Kenitchi Sasake, et. Al.
SDSSU Research Journal
The beneficaries' academic performance
affecting the promotional rate same with the
decline of their Average Attendance as they
go to higher grades. (p.5)
Consequently, results revealed that after availing
the program, the enrollment and attendance rate
Attendance of 4P's beneficiaries of the children significantly increase more than
the primordial conditions set by the program.
(p.52)
Retained/dropped students of Grade 10
increase affecting a decrease of its completion
rate. (p.5)
Retained/dropped students of Grade 10
increase affecting a decrease of its completion
rate. (p.5)
According to teachers, because of the Program,
they have noticed that their students are now
Performance of pupils in terms of their 4P’s recipients’ academic performances
actively taking part with school activities and
general average and other school decreases as they are promoted to higher
even the parents of the beneficiaries have become
performances and activities grades. (p.5)
enthusiastic in participating in school call-ups.
(p.52)
However, for a more efficient result, there is a
need to strengthen the collaboration between
LGUs, DSWD, and other elemental agencies with
Schools' support mechanisms to 4P's respect to the implementation of health-and-
education related ventures to achieve greater
impact in terms of beneficial outcomes of the
program.(p.6)
Teachers do not find it difficult anymore to
convince parents to become involved with their
Parents involvementin the education of their children’s academic-related activities because
children obligations are now met with positive responses
unlike before when the Program has not been
implemented. (p.52)
Teachers do not find it difficult anymore to
convince parents to become involved with their
Parents involvementin the education of their children’s academic-related activities because
children obligations are now met with positive responses
unlike before when the Program has not been
implemented. (p.52)
Government shall also enact policies on the
Although there is a school-based
implementation of various programs on health
Success of the 4P's in the Education of the implementation of 4P’s to promote human
and education which have been subjected to
recipients capital through education, there are students
rigorous scientific study as to ensure the viability
who were not able to finish their studies. (p.5)
and effectiveness of these program. (p.53)
Divine Word Colle
GRADUATE S
RRL SYN
TOPIC: 4P's: It's Mediating Role to the Academ
Frufonga Monica M. Montilla, et.al.
10.58 percent increase was observed among pre-
schoolers. Likewise, the rates of attendance of
children in elementary/secondary schools (6-14
years old) were increased to 11.09 percent. (p.4) Findings revealed that out of 11, 6 or 55% said
that their pupils with 4Ps benefits are attending
classes regularly. There is less absenteeism
between the 4Ps pupils. (p.3)
As supported by a study (Manasan,2011) that
there is a significant improvement in school
attendance and is already. (p.3)
According to the record in 2011, appositive
impact was identified because of an increase in
enrolment among children aged 9-12. These
children received educational benefits under the
4Ps program. (p. 4)
According to the record in 2011, appositive
impact was identified because of an increase in
enrolment among children aged 9-12. These
children received educational benefits under the
4Ps program. (p. 4)
This finding is in contrast with (IPC) that
whether school attendance will translate into
academic achievement. (p.3)
Study shows that 82% of teachers said that
pupils with 4Ps benefits they are handling,
comply the requirements (projects,
contributions) however, 18% said no. (p.4)
One of the respondents claimed that the
“budget for contribution of project are spent in
other expenses, like gambling, and hard
liquor.” (p.4)
In line with this, parallel supply-side interventions
in the education sector are also highly
recommended to ensure the success of education.
(p.6)
Parentgrantees have realized that participation in
family development sessions is for their own
good. (p.6)
Other respondents claimed also that, the
parents of the pupils are actively paying
school’s contributions and parents support the
pupils in project making and comply the
school requirements. (p.4)
Other respondents claimed also that, the
parents of the pupils are actively paying
school’s contributions and parents support the
pupils in project making and comply the
school requirements. (p.4)
Parent beneficiaries are eager and willing to learn
and relearn some important matters related to
family development sessions conducted. (p.7)
The government should create provisions to
support the four (4) year tertiary level of
education with counter parting on the part of the
beneficiaries so that the investment of the
government can become productive. (p.7) One of the respondents claimed “4Ps is a great
help for us especially in providing our
children’s needs, vitamins and for their
education. (p.5)
The government should establish additional
measures such as expanding the age of coverage
of Pantawid Pamilyang Pilipino Program (4P’s)
and increasing the amount cash grant for those in
the higher level of education of children. (p.7)
Divine Word College of Bangued
GRADUATE SCHOOL
RRL SYNTHESIS MATRIX
TOPIC: 4P's: It's Mediating Role to the Academic Performance of Pupil-Beneficiaries
Journal of Public Administration and
Garcines
Governance
The class attendance of school children after the
implementation of the 4Ps has improved
because of some considerations. One of them is
the 4Ps condition that a child of the benefiiaries
must comply with the 85% attendance policy.
(p.18)
A teacher said that the rates of absences and
The grant kindles the 4Ps beneficiaries’ interest in dropouts before 4Ps were high. But, she was
attending classes, better than the time prior to receipt of thankful for, through 4Ps, her school children
grant. (p.13) had eventually attended their classes. She
thought that this improvement in class
attendance could be attributed to the conditions
of the program for the beneficiaries. (p.14)
But she also realized that the said progress in
the attendance of her pupils could even be
attributed to the Home Visit program of the
school. (p.14)
After receiving cash grant through the 4Ps, ninety five
percent (95%) of the respondents, as reflected on Figure
6, believed that they were able to focus more on their
studies. (p.11)
However, the school administrators, implementers, and
evaluators of the program should still consider the
predicament of the remaining 5% of students who
believes that the grant do not fully help them focus more
on their studies. (p.11)
Some of the students who became beneficiaries of the
4Ps have improved their academic performance with
average grades higher than 85% to 90%. Also, majority
of the beneficiaries feel more excited to attend school
and participate in the class activities. (p.13)
Home Visit program of the Department of
Education must be sustained too as this is of
great help to inform the parents about the school
attendance and activities of their children.
Through this, the parents are empowered to do
their responsibilities in overseeing or
monitoring their children in school. (p.19)
Teacher 2 was aware of the parents’
participation or involvement in school activities
such as, “Brigada Eskwela.” She thought of
attributing it to 4Ps. Since 4Ps beneficiaries’
involvement in activities of DEPEd was
required by the program. (p.15)
Teacher 4 confirmed with Teacher 2’s
observation on parents’ involvement in school
activities. She was also happy to see parents
following up their children’s academic
performance in the class as well as their
attendance. (p.16)
School activities were once unimportant for
children before 4Ps implementation because of
extraneous expenses required from the parents.
But, after the implementation of the program,
4Ps parents most especially have supported
their children’s interest in school activities.
(p.17)
The government may consider extending the age limit of
the beneficiaries to sustain their schooling until the time
they graduate especially now that two years have been
added to the secondary education. (p.14)
Pupil-Beneficiaries
Brian O. dela Torre McKenzie
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. (p.3)
After the implementation of the program, the school’s
average daily attendance increased from 82.60% to
94.50%, school’s average monthly attendance increased
from 81.20% to 94.30%, school’s monthly enrolment
increased from 82.30% to 96.20% and school's yearly
enrolment increased from 83.70% to 95.60%. (p.3)
Conditionality needs to be included in the program because
cash transfer, by itself, will not be strong enough to
increase school attendance significantly and sustainably.
(p.3)
Early intervention strategies will ensure that students living
in poverty will have an increased chance for higher academic
performance in an inclusive classroom (Jones, Wilson, Clark,
& Dunham, 2018). (p.4)
Closing the gap in academic achievement for those students
with cognitive lags due to changes in brain structure can be
accomplished by encouraging teachers to be caring and
empathetic in their interactions with students. (p.4)
Our first and best strategy for decreasing the achievement
gap due to poverty is to build strong relationships between
students and teachers. (p.6)
A more elaborate and closer monitoring of the compliance
of the recipients, like visiting and observing the 4Ps pupils
in the school, guaranteeing that the things they are buying
are the things that their children need in their studies
should be ensured. (p.9)
Improve the implementation and monitoring of the
allocation especially of the educational grant by having
periodic conference with teachers and the school. Teachers
and schools be empowered and encouraged to be part of
any improvement and revision of the Pantawid Pamilyang
Pilipino Program (4Ps). (p.10)
After the implementation also, parents’ attendance and
participation in classroom meetings increased from 77.80%
to 95.00%, parents’ participation in school programs
increased from 75.80% to 91.40%, parents’ participation in
Brigada Eskwela increased from 80.90% to 96.70% and
parents’ participation in school projects increased from
78.50% to 92.80%. (p.4)
Parent involvement may contribute to increased support to
the school, providing resources for possible crises with
other bureaucracies and in the ever-present and important
concerns of bond issues. (p.4)
Parent involvement is found to influence positively the
pupils’ school success; that is, that by being involved,
parents can become more familiar with the children’s
formal education and better equip to reinforce at home the
principles and concepts of the learning process. (p.4)
The Pantawid Pamilyang Pilipino Program (4Ps) has been
able to attain its intended outcomes as regards the
education for its positive impact on the school’s
performance indicators. (p.10)
Reyes, et. al. Infobytes
A high compliance rate of 95 percent on school attendance and almost the
same for the regular check-ups in barangay health centers among the
96.3 percent of children of 4Ps families attend school, while the
136,608 poor families in Central Visayas as part of their co-
figure for non-4Ps families is 93.3 percent (using matched
responsibilities under the ‘Pantawid Pamilyang Pilipino’ Program (4Ps)
samples). (p.65)
has been recorded by the Department of Social Welfare and Development
(DSWD) here. (p.1)
DSWD-7 4Ps Monitoring and Evaluation Officer Raquel Daria reported
that the government’s conditional cash transfer program has been
successfully implemented in the region as schoolchildren-beneficiaries
have complied with the required 85 percent school attendance rate while
the family-recipients have also recognized the importance of regular
There is a substantial gap in the attendance rates of teenagers, check-ups in their barangay health center to maintain their health. (p.1)
aged 15–18, between the richest and the poorest groups. To
illustrate, 93 out of 100 teenagers (aged 15–18) who belong to
the richest income group go to school in 2011. (p.29)
There is a substantial gap in the attendance rates of teenagers,
aged 15–18, between the richest and the poorest groups. To
illustrate, 93 out of 100 teenagers (aged 15–18) who belong to
the richest income group go to school in 2011. (p.29)
“We are very proud to report that school attendance by school children
who are recipients of the 4Ps is 95 percent while for regular health check-
ups which is monthly except for those pregnant mothers and attendance to
family development sessions by the parent-beneficiaries is at 94 percent,”
Daria disclosed. (p.1)
The above findings suggest that the 4Ps appears to be generating
a significantly positive impact on school participation of children
at the primary level. This is more evident among the youngest
batch of children beneficiaries and among those who are in the
last year of being in the program. (p.57)
On the other hand, the 4Ps does not seem to influence the
participation of children beyond the age coverage of the
program. For the age group 15–18 (and even for single year of
age, i.e., 15, 16, 17, 18), the difference between the school
participation rates of 4Ps and matched non-4Ps children is not
statistically significant. In general, these findings. (p.57)
The 4Ps program leads to an increase in the school participation
rate by 3.0 percentage points among children aged 6–14. (p.65)
If only the program was designed to complete the fie-year
exposure of all children covered in the initial year of selection,
the program may have a better chance of yielding significant
effects. Assisting a 14-year-old now for a period of five years
will help him or her fish high school. With the current design,
children may need to drop out of school once they exit from the
program. (p.33)
Table 6 shows that very few members in 4Ps families have
higher levels of education. Less than 10 percent family members
finished high school at most, only 2.6 percent were able to get
some college units, while barely 1 percent managed to get a
college degree. (p.39)
