Chapter 1

INTRODUCTION

This chapter presents the background of the study,

theoretical/conceptual framework, statement of the problem,

definition of terms and other variables.

Background of the Study

According to Article XIV of the 1987 Philippine

Constitution Section 1: The state shall protect and promote

the right of all citizens to quality education at all

levels and shall take appropriate steps to make such

education accessible to all. This section will make sure

that the youth of today will have the opportunity to

quality education, also no one will be left

behind. Legislators of our country passed the Republic Act.

No. 10931, known as the “Universal Access to Quality

Tertiary Education Act of 2017, which fulfilled that free

education is at all level”.

The Commission on Higher Education (CHED) is an attached

agency to the office of the President for Administrative purposes.

Pursuant to Republic Act 7722, CHED shall promote relevant and

quality higher education, ensure that quality higher education is

accessible to all who seek it particularly those who may not be

able to afford it, guarantee and protect academic freedom for

 2

continuing intellectual growth, advancement of learning and

research, development of responsible and effective leadership,

education of high-level professionals, and enrichment of

historical and cultural heritages; and commit to moral ascendency

that eradicates corrupt practices, institutionalizes transparency

and accountability and encourages participatory governance in the

Commission and sub-sector. Of all investments needed to achieve

sustainable development, none is more important than a quality

education for every child. In a knowledge-

based world economy, a good education is vital for finding

decent work; achieving good health; building functioning

communities; developing the skills to be a dependable

parent; and growing up to be an engaged and responsible

citizen (Sachs, 2015).

As one of the institutions of higher learning in the

Philippines, JH Cerilles State College is an accredited

tertiary education institution in the province of Zamboanga

del Sur that qualifies free education. Free education

refers to government efforts to make education more

accessible by making parents not to pay tuition fees

(Walton Grant W., 2019). Free tuition at community college

would level the playing field for the students seeking an

education (Dowd, 2019). Education plays a vital role in the

success of the student's future. Thus, the government is

 3

very much willing to help in raising different laws to help

student's particularly tertiary level learners providing

the free tuition fee law to increase the effectiveness of

student's abilities at school concerning their active

lifestyles. Measuring the impact of free tuition fees

should be a major focus on the social life of students

about their academic performances.

Last June 2018, J.H. Cerilles State College is one of

the state colleges in Zamboanga Peninsula who was granted

by the government with free tuition fee. The purpose of

conducting a study on the free tuition education was to

determine its benefits to students who were studying in

State Colleges and those students from a poor family and is

being deprived to study in tertiary education because of

financial constraint. This study also aimed to determine

the effects of free tertiary education in their school

engagements and to their families by availing free college

education.
 4

Theoretical/Conceptual Framework

In the field of education, there is a wide array of

literature on the notion of choice making, each offering a

different viewpoint on how students make educational

decisions (for example, amongst others, Gambetta, 1987;

Breen & Goldthorpe, 1997; Becker, 1993). This piece of

research is primarily interested in rational-choice theory

(RCT) as an explanation of decision-making processes

because it has played a significant role in educational

policies in England and the ways in which universities

function, points which shall be elaborated on in the

subsequent section. Other approaches to choice making are

however also considered here, namely from a sociological

perspective, as they are employed as a critique to RCT.

Rational Choice Theory (RCT)

RCT has traditionally been associated with economics,

most prominently with the ideas of Adam Smith (DesJardins &

Toutkoushian, 2005), and assumes that individuals are

conscious decision makers who make choices on a self-

interested basis through a costs–benefits calculus. The

theory does not require that individuals formally make such

calculations, but assumes that, when faced with a set of

choices, individuals will always select the option that

will maximize their satisfaction or utility. However, it

 5

must be acknowledged that there is no single consensus on

this theory (Green & Shapiro, 1994), primarily due to the

considerable number of assumptions that RCT makes.

According to Green and Shapiro (1994), most rational-choice

theorists can be said to agree on an instrumental view of

individual rationality whereby people seek to ‘maximize

their expected utilities in formally predictable ways’

(Green & Shapiro, 1994), and furthermore, that the

application of rationality is homogenous across different

individuals and different contexts. Within the theory, the

primary disagreement appears to be based on what utilities

individuals would seek to capitalize on, such as wealth or

power. When the theory is applied to education, it has

typically been used to support policies designed to reflect

the assumption that individuals act in ways that generate

the highest labour- market or earnings returns (Browne,

2010); thus, in this situation, it is assumed that the

utilities all individuals seek are economic. The theory

posits that student will make educational decisions by

calculating the direct cost of participating in education

(e.g. tuition fees, books), the perceived opportunity cost

of being in education (e.g. foregone earnings), and the

expected labour-market and earnings returns of education

(Paulsen, 2001). As long as the direct and indirect costs

 6

do not outweigh the earnings potential, students will

participate in education (Becker, 1993; DesJardins &

Toutkoushian, 2005).
 7

Perceptions
On
Republic
Act
10931

Students

Parents

Level of
School
Engagement

Figure 1. Schematic Diagram of the Study

 8

Statement of the Problem

This study aims to determine the benefits of this free

education to those students who have financial problems.

Specifically, this study sought answers to the

following questions;

1. What are the beneficial effects of free tuition fee as

assessed by students and parents or guardians?

2. What is the student’s level of school engagement?

3. Is there any significant difference on the beneficial

effects of free tuition fee as assessed among the five

groups of parent-participants?

4. Is there any significant difference on the beneficial

effects of free tuition fee as assessed among the five

groups of student-participants?

5. Is there any significant correlation on the student’s

perceived benefits on the R.A 10931 and their level of

school engagement?

Hypotheses

Ho1. There is no significant difference between

parent’s and student’s assessment on the beneficial factors

through the availment of R.A. 10931.

Ho2. There is no significant correlation on the

student’s perceived benefits on the R.A 10931 and their

level of school engagement.

 9

Importance of the Study

The researchers conducted this study for people’s

awareness with regards to the perceived benefits of

Republic Act 10931 (Universal Access to Quality Tertiary

Education Act of 2017).

This study is significant to the following group of

individuals:

Government. The study would help the government to

find out how much helps to the students on availing the

said free tuition.

Community. This study would help the residents of the

community to know and realize the benefits of free

education to the students.

Parents. This would help the parents to reduce their

children’s education expenses for college by availing free

tuition fees.

Students. This study would help students especially

those who are unable to go to college due to poverty.

Future Researchers. This study would add to the

growing body of information in the field of educational

research. The result of this study would serve as a guide

to other researchers to perform studies that may open in

the progress of this study.

 10

Scope and Delimitation of the Study

The study focused on the respondent’s assessment on

free tuition law, or the Universal Access to Quality

Tertiary Education Act.

The researchers chose students and parents as the

participants of the study.

This study limits its coverage in the five different

offsite classes namely; Molave Offsite Class, Tambulig

Offsite Class, Mahayag Offsite Class, Josefina Offsite

Class and Dumingag Campus.

Definition of Terms and other Variables

To provide understanding to the readers of this study,

the following terms are defined operationally and/or

conceptually:

Republic Act No 10931. It is the law on Universal

Access to Quality Tertiary Education, otherwise known as

the free college tuition law.

School Engagement. Refers to the school’s

extracurricular activities and school academic activities

by the students’ course professors.

Students. This refers the participants officially

enrolled in JH Cerilles State College for the academic year

2019-2020.
 11

Tertiary Education. It is also called post-secondary

education. This refers to any level of education pursued

beyond high school, including undergraduate and graduate

credential.

Tuition. This refers to money paid for being taught,

especially at college or university.

 12

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies

reviewed by the researchers which have relevance and direct

bearing on the current study.

Related Literature

Various factors may influence a government’s decision

to adopt free higher education policy. According to

Marcucci and Johnstone (2007), the common arguments behind

free higher education are as follows: 1) educated

population induces great benefits to the society in the

long run; 2) access to education is perceived as a basic

right; 3) tuition costs may discourage the enrollment of

students, especially those who come from low-income

households and other minority groups, which could lead to

worsened inequality, and 4) costs of staying in school, in

addition to the forgone student earnings, may be very high

and burdensome for many households. In some cases, such

radical reform is triggered by constant pressures from the

society, particularly university students and other civil

society organizations (CSOs), who call for equal

opportunities to college education, as with the case of

Chile (Delisle and Bernasconi, 2018), Argentina

 13

(Schugurensky, 2002), and Germany (Oltermann, 2019). For

instance, in Chile apart from the abolition of tuition fee,

demands also included more equitable opportunities in

entering distinguished universities, enhanced accreditation

processes to improve the quality of higher education

institutions (HEIs), and greater support for public

universities (Arango, Evans, & Quadri, 2016). But for some

economies that have had this policy in place for quite some

time, reverting to a cost-sharing scheme has proven to be

very challenging.

Aside from Egypt and Argentina, Morocco is also

experiencing this predicament as the government is

currently trying to introduce registration fees on students

depending on the family’s income. This is part of a larger

bill that is believed to end the tuition-free education in

the country (Sawahel, 2018; Lahsini, 2018). To date, there

are only a few countries that have a tuition-free public

higher educational system. Most of these countries are

high-income societies (e.g. Europe) which have greater

financial capacity to subsidize its student body. Table 1

shows the list of countries that do not charge tuition fees

in its state-subsidized or public HEIs.

Relationship between College Attendance and Socioeconomic

Background of Families Using the May 1998 Permanent

 14

Household Survey data and probit models, Rozada and

Menendez (2002) found that the socioeconomic background of

the students’ families matter in college attendance in

Argentina.

Students in both public and private HEIs are found to

belong in families from higher income groups and highly

educated ones. Notably, almost half of the students

attending public universities came from private secondary

schools, where tuition is self-financed. This is an

indication that the policy may have actually exacerbated

inequality in access to tertiary education. One of the

plausible reasons for such an imbalance in the

socioeconomic mix of college attendance is the greater

tendency for students from lower income groups to drop out

at the earliest levels of education system, as there are

only 2 for every 10 students who get to finish secondary

education in Argentina (Mollis, 2002).

In the literature, the correlation between the

family’s socio-economic status and the student’s school

achievement or performance is widely established. In a

study conducted by Caro (2009) using both panel data and

hierarchical linear models, he found that differences in

the academic achievement of students belonging to varying

socio-economic classes are more or less unchanging for

 15

students aged 7-11 years (Grades 2-6), but broadens at an

increasing rate for those aged 11 to 15 years (i.e.

elementary to middle school). It has been shown that as

children from low-income households, grow older, their

school performance worsens, which tends to increase their

likelihood of leaving school as posited by several studies

(Alexander, Entwisle, & Kabbani, 2001; Lan & Lanthier,

2003).

The case of Brazil, South America’s largest country,

paints a similar picture of worsening inequality as the

benefits of the free tuition policy accrues to the more

affluent students, who are better equipped to get through

highly competitive admission exams in the top public

universities of Brazil. With the doubling of the enrollment

figures from 2002 to 2012 (Horch, 2014), financially

disadvantaged students were left to enroll in universities

that are of lower quality or barely meet the minimum

quality standards (Jackson, 2015; Gayardon and Bernasconi,

2016). The OECD (2015) noted that only about 15% of 25-34

year olds in Brazil had finished college (i.e. attainment

rate), which is below the OECD average of about 41%.

 16

Local

In the Philippines, there was another historic event

in the country when President Rodrigo Roa Duterte signed

Republic Act 10931 last August 17, 2018, to wit: “An act

promoting universal access to qualify tertiary education

by providing for free tuition and other school fees in

state universities and colleges, local universities and

colleges and colleges and state-run technical vocational

institutions, establishing the tertiary education subsidy

and student loan program, strengthening the unified

student financial assistance system for tertiary

education and appropriating find therefore”.

After numerous debates, the free tuition fee act of

2018 was finally signed into law the new law has built in

mechanisms that would encourage increased participation i

n the program from all socioeconomic classes, especially

the poor. According to Rep. Joey S. Salceda of the Second

District of Albay, Republic Act (RA) 10931 would now give

poor students the drive to strive further for self-

development through free tertiary and technical-

vocational education, the high costs of which had

previously demoralized and forced them to settle for low-

paying jobs to survive. The breakthrough legislation of

 17

Republic Act10931 is estimated to cost the government

P10.486 billion in tuition and P6 billion in

miscellaneous expense for984,000 students in SUCs in

2018. Budget Secretary Benjamin E. Diokno said that

funding for the program will either be sourced from

within the budget or requested through supplemental

budget, since the 2017 appropriations have already been

approved. Republic Act 10931 will have the effect of

further constraining, if not totally eradicating,

whatever latitude administrators of State and local

colleges and universities have. With full subsidies not

only on tuition but even on specific expenses such as ID

and dental and medical fees, and even computer and lab

fees, all the budget needed for operations, and not only

personnel services, will be downloaded from the DBM.

Related Studies

The primacy of investing in education helps people in

becoming productive citizens, increase their earnings, and

avoidance of poverty (Colclough, Kingdon, & Patrinos,

2009). Studies have shown that there is 10% increase in

wage for every one additional year of education

(Psacharopoulos & Patrinos, 2004). Moreover, in the study

 18

of Georgetown University Center on Education and the

Workforce, in 1999 an adult with a bachelor’s degree earned

75% more over a lifetime than a high school graduate; by

2009 the premium had grown to 84%. Access to education

greatly affects labor market. First, specialized skills

developed increases the entrepreneurial intention or

participation of an individual in the labor market. Second,

occupational opportunities available for an individual will

be based on the quality and level of education he/she

gained. Lastly, human capacity to perform highly-

specialized tasks determines the income level of an

individual (Fasih, 2008; Tullao, 2017).

(OECD, 2012) reported that investing in tertiary

higher education among countries resulted in having both

individuals and social advantage. On the individual level,

across OECD countries, the long-term economic advantage of

having a tertiary degree instead of an upper secondary

degree (USD175,067 for men and USD110,007 for women) is

roughly twice as large as the advantage that a person with

an upper secondary education has over someone with a lower

level of education (USD77,604 for men and USD63,035 for

women).
 19

Studies also revealed that increases in the number of years

of schooling result in significant increases in income

generating capacity (Orazem, Glewwe, & Patrinos, 2008;

Hanushek & Woessman, 2008; and Luo & Terada, 2009). In the

country level, the net return on the public costs to

support a man in tertiary education is more than USD91,000,

on average across OECD countries—more than three times the

amount of the public investment while the net return on the

public costs to support a woman in higher education is

somewhat lower—USD55,000, on average. Moreover, there are

also nonpecuniary benefits after getting a college degree.

Recent studies showed that employees who gained more

schooling enjoy better health conditions; more independence

and social interactions; more creativity and high sense of

accomplishment (Oreopoulos, 2013); social awareness on the

laws; proper payment of taxes; people’s awareness on

social, cultural, and political issues; awareness in the

community and research; and innovative skills (Tullao,

2017).
 20

Chapter 3

RESEARCH METHODOLOGY

This chapter contains the research design, research

setting, participants of the study, sampling design,

research instrument, data-gathering procedure and

statistical technique used.

Research Design

This study utilized descriptive-comparative design

using the survey method in gathering data and the needed

information to accomplish the purpose of this study.

Comparative research essentially compares two groups to

draw a conclusion about them. Researchers attempted to

identify and analyze similarities and differences between

groups, and these studies are most often cross-national,

comparing two separate people groups. Comparative studies

can be used to increase understanding between groups and

create a foundation for compromise and collaboration.

Research Setting

This study was conducted in JH Cerilles State College,

Tambulig Offsite Class, Molave Offsite Class, Mahayag

Offsite Class, Josefina Offsite Class and Dumingag Campus

for the first semester of school year 2019-2020.

 21

Research Participants

The participants involved in this study were the 25

students and 25 parents in each 5 Offsite Classes of JH

Cerilles State College.

Sampling Design

The researchers used the simple random sampling to

determine the participants of this study.

Research Instrument

In order to gather the necessary data of the study,

pupils were given an adopted modified survey questionnaire

from the study of Fox and Hackerman (2001), that was

divided into three parts;

Part I. Determine the beneficial effects of free

tuition fee among college students.

Part II. Determine the beneficial effects of free

tuition fee among parents or guardians.

Part III. Determine the student’s level of school

engagement.

The researchers used the following scales for the

analysis and interpretation of the data.

 22

Rating Scale for Part I and II of the survey

questionnaire

Rating Weight Continuum Adjectival Interpretation

Scale Equivalent

4 33.25 - 4.00 Strongly Agree Very Beneficial

3 2.50 – 3.24 Agree Beneficial

2 1.75 – 2.49 Moderately Agree Less Beneficial

1 1.00 – 1.74 Disagree Not Beneficial

Rating Scale for the Part III of the survey

questionnaire

Rating Weight Continuum Adjectival Interpretation

Scale Equivalent

4 3.25 - 4.00 Strongly Agree Always Engage

3 2.50 – 3.24 Agree Often Engage

2 1.75 – 2.49 Moderately Agree Sometimes Engage

1 1.00 – 1.74 Disagree Never Engage

Data Gathering Procedure

In gathering the data, the researchers asked

permission to conduct the study was requested from the

Academic Head and Liaison Officer in each selected Offsite

Classes.
 23

Thereafter, the researchers distributed the

questionnaires to the random students and parents in each

Offsite Classes.

However, before the questionnaire-checklist answered

by the respondents, a brief explanation about the purpose

of the study was given in other words the researchers

personally conducted the survey questionnaire to the

respondents to answer any point of clarifications and to

facilitate them in answering it.

After the data gathering, the researchers proceeded to

tallying, computation, analysis and interpretation of the

data.

Statistical Technique Used

The data gathered in this study was organized and

tabulated for statistical treatment to answer the specific

problems of the study. The Weighted Average Mean (WAM,

ANOVA and Pearson R was used to arrive at the specific

result.

To determine the beneficial effects of free tuition

fee as assessed by students and parents or guardians and

the student’s level of school engagement, Weighted Average

Mean (WAM) was used.

 24

The following were the formulas that are being used in

this study.

Formula of Weight Average Mean (WAM):

∑(fx)
WAM= N

Where:

∑ = summation

F = frequency

W = weight

To determine the significance difference on parent’s

assessment among the five groups of participants as well as

the significance difference on student’s assessment among

the five groups of participants, ANOVA was used.

To determine the significance correlation on the

student’s perceived benefits on R.A 10931 and their level

of school engagement, Pearson Product Moment Correlation

Formula:

t= r/√(r˄2)/(n-2))

N∑xy-(∑x)(∑y)
r=
√ [N∑X2 – (∑X)2]( N∑Y2 – (∑Y)2]
 25

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents the results and discussions in

which are the answers of the problem of this study, and it

was presented according to the order found in the problem

statement: Beneficial Effects of Free Tuition Fee among

College Students; Beneficial Effects of Free Tuition Fee

among Parents or Guardians; Students Level of School

Engagement.

Beneficial Effects of Free Tuition Fee among College

Students

Table 1 present the beneficial effect of free

tuition fee among college students.

As shown in Table 1, statement 2, “Give chances to

poor but deserving students to finish college degree”

obtained the highest Weighted Arithmetic Mean (WAM) of

3.66; followed by statement 1, “The universal access to

free tertiary education makes me motivated to pursue a

college degree” got a WAM of 3.63 and Statement 4,”Helps me

focus on my studies as I no longer to worry about how I can

pay for tuition for the examination” got a WAM of 3.54. All

statements received strong agreements interpreted as

“Highly Beneficial”.
 26

Generally, the overall mean of 3.48 with an adjectival

equivalent of “Strongly Agree”, interpreted as “Highly

Beneficial” means that free tuition fee is beneficial to

college students.

Table 1

The Beneficial Effects of Free Tuition Fee among College

Students

Statements WAM AE I

1. The Universal Access to Free 3.63 SA HB

Tertiary Education makes me

motivated to pursue a college

degree.

2. It gives chances to poor but 3.66 SA HB

deserving students to finish

college degree.

3. It helps me get a clearance 3.34 SA HB

during the examination easily.

4. It helps me focus on my studies 3.54 SA HB

as I no longer must worry about

how I can pay for tuition for

the examination.

5. It enables me to have enough 3.45 SA HB

 27

budget for my other project and

requirements in school.

6. It allows me to enroll in my 3.53 SA HB

preferred course.

7. It eases my parent’s financial 3.46 SA HB

burden since they only must

worry on providing my weekly

allowance.

8. Budget allocated for tuition 3.47 SA HB

fee were used for other needs

such as clothing, uniforms,

school requirements and

supplies.

9. I can pay other fees without 3.42 SA HB

asking too much amount from my

parents.

10. I can pay my boarding 3.25 SA HB

house every month.

Overall Mean 3.48 SA HB

 28

Legend:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

4 (3.25-4.00) Strongly Agree (SA) Highly Beneficial(HB)

3 (2.50-3.24) Agree (A) Beneficial (B)

2 (1.75-2.49) Moderately Agree(MA) Less Beneficial (LB)

1 (1.00-1.74) Disagree (D) Not Beneficial (NB)

Beneficial Effects of Free Tuition Fee among Parents or

Guardian

Table 2 represents the beneficial effects of free

tuition fee among parents or guardians.

As presented in Table 2, Statement 1, “It can

guarantee that my children can access education for college

without spending too much in financial aspects” obtained as

the highest Weighted Mean of 3.52; followed by statement 2,

“I got a little less stressed when it comes to school fees

because of free tuition” got A WAM of 3.42; and Statement

10 “Because of free tuition in college, I fully engage

myself in all activities to support the institution and

monitor my child’s performance” got the third highest WAM

 29

of 3.38. All these top three statements have an adjectival

equivalent of “Strongly Agree”, interpreted as “Highly

Beneficial”;

Generally, the overall mean of 3.33 with an adjectival

equivalent of “Strongly Agree”, interpreted as “Highly

Beneficial” would mean that free tuition fee is very

beneficial to the parents and guardians when it comes to

the educational attainment of their children.

Table 2

The Beneficial Effects of Free Tuition Fee among Parents or

Guardians

Statements WAM AE I

1. It can guarantee that my children 3.52 SA HB

can access education for college

without spending too much in financial

aspects.

2. I got a little less stressed when it 3.42 SA HB

comes to school fees because of free

tuition.

3. Our children will not be deprived in 3.37 SA HB

having education for college because of

free tuition.
 30

4. I can support my children’s 3.35 SA HB

education without spending too much

amount on their study.

5. I no longer have to borrow money for 3.20 A B

my children’s tuition fees.

6. The money intended for the tuition 3.36 SA HB

fees will be directed on the allowance

of my children’s schooling needs.

7. I did not struggle finding money for 3.16 A B

my children’s schooling needs.

8. I can send my children to school 3.19 A B

with the course he/she wants.

9. The family can now set aside money 3.30 SA HB

intended for school fees as savings.

10.Because of free tuition in college I 3.38 SA HB

fully engage myself in all activities

to support the institution and monitor

my child’s performance.

Overall Mean 3.33 SA HB

 31

Legend:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

4 (3.25-4.00) Strongly Agree (SA) Highly Beneficial(HB)

3 (2.50-3.24) Agree (A) Beneficial (B)

2 (1.75-2.49) Moderately Agree(MA) Less Beneficial (LB)

1 (1.00-1.74) Disagree (D) Not Beneficial (NB)

Student’s Level of School Engagement

As presented in Table 3, Statement 9, “I exercised or

participated in physical fitness activities” obtained the

highest Weighted Arithmetic Mean of 3.45; followed by

statement 3, “I kept up to date with my studies” got a WAM

of 3.27; Statement 4 “I worked with other students on

projects during class”, and statement 10, “I persist on

more challenging task” have a WAM of 3.26 respectively.

They have an adjectival equivalent of “Strongly Agree”,

interpreted as “Always Engaged” while the rest of the

statement received agreement only from the respondents.

Generally, the overall mean of 3.21 with an adjectival

equivalent of “Agree”, interpreted as “Often Engaged” would

 32

mean that students engaged more in their studies in school

and performed their activities when they are not bothered

to pay greater amount in school.

Table 3

The Students Level of School Engagement

Statements WAM AE I

1. I asked questions or contributed to 3.18 A OE

discussion in class.

2. I came to class having completed 3.22 A OE

readings or assignments.

3. I kept up to date with my studies. 3.27 SA AE

4. I worked with other students on 3.26 SA AE

projects during class.

5. I put together ideas or concepts 3.22 A OE

from different subjects when

completing assignments or during class

discussions.

6. I participated in a community-based 3.08 A OE

project (e.g. volunteering) as part of

my study.

7. I had conversation with students of 3.06 A OE

a different ethnic group than my own.

8. I attended an art exhibition, play, 3.09 A OE

 33

dance, music, theatre, or other

performance.

9. I exercised or participated in 3.45 SA AE

physical fitness activities.

10. I persist on more challenging 3.26 SA AE

school task.

Overall mean 3.21 A OE

Legend:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

4 (3.25-4.00) Strongly Agree (SA) Always Engaged AE)

3 (2.50-3.24) Agree (A) Often Engaged(OE)

2 (1.75-2.49) Moderately Agree (MA) Sometimes Engaged(SE)

1 (1.00-1.74) Disagree D) Never Engaged (NE)

 34

Table 4

Significant Difference on the Effects of Free Tuition Fee

in College as Assessed by Student-Participants

in the Five Extension Classes

P- Level
Variables Mean SD F F-crit value of
significance
Tambulig 3.50 0.15

Josefina 3.39 0.15

Molave 3.56 0.14 3.70 2.58 0.01

Mahayag 3.56 0.14

Dumingag 3.37 0.18 0.05

The computed f value of 3.70 is greater than the

critical f value of 2.58 with 0.05 level of significance

and degree of freedom of 49, thus the null hypothesis is

accepted. This means that there is a significant difference

on the effects of free tuition fee among the college

students. It further implies that the effects of free

tuition fees to students from the five municipalities vary.

 35

Table 5

Post Hoc Analysis of the Computed Value

of Difference Between Groups

Table 5 reveals that the computed value between

offsite classes has a significant difference which means

that among the five campuses the effects of free tuition

fees to students varies.

 36

Table 6

Significance of the Difference on the Effects of Free

Tuition Fee in College as Assessed by

Parent-Participants in the

Five Extension Classes

Variables Mean Sd F F-crit P-value

Tambulig 3.32 0.13

Josefina 3.20 0.20

Molave 3.31 0.25 1.49 2.58 0.22

Mahayag 3.30 0.17

Dumingag 3.40 0.16

The computed f value of 1.49 is less than the critical

f value of 2.58 with 0.05 level of significance and degree

of freedom of 49, therefore the null hypothesis is

accepted. This means that there is no significant

difference on the effects of free tuition fee in college

among the parents or guardians.

 37

Table 7

Significance of the Correlation between the Student’s

Perceived Benefits on Free Tuition Fee and Level of School

Engagement

Variables rp Level of z-value

Significance Computed Critical

Perceived 0.28 0.05 2.91 1.96

Benefits

Level of

Engagement

The computed value of r is equal to 0.28 which reveals

that there is a weak positive relationship between the

perceived effects and the level of school engagement. The

computed value of z is 2.91 which is greater than the

critical value of z of 1.96 with 0.05 level of

significance. Therefore, the null hypothesis is rejected.

This means that there is a significant correlation between

the perceived benefits of free tuition fee and the level of

school engagement.
 38

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATONS

This chapter contents the summary, findings

conclusions, and recommendations which are briefly but

concisely stated.

Summary

This study was conducted to determine the Perceived

Benefits of R.A 10931 to the Parents and Students. The

study also wanted to determine how this law helped the

parents in sending and allowing their children to avail

tertiary education.

This study was conducted in the selected school of JH

Cerilles State Colleges namely the JHCSC Tambulig Offsite

Class, Molave Offsite Class, Mahayag Offsite Class,

Josefina Offsite Class and Dumingag Campus during the

school year 2019 – 2020.

The participants included in this study were 25 random

students and 25 random parents\guardians in each school and

each of them was given a questionnaire-checklist as the

main instrument used in gathering the data and information

needed to accomplish the purpose of this investigation.

 39

The statistical tools used in this study were

frequency count and percentage, Weighted Average Mean, and

t-test.

Findings

Based on the data gathered, the following are the

findings on the study:

1. The student and parent participants perceived that

the effects of free tuition fee were “Highly Beneficial”.

2. The student-participants were “Often Engaged” in

school activities.

3. There was a significant difference on the effects

of free tuition fee among the college students.

4. There was no significant difference on the effects

of free tuition fee among the parents or guardians.

5. There was a significant correlation between the

perceived benefits of free tuition fee and the level of

school engagement.

Conclusions

Based on the findings of the study, the following

conclusions are drawn:

1. Both student and parent participants enjoy the

benefits of free tuition fee in College.

 40

2. The student-participants actively participate in

school activities.

3. There is sufficient evidence that supports

significant difference on the effects of free tuition fee

among the college students.

4. There is no sufficient evidence that supports

significant difference on the effects of free tuition fee

among parents or guardians.

5. There is sufficient evidence that supports

correlation between student’s perceived benefits and level

of school engagement.

Recommendations

On the basis of the findings and conclusions, the

following recommendations are offered:

1. The students must not ignore of the benefits of R.A.

10931 (free tuition fee availment) and they must make

use of this advantage to be better in school and

improve academic performances.

2. The parents must be aware of the minimum requirements

in the availment of R.A. 10931 as well as the benefit

that it can give to them so that they can send all

their children to tertiary education until their

children graduate.
 41

3. The government should promote awareness on R.A. 10931

the community especially in the remote areas and

coordinate with barangay officials to help them

informed the community specifically out of school

youth.

4. The community should embrace this program of the

government in the education sector so that no out of

school youth will be left behind.

5. Future researchers must develop further study and

investigate other areas that this study does not

cover.
 42

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act-10931-universal-access-quality-tertiary-education-

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15,2019.

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Chile's Transition to Free College. Evidence Speaks

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lisle-and bernasconireport.pdf.

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tuition fees affect the mobility of university

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freecollege-but-it-only-serves-a-portion-of-its

citizens-2015-6
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fee policies in a comparative perspective: Theoretical

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80119090249920

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natural experiment. British Educational Research

Journal, 39(3), 491-513.

 46

“Appendix A”

J.H Cerilles State College

Molave Offsite Class
Molave, Zamboanga del Sur

Date: 01-20-20

FELIX B. DOÑO, Ed.D.

Campus Director
JHCSC Dumingag Campus

SIR:

We, the undersigned 4th year BSCRIM students, are

currently conducting a research entitled “PERCEIVED

BENEFITS OF REPUBLIC ACT 10931(UNIVERSAL ACCESS TO QUALITY

TERTIARY EDUCATION ACT OF 2017)” as a partial requirement

for the subject Criminology 6: Criminology Research and

Statistics, for the first semester, A.Y. 2019-2020.

In connection with this, we would like to request your

good office to allow us to distribute our survey

questionnaires to our participants who are the students and

their parents in Tambulig, Molave, Mahayag, Josefina, and

Dumingag Campuses.

We are hoping for your affirmative response on this

matter.

Thank you and God bless…

 47

Yours Truly,

(Sgd.)ALDON JADGE NIEZ

(Sgd.)NELBERT D. REMEDIOS

Noted: Researchers

(Sgd.)CAROUSEL L. CONCEPCION (Sgd.)KREMIR A. ALICAWAY MAEd.

Thesis Adviser Research Instructor

APPROVED:

(Sgd.)FELIX B. DOÑO, Ed.D.

Campus Director
 48

Appendix “B”

Republic of the Philippines

J.H CERILLES STATE COLLEGE – Dumingag Campus
Molave Offsite Class
Molave, Zamboanga del Sur

SURVEY QUESTIONNAIRE

Part I. Perceived Benefits of R.A. 10931 to Students

Directions: Please indicate your level of Agreement and

Disagreement with each of this statement by checking the

appropriate box. Use the scale below.

Rating Adjectival Equivalent Interpretation

4 Strongly Agree (SA) Highly Beneficial (HB)

3 Agree (A) Beneficial (B)

2 Moderately Agree (MA) Less Beneficial (LB)

1 Disagree (D) Not Beneficial (NB)

PERCEIVED BENEFITS 4 3 2 1

1. The Universal Access to Free Tertiary

Education makes me motivated to pursue a

college degree.

2. Give chances to poor but deserving

students to finish College Degree

 49

3. Helps me get a clearance during the

examination easily.

4. Helps me focus on my studies as I no

longer have to worry about how I can pay

for tuition for the examination.

5. Enables me to have enough budget for my

other project and requirement in school.

6. Allows me to enroll in my preferred

course.

7. Eases my parent’s financial burden since

they only must worry on providing my

weekly allowance.

8. Budget allocated for tuition fee were

used for other needs such as clothing,

uniforms, school requirements and

supplies.

9. I can pay other fees without asking too

much amount from my parents.

10. I can pay my boarding house every

month.
 50

Part II. Student’s Level of School Engagement

Legend:

Rating Adjectival Equivalent Interpretation

4 Strongly Agree (SA) Always Engage (AE)

3 Agree (A) Often Engage (OE)

2 Moderately Agree (D) Sometimes Engage (SE)

1 Disagree (D) Never Engage (NE)

Items 4 3 2 1

1. I asked questions or contributed to

discussions in class.

2. I came to class having completed

readings or assignments.

3. I kept up to date with my studies.

4. I worked with other students on

projects during class

5. I put together ideas or concepts from

different subjects when completing

assignments or during class

discussions

6. I participated in a community-based

project (e.g. volunteering) as part

of my study

7. I had conversations with students of

 51

a different ethnic group than my own

8. I attended an art exhibition, play,

dance, music, theatre, or other

performance

9. I exercised or participated in

physical fitness activities

10. I persist on more challenging task.

 52

Republic of the Philippines

J.H CERILLES STATE COLLEGE – Dumingag Campus
Molave Offsite Class
Molave, Zamboanga del Sur

SURVEY QUESTIONNAIRE

FOR PARENTS

Directions: Please answer the following questions. Put a

check (√) the box that corresponds to your answer on the

space provided of each item.

Part I. Perceived Benefits of R.A. 10931 to Parents

Directions: Please indicate your level of Agreement and

Disagreement with each of this statement by checking the

appropriate box. Use the scale below.

Rating Adjectival Equivalent Interpretation

4 Strongly Agree (SA) Highly Beneficial (HB)

3 Agree (A) Beneficial (B)

2 Moderately Agree (MA) Less Beneficial (LB)

1 Disagree (D) Not Beneficial (NB)

PERCEIVED BENEFITS 4 3 2 1

1. It can guarantees that my children can

access education for college without

spending too much in financial aspects.

 53

2. I got a little less stressed when it comes

to school fees because of free tuition.

3. Our children will not be deprived in

having education for college because of

this law.

4. I can support my children’s education

without spending too much amount on their

study.

5. I no longer have to borrow money for my

children’s tuition fees.

6. The money intended for the tuition fees

will be directed on the allowance of my

children in school.

7. I did not struggle finding money for my

children’s schooling needs.

8. I can send my children to school with the

course he/she wants.

9. The family can now set aside money

intended for school fees as savings.

10. Because of free tuition in college, I

fully engage myself in all activities to

support the institution and monitor my

child’s performance.
 54

“Appendix C”

RAW DATA

Part I. Perceived Benefits of R.A. 10931 to Students

Legend: 4 – Highly Beneficial 2 – Less Beneficial

3 – Beneficial 1 – Not Beneficial

4 3 2 1

STATEMENTS

HB B LB NB

PERCEIVED BENEFITS

1. The Universal Access to Free Tertiary

Education makes me motivated to pursue 90 33 0 2

a college degree.

2. Give chances to poor but deserving

students to finish College Degree 83 39 2 1

3. Helps me get a clearance during the

examination easily. 53 64 8 0

4. Helps me focus on my studies as I no

longer have to worry about how I can 67 51 5 2

pay for tuition for the examination.

5. Enables me to have enough budget for my

other project and requirement in 54 66 5 0

 55

school.

6. Allows me to enroll in my preferred

course. 64 54 6 1

7. Eases my parent’s financial burden

since they only have to worry on 61 57 4 3

providing my weekly allowance.

8. Budget allocated for tuition fee were

used for other needs such as clothing,

uniforms, school requirements and 68 49 8 0

supplies.

9. I can pay other fees without asking too

much amount from my parents. 59 57 8 1

10. I can pay my boarding house every

month. 49 58 9 9
 56

Part II. Perceived Benefits of R.A. 10931 to Parents

Legend: 4 – Highly Beneficial 2 – Less Beneficial

3 – Beneficial 1 – Not Beneficial

4 3 2 1

STATEMENTS

VB B LB NB

PERCEIVED BENEFITS

1. It can guarantees that my children 68 49 7 1

can access education for college

without spending too much in

financial aspects.

2. I got a little less stressed when it 59 54 12 0

comes to school fees because of free

tuition.

3. Our children will not be deprived in 51 67 5 2

having education for college because

of this law.

4. I can support my children’s 50 69 6 0

education without spending too much

amount on their study.

5. I no longer have to borrow money for 39 74 11 1

my children’s tuition fees.

6. The money intended for the tuition 57 56 11 1

 57

fees will be directed on the

allowance of my children in school.

7. I did not struggle finding money for 43 61 16 5

my children’s schooling needs.

8. I can send my children to school 46 53 25 1

with the course he/she wants.

9. The family can now set aside money 49 64 11 1

intended for school fees as savings.

10. Because of free tuition in college 51 66 7 1

I fully engage myself in all

activities to support the

institution and monitor my child’s

performance.
 58

Part III. Student’s Level of School Engagement

Legend: 4 – Always Engage 2 – Sometimes Engage

3 – Often Engage 1 – Never Engage

4 3 2 1

STATEMENTS

AE OE SE NE

Items

1. I asked questions or contributed to 28 80 17 0

discussions in class.

2. I came to class having completed 37 71 17 0

readings or assignments.

3. I kept up to date with my studies. 40 75 9 1

4. I worked with other students on 40 72 12 1

projects during class

5. I put together ideas or concepts 40 68 17 0

from different subjects when

completing assignments or during

class discussions

6. I participated in a community-based 39 58 22 6

project (e.g. volunteering) as part

of my study
 59

7. I had conversations with students 34 60 27 4

of a different ethnic group than my

own

8. I attended an art exhibition, 45 43 28 9

play, dance, music, theatre or

other performance

9. I exercised or participated in 64 49 7 5

physical fitness activities

10. I persist on more challenging task. 40 73 12 0

 60

Appendix D”

PHOTO DOCUMENTATION

The Researchers
 61

Students-participant’s answer the questionnaire – checklist

with close supervision of the researchers.

 62

The researchers assist the parent-participants

when answering the questionnaire-checklist.

 63

The researchers distribute the questionnaire-checklist to

the students-participants.