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ACADEMIC PERFORMANCE OF THE STUDENTS WHO ARE 4PS
BENEFICIARIES IN EASTERN SAMAR NATIONAL COMPREHENSIVE HIGH
SCHOOL GRADE 9 STUDENTS
A Research Proposal
Presented to
the Faculty of the Social Work Department
Eastern Samar State University
Borongan City
In Partial Fulfillment
of the Requirements in SOCW316 (SOCIAL WORK RESEARCH1)
By
JUDY TABINAS ANDOR
2021
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CHAPTER I
THE PROBLEM
INTRODUCTION
As the famous quotation of Dr. Jose Rizal says, “children are the hopes of our
country”, it is just right to support and provide children their needs to help them become
the best of what they can be in the future. But how can the children help the country
when they themselves cannot afford to have quality education? Filipinos have deep
regard when it comes to education (Philippine EFA 2015). But the right to education here
in the Philippines has been hindered by poverty. Filipino families who are deprived from
their basic needs tends to let their children stop from school and instead help them find a
job to make a living.
According to the 1987 constitution, “The State shall protect and promote the right
of all citizens to quality education at all levels and shall take appropriate steps to make
education accessible to all”. And with this as the ground, the Philippine government
initiated a version of CCT or conditional cash transfer that is called Pantawid Pamilyang
Pilipino Program or 4ps. The aim of this program is to eradicate extreme poverty in the
Philippines by investing in health and education particularly in children from 0-18 years
of age (Montilla et.al, 2015).
The beneficiaries of this program are required to undergo trainings on responsible
parenthood (Family Development Session), have pregnant women and their children
undergo check-ups, and parents are required to send their children to public school to
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avail the cash grant (Montilla et.al, 2015). 4Ps has two components and that is health and
education. Under the health component, each family-beneficiary receives a total of PHP
6,000 annually for their health and nutrition expenses. On the other hand, under the
education component, the program provides a total of PHP 3,000 per child (with a
maximum of three children per household) for a school year and that is for their
educational expenses. And to avail the said cast grant, children aged 3-5 years old must
be enrolled in day care program or pre-school and attend at least 85% of the required
schools days. While children aged 6-18 years old must be enrolled in school and attend at
least 85% of the required school days. Indeed, this program is a great help for the poor
families and for their children to get a chance to quality education (Reyes et.el, 2015).
Provided all this financial assistance to support the education of children, this
study was undertaken to assess whether 4Ps has helped the student to perform well in
school.
STATEMENT OF THE PROBLEM
This study primarily focuses on the performance of the pupils who are 4Ps
beneficiaries in a public school. Specifically this study answers the following questions:
1. What is the academic performance of the students who are 4Ps beneficiaries?
2. Is there a significant relationship between school attendance and academic
performance of the 4Ps student-recipients?
3. Is there a significant difference in the academic performance of the male and
female 4Ps student-recipients?
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HYPOTHESIS
HO: There is no significant relationship between school attendance and academic
performance of the 4Ps student-recipients.
HO: There is no significant difference in the academic performance of the male
and female 4Ps student-recipient.
FRAMEWOK OF THE STUDY
This study was anchored on the theory of Social Reconstructionism by Theodore
Brameld, who believes that students are critical element in bringing about social change.
Children should not be depriving with education. Education has been the foundation of
all the skilled and professionals who contributes to the society. According to George
Counts, the social issues of the 1930’s involve racial discrimination, poverty, and
unemployment which are similar to present issues. And this is where the government had
initiated the conditional cash transfer to eradicate poverty and help children to have the
right to education.
Selective Material Gratification, refers to beneficiaries feeling gratified by
receiving cash transfer (Perova, 2018). The cash grant that the beneficiaries will be
receiving will help them in their expenses such as health and education. In this case, the
beneficiaries will feel more gratified towards the government. This will serve as an
incentive to reciprocate the benefits that they receive by participating in civic activities
(Verba et al., 2015). And that, children will no longer be working for their family, but
instead they will be sent to school. And children are expected to do well in school
especially with their academic performance since they are provided with the things they
need in their studies.
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SIGNIFICANCE OF THE STUDY
The researcher believed that the result of this study will help the following assess
the 4Ps program and its effect to the performance of the pupils.
The Department of Social Welfare and Development. The researcher believes
that the result of this study will be of great importance to the department since they are
the ones monitoring the 4Ps program. May this study serve as the basis in the
modification of the conditions in giving cash grants. Condition must not only focus on
the attendance of the pupils all throughout the school year but rather, the performance of
the pupils in school. The department should implement a maintaining grade for pupils
under the program, so that parents will have a hands-on monitoring on the performance
of their children in school. And with that as the basis, pupils will do well in school.
The Administrators. The result of the study would be the basis of constructing
and implementing new and innovative teaching aids to help teachers fully supervise and
assess the pupils to achieve their full potential, since children are financially supported in
their studies by the government.
The Teachers. The result of this study may help the teacher in constructing and
developing new teaching strategies to help the pupils in their performance and be mindful
that even if pupils are provided and supported by government, they still need equal
guidance to perform well in school. The factors affecting the performance of the pupils
may also help the teacher as their basis in making daily lessons.
The Parents. The result of this study will inform the parents that their guidance is
a big impact on the performance of the pupils in school.
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The Students. May the result of this research helps the student in understanding
that coming to school daily may be a guarantee that they will also have good academic
performance. And may the result give them the overview of how the government is
supporting their studies and that they must do their part by studying well.
SCOPE AND LIMITATION
This study was an attempt to find out the performance of the students who are 4Ps
beneficiaries enrolled in Grade 9 of Eastern Samar National Comprehensive High School.
DEFINITION OF TERMS
To facilitate the understanding of the terms used, the following are defined:
Academic Performance. It is the outcome of education- the extent to which a student,
teacher or institution has achieved their educational goals. It is measured by the final
grade earned in the course.
CCT or Conditional Cash Transfer. This is a program that transfer cash, generally to
poor households, on the condition that those households make prespecified investments
in the human capital of their children. Health and nutrition conditions generally require
periodic check-ups, growth monitoring, and vaccinations for children less than 5 years of
age; perinatal care for mothers and attendance by mothers at periodic health information
talks. Education conditions usually include school enrolment, attendance on 80–85
percent of school days, and occasionally some measure of performance (Fiszbein et.al).
Pantawid Pamilyang Pilipino Program. Refer to the national poverty reduction strategy
that provides conditional cash transfer to extremely poor households to improve their
health, nutrition and education particularly of children aged 0-18.
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Selective Material Gratification. Refers to beneficiaries feeling gratified by receiving
cash transfers (Perova, 2010).
Social Reconstructionism. An educational theory that advocates change, improvement
and the reforming of the school and society. Believes that students are the critical element
in bringing about social change. According to Paulo Freire, a person must learn to
overcome oppression and to not be a victim. Rather than “teaching as banking” Freire
thought that teaching and learning was the way for a child to invent and reinvent the
world.
4Ps Beneficiaries. Refer to poor households with pregnant women and/or with children
0-18 year old selected by the Department of Social Welfare and Development to be a part
of the program through the National Household Targeting System for Poverty Reduction
(NHTSPR).
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CHAPTER II
REVIEW OF LITERATURE
This chapter presents the related literature and studies regarding the legal basis of
the implementation of the Pantawid Pamilyang Pilipino Program or 4ps. This will also
present the impact of 4ps on the performance and school attendance of the students who
are beneficiaries of this program.
Education plays a very important role in every Filipino, since it is believed that
through education, one can achieve successful life. And education has always been
strongly viewed as a pillar of national development and a primary avenue for social and
economic mobility (Philippine EFA 2015). A clear evidence of the value placed on
education is the proportion of the national government budget going to the sector.
According to the Article XIV, Sec. 5, paragraph 5 of the Philippine Constitution the
Department of Education (DepEd), the country’s biggest bureaucracy, is given the
highest budget allocation among government agencies each year as required by the 1987
Philippine Constitution. The right of every Filipino to quality basic education is further
emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001.
Along with Republic Act 6655 or the Free Secondary Education Act, these laws reaffirm
the policy of the State to protect and promote the rights of all Filipinos by providing
children free and compulsory education in the elementary and high school level. This
pertains to six years of free tuition fees for children aged 6 to 11, and free four years of
secondary schooling for those aged 12 to 15.
With this as the ground, the government initiated the so called Pantawid
Pamilyang Pilipino Program or 4Ps in which one of the aims is to achieve universal
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primary education. As stated in the Explanatory Note of Sen. Miriam Defensor Santiago
on the Constitution, Article 2, Section 9, of Fifteenth Congress of the Republic of the
Philippines, first Regular Session, Senate S. No. 92, The Pantawid Pamilyang Pilipino
Program (4Ps) is more than a welfare program; it addresses structural inequities in
society and promotes human capital development of the poor, thus, breaking the
intergenerational cycle of poverty. The conditions attached to the grants require parents
to undergo trainings on responsible parenthood, have their children undergo health checkups and ensure school attendance. The program ensures that there is sufficient resource
for the health, nutrition and education of children aged 0-14 year old.
In addition to the note of Sen. Santiago, an initial study on the pilot areas of the
program shows promising results. In Esperanza and Sibagat, Agusan del Sur for example,
two of the pilot areas of the 4Ps elementary school enrollment has increased by fifteen
percent (15%). Children covered by 4Ps have higher attendance compared to the general
population of children in school. Given the far reaching effects of this program in
empowering the poor to cross over from their lives of poverty to a better future, there is a
need to ensure the sustainability of this Program from one administration to another. The
passage of this bill is earnestly soughing.
Because of the success of the study, it was realized that the program has helped
children in their studies, thus they implement the Pantawid Pamilyang Pilipino Program
last 2016. As stated again from the above Explanatory Note of Sen. Miriam Defensor
Santiago, the Pantawid Pamilyang Pilipino Program (4Ps) shall refer to the national
poverty reduction strategy that provides conditional cash transfer to extremely poor
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households to improve their health, nutrition and education particularly of children aged
0-15.
The program has strict compliance when it comes to the school attendance of the
students who are beneficiaries because it is their basis in giving the cash transfer. It is
therefore expected for the beneficiaries to attend school regularly or at least 85% of the
school days. There are studies that shows how the 4Ps program affects the school
attendance and the performance of the student.
A research was conducted by Montilla, et. al. entitled “ Pantawid Pamilyang
Pilipino Program (4Ps): Assistance to Pupils Education” in Diogenes R. Cabarles
Elementary School and the finding was that 4Ps has significant impact on pupils’
education based on its beneficiary conditionalities, is able and motivated to attend classes
because of adequate school supplies, satisfied meals, parasitic free stomach and
supportive and active parents.
Another study was also conducted by Brian O. dela Torre of Balamban
Elementary School, and in his paper entitled “Financing Education through the Pantawid
Pamilyang Pilipino Program (4Ps)”, it was revealed that 4Ps contributed greatly to the
school’s performance indicators. This study also raised the awareness of the school
personnel and the recipients of the program’s strengths, weaknesses, opportunities and
threats. Furthermore, the study concludes that 4Ps certainly helped its recipients and the
school with 4Ps enrolees. It is therefore recommended that the program be continued but
improved to ensure the attainment of its objectives.
As cited by Reyes and Tabunga (2018), in the long-run, the 4Ps’ goal is to
achieve improvements in human capital. The 4Ps is seen to have great potential in
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increasing educational attainment and improving nutrition and health outcomes based on
the experience of other countries who have implemented the CCT. One of the problems
in the educational system that the 4Ps is expected to impact is increasing dropout rates.
The CCT programs in other countries have been successful in achieving higher enrolment
rates.
And this program does not only achieve higher enrolment and attendance but also
produces students who have good academic performance. A study was conducted by
Agbon et.al (2017) in Cebu City, and according to one of the respondents, “Every year in
Tejero, we have a recognition day for children who are beneficiaries of the 4Ps. In the past,
they have not been part of the honors’ list because they did not have the resources to buy
materials for their experiments and other school requirements. From just being part of the
regular class, they are now in the science class. We have the recognition day to remind
everyone that these children are beneficiaries of the 4Ps.”
On the other side, a report about conditional cash transfer was conducted by
Fiszbein 2015, that a number of education programs have been shown to increase school
enrollment (in some cases dramatically so) without improvements in learning outcomes.
The result of the evaluations conducted present particular challenges for CCTs. The
results from these evaluations present particular challenges for CCTs. Conditional cash
transfers frequently are targeted geographically. Because they work in especially poor
areas, the quality of the supply of education (and health) services is low. In addition,
CCTs use proxy means to identify poor households. The evaluations discussed above
generally suggest that raising the achievement of these disadvantaged students is
particularly difficult— even when they have been brought into school.
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Given all these legal bases and study about how cash transfer or the Pantawid
Pamilyang Pilipino Program affects the school attendance, enrolment and educational
attainment of the beneficiaries, these study would like to know whether the program has
also improved the academic performance of the student beneficiaries.
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CHAPTER III
METHODOLOGY
To further understand this study, this chapter contains the following details:
Research Design
This study used the descriptive-correlational method of research. Descriptive in
way that it describes the academic performance of the 4Ps student-recipients and
correlational because it will determine the relationship between school attendance,
gender, and the academic performance.
Research Locale
This study will be conducted at Eastern Samar National Comprehensive High
School, Alang-Alang Borongan City under of Borongan City Division. The population of
the school is composed of 3, 386 students and 105 teachers and there are 1, 256 studentrecipients of 4Ps.
Respondents of the Study
The respondents of this study are the Grade 9 Pantawid Pamilyang Pilipino
Program (4Ps) student-recipients of Eastern Samar National Comprehensive High School
for school year 2021-2022. There are 438 students enrolled in Grade 9 and 256 are 4Ps
recipients.
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Research Instrument
The researcher uses the Form 138 (Report Card), and the School Form 5 (Report
on Promotion and Level of Proficiency) of the student-recipients to identify the academic
performance of the students, number of school days attended, and gender. The SPSS were
also used to compute the correlation coefficient of the variables being tested.
Research Procedure
This study utilized the interview method. The researcher interviewed the teacheradviser of Grade 9 regarding the list of names of the 4Ps student recipients and their
attendance in school for the school year 2021-2022. The researcher used the Form 138
(Report Card) and School Form 5 (Report of Promotion and Level of Proficiency) as the
basis of the identification of the school attendance and the academic performance of the
4Ps student-recipients.
Statistical Treatment
This study uses the correlation coefficient to describe the direction and strength of
linear correlation between school attendance and academic performance. Pearson’s
Product-Moment Correlation Coefficient was used to test the null hypothesis.
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CHAPTER 4
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA
Introduction
This chapter presents, analyse, and interprets data from the interview and the
documents gathered. The answers to all the research questions of the study based on the
data gathered by the researcher are presented following the order of the problems in
Chapter 1.
Table 1. General Average of the 4Ps student-recipients
ACADEMIC PERFORMANCE
90
88
86
84
82
80
78
76
74
72
70
68
88,468
85,37
87,062
85,28
82,25
81,03
81,75
79,34
76,03
1
2
3
4
5
6
7
8
9
78,5
10
76,96
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Table 1 provides descriptive information about the academic performance of the
4Ps student-recipients. The highest general average is 88.468 and the lowest is 76.96. The
mean percentage grade is 82.00. And according to the proficiency level, 4 out of 11 of the
students or 36.36% falls on the Proficiency Level, and 2 out of 11 students or 18.18%
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falls on the Approaching Proficiency Level, and the last 5 out of 11 students, or the
45.45% of the 4Ps student-recipients fall under Developing Proficiency.
Table 2. The general average and the number of absences of the 4Ps student recipient.
ACADEMIC PERFORMANCE VS ABSENCES
100
88,468 87,062
85,37
85,28
82,25
81,75
81,03
79,34
78,5
80
76,96
76,03
58
60
30
40
20
8
9
6
9
8
8
2
13
20
0
1
2
3
4
5
GPA
6
7
8
9
10
11
Absences
Table 3. Correlation of the general average and number of school attended by 4Ps
student-recipients.
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Table 2 shows two different variables, the GPA (General Average) and Absences of 4Ps
student-recipients while table 3, shows the correlations of the two variables. The
researcher used the Pearson’s product-moment correlation coefficient to know the
relationship of between school attendance and academic performance. Pearson’s r is
0.709, hence the correlation is positive and the strength of linear correlation is high. Also,
the associated ρ-value is 0.015 which is less than ɑ= 0.025, hence the null hypothesis is
rejected. It was found out, from the data presented, that there is significant relationship
(negatively correlated) between school attendance and academic performance. Student
who have lesser absences tend to have higher grades and students who acquired many
absences tend to have lower grades.
Correlations
GRADES
NUMBER OF SCHOOL
DAYS ATTENDED
Pearson Correlation
GRADES
.709*
1
Sig. (2-tailed)
.015
N
ATTENDANCE
11
11
Pearson Correlation
.709*
1
Sig. (2-tailed)
.015
N
11
11
*. Correlation is significant at the 0.05 level (2-tailed).
Table 4. Gender and the general average of the 4Ps student-recipients
MALE VS FEMALE
90
88
86
84
82
80
78
76
74
72
70
68
88,468
87,062
85,37
85,28
82,25
81,75
79,34
78,5
76,96
1
2
81,03
3
4
76,03
5
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Table 5. Correlation of male and female 4pS student-recipients.
Correlations
FEMALE
Pearson Correlation
FEMALE
1
Sig. (2-tailed)
N
MALE
MALE
.933*
.021
6
5
Pearson Correlation
.933*
1
Sig. (2-tailed)
.021
N
5
5
*. Correlation is significant at the 0.05 level (2-tailed).
Table 4 shows the difference between the academic performances of the male and
female 4Ps student-recipient while table 5 shows the correlation of male and female
academic performance. Again, the researcher used the Pearson’s product-moment
correlation coefficient to describe the difference of two variables which is the academic
performance of male and female student-recipients. Using the SPSS, correlation analysis
was made. Pearson’s r is 0.933 and it is positive, on the other hand, the ρ-value is 0.21
(two-tailed) and is less than 0.025, hence the null hypothesis is rejected. Finding revealed
that gender has significant difference in the academic performance. Female 4Ps studentrecipients tend to have higher grades that male 4Ps student-recipients do.
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CHAPTER 5
SUMMARY, CONCLUSION, RECOMMENDATION
This chapter presents the summary of the findings in the study, the conclusion
derived from these finding and the recommendations made.
Summary
This study was conducted to know the academic performance of the 4Ps studentrecipients and the effects of school attendance and gender in the academic performance.
Specifically, this study sought to answer the specified questions in Chapter 1. And based
on the problems, the following hypotheses were formed:
HO: There is no significant relationship between school attendance and academic
performance of the 4Ps student-recipients.
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HO: There is no significant difference in the academic performance of the male
and female 4Ps student-recipient.
This study used the pearson’s product-moment coefficient to know the
relationship of the variables being tested. And the result of the statistical analysis using
Pearson’s coefficient shows that the null hypothesis being presented must be rejected.
Thus, there is a significant relationship between school attendance and academic
performance of the 4Ps student-recipients. Although the relationship of the variables is
negative correlated. Meaning, when absences is smaller, academic performance is higher.
Conclusion
Based on the cited findings presented in Chapter 4, it was found out that school
attendance plays important role in achieving good academic performance. Lesser
absences committed by the 4Ps student-recipient, the higher academic performance
they’ll get than those who commit absences often. It was also shown in this research that
gender affects the academic performance of the students. Females have higher academic
performance than that of the male 4Ps student-recipients.
Recommendation
Based on the findings and conclusions of this study, it is recommended that
the government may continue to support the Pantawid Pamilyang Pilipino Program in
order to eradicate poverty and help children to have quality education. The Department of
Social Welfare and Development or the DSWD shall not only impose strict compliance
of the school attendance but also impose strict monitoring in the academic performance
of the 4Ps student-recipients so that not only students will be motivated to learn but also
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the parents can monitor the academic performance of their children. The researcher also
hopes that this study may be used as a basis of further study with larger population so that
the 4Ps student-recipients will be well represented.
REFERENCES
Agbon, A.B. et al. (2013). Pantawid Pamilyang Pilipino Program (4Ps): Examining Gaps
and Enhancing Strategies in Cebu City, Philippines*
Dela Torre, Brian O., (2016). Financing Education through the Pantawid Pamilyang
Pilipino Program (4Ps)
Montilla et.al., (2015). Pantawid Pamilyang Pilipino Program (4Ps): Assistance to Pupil’s
Education
Philippine Education For All 2015: Implementation and Challenges
Reyes, C.M. & Tabunga, A.D. (2012). Conditional Cash Transfer Program in the
Philippines: Is It Reaching the Extremely Poor?
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Reyes, C.M. et al. (2015). Promoting Inclusive Growth through the 4Ps
Santiago, M.D.(2010). Explanatory note, Fifteenth Congress of the Republic of the
Philippines
https://en.wikipedia.org/wiki/Uses_and_gratifications_theory
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