extent Sometimes observed 5-6 out
2.60 –
3 5-6 (ME) of 10 situations
3.39
1.80 – Low Extent (LE) Rarely Observed 3-4 out of 10
2 4-3
2.59 situations
1.00 – Very low Extent Almost Not Observed 1-2 out
1 1-2
1.79 (VLE) of 10 situations
As a result, out of the 10 indicators, the item which gathers the highest mean

value of 4.44 and the SD value of 0.50 is the statement that says, “The grade III

pupils in Damulog South District who are 4Ps beneficiaries are able to go to school

early in the morning”. In fact the parents are concern about the studies of their

children. Likewise, the indicator which yielded the lowest mean value of 2.50 and

the SD of 0.50 has the statement that says, “They studied their notes before the

exam but most of them did not scan their notes before the exam or did not study

xii
before the exam”. It can be noted that the overall mean value of 3.36 and the SD

value of 0.33 can be quantitatively described as moderately extent. This means

that in the school year 2018-2019, the pupils are looking forward for their study.

They review or scan their notes before the exam. It is more likely that they are also

inspired to study inside the school. Thus, learner should be interested in learning

and must be able to apply needed skills. On the other hand, inefficient study leads

to waste of time and learner’s energy (Hashemian & Hashemian, 2014). Study

habits and skills like other skills can be taught and learnt. Accordingly, educational

researches intend to find out effective ways to improve students’ study habits, and

most suitable age of learners where they can learn those skills. Lastly, according

to Nagaraju (2004) ultimate goal of education is to present perfection and develop

individuality. This final goal of education has aimed to encourage learners in order

to comfort with new situations and solving new problems. Some skills facilitate

students’ learning, such as proper study habits, and it can motivate students to

learn efficiency. The link between study habits and academic achievement has

strong connection and this variable is one of the most important topics in

educational world. Good habits and skills can be developed in early stage of life,

like childhood. If students can equip themselves with good habits and skills it

facilitates better learning. “Study habit means the habit that an individual might

have formed with respect to his learning activities” (as cited in Nagaraju, 2004,

p.16).

Extent of the implementation of the 4P’s or perceived of the beneficiaries in terms

of Parents involvement in school and community

xii
 Statement Mean SD QD
1. My parents/ guardian are always
monitored my grades. 3.15 0.55 HE
Ang akong mga ginikanan pirme magmonitor sa akong grado.
2. My parents/ guardian are able to attend
community meeting. 3.96 0.40 HE
Ang akong mga ginikanan kinahanglan moapil sa
kummunidang meeting
3. My parents/ guardian are able to attend
community activities. 4.09 0.64 HE
Ang akong mga ginikanan kinahanglan moapil sa
kummunidang meeting
4. My parents/ guardian are able to attend
school meeting. 4.20 0.51 VHE
Ang akong mga ginikanan kinahanglan moapil ug meeting sa
eskwelahan.
5. My parents/ guardian are able to pay of
any contributions in the community. 4.06 0.66 LE
Ang akong mga ginikanan kinahanglan moambag sa kalihukan
sa kummunidad.
6. My parents attend the (FDS) Family
Development Session. 2.41 0.50 LE
Ang akong mga ginikanan moapil
mahitungod sa Family planning.
7. My parents attend the activities in school. 4.05 0.31 HE
Ang akong mga ginikanan apil sa kalihukan sa eskwelahan.
8. My parents do the community
Involvement. 3.98 0.55 HE
Ang akong mga ginikanan mobuhat sa kalihukan sa
kummunidad.
9. My parents attend the trainings and
seminars about the first aid and Family
Planning. 2.56 0.71 LE
Ang akong mga ginikanan apil sa trining ug seminar
mahitungod sa first aid,ug family planning.
10. My parents help the community activities
(pahina/ assembly and etc.) 4.76 0.43 VHE
Ang akong mga ginikanan motabang sa kalihukan sa
kumunidad sama sa pagpahina, assemlbliya ug uban pa.

MEAN 3.72 0.27 HE

Note: n = 80
Interval Qualitative Qualifying Statement
Scale Limits
Range Description
Very High Extent Observed all times 9 -10 out of 10
5 4.20 – 5.00 9 – 10
(VHE) situations
High Extent (HE) Observed most of the times 7-8 out
4 3.40 – 4.19 7-8
of 10 situations
Moderately Extent Sometimes observed 5-6 out of 10
3 2.60 – 3.39 5-6
(ME) situations
Low Extent (LE) Rarely Observed 3-4 out of 10
2 1.80 – 2.59 4-3
situations
Very low Extent Almost Not Observed 1-2 out of 10
1 1.00 – 1.79 1-2
(VLE) situations

xii
 As revealed, out of 10 indicators of the item which gathers the highest

mean value of 4.76 and the SD got the value of 0.43 is the statement says that the

parents of the 4Ps beneficiaries in Damulog South District specifically in grade III

pupils are being mandated to contribute and support any activities in school and in

the community. Likewise, the indicator which yielded the lowest mean value of 2.56

and SD value of 0.71 has the statement that says the parents attend the trainings

and seminars about the first aid and Family Planning. This simply means that the

parents has no time to attend the seminars and trainings about the first aid and

family planning. It is because they were busy to their respective work.

Furthermore, it can be noted that the overall mean value of 3.72 and

the SD value of 0.27 quantitatively described as high extent among pupils in grade

III of Damulog South District who are 4Ps beneficiaries in the SY.2018-2019. Most

of the parents give importance on participating in every activity in school and

community activities. Otherwise parents/guardian are able to pay their school

contributions, and provide their children’s school requirements (project, school

supplies allowance, etc).Same results yield by Amico, 1995.

Table 4 presents a significant difference in the attendance of the beneficiaries

when grouped according to age, gender.

Significant difference in the attendance of the beneficiaries when grouped

according to Age (n = 80) is presented on the table.

xii
 Sum of Mean
df F p Remarks
Squares Square

Between Groups 1.557 2 .779 1.673 .194 NS

Within Groups 35.830 77 .465

Total 37.388 79

The table shows that there is no significant difference in the of the

beneficiaries when grouped according to age. Even though, the higher education

instructors said that the common strongly is to encourage pupils to attend their

classes so that pupils learn more and gain better grades. The habits is one of the

major factors that influence individual’s success in any educational setting. It is

anybody’s guess that good habits and skills will help us to promote efficiency in

our tasks. (Dehghani & Soltanalgharaei, 2014). Therefore the null hypothesis that

there is no significant difference in the attendance of the beneficiaries when

grouped according to age is accepted.

Significant difference in the attendance of the beneficiaries when grouped

according to Gender (n = 80)

t-test for Equality of Means

Means Mean
t df P
Male Female Difference
Percentage
Rating of -.994 78 .323 2.324 2.478 -.155 NS
attendance

The table also shows that the significant difference in the attendance of the

beneficiaries when grouped according to gender has a very low relationship. It is

xii
in contrast to Anwar (2013) whose findings revealed that pupils who have good

attendance in school have better school performance. These conditionality’s help

improve the enrolment and school attendance rates of children. But it is somehow

connected to Fernandez and Olfindo, 2011 as they found that the conditionality

needs to be included in the program because cash transfer, it by self, will not strong

enough to increase the school attendance significantly and sustainably.

Finally, it is decided that the null hypothesis of there is no significant

difference in the attendance of the beneficiaries when grouped according to gender

is accepted.

Table 5 Presents that there is a significant relationship between the extent

of the implementation of 4P’s program and the attendance of the beneficiaries.

Significant relationship between the extent of the implementation of 4P’s program

and the attendance of the beneficiaries (n = 80)
r-value p Remarks
Health Benefits .153 .174 Not Significant
Education Benefits .235* .036 Significant
Parents involvement in school
.086 .451 Not Significant
and community
The table 5 shows the significant relationship between the extent of the

implementation of 4P’s program and the attendance of the beneficiaries. In terms

of the education benefits the result shown as (t=0.235, p=0.036) indicating a

significant relationship between the implementation of 4Ps program and

attendance of the beneficiaries. Moreover, it aims to contribute to the fulfilment

of the 2015 Millennium Development Goals (MDG) that includes the program

to achieve universal primary education, (Reyes et al., 2012). Thus the null

hypothesis is significantly accepted.

xii
 As reflected, the result of health benefits has shown that (t=0.153,

p=0.174) indicating not significant relationship between the extent of the

implementation of 4Ps program and attendance of the beneficiaries. It implies that

there is no significance between the health benefits toward the attendance of

beneficiaries. However, in the study of Reyes et. al.2012, the program provide a

betterment in health since the children recipients and the mother’s (holder the

monetary transfer had a mandatory (FDS) Family Development Sessions in a form

of regular check-up and vaccines. Though some findings gave contradictions from

this study, it is therefore suggested that the null hypothesis is accepted.

Lastly, it is also shown in the table 5 the result of parents involvement in

school and community is (t=0.086, p=0.451) indicating not significant relationship

between the extent of the implementation of 4Ps program and the attendance of

the beneficiaries. This finding showed very low relationships toward the attendance

of the beneficiaries. However, parent involvement at schools can also provide

additional resources for school operations in terms of “volounteer” time and “free”

service rendered. Parents involvement is found to influence positively the pupils

school success that is that by being involved, parents can become more familiar

with the children formal education and better equip to reinforce at home the

principles and concepts of the learning process (Herman & Yeh,1980). According

to DSWD (2009), through the implementation of the 4Ps, women were

empowered because they are the ones who are the primary recipient or

holder of the monetary transfers. In addition, belongingness is developed and

opportunities to learn new things are attained from community meetings, where

xii
individuals develop open communication with the local government. Local

officials show sharp provision and commitment to the program by

guaranteeing the active participation of focal persons on health and education

at the community level. However, the perception of each individual can’t be hold.

That’s why this findings is somewhat in contradiction to what is really happening.

So, it is therefore suggested that the null hypothesis is accepted.

xii
 Chapter 5

Summary, Findings, Conclusions, and Recommendations/Implications

This chapter presents the summary, findings, conclusions, and

recommendations/implications of the study.

Summary

This study aimed to determine the extent of the implementation of Pantawid

Pamilyang Pilipino Program (4Ps) in relation to the attendance of the beneficiaries.

Specifically in grade III pupils who are 4Ps beneficiaries in Damulog South District

in the S.Y. 2018-2019. It described the demographic profile of the respondents in

terms of age, gender, family monthly income, religious affiliation, ethnicity, parents’

occupation and parents’ educational attainment.

The result of the class attendance gathered of any 4Ps beneficiaries in

grade III pupils of Damulog South District obtained the 85% percentage rating.

Thus, students who are more interested in the material, or more skilled

academically, or more focused are almost certain to attend class more often than

students who are less interested, less skilled, or less focused. If this is the case,

then the results to some extent reflect a general impact of motivation on

performance rather than a true effect of attendance (Romer, 1993, p. 171).

According to Marburger (2006) found that attendance was higher in classes where

absenteeism was penalised and, again, that higher attendance led to better exam

results; earlier research revealed that absenteeism was higher on Fridays and

xii
increased as the semester progressed (Marburger, 2001). Attendance alone does

not guarantee good results; those who attend and participate in lectures and

tutorials do better than those who simply turn up. The most common reasons for

non-attendance included sickness, being too busy, or having to do paid work

(Massingham and Herrington, 2006).

It also determined the extent of the implementation of program in terms of

health benefits has shown that the indicating result not significant relationship

between the extent of the implementation of 4Ps program and attendance of the

beneficiaries. However, in the study of Reyes et. al.2012, the program provide a

betterment in health since the children recipients and the mother’s (holder the

monetary transfer had a mandatory (FDS) Family Development Sessions in a form

of regular check-up and vaccines.

The result of education benefits, it can be noted that the overall described as

moderately extent. This means that in the school year 2018-2019, the pupils are

looking forward for their study. Thus, Nagaraju (2004) said that the ultimate goal

of education is to present perfection and develop individuality. This final goal of

education has aimed to encourage learners in order to comfort with new situations

and solving new problems. Some skills facilitate students’ learning, such as proper

study habits, and it can motivate students to learn efficiency.

The result of parents’ involvement in school and in the community towards

the attendance of its beneficiaries indicating not significant relationship between

the extent of the implementation of 4Ps program and the attendance of the

beneficiaries. The study utilized a descriptive correlation research method,

xii
wherein the researchers used the survey through the interview method, rating

scale, questionnaire assisted by the researcher to find out the response of the

recipient-respondent ( about the performance of the parents, performance of

learners and teachers as to the support given by the 4P’s program.

Findings

Based on the data gathered, the major findings are the following:

Majority of the respondents were female, age bracket of 8-9. As to their

gender, the majority counting to 46 beneficiaries or 57.5% are female while only

34 beneficiaries or 42.5% are male, with 1000- 5000 monthly family income, whose

parents’ are farmer whose educational attainment is elementary level and most of

them are Manobo whose religious affiliation is Langkat.

The grade III pupils who are the 4Ps beneficiaries from the 18 different

schools of Damulog South District obtained at 85% rating of the class attendance

during the first grading period. Which the learners acquired the conditions of the

program.

There is a high extent of the implementation of the 4P’s as perceived of the

beneficiaries in terms of Health benefits. A moderately extent of the

implementation of the 4P’s perceived by the beneficiaries in terms of Education

benefits; and a high extent of the implementation of the 4P’s as perceived of the

beneficiaries in terms of Parents involvement in school and community.

There is no significant difference in the attendance of the beneficiaries

when grouped according to age, gender and grade level. But it is somehow

xii
connected to Fernandez and Olfindo, 2011 as they found that the conditionality

needs to be included in the program because cash transfer, it by self, will not strong

enough to increase the school attendance significantly and sustainably

Lastly, the relationship between the extent of the implementation of 4P’s

program and the attendance of the beneficiaries with respect to the health benefits,

educational benefits, and parents involvement in school and community no

relevance except for the educational benefits which had.

Conclusions

In the light of the findings, the following conclusions were formulated:

The Grade Three Pupils of Damulog South District are mostly young female,

whose parents’ are farmer, whose educational attainment is elementary level and

most of them are Manobo whose monthly family income do not exceed 5000 and

whose religious affiliation is Langkat. Since the majority of the respondent were

female. They are greatly enough to receive the grants because not all children

were benefited the grant.

In the school year 2018- 2019, the grade III pupils who are the 4Ps

beneficiaries the extent of implementation of 4P’s had an average impact on the

improvement of pupils’ attendance. It is important to improve their performance in

school and engaging in positive ways. Daily attendance is valuable enough for all

the children to succeed in education and ensure they don’t fall behind both socially

and developmentally.

Therefore the parents of the beneficiaries are being concerned and always

monitored the health of their children. While the education benefits has moderately

xii
extent. It means that in the school year 2018-2019, the pupils are looking forward

for their study with the high extent of Parents involvement in school and

community. It implies that most of the parents give importance on participating in

every activity in school and community activities.

There is no significant difference in the attendance of the beneficiaries

when grouped according to age, gender and grade level.

Finally, in the same school year, the relationship between the extent of the

implementation of 4P’s program, the attendance of the beneficiaries with respect

to health benefits, educational benefits, and parents involvement in school and

community no relevance except for the educational. It is the main purpose so that

the children must be felt fully the benefits.

Recommendations/ Implications

Based on the findings and conclusions, the following recommendations

are hereby offered.

The benefits that the program have intend to offer must be felt fully. A

general assembly or 4P’s re- introduction activity must be held that must also be

attended by parents, 4P’s implementers and other stakeholders so that the

beneficiaries will have a review of their parts; the implementers will hear the

problem of the 4P’s implementation, and other stakeholders will be able to find

their role in this program.

xii
 The 4Ps beneficiaries should be given a long time in the school. There must

be encouraged to go to school every day so that they will improve the ratings of

the class attendance. They should share and asked opinions to their parents about

the school activities and other matter. Parents also should motivate the children to

attend the school activities, should be more involved in the school performance of

the pupils by teaching or tutoring at home.

The program observed, that the beneficiaries should be more involved in

any activities which have shown by their place. It is their responsible to cope up or

to perform well because they are receiver to the cash grant. Parents should be

maintained and monitored the health condition of their children to make it sure that

they will attend the classes every day. They should be encouraged to plant more

vegetables at home so that they will eat nutritious food. Education benefits is

significantly connected to the program based on the data gathered. 4Ps

beneficiaries must be sent in school every day, encourage yourselves to study

hard and avoid absences if possible. Moreover, the parent’s involvement in school

and community should highly request and appreciate the involvement because

these are the part of the conditionality’s of the program. There must be learned

and attend parent effectiveness seminars and responsible parenthood seminars

so that they will know on how to socialize each other.

Since there is no significant difference in the attendance of beneficiaries it’s

because they are young then, the age, gender and grade level did not affect of

what they did in school. Children must be encouraged to participate the activity in

school. Let them enjoy and motivate them in positive ways.

xii
 Conduct the same study as this in order to further evaluate the improvement

that the program will do in the next year, since in all the benefits that the 4P’s

beneficiaries must attained only one benefit had they enjoyed and felt which had

also contributed to their studies. All the beneficiaries should be liable to follow the

conditionality’s of the program so that they will attain all the benefits.

xii
 Table of Contents

Page
Title Page i
Approval Sheet ii
Certificate of Originality iii
Acknowledgement iv
Table of Contents v
List of Tables vii
List of Figures
viii
Abstract xv

Chapter 1 The Problem

Introduction 1
Conceptual Framework
2
Schematic Diagram 5
Statement of the Problem
6
Null Hypotheses 7
Scope and Definition of Terms
7 Significance of the Study
8
Operational Delimitation of the Study 9

Chapter 2 Review on Related Literature and Studies

13

xii
 Foreign Studies
13
Local Studies
16
Study Habit, Gender, Age
19
Scio-economic Status
22 Insight Gained from the Previous Study
25

Chapter 3 Research Methodology

26
Research Design
26
Research Locale
26
Subject- Respondent of the Study
28
Data Gathering Procedure
28
Research Instrument
29
Administration of the Research Instrument
30
Scoring Procedure
30
Treatment of the data
31
Try out of the Questionnaire
32
Bibliography

xii
EXTENT OF THE IMPLEMENTATION OF PANTAWID PAMILYANG
PILIPINO PROGRAM (4Ps) IN RELATION TO THE
ATTENDANCE OF THE BENEFICIARIES

A Thesis
Presented To
The Faculty of the Graduate School
Valencia Colleges (Bukidnon) Inc.,
Hagkol, Valencia City

In Fulfillment of
The Requirements for the Degree
Master of Arts in Teaching (MAT)
Major in Social Studies

By:

Marites T. Malinis
October 14, 2018

xii
 ACKNOWLEDGEMENT

First and foremost, the researcher would like to extend her heartfelt

gratitude, and thanks to the Almighty God, for His divine guidance, blessings and

strength he had given despite of all the obstacles in life.

Sincere appreciation, and profound thanks are extended to the following

who, in one way or another, has helped her in making this thesis a success:

Cherry Mae L. Limbaco, Ph.D, CESO V – Schools Division Superintendent,

for approving the researcher’s request to launch her study in the Elementary

Schools of Damulog South District.

Mrs. Teresita G. Pamisa, the District In-charge of Damulog South District

for allowing the researcher to conduct her study in Damulog South District and for

carrying the approved letter from the division office.

Dr. Elpedio Y. Lomarda, her adviser, for his guidance, support, shared

expertise, thoughtfulness, and patience during the preparation of her manuscript.

Dr. Edwin D. Recente , Dr. Edna Curayag, Dr. Leo Jade Matalubos, the

panel of experts, for sharing their sharpness mind, giving constructive criticisms

and suggestions for the improvement of this study.

Dr. Yeselucio N. Patriarca, one of her panel at the same time her

approachable statistician, for interpreting the data and sending the result the

soonest possible.

Mr. Seferino C. Barazan, her school head, for the help and support.

xii
 Mrs. Juliet A. Igcalinos, Ms.Jeanilyn Dumling , Mrs. Jamrose B. Dal, Mr.

Charles Calacar, Mrs. Evalyn Espinilla, Mrs. Lizel Taping, Mrs. Hazel Ama, Mrs.

Janice Enad, Ms. Irish Vios, Mrs. Kristina Barlan, Mrs. Reah V. Literatus,

Ms.Analyn C. Baco , Mrs. Jessie Mamitez, Mrs. Krystna A. Pagulong, Grade

Three Advisers of Damulog South District, for their help and assistance in

launching the questionnaire.

The Grade Three Pupils of Damulog South District, her respondents, for

giving their time in answering the questionnaire of this research.

Mr. Milbert L. Salmasan, her beloved husband, her mentor, for the all-in and

out support and understanding.

Ms. Cherlyn M. Cantos, her best friend, Mr. Junard T.Malinis, her

brother, Ms. Mekris Jane T. Malinis, Mrs.Manilyn M. Ranque, Mrs.Mayit Bolanio,

her sisters, Mrs. Marcelina T, Malinis , her mother, Mr.Julito Malinis, her father, for

their sincerity and support.

Finally, all the people I failed to mention, to all of you, a simple “thank you”

may not be enough; but the researcher’s sincerest, and honest expression of true

feelings come from the bottom of her heart.

xii
 ABSTRACT

The thesis entitled, EXTENT OF THE IMPLEMENTATION OF PANTAWID

PAMILYANG PILIPINO PROGRAM (4PS) IN RELATION TO THE ATTENDANCE
OF THE BENEFICIARIES, BY MARITES T. MALINIS, MASTER OF ARTS IN
TEACHING, MAJOR IN SOCIAL STUDIES, VALENCIA COLLEGES (BUKIDNON)
INCORPORATED, CITY OF VALENCIA, BUKIDNON. OCTOBER 2018.

Thesis Adviser: Dr. Elpedio Y. Lomarda

This study determined the extent of the implementation of 4P’s program in

relation to the attendance of the beneficiaries in Grade III pupils of Damulog South
District, Division of Bukidnon for the School Year 2018-2019. The participants of
the study were the Grade III pupils who were the 4Ps beneficiaries. This study
utilized descriptive-correlation method of research using statistical tools such as
frequency counts, percentages, mean, standard deviation, t-test and Pearson r
Product Moment Correlation.
Based on the data gathered, it was found that there was an average
relationship between the class attendance of the Grade III pupils of Damulog South
District, School Year 2018-2019.
The significant difference in the attendance of the beneficiaries when
grouped according to age has no relevance. Therefore the null hypothesis that
there is no significant difference in the attendance of the beneficiaries when
grouped according to age is accepted.
The significant difference in the attendance of the beneficiaries when
grouped according to gender has a very low relationship. Therefore, it is decided
that the null hypothesis of there is no significant difference in the attendance of the
beneficiaries when grouped according to gender is accepted.
There is a high extent of the implementation of the 4P’s as perceived of the
beneficiaries in terms of Health benefits. A moderately extent of the
implementation of the 4P’s perceived by the beneficiaries in terms of Education
benefits; and a high extent of the implementation of the 4P’s as perceived of the
beneficiaries in terms of Parents involvement in school and community.
Lastly, the relationship between the extent of the implementation of 4P’s
program and the attendance of the beneficiaries with respect to health benefits,
educational benefits, and parents involvement in school and community no
relevance except for the educational benefits which had.
Based on the findings, it was recommended however lapses in the
selection of implementation, the benefits of the program have intend to offer must
be felt fully. So that the system needs some improvements.
Moreover, the program have many opportunities to recognize the changes
it brought forth to education. Through the situations gathered, the study revealed
that the 4Ps contributed greatly to its recipients in education.

xii
 TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Certificate of Originality iii
Dedication iv
Acknowledgement v
Table of Contents vii
List of Tables viii
List of Figures ix
List of Appendices x
Abstract xii

Chapter 1 The Problem 1

Conceptual Framework 2
Statement of the Problem 6
Delimitations of the Study 7
Significance of the Study 8
Definition of Terms 9

Chapter 2 Review of Related Literature and Studies 13

Chapter 3 Methodology 28
Research Design 28
Research Locale 28
Subject-Respondents 30
Data Gathering Procedure 30
Research Instrument 31
Administration of the Instrument 32
Scoring Procedure 33

xii
 Treatment of Data 34

Chapter 4 Presentation, Analysis and Interpretation of Data 35

Chapter 5 Summary, Findings, Conclusion 50

and Recommendations/ Implications
Summary 50
Findings 52
Conclusions 53
Recommendations 55

Bibliography
Appendices
Curriculum Vitae

xii
 TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Certificate of Originality iii
Dedication iv
Acknowledgement v
Table of Contents vii
List of Tables viii
List of Figures ix
List of Appendices x
Abstract xii

Chapter 1 The Problem 1

Conceptual Framework 2
Statement of the Problem 6
Delimitations of the Study 7
Significance of the Study 8
Definition of Terms 9

Chapter 2 Review of Related Literature and Studies 13

Chapter 3 Methodology 27
Research Design 27
Research Locale 27
Subject-Respondents 29
Sampling Procedure 29
Research Instrument 30
Administration of the Instrument 31
Scoring Procedure 31

xii
 Treatment of Data 33

Chapter 4 Presentation, Analysis and Interpretation of Data 34

Chapter 5 Summary, Findings, Conclusion 47

and Recommendations/ Implications
Summary 47
Findings 48
Conclusions 49
Recommendations 50

Bibliography
Appendices
Curriculum Vitae

xii