CHAPTER 1

INTRODUCTION
BACKGROUND OF THE STUDY
Pantawid Pamilyang Pilipino Programs is a condition cash transfer (CCR) program that provide cash
grants to poor household with Children 0-14 years old and /or pregnant mother, provided that they
comply with the conditions set by the programs objectives.
Social Assistance -provides condition cash assistance to the poor to elleviate their immediate needs
(short term poverty); and social development aims to break intergenerational poverty cycle through
investment in humans capital who are qualified for Pantawid Pamilya? A household may qualify for
Pantawid Pamilya as a beneficiary if it satisfies two(2) criteria : 1.) at the time of the survey the
household must be classified as poor, based on the national household targetting system for poverty
reduction (NHTS-PR) and 2.) Have a pregnant woman and/or children 0-14 years old as household
members. Thus being included in the NHTS-PR list of poor household does not automatically qualify
a household for Pantawid Pamilya, on the same manner, not all households with a pregnant women
or young children as members will qualify for the program. What are the conditions of the Pantawid
Pamilya?
Health and nutrition conditions require periodic checkups, growth, monitoring and vaccination for
children 0-5 years of age; twice a year intake of the worming pills for children 6-14 years old, pre and
prenatal care for pregnant woman and attendance of parents in family development session where
responsible parenthood is discussed. Education conditions include day- care and school enrollment,
attendance equivalent to 85% percent of school days for children 3-14 years old, both conditions are
meant to improve the poor household economic prospect to help them move out of poverty. What
does the program offer to households?
Household that comply with all the health condition will receive P500 per month, household that
comply with the education conditions will receive P300 per child per month. Up to three qualified
children can benefit from the education grant. Education grants will only be given during months with
classes. The cash grants, which are given every two month’s will be received directly by household
beneficiaries through their land Bank cash cards or through over-the-counter payments at land bank
branches. The land Bank also utilizes other modes to distribute the cash in hard to- reach areas
such as off-site payment, and G- cash remit. Other payment schemes are continuously being
explored, also in collaboration with the private sector, is Pantawid Pamilya program dole- out?
No conditional cash grants are given only to households which comply with the program conditions.
Beneficiary sign an Oath of Commitment, there by establishing a "social contract", where they agree
to take number of concrete steps to improve their lives and those of their children. Beneficiaries who
fail to comply with certain conditions will not receive the Benefit corresponding to the conditions and
are given reminders. Failure to comply for a third time will lead to suspension of cash grants, in
which beneficiaries are given 12 months to appeal and comply. Failure to comply for fourth time will
render the beneficiary ineligible and will be given notice that they will be delisted. Does Pantawid
Pamilya encourage indolence/mendicancy among its beneficiaries? No, first, the conditional cash
grant only arguments the household income and assist parents to support their household basic
needs.
The amount is not enough to support a family and will therefore not lead productive members of the
household to stop working or stop looking for work. Second this assistance is only temporary.
Beneficiaries are expected to graduate from the program after 5 years. The program has family
development sessions where beneficiaries are taught about responsible parenthood (parenting
duties, obligations) and how to supplement.
STATEMENT OF THE PROBLEM
This study aims to determine how the effectiveness of 4ps program is viewed by the 4ps
beneficiaries.
1. How does the 4p's grant help the grade 9 students?
2. Does the 4p's program is good enough for their beneficiaries?
3. What are the conditions of 4p's program to the beneficiaries?
4. How 4p's beneficiaries used their financial allowance?
5. How 4p's is important as one of the beneficiaries?
6. What is the positive effect of 4p's to the students?
7. What is the negative effect of 4p's to the students?
8. How the students maintain his or her attendance in terms of 4ps?
9. How does 4p's grant help to the students in terms of educational needs?
10. How does 4p's deliver financial support to the students?
THEORETICAL FRAMEWORK
The theoretical bases of this study are the Human Capital Theory and Social Capital Theory. Human
Capital Theory indicates the importance of investments in human capital of a country, while Social
Capital Theory, which explains social network where individuals work together to improve wellbeing.
The following theories are showed below:
Human Capital Theory
Human capital refers to the set of skills that an individual can contribute to productivity. These skills
are usually dependent on education, health and work ethic of an individual (LSE Economics, 2014).
Moreover, Schultz also established that education and productivity are factors that are positively
related (Kern, 2009). Hence, the human capital theory states that when capital is invested in
education and training programs, then human capital will improve (Fitzsimons, 1999). Human capital
can make an impact on an individual (employment opportunities), organizational (core competencies
and competitiveness) and societal (socio-political development) level. Furthermore, Kwon (2009)
cites that human capital can be measured using an output-based approach (through measuring
school enrolment rates, literacy and other educational variables), a cost-based approach (through
measuring the costs of education) and an income-based approach (through measuring the benefits
incurred through education and training).
Putting all the aforementioned insights into perspective, it is intuitive that returns on human capital
stem from the education and health invested on children. For a given household, investments on
children depend on the household income and number of children in the household. For a given
level of income, more investment is distributed on each child with fewer children in the household.
With this, countries with little human capital are usually characterized by large family size and invest
little on each child. On the contrary, those with abundant capital invest more on fewer kids. Thus, a
country would be well off if there are more investments in children, and long-term physical capital
accumulation (Tamura et al., 1990).
Social Capital Theory
According to Garson (2006), social capital can be defined as the resources that are integral in social
relations, which help facilitate cooperative and collaborative action within a society. Given that a
conditional cash transfer program is a part of a social network where individuals develop social
relationships in order to strengthen their wellbeing, social capital is imperative with regard to the
programs success, especially since the social network in this study is composed of the government,
the community, and the household members. Using the social capital theory as a basis, the cash
transfer program can be seen as a form of social protection method in order to alleviate poverty and
vulnerability through giving cash transfers. Hence, there is a need to develop relationship between
the government and community for a proper implementation of the program (Ressler, 2008).
Spillover Effects
Spillover effect is defined as the unintended impact of a certain program on individuals that are not
targeted by the program (Jaffe, 1996). Spillovers can also be viewed as externalities, which could be
positive or negative depending on the private and social gains and costs incurred (Helbling, 2010).
As such, spillover effects may also be present in CCT programs. This is because the resources that
the beneficiaries use are the same resources used by non-beneficiaries (Angelucci et al., 2010). In
addition, the social interactions between beneficiaries and non-beneficiaries could have an
influencing factor on the non-beneficiaries. For instance, children from non-beneficiary households
may share the academic materials that are given to children from beneficiary households (Angelucci
et al., 2010). Overall, externalities can be attributed to CCT programs, especially with regard to
schooling (positive effect on school enrolment), economic (positive effects on inequality and food
consumption), social (positive effects on human and physical capital prospects) and health (positive
effects on nutrition and health consciousness) indicators (Lehmann, 2010).
Maslows Hierarchy of Needs Theory
Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943
paper "A Theory of Human Motivation" in Psychological Review. Maslow subsequently extended the
idea to include his observations of humans' innate curiosity. His theories parallel many other theories
of human developmental psychology, some of which focus on describing the stages of growth in
humans. Maslow used the terms "physiological", "safety", "belongingness" and "love", "esteem",
"self-actualization", and "self-transcendence" to describe the pattern that human motivations
generally move through.
CONCEPTUAL FRAMEWORK
This conceptual framework shows the effectiveness of 4p's viewed by the students.
Figure 1: This shows the conceptual framework of the study.
SIGNIFICANT OF THE STUDY
To the pupil .The findings of this study will encourage them to give more time to study and will
inspire them to finish schooling.
To the parents .This study will help them to strive harder, make them stronger in what problems
might came that this will help them to achieve their responsibility through the help of government,
and make it as inspiration. It will also realize the significance of the program and improve the
economic status by abiding the provisions religiously.
To the government .The result of this study is important for it provides them the knowledge on how
to plan effectively to meet the goal of providing assistance to the poor.
SCOPE AND DELIMITATION
In this study the researchers seem to determine the effectiveness of 4p's viewed by the students of
Granja Kalinawan National High School (GKNHS) SY: 2016-2017 which has a total of 180 4ps
beneficiaries. The researchers used the sampling method.
DEFINITION OF TERMS
There are several terms used in this study. These terms were defined operationally and
conceptually.
4ps- It is the PANTAWID PAMILYANG PILIPINO PROGRAM., implemented by the Department of
Social Welfare and Development. Pantawid Pamilyang Pilipino Program is a poverty reduction and
social protection and development strategy of the national government that provides Conditional
Cash Grants to poor households in order to improve their health, nutrition and education of children
aged 0-18 y/o.
Conditional Cash Transfer-Conditional cash transfer programs are an innovative approach to the
delivery of social services. They provide money to poor families conditional on investments in human
capital, such as sending children to school or bringing them to health centers on a regular basis.
Additionally, along with school voucher programs and certain subsidized health insurance schemes,
conditional cash transfer programs are part of a growing policy emphasis on the use of market-
oriented demand-side interventions to directly support the poor.
Beneficiaries-As used in the study, recipients of funds or other benefits. A beneficiary is any person
who gains an advantage and/or profits from something.
Poverty Targeting-This refers to the decision making process of the government and agency on
selecting or choosing the deserving family recipient for the program.
Eradicate-To destroyed or getting rid of something completely, so that it can never recur or return.
Syn. (abolish, eliminate)
Educational Development-This refers to the objective of the government program on Pantawid
Pamilyang Pilipino Program of helping the poor to provide and access to improve the intellectual
capability and knowledge so as to have participation in the nation building.
Department of Social Welfare and Development-This refers to the agency of the government which
takes the lead in implementing the Pantawid Pamilyang Pilipino Program. DSWD works in
partnership with key agencies such as DOH, DepEd,
Department of the Interior and Local Government (DILG), and Land Bank of the Philippines (LBP)
which help ensure the availability of health and education services as well as provide necessary
support services in the targeted areas. DSWD created the Pantawid Pamilya National Project
Management Office (NPMO), which handles the day-to-day operations of the program with
assistance from Regional Project Management Offices (RPMO) and City/Municipal Links. DSWD
also has support from local service providers such as the school principals and midwives who have
been designated to oversee and ensure proper verification of compliance to conditional.
Health Benefits-This refers to the objective of the Pantawid Pamilyang Pilipino Program of helping
the beneficiaries to access and provide the health welfare through regular check-up and give
knowledge on healthy life style.
Poverty-is general scarcity or the state of one who lacks a certain amount of material possessions or
money. It is a multifaceted concept, which includes social, economic, and political elements
CHAPTER II
RELATED LITERATURE
The 4Ps program started last 2008 under the previous administration and continued in massive
scale in Aquino Administration; This CCT entails several provision which still unfamiliar to both
school administrators and teachers alike. Presently the government spending staggering amount of
money per year,44 billion by 2013 and 62 billion in 2014 to sustain the program; which eventually
added to fiscal national debt. In order to implement the program Philippine Government has granted
the amount of $800 million from World Bank and Asian Development Bank; therefore we can
conclude that the funding of the program came from loan and eventually paid by tax payers.
One of the targets of the CCT program is to decrease the drop-out rate among the poorest high
school it only mean that teachers must be aware on the program. The first thing we have to
understand is the monetary subsidence of the program; 4Ps recipient is receiving the amount of 300
pesos for educational assistance per qualified household and additional 500 pesos for health and
nutrition per household monthly. Subsequently, 4Ps recipient is required to participate in community-
school related program such as clean drive, brigade eskwela and family day session. Furthermore,
students or pupils under 4Ps program must attend and complete the 85% of monthly attendance.
Conversely, they should have an average grade of 75.4ps recipient must coordinate and cooperate
to any school related activities since there is educational assistance given to them. In addition 4ps
recipient who is no longer in school should be removed from the program.
Lastly, students or pupils who are 4ps recipient with more than a week absent without prior notice
must not receive their monthly educational assistance. Hence only DSWD can add or remove any
person under the 4ps program. CCT Program is strategically designed to invest in human capital by
providing quality and accessible education for everyone, therefore it is mandate that we need a clear
understanding on the provision entails in the program.4ps is a poverty reduction strategy that
provides grants to extremely poor households to improve their health, nutrition and education
particularly of children aged 0-14.

RELATED STUDIES
Based on the findings of the study of academic performance among selected pupils at Inopacan
District, Leyte SY 2013-2014, the drop-out rate among the poorest elementary and high school were
decreased .The parents and pupils who are 4Ps recipients attended regular participation in all school
activities. On the part of Department of Education, there is an increase of enrollment every school
year.The inconsistent results for older children between 13-17 years old (age as of 2011)the majority
of whom are outside the age cut-off for CCT education grant eligibilityas suggested by insignificant
coefficients across specifications, could be explained by a number of factors. First, sending older
children to school is associated with higher direct and indirect (opportunity) costs.
Direct costs may be incurred in the form of school fees, supplies, transportation costs, and so on.
For example, since there are less high schools than primary schools, high school children are
generally more likely to travel farther away from the homestead to school, requiring households to
spend more money on transportation. As children grow older, the opportunity cost also increases as
they could earn money from working instead of studying in school. To address this issue, many CCT
programs (e.g., in Bangladesh, Brazil, Mexico, 30 Honduras, and Turkey) provide larger cash
transfers to older children to compensate for the higher implicit/explicit cost associated with
schooling. Another plausible explanation for the programs lack of impact for the older cohort could
be the fact that the age bracket for older children was set at 10-14 years old as of 2008 when the
CCT program started. Three years later, these children were 13-17 years old during the time of the
follow-up survey. Since Pantawid Pamilya provides education grants up to 14 years of age (plus 15
years until completion of the school year), 15-17 year old children are no longer eligible for the
grants.
Furthermore, the estimated CCT impact varied depending on the number of school children in the
household, with positive impacts among young children in small households. As discussed earlier,
basic DD suggested a 7 percent increase in school enrollment among the sample of younger
children from beneficiary households with three or fewer school-aged children. When controlling for
childs sex and age, urban/rural characteristics, and region, the estimated impact slightly decreased
to 5 percent. In contrast, no program impact was evident among children from households with more
than three school-aged children in the household. As described above, this could be explained by
the fact that larger households are usually poorer to start with, therefore the financial burden is more
binding compared to smaller households. In addition, the education grant per child decreases after
the third child since the program currently sets the maximum number of children who are eligible for
education grants at three per household, while households bear non-tuition related expenses such
as transportation costs and school supplies for every child.
The comprehensive quantitative impact evaluation currently underway will provide more robust
evidence on the impact of the CCT program, based on data collected from a much larger sample
size and information collected on a vast range of issues. This study was conducted to serve as a
rapid assessment of the Pantawid Pamilya focused on school enrollment, while waiting for the
comprehensive impact evaluation. For the comprehensive impact evaluation, data has been
collected through 8,000 household interviews as well as interviews with teachers, midwives,
barangay captains, and mayors to capture different institutional characteristics. The comprehensive
impact evaluation will evaluate not only school enrollment and health center attendance but also an
extensive range of outcomes including household consumption, child labor, educational attainment,
and child nutrition status, applying rigorous analytical methods of Randomized Control Trials (RCT)
and Regression Discontinuity Design (RDD). Chaudhury and Okamura (2012)
0The study looks into some significant information about the 4Ps beneficiaries of Balamban
Elementary School where their children are enrolled. For the school year 2014-2015, it had a pupil
population of 257, where 120 are male and 137 are female. It has eleven teachers and is headed by
an Elementary School Principal I. The before 4ps data are taken from school years 2007-2008 to
2010-2011. The after 4ps data are taken from school year 2011-2012 to school year 2014-2015. Ten
(10) teachers were involved in the profiling of the school with 4Ps enrollees. Retention Rate refers to
the magnitude of pupils who repeat a grade level. This determines the degree of pupils in a
particular school year who continued to be in the same grade level in the next school year. The
schools retention rate decreased from 4.10% of the enrolment to 0 after the implementation of the
program in 2015. This shows that the Pantawid Pamilyang Pilipino Program (4Ps) is instrumental in
sending all pupils to the next higher level of education. According to the teachers, this can be
attributed to the attendance threshold of the program. This explains that 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. The Simple Dropout Rate calculates the percentage of pupils who do not finish a particular
grade level. This does not include those pupils who finish a grade level but do not enroll in the next
grade level the following year.
CHAPTER III
METHODOLOGY
This chapter discusses the research designs, the locale of the study, the respondents of the study,
the instruments used, the data gathering procedure and the statistical treatment of the study.
RESEARCH DESIGN
The researcher used the descriptive survey method. Descriptive method involved description,
analysis and interpretation of condition that now exist. Often involves the comparison and contrast
and attempted to discover the cause and effect relationship that exist in the study.
LOCALE OF THE STUDY
The research study was conducted at barangay. Kalinawan Jaro, Leyte where the Granja Kalinawan
National High School Main Campus is located.
Figure 2: This shows the map of Granja Kalinawan National High School main campus, shows the
location of the study.
RESPONDENT OF THE STUDY
The respondents of the research study are the Grade nine (9) students of Granja Kalinawan National
High School (GKNHS) School Year 2016-2017. The total respondents of Grade nine (9)
beneficiaries of 4ps are one hundred eighty 180.The 180 4ps beneficiaries from the Grade-9 class
were considered as the respondents of the study.

Table 1:
Distribution of Respondents
Name of Section
Total Populations
100%
Actual number of respondents
Calachuchi
18
18
18
Delphinium
18
18
18
Daisy
18
18
18
Daffodil
18
18
18
Dalia
18
18
18
Dendrobium
18
18
18
Dama De Noche
18
18
18
Dandelion
18
18
18
Newton
18
18
18
Rosal
18
18
18
Total=
180
180
180
Table1: This shows the respondents of the study.
RESEARCH INSTRUMENT
The researchers made use of a survey questionnaire as research instruments. The focus of the
questions is on the survey questionnaire are the research questions of the study.
DATA GATHERING PROCEDURE
To conduct a survey, the researcher's gives the permit to the adviser of practical research I to sign.
The researcher's go to the Granja Kalinawan National High School (GKNHS) main campus. The
researcher's came to the main campus at around 9 oclock in the morning, the researcher's asked
permission to the principal who's Mr.Nicerato P. Gonzaga last January 25, 2017 at around ten (10)
o'clock in the morning. After securing the permission the researcher's starts conducting a survey to
the following grade-9 class rooms which is Calachuchi, Delphinium, Daisy, Daffodil, Dahlia,
Dendrobium, Dama de noche, Dandelion, Newton and Rosal.In every section researcher's ask a
permission to conduct survey and give some background about the researcher's profile, after wards
the researchers distributes the questionnaire's students. The researcher's finished conducting a
survey at around 12:00 pm O'clock in the afternoon.
STATISTICAL TREATMENT OF DATA
The data gathered where tallied, organized, analyzed and interpreted with the use of appropriate
statistical tools to measure each questionnaire.
To measure the percentage of knowledge to the students about 4ps, the process for using their
financial allowance and the process of maintaining the attendance of the students. The researchers
used the formula below:
R
%= X 100
NR
Where:
R-respondent NR-number of respondent
To measure the percentage of importance of 4p's Pantawid Pamilyang Pilipino Program to the
Grade nine 9 students of Granja Kalinawan National High School GKNHS, the researcher's used the
formula below.
∑X
X= —————
N
Where:
X-Total mean
∑X-Over all mean
NT-total numbers of respondents
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
INTRODUCTION
This chapter discusses the data obtained from the survey. It discusses the percentage for
knowledge of the students to the 4ps, the percentage of grant assistance from 4ps to the student,
the percentage for how the students used their financial support from 4ps, the percentage for how
the students maintain their attendance in terms of 4p's and the percentage for importance of 4p's to
the students.
Table 3:
Presents the percentage for knowledge of the students to the 4p’s
SECTION
YES
NO
Calachuchi
100%
0%
Daffodil
96%
4%
Dahlia
100%
0%
Daisy
93.75%
6.25%
Dama de noche
0%
0%
Dandelion
85.18%
14.82%
Delphinium
100%
0%
Dendrobium
100%
0%
Rosal
96.15%
3.85%
Neuton
100%
0%
TOTAL %
97.108%
2.892%
As presented from the table above, most of the students have actually enough knowledge to the 4p's
compared to those have not knowledge.
Table 4:
Presents the percentage of grant assistance from 4p’s to the students.
SECTION
SCHOOL DONATION
SCHOOL UNIFORM
SCHOOL SUPPLIES
Calachuchi
42.86%
28.57%
28.27%
Daffodil
40%
12%
48%
Dahlia
31.58%
26.32%
42.1%
Daisy
43.75%
18.75%
37.5%
Dama de noche
50%
25%
25%
Dandelion
55.56%
7.41%
37.03%
Delphinium
21.05%
15.8%
63.15%
Dendrobium
54.5%
27.3%
18.2%
Rosal
76.9%
0%
23.10%
Neuton
50%
25%
25%
TOTAL %
46.62%
18.615%
34.765%
As presented from the table above, most of the students says that the grant assistance from 4ps that
they get are in terms of school supply.
Table 5:
Presents the percentage of how the students used their financial allowance given by the program.
SECTION
SUPPORTING MY FAMILY
BUY SCHOOL MATERIALS
BUY THINGS THAT I WANT
Calachuchi
35.7%
64.3%
0%
Daffodil
12%
72%
16%
Dahlia
42.1%
57.9%
0%
Daisy
18.75%
75%
6.25%
Dama de noche
10%
85%
5%
Dandelion
18.5%
70.4%
11.1%
Delphinium
10.5%
89.5%
0%
Dendrobium
9.1%
86.4%
4.5%
Rosal
11.5%
80.8%
7.7%
Neuton
0%
100%
0%
TOTAL %
17%
33%
50.55%
As presented from the table above, most of the students used their financial allowance for buying
school supplies.

Table 6:
Presents the percentage of maintaining the attendance of the students
TSECTION
TO OBEY THE SCHOOL RULES
MAY REMOVE US FROM LIST
Calachuchi
50%
50%
Daffodil
72%
28%
Dahlia
78.9%
21.1%
Daisy
93.8%
6.2%
Dama de noche
90%
10%
Dandelion
48.15%
51.85%
Delphinium
89.5%
10.5%
Dendrobium
90.9%
1.1%
Rosal
80.8%
19.2%
Neuton
100%
0%
TOTAL %
79.405%
20.595%
As presented from the table above, most of the students maintain their attendance because they
obey the school rules.
Table 7:
Presents the percentage of importance of 4p's to the students.
SECTION
PAY FOR SCHOOL DONATION
DAILY ALLOWANCE
SCHOOL SUPPLIES
FOOD
SCHOOL UNIFORM
Calachuchi
18.99%
18.99%
21.52%
21.52%
18.99%
Daffodil
21.93%
21.05%
16.7%
19.3%
21.05%
Dahlia
19.53%
19.54%
20.69%
21.84%
18.39%
Daisy
23.07%
25%
25%
3.85%
23.07%
Dama de noche
19.41%
20.4%
20.4%
19.41%
20.4%
Dandelion
7.63%
8.47%
5.08%
13.56%
65.55%
Delphinium
18.75%
20%
20%
21.25%
20%
Dendrobium
18.83%
19.5%
20.12%
20.8%
20.78%
Rosal
19.1%
27.36%
20.7%
22.3%
20.7%
Neuton
20%
20%
20%
20%
20%
TOTAL %
18.03%
28.23%
18.12%
19.83%
25.8%
As presented from the table above, the 4p's program is important to the students to support their
daily allowance. CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
SUMMARY
The researchers used the descriptive survey method. Descriptive survey method involves
description analysis and interpretation of condition that now exists. It is conducted at (GKNHS) main
campus to the grade (9) nine Students of Brgy. Kalinawan Jaro Leyte. The total respondents was
180 students in Grade (9) nine from (GKNHS) S.Y. 2016 - 2017. Grade (9) nine was Consist of 10
section. In every section of grade (9) nine students from (GKNHS) it contains 18 students or
respondents.
FINDINGS
Based on the specific programs of the study the following findings are presented.
1. The most various reaction from G-9 students of Granja Kalinawan most of the students have
actually enough knowledge from 4p's compared to those have not knowledge.
2. The grant help that the student get from 4p's is in a form of school supply.
3. Most of the students used their financial allowance for buying school supplies.
4. Most of the students maintain their attendance because they obey the rules.
5. The 4p's program is important to the students to support their daily allowance
CONCLUSION
Based on the result of the study the following conclusion where reached.
1. Based on the data gathered the most various reactions from G-9 students of Granja Kalinawan
most of the students have actually enough knowledge from 4p's compared to those have not
knowledge.
2. Based on the data gathered the grant help that the student get from 4p's is in a form of school
supply.
3. Based on the data gathered most of the students used their financial allowance for buying school
supplies.
4. Based on the data gathered most of the students maintain their attendance because they obey
the rules.
5. Based on the data gathered the 4p's program is important to the students to
support their daily allowance.
RECOMMENDATION
A RESEARCH ON THE EFFECTIVENESS OF THE 4PS VIEWED BY THE BENEFICIARIES A
FULFILLMENT OF THE REQUIREMENTS FOR PRACTICAL RESEARCH I
By:
Dogue, Nelson T.
Llurag, Ruchelle A.
Chavez, Lourwen J.
Regal, John Derick P.
Rogero, John Russel G.
Salaño, Angela mae P.
Senecio, Emmanuel M.
S.Y. 2016-2017

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