Extent of the Implementation of Pantawid Pamilyang Pilipino Program (4P’s) in Relation to Beneficiaries’

Academic Performance and Attendance

Salmasan, Milbert L.

Bukidnon State University

City of Malaybalay

May 2019
 Chapter I

The Problem

Introduction

Poverty is the prevailing root cause of almost all of the problems and issues in the Philippines. The problem

of poverty is deeply rooted and can be traced back to many generations. This means that poverty is making its cycle

over and over for the past years. Breaking this cycle may be a formidable task but still needs to be addressed.

There are lots of program that has been implemented by the government for the past years to address this problem.

One of these is the adoption of the Conditional Cash Transfer (CCT) of the Latin America. Efforts have been in order

since the government adopted Latin America’s Conditional Cash Transfer Program. The local context of the

program was called the Pantawid Pamilyang Pilipino Program (4Ps) and was pilot tested in 2007.

Pantawid Pamilyang Pilipino Program or 4Ps (formerly Ahon Pamilyang Pilipino) is a version of

conditional cash transfer program here in the Philippines under the Department of Social Welfare and

Development (DSWD). Its objective is to eradicate extreme poverty in the Philippines through investing in health

and education mainly in children from 0-18 years of age. This program is patterned on programs in other developing

countries like Columbia (Familias en Accion), Brazil (Bolsa Familia), and Mexico (Oportunidades). Wherein the

goal of each the program is to help the poor residents to improve their health, nutrition, and education by

providing cash grants (Social Assistance) and invest human capital (Social Development) (Defensor). Hence, 4Ps

helps to resolve these existing problems for example, pregnant women and children visits health center for check-

ups and vaccination, parents or guardians attend Family Development Sessions for responsible parenting, and

parents sent their children in public schools in behalf of the conditionalities to receive cash grants.

However, there are issues occurred towards the proper expenditure of cash grants, for example other

parents or guardians spend the money for gambling and other expenditures instead of complying on the

conditions. In order to find out the answer regarding the issues, the study focused on the help and aid given by

the program for the pupils to succeed in their schooling and complete their primary education. 4Ps as mentioned
helps to improve education, and beneficiaries look forward on this perspective despite its short term

implementation, ranging only for at most five years (4Ps Official Gazette of the Republic of the Philippines).
Conceptual Framework

This study is anchored on concepts from behavioral theories such as the Reinforcement theory of B.F.

Skinner in (1997) which the cash grants act as the incentive and then the behaviour to be elicited by both the learners

and the parents are the conditionalities. Also, with Maslow’s Hierarchy of needs in which with the

help of the cash grants learners will be able to gratify their physiological needs for them to be motivated and work

with their other needs. These behavioral theories and studies are supplemented with economic theories: Selective

Material Gratification which implies that beneficiaries would be inclined to reply the gratitude that they obtain from

cash transfers received; and Social Engagement which denotes civic solidarity as the precondition for civic activities.

(Perova, 2010).

According to Fernandez and Olfindo (2011), it was noted that the Pantawid Pamilyang Pilipino Program was

successfully rolled out to the poorest households. In particular, the DSWD and partner agencies had successfully

implemented the pilot program and established the targeting system necessary for expansion. The authors also

marked that the targeting system based on the PMT has produced good results as about 90 percent of the beneficiaries

belong to the bottom 40 percent of the population and 72 percent belong to the poorest 20 percent. They also

presented an anecdotal evidence that the net education enrolment rates of children in the targeted households have

risen while the number of children who have availed of the health services has also increased. According to Fernandez

and Olfindo (2011)

In many cases, these positive impacts both on education and health were specific on areas, ages, and school

levels (for education impacts). The additional cash would aid them in their additional expenses pertaining to health

and education. Hence, 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., 1995).

 Health Benefits Extent of the Implementation of

Educational Benefits Pantawid Pamilyang Pilipino

Parents’ Involvement
Program (4P’s) in Relation to
in School and Community
Beneficiaries’ Academic

Performance and Attendance

Demographic profile of the

Respondents:

a. Age

b. Gender

c. Grade level

d. Religious Affiliation

e. Ethnicity

f. Parents Educational

g. Attaintment

h. Parents Occupation

Figure I. The schematic diagram showing the parameter of the study

Figure 1 shows the schematic diagram. It consists of the three boxes namely: The first box is for the

independent variables which contains the extent of the implementation of the 4P’s or perceived in the beneficiaries

in terms of health benefits, education benefits, parents’ involvement of school and community. The second box is

located on the left side is called dependent variables which contains the extent of the implementation of 4P’s program

in terms of the attendance and academic performance of its beneficiaries. The last box is under the two variables. It
contains the demographic profile of the respondents which are the age, gender, and grade level where the leading

bridge of the study.

Statement of the Problem

This study will investigate the extent of the implementation of 4P’s program in relation to the academic

performance and attendance of the beneficiaries in Grade III pupils of Damulog South District, Division of Bukidnon

for the School Year 2019-2020.

Specifically, the study will answer the following problems:

1. What is the demographic profile of the respondents in terms of:

a. Age; b. gender; c. grade level?

2. What is the class attendance and academic performance of any beneficiaries of 4P’s?

3. What is the extent of the implementation of the 4P’s or perceived of the beneficiaries in terms of:

3.1 health benefits

3.2 educational benefits

3.3 parents’ involvement in school and community?

4. Is there a significant difference in the class attendance of the beneficiaries when grouped according to age,

gender and grade level?

5. Is there a significant relationship between the extent of the implementation of 4P’s program and the

attendance of the beneficiaries?

6. Is there a significant relationship between the extent of the implementation of 4P’s program and the academic

performance of the beneficiaries?

Significance of the Study

The purpose of this study is to identify the extent of the implementation of 4P’s program as perceive by the

beneficiaries. As a result of this study, the researchers believed that it will be of benefit to the following groups,

organizations or individuals:

To the learners, even those who were not beneficiaries of the 4Ps, this study will be an avenue in providing

them quality education and raise their interest towards education.

To the teachers, this will give a better background on them with regards to the performance factors and

encouragement needed by the learners. Also, this will be helpful for them on how will they improve their learners’

performance by making use of incentives in arousing interest and enhancement of the learners.

To the parents, this will give important information for they are the one that controls the cash grants. Also,

this will evaluate if they made proper use of this monetary grants. This will give opportunity them to help the children

in order to finish their studies.

To the administrators, this will serve as a guide on the professional growth needed by his/her teachers for an

efficient and effective teaching process mostly in the performance factors. Also, this study will give encouragement

for the realization of the mission, vision and goal of the in school.

To the future researchers, they can examine the results of the program for them to be encouraged to support

the program or the other way around.

Scope and Delimitation of the Study

The study is delimited to the investigation of the Grade –V learners’ respondents who are the 4P’s recipients.

It is delimited the extent of the implementation of 4P’s program or perceived of the beneficiaries in terms of health

benefits, education benefits to the following schools stated below with the corresponding kinds of transportation.

Macapari Central ES and Omonay ES are accessible of any transportation. Aludas ES, Angga-an ES, Apolan

PS, Basag ES, Balud ES, Inlabo PS, Kidama ES, Kitingting ES, Lagandang ES, San Isidro ES and Tangkulan ES are

accessible only by the motorcycles. While Buluan ES, Kitas ES, Pagompong ES,Sarawagon ES and Taponan PS are

accessible by the motor boat or horseback riding. These are the schools belong to the South Damulog District,

Division of Bukidnon for the SY 2019-2020.

The purpose of the study is to get the records of the recipients from the school based on the survey of

enrolment and who are the 4P’s recipients in Grade –IV learners for the SY 2019-2020.

The researcher will seek to get more information about the extent of the implementation of 4P’s learners in

their academic performance and class attendance in school. This delimitation will respond to gather the data through

the presence of the respondents as they will answer to the given tools. The respondents of the study are the __ learners

whose names are in the list of their teacher adviser in the respective schools with their enrolment record will identify

the performance in health, education and also the performance of their parents in school and the community. The

class attendance and academic performance are delimited during the first grading period of the SY 2019-2020.
Definition of Terms

In order to have a common understanding of the terms used in this study, theoretical and/ or operational

definitions are presented:

Academic Performance. Academic performance refers to the final grade point average categorized into

outstanding, satisfactory, average, poor, and very poor which students received from all learning areas.

Age. The length of time that a person has lived or a thing has existed

Attendance. In educational setting, attendance refers to the action or state of going regularly to or being

present at the school.

Beneficiaries. It refers to poor households with pregnant women and/or with children 0-4 years 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)(DSWD)

Conditional cash transfer (CCT). A program that aims to reduce poverty by making welfare programs

conditional upon the receivers' actions. The government (or a charity) only transfers the money to persons who meet

certain criteria. These criteria may include enrolling children into public schools, getting regular check-ups at the

doctor's office, receiving vaccinations, or the like. CCTs are unique in seeking to help the current generation in

poverty, as well as breaking the cycle of poverty for the next through the development of human capital program.

Economic status. An economic measure of a person's work experience and of an individual's or family's

economic position in relation to others, based on income, education, and occupation.

Educational benefits. An advantage or profit gained for education related aspects.

Ethnicity. An ethnic group’ has been defined as a group that regards itself or is regarded by others as a distinct

community by virtue of certain characteristics that will help to distinguish the group from the surrounding
community. It is considered to be shared characteristics such as culture, language, religion, and traditions, which

contribute to a person or group’s identity.

Gender. The state of being male or female (typically used with reference to social and cultural differences

rather than biological ones.

Grade level. Grade level refers to the number of educational stages covering early childhood education,

primary education, secondary education and tertiary (or higher) education.

Implementation. The process of putting a decision or plan into effect; execution

Motivation. Motivation can be defined as an innate mechanism modified by learning. Motivation refers to

“the reasons underlying behavior” (Guay et al., 2010, p. 712). Paraphrasing Gredler, Broussard and Garrison (2004)

broadly define motivation as “the attribute that moves us to do or not to do something.

Religious Affiliation. Religion is the set of beliefs, feelings, and practices that define the relations between

human being and sacred or divinity. A given religion is defined by specific elements of a community of believers:

dogmas, sacred books, rites, worship, sacrament, moral prescription, interdicts, and organization.

Parents’ involvement. Parent involvement denotes more parents’ entanglement to an activity. (Markwardt,

1990). As used in this study, it refers to the parent’s participation and learning process, support and concern for the

development of the children in school.

Poverty. The state of one who lacks a usual or socially acceptable amount of money or material possessions.

Profile. A record of a person's psychological or behavioural characteristics, preferences, etc.

Social Assistance. benefits paid to bring incomes up to minimum levels established by law. Study habit. The

devotion of time and attention to gaining knowledge of an academic subject.

 Chapter 2

Review of Related Literature

This chapter presents the literature review and studies related on the Conditional Cash Transfers from various

countries including its impacts in education. Various authors whose works have important learning with present

study are included in the review for a wider perspective of the study. The presentation is arranged from the

Conditional Cash Transfers across different countries followed by concepts and studies on motivation of learners.

Foreign Studies

In an effort to provide financial aid, education and health to the poor, the first conditional cash transfer

programs were integrated in Brazil and Mexico. Brazil’s first CCT program was called Programa de Eradicacão

do Trabalho Infantil, but this was later integrated to the country’s recent CCT called Bolsa Familia (World Bank,

2011). On the other hand, Mexico implemented its CCT, called Progresa, in an attempt to provide financial

aid to poor households and improve education and health among children (Fiszbein et al., 2009). According

to Jaramillo (2011), the positive initial impact that Progresa and Programa de Eradicacão do Trabalho Infantil

had on enrollment and health encouraged other countries to follow the framework of CCT. One of the reasons

for this is the spillover effect that CCTs cause. For instance, Lehmann (2009) found that in lowincome

countries, CCTs have social spillover effects when women receive the cash transfer. This is exhibited when

women become more empowered since they are the ones directly receiving the cash from the program.

Mexico’s Oportunidades

Holmes et al. (2007) conducted interviews and surveys in determining the effect of Oportunidades on social

cohesion and education which is defined as the willingness of citizens to cooperate to achieve certain objectives

. They found that community engagements among beneficiaries improved because of the increase in the

accessibility of public goods and education. However, beneficiaries are discovered to be more detached to non-

beneficiaries, in a way that beneficiaries huddle together in civic engagement activities. In the case of young
adults who were beneficiaries of the program, community participation improved and they are found to be more civil

and have more civic knowledge (Cortes, 2013).

Brazil’s Bolsa Familia

During the 2006 presidential elections in Brazil, there was a significant change in support for the governing

party in regions where Bolsa Familia beneficiaries are located (Zucco, 2010). Fried (2012) explained the reason for

this change in support stating that the shift was because the poor citizens of Brazil based their election decision on

the tangible benefit they received from the political process, which was the Bolsa Familia. Peru’s Juntos

Camacho (2014) studied the impact of Juntos on trust and social engagement. The findings showed that

trust among the non-beneficiaries decreased since these individuals deem that the selection in availing the cash

transfer is unfair. However, to those households that are eligible, the study showed that government trust

increased, while trust towards other institutions remain unchanged. On the other hand, Juntos also increased

civic engagement in both beneficiaries and non-beneficiaries through the increase of the number of people who

voted. The effect has not been attributed to material incentives although the program made beneficiaries and non-

beneficiaries more active in terms of voting behaviour (Perova, 2010).

Colombia’s Familias en Accion

In a case study conducted by Attanasio et al. (2009), it has been observed that the communities in Cartagena

that received coverage from the Familias en Acción exhibit a considerably higher level of community engagement

in contrast to communities that do not receive coverage from the CCT program. In this case, civic engagement

is measured as a component of social capital in the form of community members’ attendance in civic organization

meetings, as well as in their participation in the electoral process.

Honduras’ Programa de Asignación Familiar

In the current Programa de Asignación Familiar (PRAF), CCTs have an impact on government support. It

has been observed that the municipal-level government party that implemented the program has a higher chance

of being re-elected in municipalities that have PRAF beneficiaries. However, there was no effect regarding

the same government party at national level elections (Linos, 2013). On the other hand, a slightly negative
outcome was found on support towards the incumbent government at national level, which was hypothesized to be

because of the infrequent cash transfers and difficulty in accessing the money. The non-beneficiaries showed more

support towards the government compared to the beneficiaries (Krishnaswamy, 2012).

Given previous studies by researchers, impact evaluation of CCT on social aspects is more focused on other

countries. In the Philippines, the 4Ps is evaluated based on its impact on economic indicators such as

education and health. However, the cash transfer that the beneficiaries receive might have a social impact on them

because they might feel gratified towards the government. This social impact could be in the form of civic

engagement.

Local Studies

Philippines’ Pantawid Pamilyang Pilipino Program in 2007, the Philippines implemented a conditional cash

transfer program for the poorest Filipino households. The Pantawid Pamilyang Pilipino Program or 4Ps, which

also serves as the country’s version of CCT, is the central program of the many poverty alleviation tactics

applied. Other current poverty reduction programs include the subsidized health insurance coverage,

supplemental feeding program, the food for work program, rice subsidy program, the Self-Employment

Assistance-Kaunlaran (SEA-K) and the Kapit-Bisig Laban sa Kahirapan – Comprehensive Integrated Delivery

of Social Service (KALAHI-CIDSS) (Geron, et al., 2011).

The 4Ps has been the proposed solution of the Philippine government to the intergenerational poverty

cycle by providing immediate financial support to poor households, conditional upon investments in child

education and health. The program has the primary objectives of social assistance and social development. Social

assistance aims to promote short-term poverty alleviation through cash transfers, while social development, aims to

mitigate the persistent poverty pattern through investments in human capital. Moreover, it aims to contribute

to the fulfilment of the 2015 Millennium Development Goals (MDG). These are to eradicate extreme poverty

and hunger, achieve universal primary education, promote gender equality, reduce child mortality, and improve

maternal health (Reyes et al., 2012).

 The conditions set by the program are the prenatal and postnatal care for pregnant women, childbirth with

the assistance health professionals, mandatory attendance in Family Development Sessions (FDS), regular check-

ups and vaccines for children below 5 years old, semi-annual deworming for children between 6 and 14 years

old, schooling of all children below 18 years of age and at least 85% school attendance (DSWD, 2009).

The program selected municipalities based on the National Statistical Coordination Board (NSCB) Small

Area Estimates that determine the poorest municipalities by their poverty incidence. Then, eligible beneficiaries

are selected based on their characteristics. Households with income not greater than the provincial poverty line

are considered. Moreover, households with children below 14 years of age or pregnant

women are also taken into consideration for the eligibility of the beneficiaries. In addition, National Household

Targeting System for Poverty Reduction (NHTS – PR) is utilized based on proxy variables such as housing

type, assets ownership, household head educational attainment, livelihood and access to water and sanitation

facilities (DWSD, 2009).

The 4Ps also promotes civic activities through its means of transferring cash. According to DSWD

(2009), through the implementation of the 4Ps, women were empowered because they are the ones who are

the primary recipient or holder of the monetary transfers. In addition, belongingness is developed and

opportunities to learn new things are attained from community meetings, where individuals develop open

communication with the local government. Local officials show sharp provision and commitment to the

program by guaranteeing the active participation of focal persons on health and education at the community

level. Lastly, there has been a dynamic involvement of the government including local officials from DSWD,

Department of Education, Department of Health, National Anti-Poverty Commission, and Department of Interior

and Local Government in controlling the 4Ps’ implementation and provision of apt recommendations in order

to ensure its regularity and broad consultations from the regional to the municipal levels.Saavedra and Garcia (2012)

emphasized that although there is a difference in average effect size from primary and secondary, there is an increase

in attendance and decrease on dropout among the fifteen developing countries who have implemented Conditional

Cash Trasnfer. Monica et al.(2015) found out 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.

The combined incentives increase attendance, pass rates, enrollment, graduation rates, and matriculation to

tertiary institutions. Incentives for graduation and matriculation are particularly effective, increasing attendance and

enrollment at secondary and tertiary levels more than the basic treatment (Benhassine et al. 2015).

These studies were significantly related to this present study since this studies evaluated the first and the

present wave of the Conditional Cash Program all over the world. Somehow most of the studies presented an increase

in social and civic engagement. Social and civic engagement has education as one of its component/indicator.

School Attendance, Gender, Age

Regular attendance is important to student learning. According to (Allensworth& Easton, 2007) there is a

positive relationship between the number of days a student was present at school and the learning outcomes. In

another study, (Gottfried, 2010) also found that a student who attends the class regularly in the year also performs

much better than those who regularly absent. Based on similar studies,( Romer)proposed that policies aimed at

increasing attendance in in school or made the attendance mandatory might be considered in order to improve

students’ performances (Gottfried, 2010).

In UNITEN, it is also a policy for students to attend at least 80% of the class attendance throughout the semester in

order to be able to take the final exam. This is consistent with many studies that associate the number of class attended

with the performance of the students. Therefore, it is crucial for each lecturer to monitor his/her students’ attendances

in order to detect the absenteeism as early as possible. Normally, when a student did not come to class for 3

consecutive classes, lecturer will send a warning letter informing the students about the consequences. This will

prevent students from continuously become absent. However, since the process is done manually, and the number of

students in one class can be up to 100 students, it is very difficult for a lecturer to monitor thestudents’ number of

absences. It is also difficult because the number of face to face class depends on the number of credit hour. For

example, in Database course with 4 credits, the lecture hour per week is divided into 2 hour and 1 hour lecture on

different days. A part from that, there is also another 2 hour lab session to be attended by students. Therefore, when
a lecturer needs to monitor student’ absences, he/she has to go through the attendance papers and count the number

of absences manually from each class. This requires a lot of time. It is also possible for the lecturer to miss some

students who has been absent for a number of time.

To create the attendance sheet, we use daily attendance rate as the metric. This is in line with a study for

TSDS project which used daily attendance rate which is “the frequency of days present and trends overtime” as the

metrics (Young et al., 2011). This is used as a metric because according to (Allensworth& Easton, 2007), attendance

is the single largest variable in course failures among Chicago ninth graders. In fact, course attendance has shown to

be eight times more predictive of failing a course in the ninth grade than the eighth grade test scores (Allensworth&

Easton, 2007). Another metric to be included in our future research is student tardy rate which is the percent of days

a student is tardy during the last four weeks, last eight weeks and entire semester. This is because, by being late to

class, students will also miss a lot of information from the class. This eventually leads to low performance in the

course.A part from that, we also plan to create several other tools in order to monitor student’s performances. These

tools will be integrated later and become a web based application which later may be accessed and used by students,

parents, advisors and lecturers at any time. Students who are more interested in the material, or more skilled

academically, or more focused are almost certain to attend class more often than students who are less interested,

less skilled, or less focused If this is the case, then the results to some extent reflect a general impact of motivation

on performance rather than a true effect of attendance (Romer, 1993, p. 171). Marburger (2006) found that attendance

was higher in classes where absenteeism was penalised and, again, that higher attendance led to better exam results;

earlier research revealed that absenteeism was higher on Fridays and increased as the semester progressed

(Marburger, 2001). Attendance alone does not guarantee good results; those who attend and participate in lectures

and tutorials do better than those who simply turn up. The most common reasons for non-attendance included

sickness, being too busy, or having to do paid work (Massingham and Herrington, 2006).

Academic performance is one of the major factors that influence individual’s success in any educational

setting. It is anybody’s guess that good habit and skills will help us to promotes efficiency in our tasks. In education,

proper study habits and skills entail to proficiency as well as high quality of learning (Dehghani & Soltanalgharaei,

2014). Productive study requires conceptualization and intention. It could include some skills such as note-taking,
observation, asking question, listening, thinking, and present idea regarding discovering new information. Thus,

learner should be interested in learning and must be able to apply needed skills. On the other hand, inefficient study

leads to waste time and learner’s energy (Hashemian & Hashemian, 2014).

Study Habit

Learner should be interested in learning and must be able to apply needed skills. On the other hand, inefficient

study leads to waste of time and learner’s energy (Hashemian & Hashemian, 2014). Study habits and skills like other

skills can be taught and learnt. Accordingly, educational researches intend to find out effective ways to improve

students’ study habits, and most suitable age of learners where they can learn those skills. According to Nagaraju

(2004) ultimate goal of education is to present perfection and develop individuality. This final goal of education has

aimed to encourage learners in order to comfort with new situations and solving new problems. Some skills facilitate

students’ learning, such as proper study habits, and it can motivate students to learn efficiency. The link between

study habits and academic achievement has strong connection and this variable is one of the most important topics

in educational world. Good habits and skills can be developed in early stage of life, like childhood. If students can

equip themselves with good habits and skills it facilitates better learning. “Study habit means the habit that an

individual might have formed with respect to his learning activities” (as cited in Nagaraju, 2004, p.16).

Socio-economic Status

Socioeconomic status is an economic and sociological combined total measure of a person's work experience

and of an individual's or family’s economic and social position relative to others, based on income and education,

and occupation (Marmot, Michael, 2004) indicates When analyzing a family’s social economic status, the household

income, earners’ education and occupation are examined, as well as combined income, versus with an individual,

when their own attributes are assessed.

Lareau, Annette ( 2003) observes that Socioeconomic status is typically broken into three categories, high,

middle, and low to describe the three areas a family or an individual may fall into when placing a family or individual

into one of these categories any or all of the three variables income, education, and occupation can be assessed.

Additionally, low income and little education have shown to be strong predictors of a range of physical and mental
health problems due to environmental conditions may be the entire cause of that person’s social predicament to begin

with.

Lower socioeconomic status students often display difficulty with language skills and struggle with reading.

In comparison to higher socioeconomic status children, they are not as accurate when completing mathematical tasks

such as word problems or addition and subtraction. As schools become aware of low student performance, students

are often assigned to lower school tracks. Consequently, students on the lower end of the socioeconomic spectrum

are forced to take lower level courses or vocational courses that do not necessarily prepare them for higher education.

Lower socioeconomic status ultimately contributes to lower academic performance and slower rates of academic

progress. Students in lower socioeconomic communities are more likely to exhibit behavior-related learning

problems because they feel as if they do not belong in school due to their working class background. These feelings

of loneliness and inadequacy often influence the decision to drop out for many students. Additionally, as low

socioeconomic status students become aware of high college tuition fees, they often lose the motivation to perform

well due to their inability to pay for higher education, ultimately affecting the influence of socioeconomic status on

student achievement. Research indicates that children from low-SES households and communities develop academic

skills more slowly compared to children from higher SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009).

Initial academic skills are correlated with the home environment, where low literacy environments and chronic stress

negatively affect a child’s preacademic skills. The school systems in low-SES communities are often under

resourced, negatively affecting students’ academic progress (Aikens & Barbarin, 2008). Inadequate education and

increased dropout rates affect children’s academic achievement, perpetuating the low-SES status of the community.

Improving school systems and early intervention programs may help to reduce these risk factors, and thus increased

research on the correlation between SES and education is essential.

Amutabi, M.N ( 2003) discuss the impact of socioeconomic status on children's readiness for school:"The

segregating nature of social class, ethnicity may well reduce the variety of enriching experiences thought to be

prerequisite for creating readiness to learn among children. Social class, ethnicity, dictate neighbourhood, housing,

and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems.
 APA ( 2001) describe the relationship of family socioeconomic status to children's readiness for school,

Across all socioeconomic groups; parents face major challenges when it comes to providing optimal care and

education for their children. For families in poverty these challenges can be formidable. Sometimes, when basic

necessities are lacking, parents must place top priority on housing, food, clothing, and health care. Educational toys,

games, and books may appear to be luxuries, and parents may not have the time, energy, or knowledge to find

innovative and less-expensive ways to foster young children's development.( Ominde, S.H 1964) observes that even

in families with above average income parents often lack the time and energy to invest fully in their children's

preparation for school, and they sometimes face a limited array of options for high-quality child care both before

their children start school and during the early school years. Kindergarten teachers throughout the country report that

children are increasingly arriving at school inadequately prepared.

Families with low socioeconomic status often lack the financial, social, and educational supports that

characterize families with high socioeconomic status. Poor families also may have inadequate or limited access to

community resources that promote and support children's development and school readiness. Parents may have

inadequate skills for such activities as reading to and with their children, and they may lack information about

childhood immunizations and nutrition. Lareau, Annette (2004) state that "low maternal education and minority-

language status are most consistently associated with fewer signs of emerging literacy and a greater number of

difficulties in preschoolers." Having inadequate resources and limited access to available resources can negatively

affect families' decisions regarding their young children's development and learning. As a result, children from

families with low socioeconomic status are at greater risk of entering kindergarten unprepared than their peers from

families with median or high socioeconomic status.

 Chapter 3

Methodology

This chapter presents the location where the study is located. It includes the research design, the research

locale, and subject respondents of the study, the sampling procedure, and the data gathering tools, the administration

of the instrument, the scoring procedure, and the treatment of the data were also presented.

The Research Locale

The study was conducted at Damulog, Bukidnon where its respondents were from the 18 Elementary Schools

of Damulog South District. All of them were Grade V pupils who were also Pantawid Pamilyang Pilipino Program

(4P’s) beneficiaries. This study aimed to determine the extent of the implementation of Pantawid Pamilyang Pilipino

Program (4P’s) in relation to the Attendance of the beneficiaries for the SY 2019-2020.
Marites

DAMULOG SOUTH DISTRICTA

DAMULOG NORTH DISTRICT

SCHOOLS IN THE SOUTH

DISTRICT

SCHOOLS IN THE NORTH

DISTRICT

Figure 2. Map of Damulog Bukidnon where Damulog South District’s Schools are Located.
The Participants

The subject of the study are the Grade 5 learners who were Pantawid Pamilyang Pilipino Program

beneficiaries from the 18 different schools of Damulog South District, Division of Bukidnon for the SY 2019-2020.

There are __ learners which are taken from the list of their teacher adviser and the office of the School Principal.

The Research Instrument

The research instrument that will be used in this study are the questionnaire and checklist. There are questions

about the demographic profile of the respondent. There are three checklists for the indicators of the extent of the

implementation of the 4P’s as perceived of the beneficiaries in terms of health benefits, educational benefits parents’

involvement in school and community. The researcher will adopt the questionnaire from the Asia Pacific Journal of

the Education, Art and Science. The instrument was designed for the Schools of Damulog South District, Division

of Bukidnon. The respondents shall be given form to fill out information like demographic profile and afterwards

followed by the checklist. Then, they will check the column that state what they have observe.

Administration of Research Instrument

The researcher will secure permission from the Schools Division Superintendent of Bukidnon through a letter

request which will be duly signed by the Dean of Teacher Education of Bukidnon State University. Then, the

researcher will secure permission to the District Supervisor of Damulog South District and the School Administrators

for the approval of instrument launching.

The researcher will personally go to the schools to distribute the questionnaires. The administration of the

instrument will be done during the vacant times of the learner- respondents. Before giving the instruments, the

researchers will explain to them the purpose of the instrument; the respondents will be informed that the tests are not

a test of speed. The respondents will be given enough time to answer the checklist. The instruments will be retrieved

on the same day, right after the respondents finished answering the instruments.
Scoring Procedures

The respondents will be given a questionnaire to answer. The instructions on how to answer it will be clearly

stated on the same paper. Basically, the respondents will give their demographic profile (age, gender, grade level,

parents’ occupation, and ethnicity. These will be tallied and its frequencies will be extracted. On the second checklist,

the respondents will answer by just checking the column of the 5 choices provided after each item with the

corresponding points. Each item in each category have the interval ranges from a scale of 5-1 to indicate the

qualifying statement where 9-10 out of 10 situations were rated as very high extent while the 1-2 out of 10 situations

were rated as very low extent. The following scale will give in the interpretation of the responses of the respondents.

Scale Interval Qualitative Description Qualifying Statement

Range

5 9 – 10 Very High Extent Observed All times 9 -10 out of 10 situations

4 7-8 High Extent Observed most of the times 7-8 out of 10

situations

3 5-6 Moderately Extent Sometimes observed 5-6 out of 10 situations

2 4-3 Low Extent Rarely observed 3-4 out of 10 situations

1 1-2 Very low Extent Almost not Observed 1-2 out of 10 situations

On the last portion of the second checklist, the learners will write their general weighted average during the

First Quarter.

Statistical Treatment

The following statistical techniques and procedures were used to answer as they observed the following

situations. To describe the demographic profile of the respondents’, rapid counts and percentage were computed; to

determine the extent of the implementation of 4P’s recipients in terms of health benefits, education benefits, parents’

involvement and community percentage, arithmetic mean and standard deviation were computed. To determine

learner’s class attendance and academic performance, mean and percentage were also computed.
The Questonnaire

Checklist # 1

Extent of the Implementation of Pantawid Pamilyang Pilipino Program (4P’s) in Relation to Beneficiaries’

Academic Performance and Attendance

Part 1. A. Respondent’s Demographic Profile

Direction: Kindly fill in the blank and check the option from among the choices the data which is applicable to you
as learner.

Name: _____________________________________________
School:_____________________________________________
Age :
8-9 _____ Monthly Family Income:
10-11 ___ 1000-5000__________
12-15 ___ 600-10000_________
16 above__ 11000-15000_______
16000 above _______
Gender :
Male ___
Female___

Religious Affiliation: Ethnicity:

Langkat_______ Christian_______ Manobo________
Islam_______ Born Again____ Cebuano_______
Roman Catholic _____ Maguindanaon____
Baptist _______ Ilokano_____
INC_________ Tagalog______

Parents Educational Attainment: Parents’ Occupation:

Elementary Grad/ Level______ Farming_________
Secondary Grad/ Level ______ Self –employed_____
Tertiary Grad/ Level ________ Employed_________
Business__________
 Checklist # 2

Extent of the Implementation of Pantawid Pamilyang Pilipino Program (4P’s) in Relation to Beneficiaries’

Academic Performance and Attendance

Part II. The level performance of the 4P’s recipients in terms of health, education and parents’ involvement in
school and community.
Please check inside the box located on the left side if the following statements they observed.

5 4 3 2 1
Health benefits
VHE HE ME LE VLE
1. I receive deworming pills twice a
year.
(Ako makadawat ug purga or
deworming pills kaduha sa usa ka
tuig.)
2. .I go to the health center twice a
month.
(Ako moadto sa health center
kaduha sulod sa usa ka bulan.)
3. I eat my meal three times a day.
(Makakaon ako’g katulo ka beses
sulod sa usa ka adlaw.)
4. I take vitamins twice a week.
(Matumar akog vitamins kaduha sa
usa ka simana.)
5. My weight is monitored every
month.
(Gina- obserbahan ang akong
timbang matag bulan.)
6. I drink 8 glasses of water every day.
(Makainom akog walo ka basong
tubig matag adlaw.)
7. My parents/guardians are able to
plant different varieties of
vegetables.
(Ang akong mga ginikanan
nagatanom ug nagkalaing-laing
matang sa gulay.)
8. My weight is being monitored by
our department service.
(Ginabantayan ang akong timbang
sa atong departmento.)
9. My parents/ guardian are mandated
to put up the trash bin per
household.
(Ang akong mga ginikanan gi-
awhag sa pagbutang ug butanganan
 sa basura duol sa among puloy-
anan.)
10. My parents/guardian are required to
go to health center once a month.
(Ginadasig ang akong mga
ginikanan nga mag adto sa health
centermatag usa ka bulan.)

Extent of the Implementation of Pantawid Pamilyang Pilipino Program (4P’s) in Relation to Beneficiaries’

Academic Performance and Attendance

5 4 3 2 1
Education benefits
VHE HE ME LE VLE
1. I am able to go to school early in
the morning.
(Ako kinahanglan moadto sa
eskwelahan sayo sa buntag.)
2. I am able to attend classes every
day.
(Kinahanglan ako moapil sa klase
kada adlaw.)
3. I am able to make my project and
assignment.
(Kinahanglan ako magbuhat sa
akong project og assignment.)
4. I am able to participate in every
activity in school.
(Kinahanglan ako mo enter sa
matag aktibidadis sa eskwelahan.)
5. My parents or guardians are able
to pay my school contributions.
(Ang akong mga ginikanan
kinahanglan moambag sa
eskwelahan.)
6. I submit my project or assignment
on time.
(Akong ipasa ang akong project
og assignment sa saktong oras.)
7. I study my notes before the exam.
(Magtuon ako sa dili pa ang
exam.)
8. My parents/ guardians are able to
provide my school requirements
(project, school, allowance, etc.)
Ang akong mga ginikanan
kinahanglan mohatag sa akong
mga panginahanglanon sa
eskwelan. (Sama sa project,baon
og contributions.)
 9. My parents/ guardian are able to
ask and follow-up about my
performance in school.
(Ang akong mga ginikanan
kinahanglan mopalo-ap bahin sa
akong gibuhat sa eskwelahan.)
10. My parents/ guardian are able to
attend school meeting.
(Ang akong mga ginikanan
kinahanglan moapil ug meeting
sa eskwelahan.)

Extent of the Implementation of Pantawid Pamilyang Pilipino Program (4P’s) in Relation to Beneficiaries’

Academic Performance and Attendance

5 4 3 2 1
Parents involvement in school and c
community
VHE HE ME LE VLE
1. My parents/ guardian are always
monitored my grades.
(Ang akong mga ginikanan pirme
magmonitor sa akong grado.)
2. My parents/ guardian are able to attend
community meeting.
(Ang akong mga ginikanan kinahanglan
moapil sa kummunidang meeting.)
3. My parents/ guardian are able to attend
community activities.
(Ang akong mga ginikanan kinahanglan
moapil sa kummunidang meeting.)
4. My parents/ guardian are able to attend
school meeting.
(Ang akong mga ginikanan kinahanglan
moapil ug meeting sa eskwelahan.)
5. My parents/ guardian are able to pay of
any contributions in the community.
(Ang akong mga ginikanan kinahanglan
moambag sa kalihukan sa kummunidad.)
6. My parents attend the (FDS) Family
Development Session.
(Ang akong mga ginikanan moapil
mahitungod sa Family planning.)
7. My parents attend the activities in school.
(Ang akong mga ginikanan apil sa
kalihukan sa eskwelahan.)
8. My parents do the community
Involvement.
 (Ang akong mga ginikanan mobuhat sa
kalihukan sa kummunidad.)
9. My parents attend the trainings and
seminars about the first aid and Family
Planning.
(Ang akong mga ginikanan apil sa
trining ug seminar mahitungod sa first
aid,ug family planning.)
10. My parents help the community activities
(pahina/ assembly and etc.)
(Ang akong mga ginikanan motabang sa
kalihukan sa kumunidad sama sa
pagpahina, assemlbliya ug uban pa.)

Part III. Ask to your teacher adviser about your general weighted average (average ratiing) and the percentage
rating of attendance in school during the first grading period.