THE EFFECTS OF CONDITIONAL CASH TRANSFER PROGRAM

TO THE ACADEMIC PERFORMANCE OF GRADE 11 GENERAL ACADEMIC

STRAND BENEFICIARIES

By:

Porcari Jr., Loreto T.

Rota, Kia Mariztela H.

Salazar, Daina B.

Rosales, Myra A.

Rosales Shyra Mae W.

Pesquera, Aaron O.

November 2018
 THE EFFECTS OF CONDITIONAL CASH TRANSFER PROGRAM

TO THE ACADEMIC PERFORMANCE OF GRADE 11 GENERAL ACADEMIC

STRAND BENEFICIARIES

A Research Paper Presented to Gretchen Yare-Inong

of Ormoc City Senior High School

Ormoc City

In Fulfillment of the Requirements in Inquiries, Investigations and Immersion

By:

Porcari Jr., Loreto T.

Rota, Kia Mariztela H.

Salazar, Daina B.

Rosales, Myra A.

Rosales Shyra Mae W.

Pesquera, Aaron O.

November 2018
 DEDICATION

This Accomplishment

Is heartily dedicated by the researchers

To the Almighty Father.

A special feeling of gratitude to all parents, peers, co-researchers,

Teachers, as well as the friends who contribute to this accomplishment

And to everyone who patiently cooperated to finish this study.

 ACKNOWLEDGEMENT

The researchers would like to express their deepest and sincerest gratitude to the

following that helped in making this dream reality.

First and foremost, praises and thanks to the Almighty Father who gave wisdom

to the researchers. For without His guidance this study would not be made possible.

To Gretchen Yare-Inong, the researchers’ subject teacher, forgiving the

researchers the opportunity to do research and providing guidance throughout this study.

Her sincerity and passion have deeply inspired the researchers. She taught the

researchers on how to present the research works as clearly as possible.

Finally, the researchers thank all the people who had supported in the study.
 ABSTRACT

Title: “The Effects of Conditional Cash Transfer Program to the Academic Performance

of Grade-11 General Academic Strand Beneficiaries.”

Researchers: Loreto T. Porcari, Kia Mariztela H. Rota, Daina B. Salazar, Shyra Mae W.

Rosales and Myra A. Rosales.

Name of School: Ormoc City Senior High School

School Year: 2018-2019

CONTENT ANALYSIS

This study was conducted in order to know the Effects of Conditional Cash

Transfer program to the academic performance of Grade 11 General Academic strand

beneficiaries.

The research design was pure Phenomenological type of qualitative because it

based on the experiences of the participants towards the program. The researchers used

open-ended questionnaires and interview for further clarifications in conducting the

study.

The researchers conclude that the conditional cash transfer program has positive

effects on education because the students have now the capability to comply and finished

their school works and activities on time. The CCT* program also supported the students

financially in providing their educational needs.

 TABLE OF CONTENTS

Title................................................................................................................ Page

Dedication.......................................................................................................i

Acknowledgement...........................................................................................ii

Abstract.........................................................................................................iii

Table of Contents............................................................................................iv

Chapter I The Problem and its Scope......................................................... 1-

Rationale of the Study......................................................................

Theoretical Background………………………………………………….

Conceptual Background..................................................................

Statement of the Problem...............................................................

Significance of the Study................................................................

Scope and Delimitations of the Study............................................

Definition of Terms ........................................................................

Chapter II Research Methodology and Design ................................................

Chapter III Presentation, Analysis, and Interpretation of Data ....................

Chapter IV Summary, Conclusions, and Recommendations.........................

References..................................................................................................

Appendices....................................................................................................

Curriculum Vitae…………………………………………………………..
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Background of the Study

Being a third world country, the Philippines recognize to address the issue

poverty reduction. Several solutions were observed and one of it was the implementation

of Pantawid Pamilyang Pilipino Program (4P’s) which was a Conditional Cash Transfer

in year 2008, like the conditional cash transfer program from other countries, CCT*

provide cash grants to the beneficiaries as they comply to their specified conditions such

as keeping their children in school, getting health check-ups when sick and attending

family development sessions.

A household-beneficiary can receive as much as ₱1,400.00 a month, which

includes ₱ 500.00 per month for nutrition and a health purposes, while ₱ 300.00 per

month per child for their educational expenses. But in order to maintain their being

household-beneficiary, they must comply with the said conditions for as long as five

years.

Thus, the researchers’ would like to conduct a study in regards to the said

program since Conditional cash transfers like 4P’s waas a big help to those family who

were not able to sustain their needs for their family. In this case, the researchers’ purpose

of the study was to determine the efficiency of the government’s conditional cash

transfer program which was the Conditional Cash Transfer Program to the academic

performance of Grade 11 GAS beneficiaries.

 2

Theoretical Background

The Conditional Cash Transfer program started last 2008 under the previous

administration and continued in massive scale of Aquino’s Administration. One of the

targets of the CCT program was to decrease the drop-out rate among the poorest high

school around the country.

The first thing that people have to understand was the monetary subsidence of the

program. 4P’s recipient was receiving the amount of 300 pesos for educational assistance

and additional 500 pesos for health and nutrition per qualified household every month.

Subsequently, the household recipient was required to participate in community-school

related program such as clean drive, brigada eskwela and family day sessions.

Furthermore, students or pupils under the CCT* program must attend and complete the

85% attendance of the monthly attendance. Conversely, they were all required to have an

average grade of 75. 4P’s recipient must cooperate and participate to any school

activities since there was an educational assistance for them. CCT* recipient who is no

longer in the school must be removed from the program. Lastly, students or pupils who

were CCT* recipient with more than a week absent without prior notice must not receive

their monthly educational assistance. Hence, only DSWD can add and remove

beneficiaries under the program.

CCT program was strategically designed to invest in human capital by

providing quality life and accessible education for everyone.

 3

RELATED STUDIES

Based on the findings of the study entitled “Academic Achievement of

Pantawid Pamilyang Pilipino Program (4P’s) Beneficiaries on Selected Pupils in

Inopacan District, Leyte School Year 2013-2014,” that was conducted by Nelson T.

Dogue, the drop-out rate among the poorest elementary and high school were decreased.

The parents and pupils who are 4P’s recipients attended regular participation in all

school activities which resulted to increase of enrolment population every school year.

The inconsistent results for older children between 13-17 years old, the majority of

whom are outside the age cut-off for CCT education grant eligibility as suggested by

insignificant coefficient across specification, could be explained by a number of factors.

First, sending older children to school is associated with direct and indirect cost. Direct

cost may be incurred in school fees, supplies, transportation cost and etc. As children

grow older, the opportunity cost also increases as they could earn money from working

instead of going to school. To address this issue, many CCT program from other

countries like Bangladesh provides larger cash transfers to older children to compensate

for higher schooling. Another plausible explanation for the program’s 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 Pamilyang

Pilipino Program provides education grants up to 14 years of age, 15-17 year old

children are no longer eligible for grants. Furthermore, the estimated CCT impact varied

depending on the number of school children in the household, with positive impacts

among young children in small households slightly decreased to 5%. In contrast, 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 household bear non-tuition related expenses such as
4
transportation costs and school supplies for every child. The comprehensive quantitative

impact evaluation currently underway will provide more robust evidence on the impact

of CCT program. Based on the data collected from a much larger sample size and

information collected on a vast range issues. This study was conducted to serve as a

rapid assessment of Pantawid Pamilyang Pilipino Program. Focused on school

enrollment. While 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, educational attainment

and child nutrition status, applying rigorous analytical methods of Randomized Control

Trials (RCT) and Regression Discontinuity Design (RDD) Chaudhury and Okamura

(2012).
 5

Input Process Output

• Determine the effects of • Questionnaires • The Effects of Conditional

CCT* program to the Cash Transfer Program to
academic performance of the Academic Performance
Grade 11 GA* strand of the students in GA*
beneficiaries. strand.
• Interview
• Identify the students benefits
in terms of their educational
needs.

Figure 1 Conceptual Framework

 6

Statement of the Problem

The study aims to know the effects of the Conditional Cash Transfer program to

the academic performance of the GA* strand students in Ormoc City Senior High

School.

Specifically, this study aims to answer the following questions:

1. How does the CCT* program help the grade 11 GA* strand students in terms of

their educational needs such as projects, school activities and etc?

2. Is there any improvement in their grades when they became recipients of the

program?

3. In relation to question no. 2, why did the students say so?

4. What are the effects of the CCT* program to their academic performance?

Significance of the Study

The findings of this study would be significant to the following entities:

Students. This study would be useful to the students for they could identify the effects of

the 4P’s to their academic performance.

Parents. This study would be useful to the parents for they could monitor the

performance of their child in school.

Teachers. This study would be useful to the teachers for they could also gain awareness

on the performance of the beneficiaries and they could also help the parents to monitor

the academic performance of their child.

 7

Scope and Delimitation

This study was endeavored to determine the effects of Conditional Cash Transfer

Program to the academic performance of grade 11 General Academic Strand

beneficiaries. The preparation of the interview would be conducted in Ormoc City Senior

High School, Ormoc City for a maximum of a week. However, the study would only use

limited explanatory variable that would be found in the interview questionnaires for the

beneficiaries. The researchers’ objective in the study was to raise awareness for the

students and teachers about the academic performance of the beneficiaries.

Definition of Terms

Conditional Cash Transfer Program – the independent variable of the study which was

used to test the dependent variable.

Academic performance – the dependent variable of the study that was used to determine

the effects of the independent variable.

Financial support – the variable that was used in the study which signifies the effect of

the CCT* program to the beneficiaries.

Educational needs – the variable that was used in the study to determine the effects of

the CCT* program to the beneficiaries.

 CHAPTER II

METHODOLOGY

Research Design

The study employed a phenomenological type of qualitative research design to

know the effects of the CCT Program among the students of Grade 11 GA* strand in

Ormoc City Senior High School. This research depends on the experiences of the

participants with regards to the topic. Without their experiences this research would not

be made possible to be finish in a certain period of time.

Research Environment

The research was conducted in Ormoc City Senior High School, located at Narra

Street, Barangay Don Felipe Larrazabal, Ormoc City. There were 274 students under

Humanities and Social Sciences, Science Technology Engineering and Mathematics-

430 students, Accountancy Business and Management- 184 students, General Academic

Strand- 154 students, while Technical Vocational and Livelihood ICT- 279 students and

Technical Vocational and Livelihood-Home Economics- 236 students, so the overall

population of Grade 11 students in Ormoc City Senior High School were 1,450 and the

total population of teaching and non-teaching staff including the principal were 82.

Research Participants

From the three sections of GA* strand namely: Abueva, Amorsolo and

Tolentino, the researchers did purposive sampling since the researchers already have the

identified students who were beneficiaries in the program.

 9

Research Instrument

The instrument used in this research includes questionnaires and interview. These

materials aided in the authenticity and reliability of the data gathered. The researchers

believed that every single word matters from the participants of this study.

Research Procedures

Gathering of Data

In this research, the researchers followed the systematic procedures in gathering

the data. First the researchers made a request letter to get some data at the registrar

office. Next, let the subject teacher signed the letter as well as the principal then sent the

letter to the registrar office. Data were obtained through the use of the research materials.

The researchers would disseminate questionnaires to the participants and conduct an

interview to clearly understand

and comprehend their responses.

Ethical Consideration

The researchers assured that the data given by the Ormoc City Senior High

School Registrar’s Office would only be used for this research purposes and would not

be published or used in a way that was unethical.

The information that the respondents gave will only be used for the sake of this

research and their identities would still remain confidential to protect them from

embarrassment or to harm them in any way.

 CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

PRESENTATION OF THE DATA

The results on the disseminated questionnaires and in the interview showed that

many of the participants were having the same experiences being a student-beneficiary

to the CCT* program. Several participants voiced out their positive remarks about the

program in relation to the three research questions. Most of the participants from the

three section (Abueva, Amorsolo and Tolentino) answered the same concept.

In question no. 1, How does the CCT*program help you in terms of your

educational needs such as projects, school activities and etc.?

Section Abueva

Participant 1: It helps me buy my project and have my daily allowances in school.

Participant 2: It helps me financially to buy my project.

Participant 3: By this program, the things I needed in school are already provided since I

have financial support from the program.

Participant 4: It helps me buy the things I needed in making my project and other

activities.

Participant 5: I have money to buy my project because of this program.

Participant 6: It helps me supply my financial problem in school.

Participant 7: It helps me and other student that lack of financial to continue schooling

because we have now money to buy our project and other school activities.
Section Amorsolo

Participant 8: It helps me pay my payments in school and other things I need as student.

Participant 9: It helps me to have my allowance and buy all the things I need in school.

Participant 10: It helps me buy my things in school.

Participant 11: It helps me buy and make my projects. It also helps us in our financial

problem.

Participant 12: It helps me financially specially in my educational needs such as project

and other school activities.

Participant 13: It helps me buy my needs in my studies.

Section Tolentino

Participant 14: It gives me money to buy all my requirements in making my project and

other school activities.

Participant 15: It provides me my needs financially in every school activities.

Participant 16: It helps me buy important things in making school activities and projects.

Participant 17: It helps me financially especially in my educational needs.

In question no. 2 and 3, Was there any improvement in your grades when you

became a recipient of the program? In relation to question no. 2, why did you say that it

improves your grade or not?

Section Abueva

Participant 1: Yes, because I can submit all the projects and other activities required.

Participant 2: Yes, because I can easily buy all my requirements in school and it also
 serves as my inspiration that I should study hard to reach my dreams.

Participant 3: Yes, because I could comply all the projects or works that my teachers

gave me.

Participant 4: Yes, because I can easily buy my requirements in making my project.

Participant 5: Yes, because I am motivated to go to school and listen to my teachers.

Participant 6: Yes, because I have a source for making my projects

Participant 7: Yes, because I have money now to buy my needs in school.

Section Amorsolo

Participant 8: Yes, because I always comply to my projects and other activities.

Participant 9: Yes, because I can provide my expenses in my projects.

Participant 10: Yes, because I can provide the expenses in every activity.

Participant 11: Yes, because I belong to the program and it provides my expenses in

school.

Participant 12: Yes, because I focus on my studies and I listened to my teachers.

Participant 13: Yes, because I have a good source for making my projects and activities.

Section Tolentino

Participant 14: Yes, because in this program, it reduces my financial problem in school.

It motivates me to attend school and follow my dreams.

Participant 15: Yes, because I comply to my projects and other activities.

Participant 16: Yes, because I can now afford to buy the things I need in my project.

Participant 17: Yes, because I comply to the projects the teacher gave me.
In question no. 4, What are the effects of the Conditional Cash Transfer program to your

Academic performance?

Section Abueva

Participant 1: I can afford to buy all my needs like project and other school activities.

Participant 2: It motivates me to have higher grades, not to fail in any subject and to

study hard.

Participant 3: It helps me pay my school funds and project and also for my daily fare.

Participant 4: It motivates me to study hard in school.

Participant 5: It improves my academic performance in school because I study hard.

Participant 6: I have a good source for some research and because of that I get good

grades.

Participant 7: It motivates me to study hard and have better grades.

Section Amorsolo

Participant 8: It helps me to pay my projects and also my everyday fare.

Participant 9: I'm motivated to aim higher grades.

Participant 10: It provides my needs in school and it sustain my financial needs.

Participant 11: I become motivated and obedient in school.

Participant 12: It helps me in my financial needs.

Participant 13: I can go to school everyday because I am one of the beneficiaries.

Section Tolentino

Participant 14: It helps me reduce my academic and financial problem. It also motivates

me to perform well in my academic.

Participant 15: I can now pass my projects on time because of the CCT program.

Participant 16: It helps me in buy the things I need as a student.

Participant 17: It motivates me to attend school since I’m supported by the program.

As the researchers conducted the study, there were only two themes that emerged

in the course of the research. The participants expressed the same concerns about their

experiences being a beneficiary of the program. Moreover, two themes already emerged

early before the interview process and then continually throughout the study. Each theme

will be discussed separately.

THEME NO. 1: “CCT* Program: Supports Educational Needs.”

The first theme employs the program’s efficiency in its services towards the

educational needs of the students-beneficiary. Financial problem was much known to

those students who lived in a lower class society. But because of the government’s

implementation on the Conditional Cash Transfer Program, the students were given the

chance to study. According to participants 1, 4, 5, 8, 9, 11, 12 and so on, the program

supported them financially in their educational needs such as buying their required

things in making their projects and other school activities. Moreover, the academic

performance of the students in school improved. They got higher scores and grades for

they could already comply their teacher’s requirements. This result only shows the

positive effect of the CCT* Program in the students educational needs.

THEME NO. 2: “Motivator for success!”

The researchers came up with the theme “Motivator for Success” since most of

the response for question number 4, talks about how the CCT Program motivated them

to do better in their respective classes. According to one of the respondent, “It motivates

me to have higher grades, not to fail in any subject and to study hard.”

Motivation was one of the important elements a student should possess in order

to reach his/her goals in life. It refers to the act or the influence that causes someone to

do something. In this case, the CCT* program served as the “motivator for success” for

those students who were the beneficiaries of the program. They were motivated because

of the thought that if they would not attend school and perform their duty as a student,

they would be removed or be eliminated as one of the beneficiary or recipient of the

program

Therefore, the result of this study was way similar to the results of the study that

was entitled “Academic Achievement of Pantawid Pamilyang Pilipino Program (4P’s)

Beneficiaries on Selected Pupils in Inopacan District, Leyte School Year 2013-2014,”

which was conducted by Nelson T. Dogue. Nelson’s study showed the results of the

decreased drop-out rate among the poorest elementary and high school. His result

showed the same concept about academic performance of the students in this study

which were both positive effects of the Conditional Cash Transfer program implemented

by the government. .
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The researchers used the Phenomenological type of a qualitative design in the

study. The participants were selected from the three sections of GA strand namely:

Abueva, Amorsolo and Tolentino through purposive sampling. Data were obtained

through the use of research materials which were the questionnaires and interview. The

researchers disseminated first the questionnaires to the participants and then conducted

an interview to clearly understand and comprehend their responses.

Based on the specific program of the study, the following findings are presented:

1. The benefits that the CCT* program provides to the student-beneficiary was in

the form of financial support.

2. Most of the students used their financial allowances buying school supplies and

making their school activities and projects.

3. The Conditional Cash Transfer program was important to the students to support

their daily allowances in school.

4. Most of the students have improvements in their academic performance since

they were motivated because of the program.

CONCLUSION

Base on the results of the study, the following were the conclusions formulated

by the researchers:

 The CCT* Program provides financial support on the students of Grade -11 GA*

Strand beneficiaries in their educational needs such as buying their school's

requirements in making their projects and other school activities.

 Because of the CCT* Program financial support, the students have now the

capability to comply and finished their school works and activities on time

resulting to the increase of their grades and improvements in their academic

performance.

 The Conditional Cash Transfer Program has positive effects on Education.

RECOMMENDATIONS

From this study, the researchers concluded that CCT* program was authentically

efficacious to the students to their educational needs. Although the dominant result of the

study was purely positive effects on the program, the researchers were still aware from

the fact that there were also negative effects. However, in order to improve the CCT*

program, the researchers suggest that the program should be more strict towards the

actions of the beneficiaries in complying their conditions. They should implement strong

laws that would make the recipients obey and never commit any unnecessary action

towards the financial aid of the program.

For the future researchers of the program, in conducting the study, the research

questions should be specific, clear and direct to the point. The questions should not

provoke the participants perceptions towards the program. The scope also should be

specific and limited in order for the study to be finished on time.

 REFERENCES

Nelson T. Dogue (2013-2014), “Thesis: Academic Achievement of Pantawid

Pamilyang Pilipino Program (4P’s) Beneficiaries on Selected Pupils in Inopacan

District”

https://www.scribd.com/document/368615676/Effestiveness-of-Pantawid-Pamilyang-

Pili

http://www. nber.org/papers/w23594
APPENDICES
 CURRICULUM VITAE

PERSONAL DETAIL

Name : Loreto T. Porcari Jr.

Address : Brgy. Macabug, Ormoc City

Phone Number : 09075278053

Email : loretoporcari@yahoo.com

Date of Birth : December 27, 2000

Nationality : Filipino

Marital status : Single

Health : Normal

EDUCATION

2017- PRESENT ORMOC CITY SENIOR HIGH SCHOOL

2013 – 2017 SEGUINON NATIONAL HIGH SCHOOL

2007 - 2013 MACABUG ELEMENTARY SCHOOL

STRENGTH

 Eager to learn new things

HOBBIES

 Watching movies
 Eating
 CURRICULUM VITAE

PERSONAL DETAIL

Name : Shyra Mae W. Rosales

Address : Golden Shower, Pob. Merida Leyte

Phone Number : 09064059828

Email : maerosales1432@gmail.com

Date of Birth : July 7, 2001

Nationality : Filipino

Marital status : Single

Health : Normal

EDUCATION

2017- PRESENT ORMOC CITY SENIOR HIGH SCHOOL

2013 – 2017 MERIDA VOCATIONAL SCHOOL

2007 - 2013 LIBERTAD ELEMENTARY SCHOOL

STRENGTH

 Eager to find love

HOBBIES

 Dancing
 Reading
 CURRICULUM VITAE

PERSONAL DETAIL

Name : Kia Mariztela H. Rota

Address : Brgy. Benolho Albuera Leyte

Phone Number : 09094530026

Email : Kiamariestella@gmail.com

Date of Birth : February 16, 2001

Nationality : Filipino

Marital status : Single

Health : Normal

EDUCATION

2017- PRESENT ORMOC CITY SENIOR HIGH SCHOOL

2013 – 2017 SEGUINON NATIONAL HIGH SCHOOL

2007 - 2013 SEGUINON ELEMENTARY SCHOOL

STRENGTH

 Eager to learn and achieve new things

HOBBIES

 sketching
 reading
 watching movies and series
 CURRICULUM VITAE

PERSONAL DETAIL

Name : Daina B. Salazar

Address : Brgy. Tinago, Merida Leyte

Phone Number : 09166215444

Email : Dainasalazar@gmail.com

Date of Birth : December 8, 2000

Nationality : Filipino

Marital status : In a relationship

Health : Normal

EDUCATION

2017- PRESENT ORMOC CITY SENIOR HIGH SCHOOL

2013 – 2017 MERIDA VOCATIONAL SCHOOL

2007 - 2013 MERIDA CENTRAL SCHOOL

STRENGTH

 Eager to learn forever

HOBBIES

 Dancing
 Watching movies
 CURRICULUM VITAE

PERSONAL DETAIL

Name : Myra A. Rosales

Address : Brgy. Libas, Merida Leyte

Phone Number : 09301115356

Email : Myraalvaresrosales@yahoo.com

Date of Birth : March 4, 2000

Nationality : Filipino

Marital status : Single

Health : Normal

EDUCATION

2017- PRESENT ORMOC CITY SENIOR HIGH SCHOOL

2013 – 2017 MERIDA VOCATIONAL SCHOOL

2007 - 2013 LIBAS ELEMENTARY SCHOOL

STRENGTH

 Eager to discover new things

HOBBIES

 Drafting
 Watching movies
 CURRICULUM VITAE

PERSONAL DETAIL

Name : Aaron O. Pesquera

Address : Brgy. Coob, Libertad Ormoc City

Phone Number : 09109403666

Email : Pesqueraaaron@yahoo.com

Date of Birth : October 18, 1999

Nationality : Filipino

Marital status : Single

Health : Normal

EDUCATION

2017- PRESENT ORMOC CITY SENIOR HIGH SCHOOL

2013 – 2017 NEW ORMOC CITY NATIONAL HIGH SCHOOL

2007 - 2013 LIBERTAD ELEMENTARY SCHOOL

STRENGTH

 Eager to learn new things

HOBBIES

 Billiard
 Playing Basketball