1

CHAPTER I

INTRODUCTION

Background of the Study

Poverty has been a primary problem in most countries. It

prevails illiteracy in a place resulting to its under-

privileged people. In the Philippines, poverty and illiteracy

are still undeniably evident. In fact, most of the Filipino

families still belongs to below poverty level in terms of

socio-economic status. Pupils who came from the family of

farmers are usually the ones who are experiencing difficulty

in terms of financial aspect. Thus, most of them have turned

to quitting or dropping out from classes and preferred to

earn for a living and sustain the basic needs of their

families which most of the time resulted to child labour.

The Philippine government has introduced the Pantawid

Pamilyang Pilipino Program or 4Ps which commenced last 2008.

This is to help Filipinos especially those who are

economically incapable to send their children to school. It

is expected that this will boost the interest and eagerness

of parents to educate their children with utmost diligence

thinking that they will have at least a support from the

government. This is likewise relative to the Philippine

Government’s drive in fulfilling its commitment to the

 2

Millenium Development Goals (MDGs), that is, eradicating

extreme poverty and hunger, in achieving universal primary

education, in promoting gender equality, in reducing child

mortality, and in improving maternal health care. Otherwise,

4Ps is a human development measure of the national government

that provides conditional cash grants to the poorest of the

poor, to improve the health, nutrition, and the education of

children aged 0-18.1

In spite of the effort of the Philippine government just

to alleviate the education of people or much to eradicate

illiteracy in the country, yet problems due to high dropouts,

failure rate, and school leavers are still prevailing in most

public school institutions. Non-readers are still of high

percentage which non-numerate pupils are almost of equal

status too.2

It has been reported that among the 23 municipalities of

the Region VIII, Northern Samar got 10 municipalities which

are grantees of Pantawid Pamilyang Pilipino Program (4Ps)3

covering 44,928 households, out of which 79, 607 are children

beneficiaries for educational grants in all school levels, in

1
Retrieved at http://www.officialgazette.gov.ph, May, 2018.
2
SMEA, 2016-2017
3
DSWD Report on Pantawid Pamilyang Pilipino Program. Retrieved @
http://siteresources.worldbank.org/INTPHILIPPINES/Resources/4PsDSWD.pdf
on November 2, 2018.
 3

24 municipalities.4 However, out of these number of

beneficiaries about 40% are performing low in school and 10%

of which are at risk of dropping out if not have quit already

in high school or elementary studies. All these assumed to

have bearing on the decline of Northern Samar Division

performance in terms of the students Mean Percentage Scores

(MPS) in the different subject areas (SMEA, 2016-2017),

National Achievement Test (NAT) and National Career

Assessment Examination (NCAE) results from 2011-2016. In

fact, among the different divisions in Region VIII, Northern

Samar has been placed at the bottom in terms of NAT and NCAE

results reports.5

These apprehensions somehow call for the concerned

individuals to review or reassess the programs and other

thrusts of the government, specifically, the Pantawid

Pamilyang Pilipino Program (4Ps) considering the learning

conditions of the pupils, which greatly impact their

performance in school. This is likewise to ensure how it

works in the field especially to its recipient-pupils in the

different public elementary schools of the six 5th class

municipalities of Northern Samar, namely: Allen, Biri, San

Antonio, San Jose, Rosario, and Victoria.

4
A. N. Diaz, 2018. “D S W D s u m s u p 4 P s g a i n s i n N o r t h e r n
Samar”. Philippine Information Agency. Retrieved @
https://pia.gov.ph/news/articles/1010915 on November 2, 2018
5
Northern Samar SMEA, DMEA, and RMEA Reports. Retrieved May, 2018
 4

Performance of the pupils is predicted not only through

a single factor, which indicates that this Program may help

many poor Filipinos, however, poverty could only one

predictor of the educational outcomes. According to Khan, et

al., (2017), there are other factors that cause the

elementary pupils to drop out or quit from school, some of

which are: ineffective curriculum; strict school's discipline

and regulations; lack of proper physical and educational

facilities; lack of parental educational support; poor

parental socioeconomic status; domestic issues; parental

illiteracy; unfavorable school environment; poor attendance;

and Students' disruptive behaviour; lack of motivation and

encouragement; teachers' discriminative and autocratic

attitudes; frequent teachers' absenteeism; and poor health

condition.6

Rohana, et. al, as cited by Dulay, 2018, also stated

that there was a coherent relationship between the students’

learning conditions and academic outcomes.7 Adiaton, 2012 has

6
Khan, A. et al., 2017. (PDF) Causes of Students' Dropout at
Elementary Level in Southern Districts of Khyber Pakhtunkhwa. Available
from:
https://www.researchgate.net/publication/322291722_Causes_of_Students
%27_Dropout_at_Elementary_Level_in_Southern_Districts_of_Khyber_Pakhtunkh
wa [accessed Nov 02 2018]. Research on Humanities and Social Sciences
www.iiste.org
ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online)
Vol.7 No.23 2017

7
Dulay, H. (2018). Learning Conditions and Academic Performance of
Expanded Students Grants – In – Aid Program for Poverty Alleviation
 5

discovered that students’ performance was affected by the

parents’ educational attainment, family income, number of

books available at home, availability of computer at home and

internet access.8 All these somehow explain how pupils

learning condition affect their performance at school. In

fact, according to Vygotsky the success of the child in

school is largely affected by his environment.9

It is from this perspective that the researcher designed

to study how learning conditions do and other factors affect

the performance of the recipient-pupils of the Pantawid

Pamilyang Pilipino Program (4Ps). And to identify problems

encountered in the implementation of Pantawid Pamilyang

Pilipino Program (4Ps) in the different public elementary

schools of the six 5th class municipalities of Northern Samar

which will eventually come up into relevant solutions. Hence

this study.

Objectives of the Study

This study aims to determine the 4Ps recipient pupils’

learning condition and their academic performance in the

(ESGP-PA) Grantees. Unpublished Material. University of Eastern

Philippines
8
Adiaton, M. (2012). The Correlates of Students’ Performance in
Intermediate Algebra in Secondary Schools of Bobon, Northern Samar.
9
Vygotsky, 2009
 6

elementary schools of the six 5th class municipalities of the

first congressional District of Northern Samar for the school

year 2018-2019.
Specifically, it seeks to:
1. Draw the profile of the pupils in terms of:
1.1 Age;
1.2 Sex;
1.3 Grade level;
1.4 Number of siblings;
1.5 Educational attainment of mother;
1.6 Educational attainment of father;
1.7 Occupation of mother;
1.8 Occupation of father;
1.9 Distance of home residence to school;
1.10 Family income; and
1.11 Amount spent for educational expenditures.
2. Identify the learning conditions of the respondents

in terms of:
2.1 Academic Conditions
2.1.1 Academic Engagement
2.1.1.1 Behavioural academic Engagement
2.1.1.2 Emotional Engagement
2.1.1.3 Cognitive Engagement
2.1.2 Twenty-first Century Skills
2.1.3 School Environment

2.2 Social Conditions

2.2.1 Social Engagement
2.2.2 Home-related Aspect
2.2.3 Teacher-related Aspect
2.2.4 Involvement in School Activities

2.3 Personal Conditions

2.3.1 Study habits
2.3.2 Health
2.3.3 Learning Preference;
3. determine the problems encountered by the

respondents;
4. determine the academic performance of the

respondents;
 7

5. find out if there is a significant relationship

between the profile of the respondents and their

learning conditions;
6. verify the relationship exists between the profile of

the respondents and their academic performance; and

7. attest if there is a significant relationship between

learning conditions of the respondents and their

academic performance.

Significance of the Study

The main purpose of this study is to determine the 4Ps

recipient pupils’ learning condition and their performance in

the public elementary schools of the six 5th class

municipalities of the first Congressional District of

Northern Samar.

This research would be of great significance to the

Philippine government and educational system, since this

would serve as a feedback and an evaluation study to the 4Ps

Program of the government. Most particularly, this study is

beneficial to the following:

Pupils. This study is so significant to them, since

they are the direct beneficiaries of the 4Ps Program of the

government. Through the result of this study they will gain

ideas as to what area of the learning condition does affect

much the pupils’ academic performance and what are those

 8

factors that definitely predict their performance in school

so they can make adjustments and be flexible in any learning

condition.

Teachers. The findings of this study is of great help to

the teachers by being aware of the 4Ps recipient pupils’

learning condition and could be a starting point towards

change of outlooks, attitudes and values especially in

dealing with the students.

School Principals. The findings of this study may convey

awareness in behalf of the school heads as co-implementers of

the 4Ps program as one of the Government’s thrusts in

eradicating illiteracy among Filipinos by providing free

education to those who cannot afford it.

Department of Education. The findings of this study will

be beneficial for the DepEd personnel so they will be guided

by the result of the study by gaining awareness of the

difficulties and problems faced by the elementary pupils.

Thus, they can make intervention programs to help these

pupils in solving those problems. Likewise, findings of this

study and the concepts that could be derived from this could

be used in formulating policies, memorandum, and resolution

to improve the implementation of the program.

Parents. Results of this study will be a mind-awakening

especially to those parents who don’t know how to value the

amount they received from the government.

 9

DEPARTMENT OF SOCIAL WELFARE AND DEVELOPMENT. Findings

of this study will give insights to the DSWD personnel as to

how far be the implementation of the program has been reached

and what impact does it bring to the academic performance of

the pupil-recipients. Likewise, knowledge and information

about the vulnerabilities of the recipients’ learning

conditions and problems encountered by them is very important

for the DSWD personnel so that they can provide necessary

interventions for the pupil-recipients to solve identified

problems that affect their academic performance.

DEPARTMENT OF HEALTH. Results of this study is useful

for the DOH personnel to get informed of the pupil-recipients

learning condition which in one part affects their health

condition and has a great impact towards their performance at

school. This is for them to initiate intervention that will

benefit the 4Ps recipient-pupils in relation to their health

status depending on the results of the study.

Researchers. Findings of this study could be a point of

reference of other researchers for conducting a more

comprehensive parallel study. This may provide an additional

literature pertaining the evaluation of government thrusts

and programs especially in the Department of education.

 10

Scope and Limitation of the Study

This study will be conducted in the school year 2018-

2019, which will primarily verify the status of grades five

and six 4Ps recipient-pupils’ learning condition and their

academic performance in the public elementary schools of the

six 5th class municipalities in the first Congressional

District of Northern Samar. It will focus on the academic

conditions, social conditions, and personal conditions as

well as the problems encountered by the respondents in the

time they started to receive the amount granted for them as

4Ps recipients.

Considered as limitation of this study is the fact that

only intermediate pupils who are active recipients of 4Ps

program will be included as the respondents in order to

ensure the validity and reliability of the information that

will be gathered, hence generalizability of the findings will

be applicable only to them as the population of this study.

Likewise, results of this study will vary only to the

research instruments that will be utilized and limited to the

identified variables of the study. Also, respondents will be

coming from the different grade levels, and the period when

they became recipients of the program also vary. Hence, these

might give an effect on the accuracy of their responses on

the questions found in the instrument.

 11

It is likewise considered as limitation of the study the

fact that though the research instrument will be cross-

checked and will undergo through a process of validation,

results of this study will rely only on the validity of the

survey questionnaire and will be

dependent upon the answer of the respondents.

Theoretical Framework

The main theory for which this study is anchored on is

the Human Capital Theory and Social Capital Theory. Human

Capital Theory indicates the importance of investment in

human capital of a country, while Social Capital Theory,

which explains social network where individuals work together

to improve wellbeing.

Human capital refers to the set of skills that an

individual can contribute to productivity. These skills are

usually dependent on education, health and work ethic of an

individual (LSE Economics, 2014). Moreover, Schultz also

established that education and productivity are factors that

are positively related (Kern, 2009). Hence, the human capital

theory states that when capital is invested in education and

training programs, then human capital will improve

(Fitzsimons, 1999). Human capital can make an impact on an

individual (employment opportunities), organizational (core

 12

competencies and competitiveness) and societal (socio-

political development) level. Furthermore, Kwon (2009) cites

that human capital can be measured using an output-based

approach (through measuring school enrolment rates, literacy

and other educational variables), a cost-based approach

(through measuring the costs of education) and an income-

based approach (through measuring the benefits incurred

through education and training).

Putting all the aforementioned insights into

perspective, it is intuitive that returns on human capital

stem from the education and health invested on children. For

a given household, investments on children depend on the

household income and number of children in the household. For

a given level of income, more investment is distributed on

each child with fewer children in the household. With this,

countries with little human capital are usually characterized

by large family size and invest little on each child. On the

contrary, those with abundant capital invest more on fewer

kids. Thus, a country would be well-off if there are more

investments in children, and long-term physical capital

accumulation (Tamura et al., 1990).

According to Garson (2006), social capital can be

defined as the resources that are integral in social

relations, which help facilitate cooperative and

 13

collaborative action within a society. Given that a

conditional cash transfer program is a part of a social

network where individuals develop social relationships in

order to strengthen their wellbeing, social capital is

imperative with regard to the program’s success, especially

since the social network in this study is composed of the

government, the community, and the household members. Using

the social capital theory as a basis, the cash transfer

program can be seen as a form of social protection method in

order to alleviate poverty and vulnerability through giving

cash transfers. Hence, there is a need to develop

relationship between the government and community for a

proper implementation of the program (Ressler, 2008).

Likewise, this study is connected with the Spillover effect

which is defined as the unintended impact of a certain program on

individuals that are not targeted by the program (Jaffe, 1996).

Spillovers can also be viewed as externalities, which could be

positive or negative depending on the private and social gains and

costs incurred (Helbling, 2010). As such, spillover effects may

also be present in CCT programs. This is because the resources

that the beneficiaries use are the same resources used by non-

beneficiaries (Angelucci et al., 2010). In addition, the social

interactions between beneficiaries and non-beneficiaries could

have an influencing factor on the non-beneficiaries. For instance,

children from non-beneficiary households may share the academic

 14

materials that are given to children from beneficiary households

(Angelucci et al., 2010). Overall, externalities can be attributed

to CCT programs, especially with regard to schooling (positive

effect on school environment), economic (positive effects on

inequality and food consumption), social (positive effects on

human and physical capital prospects) and health (positive effects

on nutrition and health consciousness) indicators (Lehmann, 2010).

This study is also guided by Vygotsky’s Socio-cultural

Theory which emphasized the influence of culture, peers, and

adults on the cognitive development of a child. To understand

this influence, Vygotsky proposed the "triadic reciprocal

determinism theory." This theory refers to the interplay of

environment, behaviour and cognitive ability of individual.

In this study, pupils’ academic performance is affected by

these three mentioned factors. According to him, there are

factors in the environment such as computers, books, and

traditions that teach children about the expectations of the

group. By participating in the cultural events and using the

tools of the society, the child learns what is important in

his culture.

This theory asserts three major themes. First, the

Social interaction plays a fundamental role in the process of

cognitive development. He believed that social learning

precedes development. He states that “Every function in the

 15

child’s cultural development appears twice: first, on the

social level, and later, on the individual level; first,

between people (interpsychological) and then inside the child

(intrapsychological).” Second, the More Knowledgeable Other

(MKO), this MKO refers to anyone who has a better

understanding or a higher ability level than the learner,

with respect to a particular task, process, or concept. The

MKO is normally thought of as being a teacher, coach, or

older adult, but the MKO could also be peers, a younger

person, or even computers. Third, is the Zone of Proximal

Development (ZPD), the ZPD is the distance between a

student’s ability to perform a task under adult guidance

and/or with peer collaboration and the student’s ability

solving the problem independently. According to him, learning

occurred in this zone. In other words, he focused on the

connections between people and the sociocultural context in

which they act and interact in shared experiences. He further

expounded that humans use tools that develop from a culture,

such as speech and writing, to mediate their social

environments which were initially developed in childhood to

serve solely as social functions, ways to communicate needs

that through internalization of these tools led to higher

thinking skills.10
10
Vygotsky. “Cognitive Development.” Sociocultural Theory-Child,
Helps, Adult, Culture, Children, retrieved @
 16

Conceptual Framework

This study will verify the 4Ps recipient-pupils’

learning condition and their academic performance in the

public elementary schools of the six 5th class municipalities

of the first Congressional District of Northern Samar.

It is likewise assumed that profile of the respondents

in terms of age, sex, grade level, number of siblings,

educational attainment of mother, educational attainment of

father, occupation of mother, occupation of father, distance

of home residence to school, family income, and amount spent

for educational expenditures of the recipients affect the

academic performance of the pupils. That is, pupils in a

right maturity level for a particular grade performs better

than those who are not. It is likewise assumed that female

pupils perform better at school than the males. Students who

are in higher grade level perform better than those who are

in lower grade levels. Pupils whose parents with higher

educational attainment perform better than those whose

parents have low educational attainment. The manner that,

family who earned enough for their basic needs has siblings

http://social.jrank.org/pages/142).
 17

who are performers than those who earned less than their

basic necessity. Likewise, it is expected that pupils whose

parents have white collar jobs perform higher academically

than those pupils whose parents have blue-collar jobs.

Finally, pupils from families which spend more their

allowance to education perform better than those who came

from families which do not.

It likewise conceptualizes then that the performance of

the 4Ps recipient-pupils is affected by their learning

conditions and problems encountered. It is therefore assumed

that the more favourable the pupils’ learning conditions are,

the better the academic performance will be and the less

problems that pupils’ encounter, the more likely that the

pupil will perform well in academic. The Figure 1. shows the

paradigm that will be investigated in this study.

 18

Paradigm

Profile of the 4Ps

Recipient-Pupils:
Age
Sex
Grade level
Number of siblings
Educational attainment
of mother
Educational attainment
of father
Occupation of mother
Occupation of father
Distance of home
residence to school
Family income

2. Learning Conditions
2.1 Academic Condition
2.2 Social Condition 4Ps recipient-
2.3 Personal Condition pupils’ academic
performance

3. Problems encountered by
the respondents
 19

Fig. 1) A Paradigm Showing the Relationship Between the

4Ps Recipient-Pupils’ Learning Condition and their Academic

Performance.

Null Hypotheses

This study will test the following hypotheses:

1. There is no significant relationship between the

profile (age, sex, grade level, number of siblings,

educational attainment of mother, educational

attainment of father, occupation of mother,

occupation of father, distance of home residence to

school, family income, and amount spent in

educational expenditures) of the 4Ps recipient-

Pupils’ and their learning condition.

2. There is no significant relationship exists between

the 4Ps recipient-pupils’ profile (age, sex, grade

level, number of siblings, educational attainment of

mother, educational attainment of father, occupation

of mother, occupation of father, distance of home

residence to school, family income, and amount spent

in educational expenditures) and their academic

performance.
 20

3. There is no significant relationship between the

learning conditions and the academic performance of

the respondents.

Definitions of Terms

For clarity and better understanding of this study, the

following terms are defined conceptually and operationally.

4Ps. Conceptually and operationally, it is the Pantawid

Pamilyang Pilipino Program, implemented by the Department of

Social Welfare and Development. Pantawid Pamilyang Pilipino

Program is a poverty reduction and social protection and

development strategy of the national government that provides

Conditional Cash Grants to poor households in order to

improve their health, nutrition and education of children

aged 0-18y/o.

Beneficiaries. As used in the study, they are recipients

of funds or other benefits being 4Ps recipients. They are the

persons who gain advantages and/or profits out of the program

implementation.

Conditional Cash Transfer. Conceptually and

operationally, it refers to a program which is an innovative

approach to the delivery of social services. It provides

 21

money to poor families’ conditional on investments in human

capital, such as sending children to school or bringing them

to health centers on a regular basis. Additionally, along

with school voucher programs and certain subsidized health

insurance schemes, conditional cash transfer programs are

part of a growing policy emphasis on the use of market-

oriented demand-side interventions to directly support the

poor.

Department of Social Welfare and Development.

Conceptually and operationally, it refers to the agency of

the government which takes the lead in implementing the

Pantawid Pamilyang Pilipino Program. DSWD works in

partnership with key agencies such as DOH, DepEd, Department

of the Interior and Local Government (DILG), and Land Bank of

the Philippines (LBP) which help ensure the availability of

health and education services as well as provide necessary

support services in the targeted areas. DSWD created the

Pantawid Pamilya National Project Management Office (NPMO),

which handles the day-to-day operations of the program with

assistance from Regional Project Management Offices (RPMO)

and City/Municipal Links. DSWD also has support from local

service providers such as the school principals and midwives

who have been designated to oversee and ensure proper

verification of compliance to conditional.

 22

Educational Development. Conceptually and operationally,

it refers to the objective of the government program on

Pantawid Pamilyang Pilipino Program of helping the poor to

provide and access to improve the intellectual capability and

knowledge so as to have participation in the nation building.

Health Benefits. Conceptually and operationally, it

refers to the objective of the Pantawid Pamilyang Pilipino

Program of helping the beneficiaries to access and provide

the health welfare through regular check-up and give

knowledge on healthy life style.

Learning Conditions. Conceptually, it is defined as the

diverse physical locations, contexts, and cultures wherein

students learn.11 In this study, learning conditions include

the academic condition, social condition, and personal

condition of the pupil-recipients of 4Ps. Academic condition

includes pupils’ academic engagement, emotional engagement,

cognitive engagement, twenty first century skills (learning

skills), and academic environment. Social condition involves

pupils’ social engagement, home-related aspect, teacher-

related aspect, and involvement in school organizations.

11
In S. Abbott (Ed.) (2014). Learning Environment. The glossary of
education reform. Retrieved from http://edglossary.org/hidden-curriculum.
Cited by Dulay, H. (2018). Learning conditions and academic performance
of expanded students grants-in-aid program for poverty alleviation (ESGP-
PA) Grantees in the University of Eastern Philippines. Unpublished
Material.
 23

Personal condition consists of pupils’ study habits, health,

and learning preference.

Poverty Targeting. Conceptually and operationally, this

refers to the decision making process of the government and

agency on selecting or choosing the deserving family

recipient for the program.

Poverty. Conceptually and operationally, it refers to

general scarcity or the state

School Head. Conceptually, it is a person responsible

for the administrative and instructional supervision of the

school or cluster of schools (RA 9155). In this study, this

refers to the managers of any public secondary schools in the

division of Northern Samar.

Teachers. Conceptually, it refers to somebody who

teaches, especially as a profession (Encarta, 2009). In this

study, it pertains to the secondary school teachers who are

recently working in respondent-schools while conducting this

study.
 24

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Pantawid Pamilyang Pilipino Program (4Ps)

This study focuses on the learning condition of the

elementary pupils who are recipients of the Pantawid

Pamilyang Pilipino Program (4Ps) which implemented by the

government to help the poor and less-privileged Filipinos

especially the farmers to alleviate from poverty and

capacitate them to educate their children by sending them to

school regularly.

The Pantawid Pamilyang Pilipino Program (4Ps) is a human

development measure of the national government that provides

conditional cash grants to the poorest of the poor, to

improve the health, nutrition, and the education of children

aged 0-18. It is patterned after the conditional cash

transfer (CCT) schemes in Latin American and African

countries, which have lifted millions of people around the

world from poverty.12 It started last 2008 under the previous

administration and continued in massive scale in Aquino

Administration; This CCT entails several provision which

still unfamiliar to both school administrators and teachers

12
http://www.officialgazette.gov.ph/programs/conditional-cash-
transfer/ Retrieved: June 1, 2018
 25

alike. Presently the government spending staggering amount of

money per year, 44 billion by 2013 and 62 billion in 2014 to

sustain the program; which eventually added to fiscal

national debt. In order to implement the program Philippine

Government has granted the amount of $800 million from World

Bank and Asian Development Bank.13

One of the targets of the CCT program is to decrease the

drop-out rate among the poorest high school, which only means

that teachers must be aware on the program. It must be

understood that the monetary subsidence of the program is

allocated as follows: 4Ps recipient is receiving the amount

of 300 pesos for educational assistance per qualified

household and additional 500 pesos for health and nutrition

per household monthly. Subsequently, 4Ps recipient is

required to participate in community-school related program

such as clean drive, Brigada Eskwela and family day session.

Furthermore, students or pupils under 4Ps program must attend

and complete the 85% of monthly attendance. Conversely, they

should have an average grade of 75 percent. The 4ps recipient

must coordinate and cooperate to any school related

activities since there is educational assistance given to

them. In addition 4ps recipient who is no longer in school

13
http://www.officialgazette.gov.ph/programs/conditional-cash-
transfer/ Retrieved: June 1, 2018
 26

should be removed from the program.14 Likewise, A household

may qualify for Pantawid Pamilya as a beneficiary if it

satisfies two (2) criteria: 1.) at the time of the survey the

household must be classified as poor, based on the national

household targeting system for poverty reduction (NHTS-PR)

and 2.) Have a pregnant woman and/or children 0-14 years old

as household members. Thus being included in the NHTS-PR list

of poor household does not automatically qualify a household

for Pantawid Pamilya, on the same manner, not all households

with a pregnant women or young children as members will

qualify for the program. There are conditions of the Pantawid

Pamilya, such as: health and nutrition conditions require

periodic check-ups, growth, monitoring and vaccination for

children 0-5 years of age; twice a year intake of the worming

pills for children 6-14 years old, pre and prenatal care for

pregnant woman and attendance of parents in family

development session where responsible parenthood is

discussed. Education conditions include day - care and school

enrollment, attendance equivalent to 85% percent of school

days for children 3-14 years old, both conditions are meant

to improve the poor household economic prospect to help them

move out of poverty.

14
Ibid
 27

Lastly, no conditional cash grants are given only to

households which comply with the program conditions.

Beneficiary sign an Oath of Commitment, there by establishing

a "social contract", where they agree to take number of

concrete steps to improve their lives and those of their

children. Beneficiaries who fail to comply with certain

conditions will not receive the Benefit corresponding to the

conditions and are given reminders. Failure to comply for a

third time will lead to suspension of cash grants, in which

beneficiaries are given 12 months to appeal and comply.

Failure to comply for fourth time will render the beneficiary

ineligible and will be given notice that they will be

delisted. Furthermore, students or pupils who are 4ps

recipient with more than a week absent without prior notice

must not receive their monthly educational assistance. Hence

only DSWD can add or remove any person under the 4ps program.

Obviously, CCT Program is strategically designed to

invest in human capital by providing quality and accessible

education for everyone, therefore it is a mandate that one

must need a clear understanding on the provision entails in

the program. Objectively, 4ps is a poverty reduction strategy

that provides grants to extremely poor households to improve

their health, nutrition and education particularly of

children aged 0-14. However, the conditional cash grant could

 28

only assist parents to support their household basic needs.

The amount is not enough to support a family and will

therefore not lead productive members of the household to

stop working or stop looking for work. This assistance is

only temporary. Beneficiaries are expected to graduate from

the program after 5 years. Thus, parents still strive hard

towards attending the basic needs of their families and not

much depending on the support given by the government through

this program.

In fact, several studies have shown the role of 4Ps to

the life of Filipino families. Results of the study on the

academic performance among selected pupils at Inopacan

District, Leyte SY 2013-2014,15 came out that the drop-out

rate among the poorest elementary and high school were

decreased after the implementation of the program. The

parents and pupils who are 4Ps recipients attended regular

participation in all school activities. On the part of

Department of Education, there is an increase of enrolment

every school year. The inconsistent results for older

children between 13-17 years old (age as of 2011) the

majority of whom are outside the age cut-off for CCT

education grant eligibility as suggested by insignificant

coefficients across specifications, could be explained by a

15
Retrieved at http://www.officialgazette.gov.ph, May, 2018.
 29

number of factors. First, sending older children to school is

associated with higher direct and indirect (Opportunity)

costs. Direct costs may be incurred in the form of school

fees, supplies, transportation costs, and so on. For example,

since there are less high schools than primary schools, high

school children are generally more likely to travel farther

away from the homestead to school, requiring households to

spend more money on transportation. As children grow older,

the opportunity cost also increases as they could earn money

from working instead of studying in school. To address this

issue, many CCT programs (e.g., in Bangladesh, Brazil,

Mexico, 30 Honduras, and Turkey) provide larger cash

transfers to older children to compensate for the higher

implicit/explicit cost associated with schooling. Another

plausible explanation for the programs lack of impact for the

older cohort could be the fact that the age bracket for older

children was set at 10-14 years old as of 2008 when the CCT

program started. Three years later, these children were 13-17

years old during the time of the follow-up survey. Since,

Pantawid Pamilya provides education grants up to 14 years of

age (plus 15 years until completion of the school year), 15-

17, year old children are no longer eligible for the grants.

Furthermore, the estimated CCT impact varied depending on the

number of school children in the household, with positive

 30

impacts among young children in small households. As

discussed earlier, basic DD suggested a 7 percent increase in

school enrollment among the sample of younger children from

beneficiary households with three or fewer school-aged

children. When controlling for child’s sex and age,

urban/rural characteristics, and region, the estimated impact

slightly decreased to 5 percent. In contrast, no program

impact was evident among children from households with more

than three school-aged children in the household. As

described above, this could be explained by the fact that

larger households are usually poorer to start with, therefore

the financial burden is more binding compared to smaller

households. In addition, the education grant per child

decreases after the third child since the program currently

sets the maximum number of children who are eligible for

education grants at three per household, while households

bear non-tuition related expenses such as transportation

costs and school supplies for every child.

The comprehensive quantitative impact evaluation currently

underway will provide more robust evidence on the impact of

the CCT program, based on data collected from a much larger

sample size and information collected on a vast range of

issues. This study was conducted to serve as a rapid

assessment of the Pantawid Pamilya focused on school

 31

enrollment, while waiting for the comprehensive impact

evaluation. For the comprehensive impact evaluation, data has

been collected through 8,000 household interviews as well as

interviews with teachers, midwives, barangay captains, and

mayors to capture different institutional characteristics.

The comprehensive impact evaluation will evaluate not only

school enrollment and health center attendance but also an

extensive range of outcomes including household consumption,

child labor, educational attainment, and child nutrition

status, applying rigorous analytical methods of Randomized

Control Trials (RCT) and Regression Discontinuity Design

(RDD).

Another study was conducted by Chaudhury and Okamura

(2012)16 which looks into some significant information about

the 4Ps beneficiaries of Balamban Elementary School where

their children are enrolled. For the school year 2014-2015,

it had a pupil population of 257, where 120 are male and 137

are female. It has eleven teachers and is headed by an

Elementary School Principal I. The before 4ps data are taken

from school years 2007-2008 to 2010-2011. The after 4ps data

are taken from school year 2011-2012 to school year 2014-

2015. Ten (10) teachers were involved in the profiling of the

school with 4Ps enrollees. Retention Rate refers to the

16
Retrieved at http://www.officialgazette.gov.ph, May, 2018.
 32

magnitude of pupils who repeat a grade level. This determines

the degree of pupils in a particular school year who

continued to be in the same grade level in the next school

year. The schools’ retention rate decreased from 4.10% of the

enrolment to 0 after the implementation of the program in

2015. This shows that the Pantawid Pamilyang Pilipino Program

(4Ps) is instrumental in sending all pupils to the next

higher level of education. According to the teachers, this

can be attributed to the attendance threshold of the program.

This explains that if a pupil is 85% absent or more of the

monthly school days, they will not be given the allotted

educational grant for that month. It strengthens the

supposition that a better attendance leads to better academic

time and better learning. The Simple Dropout Rate calculates

the percentage of pupils who do not finish a particular grade

level. This does not include those pupils who finish a grade

level but do not enroll in the next grade level the following

year.

Learning Condition

Learning condition in this study is referred to the

environment where the elementary pupils who are 4Ps

 33

recipients are dealing in their everyday life. It could be

the physical context and cultures that the respondents

have.17 In particular, this study includes the academic

condition, social condition, and personal condition of the

elementary pupils who are recipients of Pantawid Pamilyang

Pilipino Program (4Ps). Academic condition includes pupils’

academic engagement, 21st century skills (learning skills),

and academic environment. Social condition involves pupils’

social engagement, home-related aspect, teacher-related

aspect, and involvement in clubs and organizations. Personal

condition composes the pupils’ study habits, health, and

learning preference.

According to Kuh et al (2008) as cited by Dulay (2018),

academic engagement is the time and energy pupils invest in

educationally purposeful activities.18 It is an indicator

that combined academic identification (which refers to

getting along with teachers, having an interest in the

subject matter, and related behaviours and attitudes) and

academic participation (which captures the student's work

17
In S. Abbott (Ed.). (2014). Learning environment. The glossary
of education reform. Retrieved @ http://edglossary.org/hidden-curriculum
on Jun e 12, 2018.

18
Dulay, H. (2018). Learning conditions and academic performance of
expanded students grants-in-aid program for poverty alleviation (ESGP-PA)
grantees in the university of eastern Philippines. Unpublished master’s
study. University of Eastern Philippines, University Town Catarman,
Northern Samar.
 34

effort both inside and outside of school, including hours

spent on homework, meeting deadlines, not skipping classes,

and so on).19 Academic engagement is of three types:

behavioural, emotional, and cognitive.20 Behavioural academic

engagement is connected to overall positive pupil’s conduct

like following rules in the classroom and a lack of

disruptive school behaviour.21 Emotional engagement involves

interest, boredom, happiness, anxiety, and other affective

states, any of which factors could affect learners’

involvement with learning or their sustained effort in

playing games, such as in the context of playing a

game. Emotional engagement also involves the sense of

belonging and values.22 Cognitive engagement, according to

Corno et al., (1983) is the extent to which students’ are

willing and able to take on the learning task at hand. This

19
Education Matters: Insights on Education, Learning and Training
in Canada. 81-004-X. Vol. 8 no. 4. Retrieved @
https://www150.statcan.gc.ca/n1/pub/81-004-x/2011004/def/academic-
academique-eng.htm on June, 12, 2018

20
Sbrocco, R. (2009). Student academic engagement and the academic
achievement gap between black and white middle school students: does
engagement increase student achievement: a dissertation submitted to the
faculty of graduate school of the University of Minnesota. Retrieved @
conservancy.umn.edu/bitstream/handle/11299/…/Sbrocco_umn_0130E_10755

21
Dulay, H. (2018). Learning conditions and academic performance of
expanded students’ grants-in-aid program for poverty alleviation (ESGP-
PA) grantees in the University of Eastern Philippines. Unpublished
master’s study. University of Eastern Philippines, University Town
Catarman, Northern Samar.

22
Retrieved @ https://www.igi-global.com/dictionary/emotional-
engagement/9714 on June 12, 2018.
 35

includes the amount of effort students are willing to invest

in working on the task,23 and how long they persist24.

Cognitive engagement has traditionally been operationalized

by measuring the extent of students’ homework completion,

class attendance, extra-curricular participation in

activities, or their general interactions with the teachers,

and how motivated they seem while engaging in classroom

discussions.25

On the other hand, social engagement of pupils likewise

affects their academic performance. It is defined by

Prohaska, et al, (2007) as "the extent to which an individual

participates in a broad range of social roles and

relationships"26 and by Zhang, et al (2011) as "the

23
Corno L. et al., (1983). The role of cognitive engagement in
classroom learning and motivation. Educational Psychologist. 18(2):88–
108. doi: 10.1080/00461528309529266. Retrieved @
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167368/ on June 12, 2018.
24
Richardson JC, et al., (2006). The role of students’ cognitive
engagement in online learning. American Journal of Distance Education.
20(1):23–37. doi: 10.1207/s15389286ajde2001_3. Retrieved @
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167368/ on June 12, 2018.
25
Appleton JJ, et al., (2006). Measuring cognitive and
psychological engagement: Validation of the student engagement
instrument. Journal of School Psychology. 44(5):427–445. doi:
10.1016/j.jsp.2006.04.002. Retrieved @
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167368/ on June 12, 2018.

26
Prohaska, T. et al., (2012). Public Health for an Aging Society.
JHU Press. pp. 249–252. ISBN 978-1-4214-0535-3. Retrieved @
https://en.wikipedia.org/wiki/Social_engagement on June 12, 2018.
 36

commitment of a member to stay in the group and interact with

other members".27

Academic Performance

Several studies have been conducted and proven that

characteristics of student, family, school and region

influence much on academic achievement of pupils. It has been

argued that individual learner is most directly responsible

for their academic outcomes. Therefore, they are the basic

element in the explanation of academic achievement. The

theoretical root of this argument can be found in child-

centered learning theory that emphasizes the unique

privileges of individual learners in any educational process

where in students are encouraged to make academic progress at

their own rates. The process of learning is, therefore,

affected and determined by characteristics of student who are

self-activated makers of meanings and active agents in their

28
learning process.

This study, then, put learning into a socio-cultural

context based upon the assumption that the unique privileges

27
Zhang, S. et al., (2011). Integrating online and offline
community through Facebook. 2011 International Conference on
Collaboration Technologies and Systems (CTS), 569-578. doi:
10.1109/CTS.2011.5928738 "Archived copy" (PDF). Archived from the
original (PDF) on 2014-08-02. Retrieved 2012-09-16.

28
Lourdes Evangelista. Personality Development and Human Relations.
Manila Phil., Booklore Publishing
Corp., 2005, p. 8.
 37

of individual learners may well be compromised by his/her

socio-cultural aspect in which individual learner interacts

with personal characteristics, family, and environment. As a

matter of fact, personal, family and environment have long

been identified as factors that have important influences on

students’ academic outcomes.

Wolleat, et. al, stated that achievement of pupils has

been one of the most significant sex-related differences

observed in late adolescent and adulthood.29 On the other

hand, Tatsuoka et. al, indicated that there is difference

between females and males in motivation, attitude towards

30
studies.

Socio economic status of the family of the students, on

the other hand, also affects their performance in school.

Apolonio revealed that several investigations have shown that

the socio-economic status appears to be of crucial importance

in determining a learner’s academic achievement. She said

that, this is also one of the variables which affected the

performance of the respondents in her study. She stated that

based on the geographical and statistical analysis of 1993

survey data, it shows that educational inequalities among

29
P. Wolleat. “Sex Differences in High School Students’ Causal
Attributes of Performance in Mathematics.” Journal for Research in
Mathematics Education. Retrieved at www.jstor.org/pss/748626, December,
2017
30
Mahdi Moenikia, et. Al, (Internationally Published Material,
2010)
 38

black school age children were substantial and systematically

associated with socio-economic status. Children of more

affluent, better educated and metropolitan parents progressed

better in schools, thus attaining higher levels of education

and also outperformed others who had progressed in terms of

cognitive outcomes (measured by literacy and numeracy test

scores).31

Biddle, also concluded that child poverty predicts 55%

of the variance of state differences in academic achievement

based on the 1996 NAEP data for state-level mathematics

achievement and for state level poverty and Education Week’s

1997 edition of Quality Counts for state-level funding of

education.32 It was followed by Darling-Hammond, who also

used NAEP data at the state level, in examining the two years

of fourth-grade mathematics results and two years of eighth-

grade mathematics results. She concluded also that poverty

was significantly and negatively correlated with student

outcomes at the state level. It was supported by the results

of the Stanford Achievement Test indicated that the greater

31
Apoloni, 2009, p.31

32
B. Biddle. J. (1997). “Foolishness, dangerous nonsense, and real
correlates of state differences in achievement.” [Electronic version].
Phi Delta Kappan, 79(1). Retrieved December, 2017, from
http://www.pdkintl.org/kappan/kbid9709.htm
 39

the concentration of poverty in the school districts, the

lower the student achievement.33

Obviously, the socio-economic status of a child is most

commonly determined by combining parents’ educational level,

occupational status, and income level.34 Studies have

repeatedly found that socio-economic status affects student

outcomes.35 Students who have low SES earn lower test scores

and are more likely to drop out of school.36 Low SES students

have been found to score about ten percent lower on the

National Assessment of Educational Programs than higher SES

students.37

Eamon stated that it has been believed that the low SES

negatively affects academic achievement because low SES

prevents access to vital resources and creates additional

stress at home. According to him, the economic hardships that

33
L. Darlin-Hammon. (1999). Teacher Quality and Student
Achievement: A review of State Policy Evidence,Document R-99-1).
Retrieved December, 2017, from the Center of Teaching for the Study of
Teaching and Policy Web site: http//.ctpweb.org.

34
Jeynes, W. “Examining the Effects of Parental Absence on the
Academic Achievement of Adolescent: The
Challenge of Controlling for Family Income.” Journal of Family and
Economic Issues. 2002. 27(2).
35
Bahadurin, R. et al, “Factors Related to the Quality of the Home
Environment and Children’s Achievement.”
Journal of Family Issues. 1998. 19(4). 375-403.
36
Eamon, M. et al, “Social Demographic, School, Neighborhood and
Parenting Influences on Academic
Achievement of Latino Young Adolescents”. Journal of Youth and
Adolescence. 34(2), 163-175.
37
Seyfried, S. “Academic Achievement of AfricanbAmerican
Preadolescents: The Influence of Teacher perceptions.” American Journal
of Community Psychology. 26(3), 381-402
 40

are caused by low SES lead to disruptions in parenting, an

increasing amount of family conflicts, and an increased

likelihood of depression in parents and single-parent

households.38

However, the study of Navarro as cited by Poquiz

considered three socio-economic factors, namely: educational

attainment of parents, monthly family income and parents’

occupation. She also included sex and scholastic achievement

in her variables and tested the hypothesis that the

performance of first year students in the mathematics

summative test is not normally distributed. Navarro also

proved that there was no significant relationship between the

performance of first year students and their socio-economic

status.39

On the other hand, study habit also predicts students’

performance in school. Fielden as cited by Balbalosa, stated

that good study habits help the student in critical

reflection in skills outcomes such as selecting, analyzing,

critiquing, and synthesizing.40 It was further explained by

Steinberger & Wagner, who distinguished more simply among

three intelligences; the academic-problem solving; the

38
Eamon, loc. Cit
39
Poquiz, (Unpublished Master’s Thesis, university of Eastern
Philippines, 2008)
40
Balbalosa, J. “Factors Affecting Mathematics Performance of
Laboratory High School Students at Laguna
State Polytechnic University.” Unpublished Master’s Thesis, Laguna,
Philippines, 2010.
 41

practical intelligence; and creative intelligence; they said

that all these three have peculiar influence to performance.

Thus, success in study does not depend only on ability and

hard work but also on effective methods of study.41

Maternal and paternal characteristics are another key

factor that affects academic achievement. According to

Bahadurin et. al, Mothers who are more educated and higher

self-esteem have children who received higher test scores.42

On the other hand, smaller family size of a student has

been linked with his/her higher academic achievement. Eamon,

found out that students with fewer siblings are likely to

receive more parental attention and have more access to

resources than children from large families.43

This is supported by the social learning theory which was

developed by Albert Bandura. This theory accepts most of the

principles of behavioral theories but focuses to a much

greater degree on the effects of cues on behavior and on

internal mental processes, emphasizing the effects of thought

on action and action on thought. Bandura noted that

Skinnerian on the effects of consequences of behavior largely

ignored the phenomena of modeling-the imitation of others’

behavior-and of vicarious experience-learning from others’

41
Balbalosa, J. (2010).
42
Bahadurin, R. et al. (1998).
43
Eamon, M. et al, loc cit
 42

successes or failures. He felt that much of human learning is

not shaped by its consequences but is more efficiently

learned directly from a model. Bandura’s analysis of

observational learning involves four phases: Attention,

retention, Motor reproduction and motivational processes. To

produce a behavior that matches of a model, a child goes

through four sets of processes. Her ability to attend to the

modeled behavior is influenced by factors in her own

experience as well as in the situation; her skill in

retaining what she has observed reflects a collection of

cognitive skills; her reproduction of the behavior depends on

other cognitive skills including the use of feedback from

others; and she will be motivated to produce the behavior by

various incentives, her own standards, and her tendency to

compare herself with others.44

Another theory is the Developmental Theory of Jean

Piaget, to which this study will be anchored to. In this

theory, he emphasized that intellectual ability is

qualitatively different at different ages and that children

need interaction with the environment to gain intellectual

competency has influenced all of education and psychology.45

44
V. Vega. et al. “Facilitating Learning”. Mandaluyong City: Books
Atbp. Publishing Corp., 2006, p. 10
45
Jean Piaget.” Developmental Theory.” Educational Psychology,
Microsoft Encarta Premium, 2009.
 43

This study conforms to Brofenbrenner’s Ecological

Systems Theory which defines four types of systems that

contains roles, norms and rules which shape development. The

systems include a microsystem, mesosystem, exosystem and

macrosystem. The microsystem is the family, classroom, or

systems in the immediate environment in which a person is

operating. The mesosystem is two Microsystems interacting,

such as the connection between a child’s home and school. The

exosystem is an environment in which an individual is

directly involved and is external to his experience, yet it

affects him anyway i.e. a child’s parent’s workplace. The

macrosystem is the larger cultural context.

This theory attempts to explain the differences in

individual’s knowledge, development and competencies through

the support, guidance and structure of the society in which

they live. According to Brofenbrenner, the interactions

between a number of overlapping ecosystems affect a person

significantly. The family, peer group and classrooms or

neighborhoods are called the microsystem, which is the

primarily unit around a child influencing its development

directly from these sources. As two microsystem begin to work

together i.e. teacher and parent working together to educate

a child it happens through the mesosystem. As external

factors not directly related to the child influence its

 44

development, this ecosystem impacts the child’s development

by interacting and changing its microsystem. Finally, the

society and the culture in which children are raised is the

underlying influence to all systems and this is the

macrosystem.46

Also, this study is anchored on the Maslow’s hierarchy of

needs which is a theory in psychology proposed by Abraham Maslow

in his 1943 paper “A Theory of Human Motivation” in Psychological

Review. Maslow subsequently extended the idea to include his

observations of human’s innate curiosity. His theories parallel

many other theories of human developmental psychology, some of

which focus on describing the stages of growth in humans. Maslow

used the terms “physiological”, “safety”, “belongingness” and

“love”, “esteem”, “self-actualization”, and “self-transcendence”

to describe the pattern that human motivations generally move

through.

CHAPTER III

METHODOLOGY

Locale of the Study

46
A. Ahuja. Retrieved at websitebrofenbrennerecological.pdf,
December, 2011
 45

This study will be conducted in the six 5 th class

municipalities of Northern Samar, namely: Allen, Biri, San

Antonio, San Jose, Rosario, and Victoria.

Officially the Municipality of Allen, is a 5th

class municipality in the province of Northern

Samar, Philippines. According to the 2015 census, it has a

population of 25,469 people. It is located in the north

western tip of the province bordering the municipality

of Victoria to the south, the municipality of Lavezares to

the east, and the strategic San Bernardino Strait both to the

north and west. Allen is known for being an important port

for inter-island transport, specifically between the island

of Samar and big island of Luzon.

The municipality of Biri is officially a 5th

class municipality in the province of Northern

Samar, Philippines. According to the 2015 census, it has a

population of 11,767 people.

The municipality is facing Pacific Ocean to the east and San

Bernardino Strait to the west. It consists of several islands

off the northern coast of Samar Island, the largest of which

is Biri Island. Other larger islands are Talisay, Magasang,

and Cagnipa. Biri Island is notable for a large number of

unusual rock formations along the northern shore, facing

the Philippine Sea. It is included in the marine protected

 46

area known as Biri Larosa Protected Landscape and Seascape.

The archipelagic town is also known for its inakob, a

traditional Waray dish made by first cooking grated root

crops (gabi) with coconut milk, condensed milk, eggs, brown

sugar, and an herb called anuv. Once cooked, the

grated gabi is put inside gabi shells which have been peeled.

The dish is then boiled with coconut milk. The dish is

traditionally eaten hot by the people of Biri during the

rainy months.

San Antonio, is officially a 5th class municipality in

the province of Northern Samar, Philippines. According to the

2015 census, it has a population of 9,058 people. Its

territory is contiguous with Dalupiri Island, just off the

western coast of Samar Islandat the south end of the San

Bernardino Strait. The island's white beaches are considered

an "undisturbed paradise" and future "premier tourist

destination" in the Eastern Visayas region.

San Jose, is officially a 5th class municipality in

the province of Northern Samar, Philippines. According to the

2015 census, it has a population of 17,561 people. It is

located at the north central part of the province, about 19

kilometres (12 mi) west of Catarman, the provincial capital,

and about 30 kilometres (19 mi) east of Allen, where the

ferry terminal is which connects the islands of Luzon, Samar,

 47

Leyte, and Mindanao via the Pan-Philippine Highway (formerly

the Maharlika Highway). It is approximately 150 kilometers

(93 mi) north-north-east of Tacloban City, the Regional

Center of the Eastern Visayas. Politically, the municipality

is bounded on the north by the Philippine Sea, on the east by

the Municipality of Bobon, on the south by the Municipality

of Victoria and on the west by the Municipality of Rosario.

The municipality of Rosario is officially a 5th

class municipality in the province of Northern

Samar, Philippines. According to the 2015 census, it has a

population of 10,520 people. It is bordered in the west

by Lavezares and Victoria to the south. Its coastal area is

protected as part of the Biri Larosa Protected Landscape and

Seascape.

Victoria is officially a 5th class municipality in

the province of Northern Samar, Philippines. According to the

2015 census, it has a population of 14,817 people. It borders

with the town of Allen in the north and San Isidro in the

southwest.
 48

Fig. 2. Map of Northern Samar showing the 24 municipalities

Research Design

This study will utilize the Descriptive-Correlational

Research Design.

The descriptive part of this study is obvious in the

collection of data in order to describe the profile of the

respondents in terms of age, sex, grade level, number of

siblings, educational attainment of mother, educational

attainment of father, occupation of mother, occupation of

father, the distance of home residence to school, family

income, and amount spent for educational expenditures.

Likewise, to answer questions concerning the current status

 49

of the 4Ps recipient-pupils’ profile, learning condition, and

problems they met, in relation to their academic performance

(Hermano, 1999). It is according to Karasar (1999) that

descriptive research is used as an explanation of an existing

situation.

The correlational aspect will be evident to test the

relationships between and among the independent variables

(4Ps recipient-pupils’ profile, learning condition, and

problems they met) towards the dependent variables (4Ps

recipient-pupils’ academic performance SY 2018-2019).

The Variables of this Study

The variables of this study follow the Correlational

Model. They include the 4Ps recipient-pupils’ profile (age,

sex, grade level, number of siblings, educational attainment

of mother, educational attainment of father, occupation of

mother, occupation of father, distance of home residence to

school, family income, and amount spent for educational

expenditures of the recipients), learning condition (academic

conditions, social conditions, and personal conditions), as

well as the problems encountered by them will serve as the

independent variables which will be correlated their academic

performance which is the dependent variable of this study.

 50

Population and Sampling

The population of the study will include the 4Ps

recipient-pupils of the elementary schools of the six 5th

class municipalities of Northern Samar, namely: Allen, Biri,

Rosario, San Jose, San Antonio, and Victoria SY 2018-2019.

This study will utilize the Sloven’s formula to get the

sample respondents from the population of the elementary

pupils who are 4Ps recipients of the different elementary

schools of Allen, Biri, Rosario, San Antonio, San Jose, and

Victoria, Northern Samar. A proportional random sampling will

be employed to ensure balanced sample from among the 4Ps

recipient-pupils. Furthermore, to ascertain that the sample

to a high degree represents the population, the fish bowl

technique will be utilized to obtain the sample of the study.

The Respondents

The respondents of this study will be the grades five

and six elementary school pupils SY 2018-2019 who are 4Ps

recipients in the different elementary schools of the 5th

class municipalities of Allen, Biri, Rosario, San Antonio,

San Jose, and Victoria, Northern Samar as the primary

respondents. In order to cross-check the responses of the

primary respondents pertaining on their learning condition,

 51

their teacher-advisers will likewise be included as the

secondary respondents of this study.

Research Instruments

The main research tool of this study will be a survey

questionnaire.

The first part consists questions which gather the

profile of the respondents in terms of age, sex, grade level,

number of siblings, educational attainment of mother,

educational attainment of father, occupation of mother,

occupation of father, the distance of home residence to

school, family income, and amount spent for educational

expenditures.

The second part of the instrument comprises questions or

statements that gather data on the respondents’ learning

condition in terms of academic condition, social condition,

and personal condition.

The last part of the questionnaire includes open

questions on the problems encountered by the respondents on

the different aspects of their learning environment.

This instrument was already utilized by Dulay, 201847

only little modification on the part I as well as on the Part

47
Dulay, H. (2018). Learning conditions and academic performance
of expanded students’ grants-in-aid program for poverty alleviation
(ESGP-PA) grantees in the University of Eastern Philippines. Unpublished
material.
 52

II, a translation (English-Filipino) will be made to fit on

the recent study.

Validation of Research Instrument

The questionnaire that will be utilized in gathering

data of this study will pass through a validation as

suggested by De Vellis (1991), that content validity can be

done through item study by experts or colleagues familiar

with the content of the research review, and thereupon

suggest if the item domain is to be included/added, omitted,

or rejected.

Likewise, instrument of this study will be subjected to

critiquing by experts after the translation from English to

Filipino. Then, corrections will be made after which the

instrument will be pre-tested to a group of grades five and

six elementary pupils who are recipients of Pantawid

Pamilyang Pilipino Program (4Ps) including their teachers

from the municipality of Bobon, Northern Samar, who are not

actual respondents of this study. Any item in the

questionnaire which need revisions will be modified and

improved and together with those accepted item domain, will

be included as part of the research instrument of the study.

Data Gathering Procedure

 53

The mixed method of gathering data will be used in this

study. That is, the quantitative data on the profile as well

as on the learning condition of the respondents will be

gathered through the use of the research tool. While the

qualitative data especially on the problems encountered by

the respondents will be made through an informal interview

with the respondents.

Researcher will personally ask permission first from the

office of the Schools’ Division Superintendent up to the

school heads of the different elementary schools of the

municipalities of Allen, Biri, San Antonio, San Jose,

Rosario, and Victoria, Northern Samar before the

questionnaire will be distributed to the 4Ps recipient-pupils

as the primary respondents as well as to the teacher-advisers

as the secondary respondents of this study.

Scoring and Interpretation of Data

The profile of the respondents in terms of age, sex,

grade level, number of siblings, educational attainment of

mother, educational attainment of father, occupation of

mother, occupation of father, distance of home residence to

school, family income, and amount spent for educational

expenditures of the recipients. The independent and dependent

 54

variables of this study will be categorized, scored and

interpreted as follows:

The age of the respondents will be grouped and categorized as

follows:

Age Categorization

16-above 3

14-15 2

12-13 1

Sex of the respondents will be coded as follows:

Sex Code

Male 0

Female 1

Grade level of the respondents will be coded as follows:

Grade Level Code

5 1

6 2

The number of siblings according to the data given by the

respondents which will be classified as brothers and sisters will

be added, grouped and categorized as follows:

 55

Number of Brothers/Sisters Categorization

10-above 4

7-9 3

4-6 2

1-3 1

The educational attainment of mother or father of the

respondents, the following categorization will be used:

Educational attainment Code

(mother or father)
Elementary Level 1
Elementary Graduate 2
High School Level 3
High School Graduate 4
College Level 5
College Graduate 6

The occupation of mother or father will be coded as follows:

Occupation Code

White Collar 0

Blue Collar 1
 56

For the family income of the pupil-respondents, the income of father and

mother will be added and categorized as follows:

Income of Father/Mother Category

(Monthly)
₱20000- above 5
₱15001 – 20000 4
₱10001 – 15000 3
₱5001 – 10000 2
₱5000 below 1
For the academic performance, the Grade Point Average (GPA)

of the Elementary pupils who are 4Ps recipients for the last

school year will be considered. To interpret the level of academic

performance of the pupils, the following categorizations will be

used:

Range of Grades Interpretation

96-100 Excellent

89-95 Very Good

80-88 Good

75-79 Passed

65-74 Failed
 57

For the Learning Conditions of the respondents, the following will be scored and

interpreted as follows:

Scale Point Descriptive Rating/Interpretation

4.20-5.00 5 Strongly Agree – Most favourable
3.40-4.19 4 Agree – More favourable
2.60-3.39 3 Undecided – Favorable
1.80-2.59 2 Disagree – Least Favorable
1.00-1.79 1 Strongly Disagree – Unfavorable

Scale Point Descriptive Rating/Interpretation

4.20-5.00 5 Always - Excellent
3.40-4.19 4 Often – Very Good
2.60-3.39 3 Sometimes - Good
1.80-2.59 2 Rarely – Fair
1.00-1.79 1 Never –Poor

For the Learning Preference of the respondents, the following will be scored and

interpreted as follows:

Scale Point Descriptive Rating/Interpretation

4.20-5.00 5 Strongly Agree – Most preferred
3.40-4.19 4 Agree – More preferred
2.60-3.39 3 Undecided - Preferred
1.80-2.59 2 Disagree – Least Preferred
1.00-1.79 1 Strongly Disagree – Not Preferred
Statistical Treatment of Data

Descriptive statistics will be used to present the

nature of the variables involved. Arithmetic mean, frequency

counts, and percentages will be employed to present the

profile as well as the academic performance of the

respondents.

Multiple Regression (MR) analysis will be utilized to

test the effect of Profile and learning condition to the

academic performance of the respondents.

 58

All the involved formula will be embedded in the

Statistical Packages for Social Sciences (SPSS) version 16.0

of the computer software.

Research Design

This study will utilize the Descriptive-Correlational

Research Design.

It is descriptive research because it will involve

collection of data in order to describe and test hypothesis

or to answer questions concerning the current status of the

4Ps recipient-pupils’ profile, learning condition, and

problems they met, in relation to their academic performance

(Hermano, 1999). Likewise, Karasar (1999) defined descriptive

research as an explanation of an existing situation to give

just a picture and Hovardaoglu (2000) states that as an

explanation what the features of some events, beings and

groups of people are singly explained or how two or more of

their attributes function on a relational level.

The correlational will be evident to test the

relationships between and among the independent variables

(4Ps recipient-pupils’ profile, learning condition, and

problems they met) towards the dependent variables (4Ps

recipient-pupils’ academic performance).

 59

The Variables of this Study

The variables of this study follow the Correlational

Model. They include the 4Ps recipient-pupils’ profile (age,

sex, grade level, number of siblings, educational attainment

of mother, educational attainment of father, occupation of

mother, occupation of father, distance of home residence to

school, family income, and amount spent for educational

expenditures of the recipients), learning condition (academic

conditions, social conditions, and personal conditions), as

well as the problems encountered by them will serve as the

independent variables which will be correlated their academic

performance which is the dependent variable of this study.

Population and Sampling

The population of the study will include the grades five

and six pupils who are 4Ps recipients of the different

elementary schools of the six 5th class municipalities of the

first Congressional District of Northern Samar, namely:

Allen, Biri, Rosario, San Antonio, San Jose, and Victoria SY

2018-2019.

This study will utilize the Sloven’s formula to get the

332 sample of respondents from the population of the

 60

elementary pupils who are 4Ps recipients of the different

elementary schools of 5th class municipalities of the first

Congressional District of Northern Samar. A proportional

random sampling will be employed to ensure balanced sample

from among the $Ps recipient-pupils. Furthermore, to

ascertain that the sample to a high degree represents the

population, the fish bowl technique will be utilized to

obtain the sample of the study.

The Respondents

The respondents of this study will be the grade five and

six elementary school pupils who are 4Ps recipients in the

different elementary schools of the 5th class municipalities

of the first congressional district of Northern Samar as the

primary respondents. In order to cross-check the responses of

the elementary pupils pertaining on their learning condition,

their teacher-advisers will likewise be included as the

secondary respondents of this study.

Research Instruments

The main research tool of this study will be a survey

questionnaire.
 61

The first part consists questions which gather the

profile of the respondents in terms of age, sex, grade level,

number of siblings, educational attainment of mother,

educational attainment of father, occupation of mother,

occupation of father, distance of home residence to school,

family income, and amount spent for educational expenditures

of the recipients.

The second part of the instrument comprises questions or

statements that gather data on the respondents’ learning

condition in terms of academic condition, social condition,

and personal condition.

The last part of the questionnaire includes open

questions on the problems encountered by the respondents on

the different aspects of their learning environment.

This instrument was already utilized by Dulay, 201848.

Little modification through translating the questionnaires

from Englisg Language to Filipino Language will be made and

further validation will be conducted in order to fit on the

recent study.

48
Dulay, H. (2018). Learning conditions and academic performance
of expanded students’ grants-in-aid program for poverty alleviation
(ESGP-PA) grantees in the University of Eastern Philippines. Unpublished
material.
 62

Validation of Research Instrument

The instrument of this study will be adapted from the

study of Dulay (2018), however to ensure that the instrument

will fit the the objectives of the study further validation

will be conducted in Bobon Central Elementary Shool.

Data Gathering Procedure

The data will be gathered, personally, by the

researcher. Permission will be sought first from the office

of the Schools’ Division Superintendent up to the school

heads of the different elementary schools of the

municipalities of Allen, Biri, Rosario, San Antonio, San

Jose, and Victoria, Northern Samar before the questionnaire

will be distributed to the 4Ps recipient-pupils as the

primary respondents as well as to the teacher-advisers as the

secondary respondents of this study. All the respondents will

be made to accomplish the set of questionnaires.

The qualitative part of this study is evident on the

part of the questionnaire where open-ended questions are

included for the researcher to undergo an interview with the

respondents.

Scoring and Interpretation of Data

 63

The profile of the respondents in terms of age, sex,

grade level, number of siblings, educational attainment of

mother, educational attainment of father, occupation of

mother, occupation of father, distance of home residence to

school, family income, and amount spent for educational

expenditures of the recipients as the independent variables

of this study will be categorized, scored and interpreted as

follows:

The age of the respondents will be grouped and categorized as

follows:

Age Categorization

16-above 3

14-15 2

12-13 1

Sex of the respondents will be coded as follows:

Sex Code

Male 0

Female 1

Grade level of the respondents will be coded as follows:

Grade Level Code

2 2

3 3

4 4
 64

5 5

6 6

The number of siblings according to the data given by the

respondents which will be classified as brothers and sisters will

be added, grouped and categorized as follows:

Number of Brothers/Sisters Categorization

10-above 4

7-9 3

4-6 2

1-3 1

The educational attainment of mother or father of the

respondents, the following categorization will be used:

Educational attainment Code

(mother or father)
Elementary Level 1
Elementary Graduate 2
High School Level 3
High School Graduate 4
College Level 5
College Graduate 6

The occupation of mother or father will be coded as follows:

Occupation Code

White Collar 0

Blue Collar 1
 65

For the family income of the pupil-respondents, the income of father and

mother will be added and categorized as follows:

Income of Father/Mother Category

(Monthly)

₱20000- above 5
₱15001 – 20000 4
₱10001 – 15000 3
₱5001 – 10000 2
₱5000 below 1

For the amount spent for educational expenditures of the recipients will be

categorized as follows:

Amount Spent for Category

Educational Expenditures
(Monthly)
₱5000- above 5
₱3000 – 4999 4
₱2000 – 2999 3
₱1000 – 1999 2
₱ 999 and below 1

For the academic performance, the Grade Point Average (GPA)

of the Elementary pupils who are 4Ps recipients for the last

school year will be considered. To interpret the level of academic

performance of the pupils, the following categorizations will be

used:

Range of Grades Interpretation

 66

96-100 Excellent

89-95 Very Good

80-88 Good

75-79 Passed

65-74 Failed

For the Learning Conditions of the respondents, the

following will be scored and interpreted as follows:

Scale Point Descriptive Rating/Interpretation

4.20-5.00 5 Strongly Agree – Very Much Favorable
3.40-4.19 4 Agree – Much Favorable
2.60-3.39 3 Undecided – Favorable
1.80-2.59 2 Disagree – Less Favorable
1.00-1.79 1 Strongly Disagree – Unfavorable

Scale Point Descriptive Rating/Interpretation

4.20-5.00 5 Always - Excellent
3.40-4.19 4 Often – Very Good
2.60-3.39 3 Sometimes - Good
1.80-2.59 2 Rarely – Fair
1.00-1.79 1 Never – Poor

For the Learning Preference of the respondents, the following will be scored and

interpreted as follows:

Scale Point Descriptive Rating/Interpretation

4.20-5.00 5 Strongly Agree – Most preferred
3.40-4.19 4 Agree – More preferred
2.60-3.39 3 Undecided - Preferred
1.80-2.59 2 Disagree – Less Preferred
1.00-1.79 1 Strongly Disagree – Not Preferred

Statistical Treatment of Data

 67

Descriptive statistics will be used to present the

nature of the variables involved. Arithmetic mean, frequency

counts, and percentages will be employed to present the

profile as well as the academic performance of the

respondents.

Multiple Regression (MR) analysis will be utilized to

test the effect of Profile and learning condition to the

academic performance of the respondents.

All the involved formula will be embedded in the

Statistical Packages for Social Sciences (SPSS) version 16.0

of the computer software.

 68

LITERATURE CITED

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education reform. Retrieved from
http://edglossary.org/hidden-curriculum. Cited by Dulay,
H. (2018). Learning conditions and academic performance
of expanded students’ grants-in-aid program for poverty
alleviation (ESGP-PA) Grantees in the University of
Eastern Philippines. Unpublished Material.

Adiaton, M. (2012). The Correlates of Students’ Performance

in Intermediate Algebra in Secondary Schools of Bobon,
Northern Samar.
Ahuja, A. (2011) Retrieved at
websitebrofenbrennerecological.pdf.

Appleton, JJ., et al., (2006). Measuring cognitive and

psychological engagement: Validation of the student
engagement instrument. Journal of School Psychology.
44(5):427–445. doi: 10.1016/j.jsp.2006.04.002. Retrieved
@ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167368/
on June 12, 2018.

Bahadurin, R. et al, “Factors Related to the Quality of the

Home Environment and Children’s Achievement.” Journal of
Family Issues. 1998. 19(4). 375-403.

Balbalosa, J. (2010). “Factors Affecting Mathematics

Performance of Laboratory High School Students at
Laguna. Unpublished Material.

Biddle, B. (1997). “Foolishness, dangerous nonsense, and real

correlates of state differences in achievement.”
[Electronic version]. Phi Delta Kappan, 79(1). Retrieved
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December, 2017, from

http://www.pdkintl.org/kappan/kbid9709.htm

Corno, L., et al., (1983). The role of cognitive engagement

in classroom learning and motivation. Educational
Psychologist. 18(2):88–108. doi:
10.1080/00461528309529266. Retrieved @
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167368/ on
June 12, 2018.

Dulay, H. (2018). Learning conditions and academic

performance of expanded students’ grants-in-aid program
for poverty alleviation (ESGP-PA) grantees in the
University of Eastern Philippines. Unpublished master’s
study. University of Eastern Philippines, University
Town Catarman, Northern Samar.

Eamon, M. et al, “Social Demographic, School, Neighborhood

and Parenting Influences on Academic Achievement of
Latino Young Adolescents”. Journal of Youth and
Adolescence. 34(2), 163-175.

Education Matters: Insights on Education, Learning and

Training in Canada. 81-004-X. Vol. 8 no. 4. Retrieved @
https://www150.statcan.gc.ca/n1/pub/81-004-
x/2011004/def/academic-academique-eng.htm on June, 12,
2018

Evangelista, L. (2005). Personality Development and Human

Relations. Manila Phil., Booklore Publishing Corp., p.
8.

Hammon, L. (1999). Teacher Quality and Student Achievement: A

review of State Policy Evidence,Document R-99-1).
Retrieved December, 2017, from the Center of Teaching
for the Study of Teaching and Policy Web site:
http//.ctpweb.org.

Jean Piaget.” Developmental Theory.” Educational Psychology,

Microsoft Encarta Premium, 2009.

Jeynes, W. “Examining the Effects of Parental Absence on the

Academic Achievement of Adolescent: The Challenge of
Controlling for Family Income.” Journal of Family and
Economic Issues. 2002. 27(2).
 70

Moenikia, M. et. al, (2010). Internationally Published

Material.

Poquiz, M. (Unpublished Master’s Thesis, university of

Eastern Philippines, 2008).
Prohaska, T., et al., (2012). Public Health for an Aging
Society. JHU Press. pp. 249–252. ISBN 978-1-4214-0535-3.
Retrieved @
https://en.wikipedia.org/wiki/Social_engagement on June
12, 2018.

Richardson, JC., et al., (2006). The role of students’

cognitive engagement in online learning. American
Journal of Distance Education. 20(1):23–37. doi:
10.1207/s15389286ajde2001_3. Retrieved @
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167368/ on
June 12, 2018.

Sbrocco, R. (2009). Student academic engagement and the

academic achievement gap between black and white middle
school students: does engagement increase student
achievement: a dissertation submitted to the faculty of
graduate school of the University of Minnesota.
Retrieved @ conservancy.umn.edu/bitstream/handle/11299/
…/Sbrocco_umn_0130E_10755

Seyfried, S. “Academic Achievement of AfricanbAmerican

Preadolescents: The Influence of Teacher perceptions.”
American Journal of Community Psychology. 26(3), 381-
402.
State Polytechnic University.” Unpublished Master’s
Thesis, Laguna, Philippines.

Vega, V., et al. (2006). “Facilitating Learning”.

Mandaluyong City: Books Atbp. Publishing Corp., p. 10.

Vygotsky (2009). “Cognitive Development.” Sociocultural

Theory-Child, Helps, Adult, Culture, Children, retrieved
@ http://social.jrank.org/pages/142).
Wolleat, P. “Sex Differences in High School Students’ Causal
Attributes of Performance in Mathematics.” Journal for
Research in Mathematics Education. Retrieved at
www.jstor.org/pss/748626, December, 2017.

Zhang, S. et al., (2011). Integrating online and offline

community through Facebook. 2011 International
 71

Conference on Collaboration Technologies and Systems

(CTS), 569-578. doi: 10.1109/CTS.2011.5928738 "Archived
copy" (PDF). Archived from the original (PDF) on 2014-
08-02. Retrieved 2012-09-16.

Other Sources

Retrieved at http://www.officialgazette.gov.ph, May, 2018.

Northern Samar SMEA, DMEA, and RMEA Reports. Retrieved May,
2018
http://www.officialgazette.gov.ph/programs/conditional-cash-
transfer/ Retrieved: June 1, 2018

http://www.officialgazette.gov.ph/programs/conditional-cash-
transfer/ Retrieved: June 1, 2018
Retrieved @ https://www.igi-global.com/dictionary/emotional-
engagement/9714 on June 12, 2018.

"Total Population by Province, City, Municipality and

Barangay: as of May 1, 2010" (PDF). 2010 Census of
Population and Housing. National Statistics Office.
Retrieved @
https://ipfs.io/ipfs/QmXoypizjW3WknFiJnKLwHCnL72vedxjQkD
DP1mXWo6uco/wiki/Rosario%2C_Northern_Samar.html on June
13, 2018.
"Province: Northern Samar". PSGC Interactive. Makati City,
Philippines: National Statistical Coordination Board.
Retrieved @
https://ipfs.io/ipfs/QmXoypizjW3WknFiJnKLwHCnL72vedxjQkD
DP1mXWo6uco/wiki/Rosario%2C_Northern_Samar.html on June
13, 2018.
 72

Appendix A

RESEARCH INSTRUMENT

I. Profile of the Respondents

Name (optional): ____________________________________________

Age: ______ Sex: ______ Grade Level: ________________________

Number of Siblings: _________________________________________

Educational Attainment of Mother: ___________________________

Educational Attainment of Father: ___________________________

Occupation of Mother: ___________________________________________

Occupation of Father: _____________________________________________

Monthly family income: ______________________________________

Amount Spent for Educational Expenditures (Monthly): ________

Averaged Grades of the Pupils (1st and Second Grading

Period): _____________________________________________

Expenditures (Monthly): ____________________________________

The period when you start to be a 4Ps Recipient and

avail Financial Assistance and other Benefits: _____ Sem.,
S.Y. 20____ - 20_____

I. Pupils’ Learning Conditions

Panuto : Ang talatanungang ito ay naglalayon na magtasa

ng mga pagkatuto ng mga mag-aaral. Basahin ang bawat
 73

tala at lagyan ng tsek ang angkop na hanay na tumutugon

sa inyong sagot.

Hindi kailanman
Madalas)
Palagi

Minsan

Bihira
I. ACADEMIC CONDITIONS

A. Behavioral Academic Engagement 5 4 3 2 1

1. Nagbibigay ako ng atensyon sa klase

at umiiwas sa mga makapagpapagulo
upang magkaroon ako ng pokus sa aking
pag-aaral.
2. Nagsusumikap ako na makagawa nang
mabuti sa mga aktibidad sa paaralan,
nakaatang na gawain, mahabang
pagsusulit, maiikling pagsusulit,
pang-akademekong mga kahingian.
3. Sa klase, gumagawa ako sa abot ng
aking makakaya.
4. Kapag ako’y nagkakaroon ng isang
napakahirap na gawaing-bahay,
Ginagawa ko ito hanggang sa mabigyan
ko ito ng solusyon.
5. Kapag ako ay nasa silid-aralan,
nakikibahagi ako sa mga gawaing
pinapagawa sa amin ng aming guro.
6. Kapag ako ay nag-aaral,
naipagpapatuloy ko ang aking mga
Gawain sa napakahabang panahon.

Hindi kailanman
Madalas
Palagi

Minsan

Bhira

I. ACADEMIC CONDITIONS

B. Emotional Engagement 5 4 3 2 1

1. Gusto ko ang aking mga nnatutunan sa

paaralan.
 74

2. Natutuwa ako na nakalulutas ako ng mga

bagong bagay a klase tulad ng mga
bagong konsepto, teorya, at pormula at
iba pa.
3. Karamihan sa mga araw, gusto ko ay
pumasok sa paaralan.

Hindi kailanman
Madalas
Palagi

Bihira
Mminsan
I. ACADEMIC CONDITIONS

C. Cognitive Engagement 5 4 3 2 1

1. Naniniwala ako na ang lahat ng

natututunan ko sa paaralan ay may
kabuluhan .
2. Sinusubukan kong unawain at kung
paanong pagsama-samahin ang lahat ng
aralin na natututunan ko sa paaralan.
3. Sinusubukan kong tuklasin kung paano
pagsasama-samahin ang lahat ng
natututunan ko sa paaralan at ang mga
bagay na alam ko na.
4. Kapag nahihirapan akong unawain ang
ibang aralin, paulit-ulit ko itong
pinag-aaralan hanggang sa maunawaan
ko.
Madalas

Bihira
Minsan

Hindi
kailanman
Palagi

I. ACADEMIC CONDITIONS

D. Academic Environment 5 4 3 2 1

1. Ang mga silid-aralan ay kaaya-

aya .
2. Ang mga silid-aralan ay
palaging nasaayos.
3. Ang mga silid-aralan ay may
sapat na hangin para sa mga
mag-aaral.
4. Ang mga silid-aralan ay may
sapat na ilaw.
 75

5. Ang mga silid-aralan ay may

sapat na mga kagamitan tulad na
upuan, pisara at iba pa.
6. Ang mga silid-aralan ay may
sapat na lawak para sa bawat
mag-aaral.
7. Nararamdaman kong panatag ako
at ligtas sa paaralan.

Kasagaran

Hindi kailanman
Minsan
Palagi

Bihira
I. ACADEMIC CONDITIONS

E. 21st Century Skills 5 4 3 2 1

1. Nakabubuo ako ng mga mahahalagang

katanungan at nabubuo ko ito ng
malinaw at tiyak sa oras ng
talakayan sa klase.
2. Nakakapaghanap at nagagamit ko
ang mga impormasyong
magkakaugnay, gumagamit ng mga
basal na ideya upang ito’y
mabigyan ng mabisang
pagpapakahulugan tungo sa isang
mahusay na kkonklusyon at mga
kalutasan.
3. Mahusay akong nakikipagtalastasan
sa iba sa paghahanap ng mga
kasagutan sa mga kumplekadong
problema .
4. Natutukoy ko ang kahalagahan ng
mga pangangatwiran at ideya.
5. Nahaharap ko ang mga problema ng
naaalinsunod at may maayos na
pamamaraan .
6. Nauuwaan ko ang ugnayan ng mga
ideya.
7. Bukas ako sa anumang ideya upang
maging matagumpay ang anumang
gawain.
8. Magaling akong mag-isip ng mga
bagong ideya gamit ang aking
malikhaing imahinasyon.
9. Gumagamit ako ng “Trial and Error
Methods” sa paglutas ng mga
problema.
 76

10. Nasisiyahan ako sa mga gawain

kung saan pinag-iisa ang mga
ideya.
11. Idinadagdag ko ang aking sailing
ideya kapag may talakayan sa
klase.
12. Mas madali para sa akin ang
makipagtrabaho sa iba upang
makamit ang tagumpay ng bawat
gawain sa paaralan.
13. Nakakapagpakita ako ng kakayahan
sa pagawa at paggalang sa iba’t-
ibang grupo.
14. Nagagampanan ko ang mga
ibinahagi sa aking mga
responsabilidad para sa sama
-samang paggawa.
15. Napapahalagahan ko ang mga
naiaambag na ideya ng bawat
grupo sa mga pangkatang gawain.
16. Malinaw at mabunga kong
nailalahad ang mga aking mga
kaisipan at mga ideya gamit ang
pasalita, pasulat at kakayahang
di-berbal na komunikasyon sa
iba’t-ibang anyo at konteksto.
17. Gumagamit ako ng komunikasyon sa
iba’t-ibang kadahilanan.
18. Gumagamit ako ng komunikasyon sa
iba’t-ibang kadahilanan.
Halimbawa, magbigay ng
impormasyon, magbigay ng
direksyong magganyak at
maghikayat.

Hindi kailanman
Madalas
Palagi

Minsan

Bihira

II. SOCIAL CONDITIONS

A. Social Engagement 5 4 3 2 1

1. Nakakaya kong matugunan ang mga

inaasahang kakayahang mula sa’kin ng
aking mga magulang at guro.
 77

2. Ang relasyon ko sa aking pamilya,

kapantay, at mga guro ay
nakatutulong upang mas lalo ko pang
pagbutihin ang aking pag—aaral.
3. Naiuugnay ko ang aking mga
nauunawaan at mga karanasan sa
nilalaman ng paksa na tinatalakay sa
paaralan.
4. Nadadagdagan at napapanatili ko ang
aking kaalaman sa pamamagitan ng
aktibo at nakakaenggayong mga
kagamitan sa paaralan.
5. Nakikipagtulungan ako sa aking mga
kasamahan sa paglutas ng mga
suliranin sa pagtatagumpay sa
mahihirap na mga gawain.
6. Mayroon akongmapagtaguyod na samahan
kaugnayan sa aking mga kapantay,
tagapayo, mga guro, at mga tauhan sa
paaralan.
B. Home-related aspect 5 4 3 2 1

1. Ang aking mga magulang ay may

masiglang pagsasama.
2. Nararamdaman kong ligtas ako sa
aking tahanan.
3. Ako at ang aking mga kapatid ay may
magandang samahan.
4. Kami ng aking magulang ay may
magandang samahan.
5. Tinutulungan ako ng aking pamilya sa
aking pag-aaral.
6. Tumutlong ang aking mga magulang sa
mga gawain at pangangailangan sa
paaalan.
7. Ang aking mga magulang ay umaasa na
pagbubutihin ko ang aking pag-aaral.
8. Ang aming tahanan ay nagbibigay ng
masigla at mapagtaguyod na
kapaligiran.
9. Sa tahanan, ang aking mga magulang
ay nakapagbibigay ng mahalagang
bagay para sa aking pagkatuto .
10. Ang aking paaralan ay nilalakad
lamang mula sa aming tahanan.
11. Gumagawa ako ng napakaraming
gawaing bahay.
12. Ang aming tahanan ay nag-aalok ng
kaaya-ayang kapaligiran sa
pagkatuto.
C. Teacher-related aspect 5 4 3 2 1
 78

1. Ang aking mga guro ay may sapat na

kasanayan sa pagtuturo sa mga mag-
aaral.
2. Ang aking mga guro ay tapat sa
kanilang propesyon.
3. Ang aking mga guro ay nakapagtuturo
nang sapat at maayos.
4. Ang aking guro ay may magandang
pananaw sa pagtturo.
5. Ang aking mga guro ay may magandang
pag-uugali tungo sa mga mag-aaral.
6. Ang aking mga guro ay nagtatakda ng
kung ano ang kanyang mga inaasahan
mula sa kanyang mga mag-aaral.
D. Involvement in Clubs and 5 4 3 2 1
Organizations
1. Ako ay may masigasig na papel o
tungkulin sa mga ekstrakurikular na
aktibidadd sa paaralan.
2. Ang pagsapi sa anumang samahan sa
paaalan ay nakapagbibigay sa’kin ng
pagkakataon na makipagsalamuha sa
iba.
3. Gusto ko na napapabilang ako sa mga
ekstrakurikular na gawain sa
paaralan.
4. Alam ko ang layunin ng bawat
ekstrakurikular na gawain.
5. Gusto kong napapabilang ako sa mga
gawaing panlipunan.
6. Gusto kong makilahok sa mga
panlipunang gawain.
7. Gusto ko ang paglahok sa mga hindi
pang-akademikong gawain kaysa sa mga
gawaing pang-akademiko.
Hindi kailanma
Madalas
Palagi

Minsan

Bihira

III. PERSONAL CONDITIONS

A. Study Habits 5 4 3 2 1
 79

1. Mas gumugugol ako ng oras sa sosyal

medya kaysa pag-aaral ng mga
leksyon.
2. Gumagawa ako ng balangkas para sa
tiyak na oras ng aking pag-aaral.
3. Nagtatakda ako ng tiyak na layunin
para sa oras ng aking pag-aaral.
4. Buong taon akong nag-aaral ng mga
itinakdang aralin.
5. Ang aking pook aralan ay kaaya-aya
para sa aking pagtuon sa mga aralin.
6. Ang pangkatang pagtatrabaho ay
nakatutulong sa akin kapag
nahihiraan ako sa pag-unawa sa mga
konsepto at nakatutulong din na
matapos ko agad ang mga takdang-
aralin kaysa paggawa ng nag-iisa.
7. Nakaiiwas ako sa mga paggambala at
pagkaantala kapag ako ay nag-aaral.
8. Naisasagawa ko ang gawaing-bahay
at mga proyekto sa tamang oras.
9. Hinahayaan ko ang huling araw ng
pagpasa at paggawa kapag nadadawit
ako sa ibang bagay.
B. Health 5 4 3 2 1

1. Sapat ang aking tulog at sapat ang

aking pahinga araw-araw.
2. Nakakukuha ako ng sapat at tamang
sustansya sa pamamagitan ng
pagkain ng tama.
3. Pinapatili ko ang maganda at
malinis na pangangatawan.
4. Kumakain ako ng tatlong beses sa
isang araw, sa tamang oras.
5. Nagmimiryenda ako para masigurong
hindi ako magugutom buong araw.
Hndi kailanman
Palagi

Madalas

Minsan

Bihira

III. PERSONAL CONDITIONS

Learning Preference

A. Visual 5 4 3 2 1

1. Madali akong natututo sa

pamamagitan ng paglalarawan .
 80

2. Madalas akong makakilala ng mga

salita sa pamamagitan ng mga larawan
at mas nalilinang ang aking
malikhaing pag-iisip.
3. Gusto kong magpakitang turo ang
aking guro sa talakayan .
4. Madali kong naiintindihan ang
sinasabi ng iba sa pamamagitan ng
tsart, diagram, at mga mapa.
5. Naiintindihan ko nang maayos ang mga
talakayan kapag isinusulat ng
aking mga guro sa pisara o kung
gumagawa sila ng mga tulong biswal.
B. Auditory 5 4 3 2 1

1. Madalas, mas gusto kong ibigay ng

aking guro ang panuto ng pasalita.
2. Mas madali akong matuto sa
pamamagitan ng pakikinig.
3. Nasisiyahan ako sa mga usapan ,
talakayan at mga pagsasadula.
4. Madali akong magambala ng mga ingay
at kadalasan kailangan kong
magtrabaho sa tahimik na lugar.
5. Mas gusto kong matuto sa
pamamagitan ng pakikinig sa
talakayan sa halip na pagbabasa.
6. Kinakailangan ko ang pasalitang
pagbibigay ng panuto sa isang
gawain.
C. Tactile 5 4 3 2 1

1. Mas nakagagawa ako nang maayos kapag

isinusulat ko sa kwaderno ang
talakayan o anumang binabasa ko.
2. Naisasagawa ko nang mahusay ang mga
gawain tulad ng pakitang-turo o
pagtatanghal, mga proyekto at
panlaboratoryo .
3. Mas gusto kong iguhit ang mga
natutunan ko upang madaling
maalala.
4. Naalala ko ang mga bagay nang
maayos kapag ito’y aking
isinusulat .
D. Kinesthetic 5 4 3 2 1

1. Nakagagawa ako nang mahusay sa

paaralan kapag ako ay aktibong
naikilahok .
2. Mas nakakapag-isip at natututo
 81

ako kapag kumikilos.

3. Mas nais ko ang “gumawa sa
halip na manood o making.
4. Nahihirapan akong bigyang-tuon
ang gawain kapag pinakikiusapan
maupo at magbasa.

Ano ang tatlong suliraning nakaharap mo ang kailangang malutas

agad sa usapin ng batayang pang-akademiko?

1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
Ano ang tatlong suliraning nakaharap mo ang kailangang malutas
agad sa usapin ng batayang-panlipunan?

1. _____________________________________________________________
2. _____________________________________________________________
3. ____________________________________________________________

Ano ang tatlong suliraning nakaharap mo ang kailangang malutas

agad sa usapin ng batayang-pampersonal?

1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________

Researcher:

KAREN F. PORTES
Researcher