CHAPTER II

RRL

The study by Colinares (2024) evaluated the impact of the Pantawid Pamilyang Pilipino
Program (4Ps) on the academic achievement of learner-beneficiaries. Using a
descriptive correlational method, the researchers conducted the assessment at
Agsuwao Elementary School, with the learner-beneficiaries as respondents. Data were
collected using adapted questionnaires.

On study by Taguiam (2024) examines the impact of the Pantawid Pamilyang Pilipino
Program (4Ps) on beneficiaries academic achievement and quality of life. It evaluates
the program’s implementation in nutrition, health, and education, along with its effects
on school performance indicators like enrollment, completion, drop-out, and survival
rates. Results show that the program significantly improved beneficiaries’ quality of life
in nutrition and health, and enhanced school performance by increasing enrollment and
completion rates while reducing drop-out rates. However, the quality of education was
rated as poor.

According to Fabela et al. (2023) asserts the study at Pilar Satellite College, Capiz State
University, examined the academic performance of 4Ps beneficiaries at Marciano M.
Patricio National High School. Results showed that parental involvement significantly
correlates with students’ performance, suggesting increased parental involvement could
improve academic outcomes.

The study by Maunga et al. (2023) investigated the effects of the Pantawid
Pamilyang Pilipino Program (4Ps) on the academic performance of Grade VI
pupils at Sultan Ali Dimaporo Memorial Integrated School, using a sample of
180 respondents. The findings revealed that demographic factors, such as
parents’ income and occupation, did not significantly impact students’
academic performance. However, a strong correlation was found between
study habits and academic success, indicating that pupils with better study
habits achieved higher grades. Additionally, most pupils were identified as
visual learners, suggesting they benefit from visual aids in their education.
The study underscores the need for teachers to employ diverse teaching
strategies and highlights the importance of improving study habits to
enhance student performance.
Pañares and Rapista (2023) studied the 4Ps conditional cash transfer
program’s impact on Junior High School students in Gingoog City for the
2022-2023 school year. Key findings included an almost equal gender
distribution, with most participants being Grade 10 students from families of
4-6 members. Students reported effective implementation of financial
assistance, resulting in a satisfactory rating for academic performance. A
significant correlation was found between academic achievement and
educational factors, while health and nutrition services were not significantly
linked. Importantly, cash grants emerged as the strongest predictor of
academic success. The study recommended collaboration between schools
and parents to enhance the value placed on education among beneficiaries.

The results of the study by Togle et al. (2023) revealed several key findings
regarding the impact of the 4Ps conditional cash grants on the academic
achievement of Junior High School student-beneficiaries. The demographic
analysis indicated an almost equal distribution of sexes among participants,
with most being Grade 10 students from families of 4-6 members. Students
reported that the implementation of financial assistance was effective, and
their overall academic performance was rated as satisfactory. A significant
correlation was identified between academic achievement and various
educational factors, while health and nutrition services did not show a
significant relationship with academic success. Importantly, cash grants were
found to be the strongest predictor of academic achievement among the
student beneficiaries. These findings underscore the critical role of financial
support in enhancing educational outcomes.

Villaflor et al. (2022) found that the Pantawid Pamilyang Pilipino Program
(4Ps) had a positive impact on student-beneficiaries in terms of school
attendance and motivation to complete basic education. The program also
improved health and nutrition by providing access to regular, nutritious
meals. Statistical analyses revealed significant differences in the evaluations
of educational outcomes between student-beneficiaries and their teacher-
advisers, as well as between parent-beneficiaries and teacher-advisers.
However, there were no significant differences in the evaluations of health
and nutrition outcomes between students and parents.
Adique and Abuda (2021) explored the readiness and effectiveness of
distance learning implementation in Barangay Elementary Schools in the Taft
district, Eastern Samar, during the 2020-2021 school year. The study
revealed that most parent-respondents were crop farmers with secondary
education and small family sizes. Schools were perceived as highly ready and
very effective in implementing distance learning. However, a significant
negative relationship was observed between parents’ educational attainment
and the perceived effectiveness of modular distance learning, suggesting
that more educated parents were more critical of the program. Conversely, a
significant positive relationship was found between schools’ readiness and
their effectiveness in implementing distance learning. The study also noted
significant differences in schools’ readiness. These findings emphasize the
need for the Department of Education to provide parents with guidebooks for
assisting children with modular learning, regularly monitor learning
continuity plans, and strengthen partnerships with stakeholders to enhance
program outcomes.

Aranas et al. (2021) conducted a study to evaluate the academic

performance of Grade VIII beneficiaries of the Pantawid Pamilyang Pilipino
Program (4Ps) in Dipolog City. The research aimed to determine the
relationship between various factors affecting academic performance and
the students’ final grades from the previous grade level. Utilizing a
descriptive-correlation method and analyzing data from 181 students
through frequency counts, percentages, weighted means, ANOVA, and
Pearson correlation, the findings indicated that the students’ academic
performance was satisfactory. However, the study concluded that there was
no significant relationship between the factors influencing academic
performance and the performance of 4Ps beneficiaries.