CHAPTER 1.

INTRODUCTION

This chapter includes the background of the study, rationale, literature review, theoretical

framework, conceptual framework, statement of the problem, hypothesis, significance of the

study and the definition of terms used. This chapter presents the literature

Background of the Study

In the present day, citizens are expected to think critically and take practical actions using

their knowledge to contribute to a better society locally, nationally, and globally. Pertaining to it,

education has a significant role. However, sustaining everyday expenses and learners’ education

in the middle of the Covid-19 pandemic is a huge challenge for low-income families in the

Philippines, where the economy struggled when the total lockdown was imposed due to the

Covid-19 pandemic. Poverty increased, and many people lost their jobs while businesses went

bankrupt. Aside from that, the students that belong to low-income family are also exposed to

difficulties that caused by the Covid-19 pandemic—for example, sustaining the basic necessities

that people needed in their daily lives, as well as education, which the pandemic has impacted

since they are unable to cope with the digital teaching and learning process in the new normal.

The continuation of learning necessitates significant changes for everyone, and technology has

been highlighted. Some can accept the changes right away, but low-income families have such a

harder time. Members of the government's Pantawid Pamilya Pilipino Program are among the

most disadvantaged since they are among the poorest of the poor, and the economic lockdown

has a significant impact on their lives. Despite the fact that Pantawid Pamilya Pilipino
Program recipients received financial assistance, managing their resources is a major issue,

especially when they also need to support their children's education. According to Alphonso

(2020), distance learning expands disparities during this pandemic, perhaps putting certain

students from underprivileged areas further behind. Students’ living conditions vary, and many

may not get assistance with their education from their families, such as parents who are

considered essential workers or who are struggling after losing their employment.Furthermore,

Huettl (2016) found a significant correlation between student ’s academic performance and

demographic profile, specifically poverty. Poverty is a socioeconomic factor that causes learning

gaps among students in the public school system. If the problem is societal, the remedy must be

societal as well.

About it, Araling Panlipunan has a significant role. It is a subject area that serves as a

framework for the country’s social development. It is the backbone of social progress throughout

the country. The Araling Panlipunan will make students actively involved as they become aware

of their roles and responsibility in society. In the Philippines, as a guarantee in the DepEd Core

Values (2021), every graduate is instilled with the uphold human rights and values, notably,

Maka-Diyos, Maka-tao, Makabansa, at Maka-Kalikasan (God-fearing, Humane, Patriotic, and

Naturalist) (Garcia, 2021). This enables every student to make meaningful changes in their own

lives and the lives of others. If Araling Panlipunan will achieve its objectives, the curriculum

must be well planned and strictly focused on solving the problems in the country and promoting

civic competence among Filipino students—the understanding, intellectual processes, and

democratic orientations necessary of students in order for them to be active and involved citizens

in public life. This study intended to add to a growing body of knowledge and produce new

research that would hopefully lead to a new path in improving management in educational
institutions, notably in Araling Panlipunan instructions. Moreover, this study would serve as a

blueprint for teachers, educational stakeholders, and other associated institutions. They may be

able to overcome challenges in dealing with issues related to attitudes and academic

achievements of the 4Ps student-beneficiaries towards Araling Panlipunan instruction.

Rationale

The Philippine government has provided equal opportunities to all Filipinos whose

economic circumstances are equivalent to or below the local poverty threshold. The government
program assists families by providing social support and social development to 4Ps recipients to

reduce poverty in the country. Children-beneficiaries are now enrolled in school as a result of

this program in order to receive the monthly benefits that the government has allocated to each

family. However, amidst the Covid-19, one of its impacts in the educational sector is the

requirement for students to adapt to the online teaching environment. In the new normal most

teachers have noted that the current state of the Pantawid Pamilyang Pilipino Programs (4Ps)

students is delinquent in their academics. Some students attend classes regularly, while others

attend the class session only to verify attendance, not to get marked on their 4Ps form and

continue getting their allowances. Moreover, the researcher frequently hears some teachers’

common sentiments that students nowadays are challenging to teach because it seems difficult

for the learners to cope with the subject matter because of their learning attitudes.

Accordingly, it is popular that students do not believe Araling

Panlipunan is an important subject or one of their favorite areas of study. For decades, studies

have been found to record students’ views regarding various subjects in order for educators to

learn whether school subjects are preferred, liked, complicated, or essential. Recent evidence

indicated that students’ attitudes significantly impact their academic performance (Collie and

Martin, 2017). Regarding attitudes about Araling Panlipunan in schools, the significance given

to this subject does not match its goal; it is not seen as significant as it should be. The focus on

Araling Panlipunan relevance has frequently been neglected in comparing literature, science,

and mathematics with other academic domains. This attitude of students worsens from time to

time and every year. From the above description of Araling Panlipunan education in the

Philippines and the world, it is clear that studying students’ attitudes and academic performance

toward Araling Panlipunan teaching and learning will be critical to developing engaged citizens.
Suppose we continue to offer inadequate learners who have not developed their attitudes, poor

academic achievement, and are unqualified with the 21st-century skills. In that state, we may be

unable to meet the demand of globally competitive learners, with students’ negative attitude

towards learning, a low academic achievement, especially in Araling Panlipunan.

This calls demand for high-quality education in Araling Panlipunan, which would

support the balance between the demands of the students and the needs of society as a whole. In

other words, personal growth and citizen development are two important components of school

education. One of the biggest areas for future research is assessing the role of society and its

views of social studies instruction. The relevance of social studies in the classroom and concrete

reasons for why it should be studied in school need to be emphasized and explained—

emphasizing the importance of studying Araling Panlipunan in the classroom and showing how

it connects to student attitude and achievement in the classroom. Students that have a positive

attitude onto the school in general, as well as specific content areas, seem to be more likely to

attain high rates of achievement in the classroom. Given the above rationale, this study will

critically analyze into the effect of the Pantawid Pamilya Filipino program on influencing the

students to strive for more as well as the perceived benefits of the program on the improvement

of the quality of beneficiaries’ lives.

Literature Review

Pantawid Pamilyang Pilipino Programs (4Ps)

Poverty continues to be a major problem in the country, the Philippines. Many families

are deprived of their necessities and are thus obliged to their children to forgo attending school

and assisting their livelihood. According to the Asian Development Bank (2013), limited job

prospects, substandard to mediocre economic growth across decades, economic disparity, and
external disruptions such as natural disasters, financial turmoil, and political problems have

contributed to Philippine poverty. The research also indicated that poverty is attributed to lack of

development of human capital. As educational attainment has long been linked to poverty in the

Philippines, the government has implemented several social initiatives and anti-poverty

programs focusing on improving human capital to alleviate poverty.

However, because most are focused on a particular issue, they have shown to be

unsuccessful and unsustainable. Among the numerous anti-poverty programs, the Conditional

Cash Transfer (CCT) Program sustained global attention because it addresses the issue of the

intergenerational poverty cycle in developed and developing countries, where poverty remains

prevalent (Shahani, 2013). Because of its targeted methods and conditionality of monetary

transfers, CCT programs have been identified as among the most successful strategies to relieve

poverty and strengthens government tools for democracy (Khan, 2013). Cash grants are provided

to extremely low-income families to help them finance their children’s education and health care,

as long as it complies with the government’s requirements (Magno et al., 2015). This has a

favorable effect on the children of the low-income households’ education and

health.Furthermore, CCTs are not restricted to providing cash assistance to the poorest of the

poor but also empowering low-income households via social activities that will help them

prevent future poverty. The Philippine government believes that good governance and social

service are the key mechanisms in poverty alleviation (Reyes et al., 2012). In 2007, The

Pantawid Pamilyang Pilipino Program (4Ps) was introduced in the Philippines, and it is

patterned after CCT programs in Latin American nations like Brazil’s Bolsa Familia and

Mexico’s Oportunidades (Magno, 2018).

 The government conditional cash transfer (CCT) program locally known as the Pantawid

Pamilyang Pilipino Program, or 4Ps, is a government program that administers conditional cash

grants to the poorest of the poor in the Philippines. The program's goal is to eliminate poverty by

keeping children aged 0 to 18 healthy and in school, allowing them to have a brighter future. The

program is implemented by the Department of Social Welfare and Development, with the

Department of Health, the Department of Education, and the National Economic and

Development Authority as partners (World Bank, 2017). Beneficiaries of the conditional cash

transfer program receive financial support if they meet the program’s conditions. Pantawid

Pamilya offers two types of grants: a health grant of Php 500 per family every month for 12

months, and an education grant of Php 300 per 6-14-year-old child attending school (up to three

children in this age range) for ten months of the school year (Geron et al., 2011). Health

conditions apply to pregnant mothers and children under the age of five, while educational

conditions apply to children from six to fourteen. A beneficiary family can receive a total health

grant of Php 6,000 and a total educational grant of Php 3,000 per student if it attains the

program's health and education terms and conditions 100 percent of the time. Beneficiaries’

actual payouts are conditional on conformity with health and education criteria, which is

periodically checked by the Compliance Verification System (DSWD, 2021). According to

(Reyes, Tabuga, Mina, & Asis, 2015), the 4P’s aim to reduce and alleviate existing poverty by

supplementing the poor’s income to overcome their current consumption poverty while requiring

them to observe certain conditions that can improve their social progress investment and

guarantee and maintain its implementation so that they have greater opportunity to overcome the

intergenerational cycle of poverty in the long run (Olfindo & Fernandez, 2011).
 Students Attitude towards Araling Panlipunan

Araling Panlipunan has been characterized as among the key components of Makabayan

as an integrative curriculum that lays the groundwork for instilling in students nationalism,

patriotism, and responsible citizenship. The new educational trend, including several

improvements, has resulted in a shift in the Philippine education pedagogy (Pana & Escarlos,

2017). Today, a greater emphasis is placed on cultivating students’ attitudes towards learning,

academic performances, and the acquisition of 21st-century Filipino students’ learning skills.

These three key aspects are necessary components for developing globally competitive students

capable of responding to globalization. Attitude is a positive or negative attitude toward a certain

notion, thing, individual, or event. It is influenced by an individual's decision or behavior, as well

as their reactions to challenges, opportunities, and consequences. (Pana & Escarlos, 2017)

Student attitude plays a huge role in the school. Attitude refers to the acquired emotional

tendencies that exist for an individual, situation, event, idea, etc. (Faiz, 2020). Attitude is

connected to achievement and motivation. When students are motivated to complete their work

or do well on an assignment, they have higher achievements. Several studies were conducted to

assess students' prevailing attitudes about learning Social Studies or Araling Panlipunan. In their

2020 study, Melike Faiz and colleagues found that students have an increased motivation and

attitude towards social studies instruction when it connects to the “study of history, having an

interest in the course, and the way the course is taught” (Faiz, 2020). This connection shows that

the instructional strategies a teacher uses in a social studies classroom have an impact on student

attitude and achievement. This study by Crisolo, Camposano & Rogayan Jr (2015) was designed

to elicit students’ attitudes on the value of Araling Panlipunan in the 21st century.
 Several kinds of research aimed to find and quantify students’ attitudes toward Araling

Panlipunan and determine what factors impact their achievement in this part of the school

curriculum Femandez, Massey, and Dombush (2021). In the San Francisco Public Schools, he

performed one of the first surveys on student attitudes about Araling Panlipunan. When

evaluated by comparing to other fundamental courses like English and mathematics, students in

grades 8 through 12 placed social studies as the lowest in its significance. Moreover, Peters

(2015) implemented an integration to create a positive attitude toward learning Araling

Panlipunan. He discovered that the students’ interest level enhanced after such integration. As a

result, the efficacy of the Araling Panlipunan curriculum’s teaching and learning improved

significantly. Preparing students for the 21st century cannot be achieved without a consistent and

strong emphasis on social studies (Ministry of Education 2012). Araling Panlipunan develops

the skills needed to create a more diverse, competitive workforce and conscientious citizenry. As

students progress through their academic performance in Araling Panlipunan education, they

utilize critical thinking, self-assessment, rationality, problem-solving, cooperation, and

research to create new and innovative linkages (Mensah, 2019). These standards describe

students’ competency to cultivate radical decision-making for the benefit of the general public as

members of a diverse cultural background, democratic country in a globalized world. In this

changing world, Araling Panlipunan plays a vital role. It serves as a framework for the country’s

social development. De Guzman & Ecle (2019) emphasized that Araling Panlipunan serves as a

transforming catalyst that transforms an individual into an effective citizen country. It is the

backbone of social progress throughout the country. Furthermore, according to the K+12

Enhanced Basic Education Curriculum, Araling Panlipunan will help learners become more

literate and productive citizens. Based on the given overview of Araling Panlipunan education in
the Philippines and across the world, it is evident that an analysis of students’ attitudes toward

Araling Panlipunan education would be tremendously essential for the progress of active citizens

(Mensah & Frimpong, 2020).

Students’ Academic Achievement in Araling Panlipunan

Studies were carried out to ascertain the students’ academic achievement in Araling

Panlipunan and the determining variables that had a significant impact on improving the

students’ academic achievement in Araling Panlipunan. Several approaches were utilized in

Araling Panlipunan to enhance students’ school achievement. The researchers demonstrated a

clear immense effect for various strategies aimed at improving students' educational outcomes in

Araling Panlipunan. Academic achievement is a significant factor influencing a student’s

educational success and development (Ansong, Eisensmith, Okumu, A., & Chowa, 2019).

Hence, the low achievement is a disadvantage not just to him or her but also to society as a

whole, and it predicts disaster for the country’s future (Jhafari & Khatony, 2019). As a result,

studying students’ academic achievement is important. Several researches have been published

on students' academic achievement as a result of a variety of circumstances. Researchers have

extensively documented the relationship between poverty (often measured by eligibility for

subsidized meals) and student achievement.

Studies have examined both the relationship between the socio-economic background of

families and student achievement and the relationship between school-level poverty and student

achievement. According to Reardon (2011), there is a gap in standardized test scores between

students from low-income families (at the 10th percentile of the income distribution), and their

peers from high-income families (at the 90th percentile) was found to be 40 percent larger than it
was 25 years ago. Another study published between 2000 and 2015 found that a positive school

climate mediates the relationship between student and school socioeconomic status and academic

achievement (Berkowitz, Moore, Astor, & Benbenishty, 2017). The subsequent studies

demonstrated the importance of several interventions to improve students’ school achievement in

Araling Panlipunan; the student’s interests and instructor variables significantly impacted their

academic achievement in Araling Panlipunan. This is based on a study by Ekpenyong (2015),

which found that students’ enthusiasm in social studies strongly correlated with their academic

achievements in the subject. This research emphasized the importance of the instructor as a

facilitator and the ultimate factor that impacts students' academic achievement. Okon and

Archibong (2015) discovered a link between students' academic performance in Social Studies

and the type of school students enroll. According to research, students at private secondary

schools performed better in Araling Panlipunan than those in public schools. It is also influenced

by the teachers’ attitude toward teaching the subject. According to another study done by Okon

and Archibong (2014), students who had positive attitudes about Araling Panlipunan performed

much better than those that have negative attitudes toward the Araling Panlipunan. Furthermore,

several circumstances influence a student’s academic success.

According to Garcines (2017), several students had poor academic performance in

various subjects in the classroom. He further stated that some students earned failing marks

because they did not complete their projects and other tasks. Because their family was not

capable afford to purchase supplies, students were unable to submit their requirements. Parents

were unable to meet their family’s nutritional needs. Prior to the adoption of the 4Ps, the

students’ living conditions were truly appalling. As a consequence, their academic achievement

suffered significantly (Diaz, 2018). One of the most important and well-established factors of
academic achievement is socioeconomic background. Economic deprivation is widely

recognized to have a significant effect on students' academic achievement through a variety

factors, including a lack of access to educational resources, greater levels of stress, and a lack of

access to healthcare (Reardon, 2011). This leads to students attitudes may exacerbate the effects

of economic disadvantage on a systemic level. Given all of these legal foundations and analyses

on how the Pantawid Pamilyang Pilipino Program has partially attained its purpose in assisting

student-beneficiaries in improving their academic performance.

Theoretical Framework

This study draws its strength from the Theoretical framework based on Maslow’s

hierarchy of needs, Walberg’s Educational Productivity Theory, Social Reconstructionism, and

Vroom’s Expectancy Motivation Theory. The theory of Maslow emphasized that people are

motivated to achieve particular needs while some needs take precedence over others. The first

thing that encourages one’s behavior is physiological or biological requirements for a human to

survive, like food and shelter. Next, safety needs or protection become primary. Thirdly, love

and belongingness or interpersonal relationships like friendship are developed. This level is

heavily influenced by personal interactions with friends, relatives, and companions. Then,

esteem needs are categorized into esteem for oneself and the desire for reputation or respect from

others. Lastly, the self-actualization needs or seeking personal growth and peak experiences

mold the person’s full potential as a human being (McLeod, 2018).

Maslow believed that these needs play a significant role in improving one’s behavior.

Physiological, security, social, and self-esteem are deficiency needs that emerged due to

deprivation (Cherry, 2018). Satisfying these needs will avoid unpleasant feelings that may result
in consequences. Relatedly, to students in dire need, the physiological deficiencies that include

the need for food, water, sleep, and warmth must be met. They achieved this through financial

support as the beneficiary of the cash program. Once these lower-level needs are met, they could

move on to the next level until all the levels are conquered. Hence, if the motivational theory is

met, the behavior that molded him as an individual would be realized. The theory is found to

have ample application concerning the purposes of this study. As the physiological needs of the

4Ps beneficiaries are satisfied through the financial support from the program, he will be

motivated to fulfill the next level and so on until he reaches self-actualization. He will eventually

gain full potential as a human being. Hence, if the motivational theory is met, the behavior and

act of an individual would be appropriate. The relevant theory helps determine and understand

why the 4Ps beneficiary’s attitude and academic achievement prevail towards Araling

Panlipunan.

The theory of educational productivity was empirically tested as one of the very few

theories of academic achievement. Academic performance and achievement postulate that the

psychological qualities of individual students and their immediate psychological environment

influences learning outcomes such as cognitive, behavioral, and attitudinal outcomes. According

to Walberg’s theory of academic achievement, individual students' psychological aspects, and

their direct psychological environment all have an effect on students ’ academic attainment.

Further, Walberg’s research also identified nine key factors that affect educational outcomes:

student ability/prior achievement, motivation, age/developmental level, the quantity of teaching

and learning, learning outcomes, classroom climate, home environment, peer group, and outside-

of-school media exposure. According to research on learning environments, psychosocial aspects

of classroom learning settings have increasing relevance in predicting student success. These
psychosocial factors (self-concept, attitudes, actions, intrinsic motivation, and overall student

involvement in learning) might help teachers design better-functioning classrooms. In recent

decades, studies of learning settings have focused on conceptualization and theory formation,

demonstrating that academic contexts improve student cababilities, passion, hobbies, and

attitudes. Social Reconstructionism by Brameld (2000) stated his beliefs that students are a

critical element in bringing about social change. Children should be not be deprived of

education. Education has been and always will be the foundation of all the individuals who

contribute to society. According to George Counts, the social issues of the 1930s involved racial

discrimination, poverty, and unemployment which are similar to present issues (Aranas et al.,

2021).

Moreover, the government had proposed conditional cash transfers to eradicate poverty

and help children have the right to education. Brameld stressed that education must become the

chief means for enacting a clear and precise social action program. He rejected the progressive

conception of a planning society, emphasizing how the planning is to be done in favor of that of

a planned society with its main stress on the ends to be achieved. The study examined the

influence of the Pantawid Pamilya Pilipino program on the academic achievement of student

beneficiaries using Vroom's Expectancy Motivation Theory.  The theory describes that a man’s

behavior is the consequence of conscious decisions to maximize pleasure and alleviate suffering

(Stecher & Rosse, 2007). (Gbollie & Keamu, 2017). Effort, performance, and motivation are all

connected to academic achievement, despite the fact that performance is believed to be largely

reliant on individual variables such as personality, skills, knowledge, experience, and talents

(Gbollie & Keamu, 2017). Students’ attitudes about the notion of teaching and learning and their

academic achievement are connected to the type of setting in which they find themselves.
Clearly, the learning environment has a significant influence on the students' attitudes regarding

notion teaching and learning. As used in the study, the grant’s entitlement and suspension

motivate students to meet the conditions.

Conceptual Framework

The subject Araling Panlipunan, both at the individual and societal level, aims at raising

active and productive citizens who are aware of their rights and fulfill their responsibilities.

Along with this, the social studies course enables students to learn and internalize national and

spiritual values as well as adopting a democratic attitude towards universal values. Considering

attitudes are so crucial, it is important for schools to teach students to think critically about issues

impacting society by understanding both past and contemporary occurrences in order to promote

peace throughout society. Understanding students’ attitudes towards Araling Panlipunan can

provide additional information that could help explain differences in the instructional practices

associated with the different subject areas. Students’ attitudes of students illustrate how students'

feelings and thoughts shape their learning (Laranang & Bondoc, 2020).

Utilizing framework and the preceding analysis, the researcher concludes that the profile

of respondents and students' attitudes are correlated to academic achievement. The research

paradigm highlights the interdependence of student profiles, attitudes, and their contribution to

the success in Araling Panlipunan. Moreover, the researcher believes that students’ demographic

profile were also related to the attitude and academic achievement of the student-beneficiaries.

Ultimately, students' academic achievement shaped by students’ attitudes (self-confidence, value,

enjoyment, and motivation). Meaning, when students have sufficient confidence, place greater

emphasis, appreciate the subject matter, and are highly motivated, their attitudes will be positive
 as well. Possessing a positive attitude may result in high academic achievement in Araling

Panlipunan. In conceptualizing this study, a schematic diagram is presented in figure 1. First, the

demographic profile of students-beneficiaries with indicators categorized into sex, number of

siblings, head of the family occupation and combined family income. Second the level of

students’ attitudes towards Araling Panlipunan learning as to self-confidence, value, enjoyment,

and motivation with the level of academic achievement of the students’ respondents in Araling

Panlipunan based on their final grade in the previous grade level, and third, the output, which is

the recommendations. From the profile of the respondents pointing to the students attitude and

academic achievement, an arrow denotes the influence of the students’ demographic profile on

the 4P’s beneficiary’s attitudes and academic achievement towards Araling Panlipunan.

Profile of the 4P’s Respondents

 Sex
 Number of Siblings
 Head of the Family Occupation
 Combined Family Income

Academic Achievement
Students’ Attitudes  Outstanding
 self-confidence  Very Satisfactory
 value  Satisfactory
 enjoyment  Fairly Satisfactory
 motivation  Did not Meet Expectations

Recommendations

Figure 1.1. Conceptual Framework

Statement of the Problem

The study aims to delve into the attitudes and academic achievement of the Pantawid

Pamilyang  Pilipino Program (4Ps) student-beneficiaries towards Araling Panlipunan of the

Grade VIII Students in Aliaga national high school, Nueva Ecija, Philippines. Specifically, it will

seek to provide an answer to the following questions:

1. How may the profile of the 4P’s student respondents be described in terms of:

1.1. Sex;

1.2. Number of Siblings;

1.3. Head of the Family Occupation; and

1.4. Combined family income.

2. What is the level of academic achievement of the students’ respondents in Araling Panlipunan

based on their final grade in the previous grade level? 

3. What is the level of students’ attitudes towards Araling Panlipunan learning regarding self-

confidence, value, enjoyment, and motivation?

4. Is there a significant relationship between the profile of the respondents and their:

4.1. Attitudes; and

4.2. Academic performance?

5. Is there a significant relationship between academic achievement and students’ attitude

towards Araling Panlipunan? 
Hypotheses

The hypotheses were tested at 0.50 level of significance.

Hypotheses 1: There is a significant positive correlation between the profile of the respondents

and their attitude towards Araling Panlipunan.

Hypotheses 2: There is a significant positive correlation between the profile of the respondents

and their academic achievement towards Araling Panlipunan.

Hypotheses 3: There is a significant positive correlation between the respondents attitude and

their academic achievement towards Araling Panlipunan.

Definition of Keywords

In facilitating better understanding of this study, the following terminology are

conceptually and operationally defined:

Academic Achievement. This is assessed and measured based on the K-12 learning

competencies set by the Department of Education. Moreover, this is calculated based on the

weighted average percentage of their written works, performance tasks, and quarterly

assessments. Araling

Panlipunan. It is the subject that integrates social science and humanities principles to enable

individuals to make enlightened and reasoned good public decisions as citizens of an

interdependent world of culturally varied, democratic society. Attitude. It is affected by an

individual's decision as well as responses to tasks, motivations, and consequences. A person's

attitude might be favorable or unfavorable. (Escarlos & Pana, 2017) The inclination to respond

positively or negatively to a given concept, object, person, or circumstance.

Conditional Cash Transfer or CCT. The 4Ps strategy generally provides cash to the poverty

threshold provided that they undertake pre-specified investments in their children’s human

capital. Health and nutritional circumstances typically demand regular inspections, growth

tracking, and immunization of children under the age of 5 years; expectant mother care, and

mothers attending regular health information discussions. Education requirements generally

include enrolment in schools, attendance of at least 85% of school days, and sometimes certain

performance measures (Fiszbein, 2009). Coronavirus disease (COVID-19). According to

World Health Organization (2021), It is a viral infectious disease caused by the SARS-CoV-2

virus. The majority of people infected with the virus will have mild to severe respiratory

problems and will recuperate without the need for specific treatment. However, some will

become seriously ill and require medical attention.

Enjoyment. The perception of pleasure that is brought on by activity.

Enjoyment is a positive affective state that occurs when a person engages in an experience or

activity that satisfies a desire, goal, or need.

Low-income households. The low-income class pertains to those with annual per capita

incomes are below twice the poverty line – equivalent to a monthly indicative family income

ranging Between PHP 7890 to PHP 15780 per month (for a family of 5) in 2012 prices (Santos et

al., 2019). Motivation. Motivation is

comprised of the physiological, psychological, sociological, and cognitive elements that drive

behaviour. The term "motivation" is frequently used in common speech to express why someone

does something. It is the impetus for human behavior (Kendra, 2020).

Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries. This refers to low-income

families with children and pregnant women aged 0 to 18 who have been chosen by the
Department of Social Welfare and Development to qualify for the program via the National

Household Targeting System for Poverty Reduction (NHTSPR). Self-

confidence. This is about your trust in yourself and your ability to deal with challenges, solve

problems, and engage successfully with the world (Burton, 2015). As you probably noted from

this description, self-confidence is based more on external measures of success and value.

Socioeconomic status. This is an

individual's or group's social status or class. It is frequently calculated as a combination of

education, standard of living, and economic opportunities. Determining socioeconomic status

frequently reveals disparities in resource access, as well as concerns of entitlement, authority,

and influence. Value. Values are underlying ideas that govern or inspire

attitudes and behaviors. They assist us in determining what is essential to us. Values explain the

personal characteristics we choose to incorporate in order to guide our activities; the type of

person we wish to be; how we treat ourselves and others; and how we interact with the

environment around us. They present various standards for behavior.

Significance of the Study

This study would be beneficial to the following sectors:

Government: This study will provide a basis for making or improving government policies,

rules, and regulations regarding implementation and expected effect on economic indicators,

such as education and health, which are important well-being factors.

This study will offer the foundation of knowledge and understanding of the plight of 4P’s

student-beneficiaries at the education level.

Department of Social Welfare and Development: The findings of the study would

significantly be important particularly relevant to the Department of Social Welfare and

Development since they monitor the 4Ps program. The study would serve as the foundation for

the department decision-making in developing and improving the conditions for the granting of

financial awards.

Department of Education: This study would provide school administrators the information

regarding the roles, importance, and relevance of the Araling Panlipunan Program in the 21st

society. Educational administrators must have enough knowledge on the teachers and students’

understanding of the role and relevance of the Araling Panlipunan Program in their lives and as

members of a particular community/society and as to assess whether the students who receive

financial support from the government are succeeding in implementing appropriate and enough

standards and themes in Araling Panlipunan Education.

Teachers: This study would help teachers to enhance their understanding

that the communicator (teacher) is one of the more powerful influences which can change and

develop attitudes. The study would also allow the teachers to explore, innovate and develop new

instructional strategies to encourage students to perform and appreciate that, even if the

government provides and supports students, the same advice is needed for good school

performance.  Moreover, they would be more mindful, responsive, and prepared to get the

maximum benefits of learning contents and values and developing skills in Araling Panlipunan

education.

Parents: This would inform the parents that their guidance and encouragement is a big impact

on the attitude and academic achievement of the students for them to actuate engagement in the

School Intervention Program for 4P’s beneficiaries.

Students: This would encourage students to be actively involved in Araling Panlipunan

instructions as they become aware of their roles and responsibilities in society. Furthermore, the

results might offer an overview of how the government supports their studies and must play its

part through great study.

CHAPTER 2. METHODOLOGY
 This chapter is concerned with the discussion of the methods and procedures undertaken

to answer the specific problems posed for investigation in this research. Specially, the research

design used, research locale and sampling procedures, scope and delimitation, research

instrument, research procedure and treatment of data are presented.

Research Design

This study will employ a descriptive - correlational research design to investigate the

student’s profile, attitude, and academic achievement in Araling Panlipunan of Grade 8 junior

high school students who are recipients of the 4Ps students in Aliaga national high school for the

school year 2021-2022. The descriptive correlational research method will be use to answer the

problem and obtain the objectives put forward in this study.

According to Clemente and Jalston (2016), the Descriptive method is the widely used

method in conducting researches since its main purpose is to have a descriptive picture and

scenario on what is really happening in the environment being studied. It is one of the most

appropriate methods, especially if the study exposes the behavior and perceptions of the

respondents towards a common theme. More so, the study will use a quantitative research

approach to analyze and understand the predictor and criterion variables.

Research Locale and Sampling Procedures

 This study will use purposive sampling wherein the respondents were purposively

selected using the following criteria: 4Ps beneficiary, Grade VIII junior high school students who

are currently enrolled in Aliaga National High School, and willing to participate in the study.

The respondents are the 110 4Ps’ students. They are the Grade 8 junior high school students who

are recipients of the 4Ps wherein their attitudes and academic achievement towards Araling

Panlipunan will determine. The researcher will focus on the 4Ps recipients of a secondary

school, Aliaga National High School. With thousands of students are enrolled every year—

students coming from different barangays and nearby municipalities. As a government high

school, most students belong to the marginal class, and some are even from below the poverty

level. The reason why many of the students are recipients of 4P’s, a conditional cash transfer

program, is to improve the living conditions of low-income households while at the same time

encouraging them to increase their investments in the education and health of their children.

Scope and Delimitation

This study will assess the attitude and academic achievement of the Grade VIII students

who are Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries enrolled in Aliaga National

High School, Nueva Ecija, Philippines. The respondents of this study are the one hundred ten

(110) Pantawid Pamilyang Pilipino Program (4Ps) students. The following are the study’s

limitations: First, this research focuses mainly on one hundred ten (110) selected Grade VIII

students who are Pantawid Pamilyang Pilipino Program (4Ps) students currently studying at

Aliaga National High School, Nueva Ecija, Philippines. Second, the study only analyzes the

attitude and academic achievement of the Pantawid Pamilyang Pilipino Program (4Ps) students

of Aliaga National High School, Nueva Ecija, Philippines. Furthermore, the student’s academic
achievement will be determined with the use of the final grade provided in the data given in the

report card with the assistance of their respective adviser based on their previous grade level, and

lastly, the study will be conducted and implemented from this S.Y. 2021-2022.

Research Instrument

The self-made survey questionnaire is all about the attitude, and academic achievement

of the Pantawid Pamilyang Pilipino Program (4P’s) registered and active beneficiaries enrolled

in Aliaga National High School, Nueva Ecija, Philippines. It is designed by carefully considering

some related studies, books, internet sources and checked by the statistician for suggestions,

comments, and refinement. The primary survey will be examined to test the questionnaire. The

first set will be distributed randomly to the Grade 8 junior high school students in Aliaga national

high school registered beneficiaries, which are impartial to prove that the test will perform

accurately compared to the second set of the questionnaire. A total of 110 questionnaires will be

distributed. All respondents will be asked to read the statements given and choose their answers

based on the 4-Likert scale ranged from 4= Strongly Disagree, 3= Disagree, 2= Agree, and 1=

Strongly Agree. The questionnaires consisted of 6 sections. Section 1 is about the demographic

background of the respondents consists of 4 items that include sex, number of siblings, head of

the family occupation, and Combined family income. The other four sections in the

questionnaire focus more on students’ attitudes towards Araling Panlipunan. Section 3 comes

with 10 items that look into students’ attitudes as to Self-Confidence, Section 4 consist of 10

items that look into students’ attitudes as to Value, Section 5 consist of 10 items that look into

students’ attitude as to Enjoyment and Section 6 comes with 5 items that look into students’

attitude as to Motivation.
Data gathering Procedure

The researcher will use the approved research survey tool and distributed the

questionnaire to the Pantawid Pamilyang Pilipino Program (4P’s) beneficiaries among Grade

VIII students enrolled in Aliaga National High School, Nueva Ecija, for the School Year 2021-

2022. First, the researcher wrote a letter for approval by the Municipal Social Welfare and

Development (MSWD) Municipal Office of Aliaga, Nueva Ecija, to undergo a survey. After

that, the researcher will pass the letter approved by the MSWD and made a letter of permission

to the office of the school principal asking for the permission to conduct the survey to one

hundred ten (110) Grade VIII junior high school students who were registered and active

beneficiaries of the Pantawid Pamilyang Pilipino Program. They were assured that the data

which will be collected from the respondents would be used for academic purposes. In the letter,

the purposes were emphasized.

After the approval, data-gathering instruments were use to administer the survey. The

survey questionnaire for the advisers is composed of two parts: (a) the list of 4ps student-

beneficiaries and (b) the final grade of the 4Ps student-beneficiaries in Araling Panlipunan. The

survey will be surveyed on the 4Ps student-beneficiaries themselves and done thru Facebook

Messenger. Those students who did not access FB Messenger due to unstable internet

connections were given an actual survey questionnaire and will be given along with their

modules. The data obtained in the survey will treat with the utmost confidentiality. The

researcher gave the respondents enough time to apply the necessary information needed for the

study. After the allotted time to answer, the researcher will collect the questionnaire to prepare

for data analysis.

Data Analysis

The data will be collected from the questionnaires that will be tabulated and processed

using descriptive-correlation statistics. In order to analyze and interpret the data, Statistical

Packages for Social Sciences software (SPSS 21) will be used. The gathered data will be

statistically treated using frequency, percentage, mean, and Pearson r. The following tools will

be used to organize and analyze the information needed in delving the attitudes and academic

achievement of 4P’s students towards Araling Panlipunan:

a. Frequency or Frequency Count (f) – This refers to the number of observations of a

certain group of respondents. N is the symbol used for the total frequency.

b. Percentage or Frequency Percent (f%) – This refers to the frequency over the total

frequency (N) times 100%. The researcher will utilize this to get the proportion of a part of the

whole. The formula is:

f
Percentage (f%) = x 100%
N

c. Mean – the mean is equal to the total of the scores over the number of observations. In the

formula for,

Tx
M=
n

Where M represents the mean, x represents the individual scores, and n represents the

number of observations. The symbol Tx means the total or sum of the scores. The arithmetic

mean is also called the average.

 d. Weighted mean – is used to answer the statement of problem No. 2. Computation will be

performed by getting the product of the weight of the scale and the frequency of each scale

divided by the total respondents using the formula:

∑ wx
WM =
N

Where ∑ represent Summation, X represents the frequency of each scale, W represents the

weight of each scale, and N represents the total number of respondents weighted mean for the

academic performance indicators were given qualitative description within the established limit

as follows:

Weight Level of Performance Range of Value Description

5 90 – 100 4.21 – 5.00 Outstanding
4 85 – 89 3.41 – 4.20 Very Satisfactory Table
3 80 – 84 2.61 – 3.40 Satisfactory
2 75 – 79 1.81 – 2.60 Fairly Satisfactory 1.
1 Below 75 1.00 – 1.80 Did not meet Expectations
Weighted mean for the academic performance indicators

To test the significant relationship between the factors affecting academic performance and

academic performance, Pearson’s r shows the linear relationship between two sets of data.

Correlation between sets of data to estimate how well they are related. The formula is presented

below: