Effecriveness of 4Ps Program

METHODOLOGY
Research Design
This research utilizes descriptive method in order to explain the different problems
encountered by the 4ps senior high school students in distance learning.
Descriptive research is a type of research that describes a population, situation or
phenomenon that is being studied. It focuses on answering the how, what, when and here
questions. Further, descriptive research makes observations and describes the results of those
findings, providing an accounting and delineating component of a problem without making
inferences regarding causality.
Also, this research design involves the interpretation of data according to the variables
involves in the study. Also, it utilizes different data gathering techniques such as interviews,
questionnaires, surveys and registrations.
Study Site and Participants
The research will consider the health workers currently serving in the municipality of
Diffun, Quirino. They consist of the doctors, nurses, midwives and other medical pratctitioners
in the Rural Health Unit and the Diffun District Hospital and the barangay health workers in the
barangays.
Instruments
The research will use a structured questionnaire composed of three parts. The first part is
a checklist on the profile of the respondents containing information on the gender, age, position,
monthly income and area of assignment.
The second part of the instrument is a questionnaire checklist on determining the received
health risks assistance of the respondents the third part of the instrument is a questionnaire
checklist on determining the perceived level.of satisfaction of the respondents on the received
health risks assistance during the COVID 19 pandemic. Data gathered were described using the
following:
Range Numerical Description Indicators

Scale
3.26-4.00 4 Very Satisfied The respondents are very satisfied
on the received health risk
assistance.
2.51-3.25 3 Satisfied The respondents are satisfied on
the received health risk assistance.
1.76-2.50 2 Dissatisfied The respondents are dissatisfied
on the received health risk
assistance.
1.00-1.75 1 Very Dissatisfied The respondents are very

dissatisfied on the received health
risk assistance.
Data Collection Procedure
The researcher will follow the protocol in conducting a research. The outline will be
submitted to the members of the panel for their suggestions. When the outline is finished, the
researcher will seek approval from the municipal mayor to conduct the survey. Data gathered
will be analyzed using the Statistical Package for Social Sciences (SPSS). The tables to be
generated from this program will be the basis for the interpretation, conclusion and
recommendations.
Data Analysis
Data gathered in the research were analyzed using the following statistical tools:
1. Frequency count and Percentage. These will be used to describe information about the profile
of the respondents.
2. Mean. This will be used to describe the level of agreement of the respondents to the indicators
given on the problems and challenges and coping mechanisms employed toward distance
learning.
3. t-test. This will be used to determine existence of significant differences on the problems and
challenges and coping mechanisms employed toward distance learning.
4. ANOVA (F-test). This will be used to determine existence of significant differences on the
problems and challenges and coping mechanisms employed toward distance learning.
Ethical Considerations
The researchers are aware that it is imperative that ethical issues are considered during
the formulation of the evaluation plan. The researchers will guarantee accountability and
responsibility of the following ethical considerations to the research participants: informed
consent, voluntary participation, to do no harm, confidentiality, anonymity and to only assess
relevant components.
The respondents’ participation in this study will be voluntary. To ensure confidentiality,
the background and profiles of the participants will not be exposed and were treated with utmost
confidentiality. Moreover, a consent form will be filled up by the partakers and crafted as proof
that the participants agreed and were informed that they were subjected into this study.
The researchers will not oblige a participant to take part on the study who wished to
withdraw in the midst of the research since it is their right.
In order to ensure the rigor and trustworthiness of this study, the researchers will set aside
personal feelings and opinions for the better result of the study. The participants statements will
be analyzed and supported by theories. The researchers will be optimistic in engaging with the
respondents themselves, experiencing and evaluating the situation of the education system at
present and will be determining the difficulties faced by the participants in the adjustment to
distance learning. Thus, the researchers will be in better position to suggest viable action plan in
implementing modular approach.
Chapter IV
RESULTS
The results of the study are presented in this chapter in the following order: profile of the
respondents, extent of use of 4Ps grant to the SHS students during pandemic, spending financial
allowance and improving the students’ academic performance.
I. Profile of the Respondents

Table 1. Frequency and Percent Distribution of Respondents by Profile
Profile Specifics Frequency Percent

Male 5 17.0
Gender
Female 25 83.0
17 years old 11 36.67
Age
18 years old 17 56.67
19 years old and above 2 6.67
Regular Job 5 17.0
Parents’ Source of Contractual 11 36.67
Income Small Business Owner 3 10.0
Part Time/Seasonal Job 11 36.67
2-4 17 56.67
Number of members
5-8 10 33.33
who are 4Ps Beneficiary
9 and above 3 10.0
1, 500.00-2, 500.00 17 56.67
Monthly Cash Grant
2, 501.00-4, 500.00 10 33.33
Received
4, 501 and above 3 10.0
3-5 9 30.0
Family Size 6-8 18 60.0
9 and more 3 10.0
n=30
It is observed in the profile table that almost all respondents are female with 25 or 83.0
percent and only 5 or 17.0 percent are male. As to age distribution of the respondents, 18 or
56.67 percent have age that is within 17, 38 or 36.67 percent of the respondents have age within
17 years and older, while 3 or 6.67 percent have age of 19 and above. Eleven (11) or 36.67
percent of the respondents have parents who are contractual and part time/seasonal jobs, 5 of 17
percent have regular jobs and 3 or 10 percent have small businesses. As to number of members
who are 4ps beneficiaries, majority of the respondents of 17 or 56.67 percent have 2-4
beneficiaries, 10 or 33.33 percent have 5-8 beneficiaries and 3 or 10 percent have 9 and above
beneficiaries. Majority of the respondents of 17 or 56.67 percent receive a grant of Php1, 500.00
to Php 2, 500.00, 10 or 33.33 percent receive Php2, 501.00-4, 500.00 and 3 or 10 percent receive
Php4, 501.00 and more. Regarding family size, 18 or 60 percent have 6-8 members, 9 or 30.0
percent have 3-5 and 3 or 10 percent have 9 or more members.
II. Student’s Perceived Benefits of 4Ps to SHS Learners
Table 2. Perceived Benefits of 4Ps to SHS Learners as to the Extent of Use of 4Ps Grant to
the SHS Students during Pandemic
Mean Description
1. My parents/guardians are able to provide our educational Agree
needs (school supplies, allowance, etc.) even in times of 3.11
pandemic.
2. My parents/guardians are able to pay school obligations and Agree
3.20
contributions even in times of pandemic.
3. I am able to submit school projects on time even in times of Agree
3.16
pandemic.
Grand Mean 3.16 Agree
Legend: 3.26 – 4.00 – Strongly Agree (SA)
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
1.00 – 1.75 – Strongly Disagree (SD)
The respondents “agreed” on all statements on the extent of use of 4Ps grant to the SHS
students during pandemic. The highest mean of 3.20 is on the statement “My parents/guardians
are able to pay school obligations and contributions even in times of pandemic,” followed by the
statement “I am able to submit school projects on time even in times of pandemic” with mean of
3.16 and “My parents/guardians are able to provide our educational needs (school supplies,
allowance, etc.) even in times of pandemic” with mean of 3.11. The grand mean is 3.16 which is
described as “agree.” This implies that the respondents agree that as to the extent of use of 4Ps
grant to the SHS students during pandemic, the parents are able to provide their school needs.
Table 3. Perceived Benefits of 4Ps to SHS Learners as to Spending Financial Allowance
Since we are receiving 4Ps grant… Mean Description

1. My parents/guardians are able to give me daily school
3.18 Agree
allowance.
2. My parents/guardians are able to buy enough nutritious Agree
3.23
food for us.
3. My parents/guardians are able to provide our medical needs Agree
3.21
(check-up, medicines, vitamins, etc.)
4. I don’t need to help my parents in working for additional Agree
3.18
income acquisition.
5. My parents/guardians do not need to borrow/loan money to Agree
3.16
provide all our needs.
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
Pertaining the agreement of the respondents on how they spend their financial allowance,
it was revealed that they “agree” in all the statements in the table. The highest mean however is
on the statement “My parents/guardians are able to buy enough nutritious food for us.” with a
mean of 3.23, followed by the statement “My parents/guardians are able to provide our medical
needs (check-up, medicines, vitamins, etc.)” with a mean of 3.21. The grand mean perception is
3.19 which is described as “agree.” This implies that the respondents agree that their parents
spend their financial allowance to their needs and do not need to help them to work and borrow
money.
Table 4. Perceived Benefits of 4Ps to SHS Learners as to Improving the Students’ Academic
Performance
Mean Description
1. I am able to submit projects and other requirements on
3.17 Agree
time.
2. I am motivated to get high grades because we receiving 4Ps Agree
3.23
cash grant.
3. I am motivated to attend online classes regularly and Agree
answer SLMs and LAS because we receiving 4Ps cash 3.24
grant.
4. I have sufficient time to answer my SLMs/LAS because I Agree
3.18
don’t have to help in household chores.
5. I am able to attend online classes when needed because I Agree
3.17
don’t have to help in household chores.
6. I am motivated to focus on my studies because I don’t need Agree
3.21
to worry about my needs.
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
On improving the students’ academic performance, the respondents agree on all

statements with a grand mean of 3.20. The statement “I am motivated to attend online classes
regularly and answer SLMs and LAS because we receiving 4Ps cash grant” has the highest
mean of 3.24. Described as “agree” with a mean of 3.17, the statement “I am able to attend
online classes when needed because I don’t have to help in household chores” has the lowest
mean of 3.17. The grand mean is 3.20 which is described as “agree.” This implies that the
respondents agree that their 4Ps grant helps in the improvement of their academic performance
despite the pandemic.
III. Test of Significant Differences on the Student’s Perceived Benefits of 4Ps to SHS
Learners
A. Extent of Use of 4Ps Grant to the SHS Students during Pandemic
Table 5. Agreement of the Respondents on the Benefits of 4Ps to SHS Learners on Extent of Use
of 4Ps Grant to the SHS Students during Pandemic when they are grouped by Gender
Male Female
Mean Des Mean Des
1. My parents/guardians are able to provide our
educational needs (school supplies, allowance, etc.) 3.16 A 3.04 A
even in times of pandemic.
2. My parents/guardians are able to pay school
obligations and contributions even in times of 3.52 SA 3.10 A
pandemic.
3. I am able to submit school projects on time even in
3.00 A 3.12 A
times of pandemic.
Grand Mean 3.21 A 3.08 A

2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The level of agreement of the respondents on the extent of use of 4Ps grant to the SHS
students during pandemic when they are grouped by gender reveals that the male respondents
agree that their 4Ps grant is used at full extent for their educational needs. The male respondents
responded “strongly agree” on the statement “My parents/guardians are able to pay school
obligations and contributions even in times of pandemic.”
Table 5a. t-test on the Differences in Agreement of the Respondents on the Benefits of 4Ps to
SHS Learners on Extent of Use of 4Ps Grant to the SHS Students during Pandemic
when they are grouped by Gender
F-test p-value Decision
educational needs (school supplies, allowance, etc.) 1.672 .204 Accept Ho
obligations and contributions even in times of 3.486 .043 Reject Ho
pandemic.
2.076 .140 Accept Ho
times of pandemic.
The t-test on the differences in mean agreement on the extent of use of 4Ps grant to the
SHS students during pandemic when they are grouped by gender reveals significant differences
on the statement “My parents/guardians are able to pay school obligations and contributions
even in times of pandemic.” The existence of significant result leads to the rejection of the null
hypothesis which states that there are no significant differences on the Agreement of the
Respondents on the extent of use of 4Ps grant to the SHS students during pandemic when they
are grouped by gender. This implies that the age of the respondents has something to do on their
level of agreement on the statement with significant result, while age has nothing to do on their
perceptions on the statements that are not statistically significant.
Table 6. Agreement of the Respondents on the Benefits of 4Ps to SHS Learners on the Extent of
Use of 4Ps Grant to the SHS Students during Pandemic when they are grouped by Age
17 years 19 years old

18 years old
old or older
Mean Des Mean Des Mean Des
educational needs (school supplies, allowance, 3.14 A 3.04 P 3.18 P
etc.) even in times of pandemic.
obligations and contributions even in times of 3.50 SA 3.10 P 3.24 P
pandemic.
3. I am able to submit school projects on time
3.00 A 3.12 P 3.26 HP
Grand Mean 3.21 A 3.08 P 3.23 P
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the extent of use of 4Ps grant to the SHS students
during pandemic when they are grouped by age reveals that all groups agreed that the 17 year old
group strongly agreed to the statement “My parents/guardians are able to pay school obligations
and contributions even in times of pandemic” with mean of 3.50 while the ages 19 above stated
the same on the statement “I am able to submit school projects on time even in times of
pandemic” with mean of 3.26. However, each did not affect the overall description which is
“agree”.
Table 6a. ANOVA on the Differences in Level Agreement of the Respondents on the Benefits of
4Ps to SHS Learners on the Extent of Use of 4Ps Grant to the SHS Students during Pandemic
when they are grouped by Age
T-test p-value Decision

educational needs (school supplies, allowance, -1.574 .116 Accept Ho
obligations and contributions even in times of -2.062 .039 Reject Ho
pandemic.
3. I am able to submit school projects on time even
-1.679 .093 Accept Ho
in times of pandemic.
The analysis of variance on the differences in mean level of agreement of the respondents
on the extent of use of 4Ps grant to the SHS students during pandemic when they are grouped by
age reveals significant differences on the statement “My parents/guardians are able to pay
school obligations and contributions even in times of pandemic.” The existence of significant
result leads to the rejection of the null hypothesis which states that there are no significant
differences on the level of agreement of the respondents on the extent of use of 4Ps grant to the
SHS students during pandemic. This implies that the age of the respondents has something to do
on their level of agreement on the statement with significant result, while age has nothing to do
on their perceptions on the statements that are not statistically significant.
Use of 4Ps Grant to the SHS Students during Pandemic when they are grouped by Number of
Members who are 4Ps Beneficiaries
2-4 5-8 9 and above

1. My parents/guardians are able to provide
our educational needs (school supplies,
3.27 SA 3.09 A 3.27 SA
allowance, etc.) even in times of
pandemic.
2. My parents/guardians are able to pay
school obligations and contributions even 3.45 SA 3.17 A 3.45 SA
3. I am able to submit school projects on
3.36 SA 3.13 A 3.36 SA
time even in times of pandemic.
Grand Mean 3.40 SA 3.12 A 3.40 SA
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on their level of agreement of the respondents on the
extent of use of 4Ps grant to the SHS students during pandemic when they are grouped by
number of members who are 4Ps beneficiaries reveals that the respondents who have 2-4 and 9
and above members who are 4Ps beneficiaries affirmed that they “strongly agree” in all the
statements while “proficient” by the respondents who have 5-8 number of members who are 4Ps
beneficiaries.
Table 7a. ANOVA on the Difference in Perceptions of the Respondents on the Benefits of 4Ps to
SHS Learners on the Extent of Use of 4Ps Grant to the SHS Students during Pandemic when
they are grouped by Number of Members who are 4Ps Beneficiaries
F-test p- Decision
value
obligations and contributions even in times of 3.486 .043 Reject Ho
pandemic.
times of pandemic.
The analysis of variance on the differences in mean level of agreement of the respondents
on the extent of use of 4Ps grant to the SHS students during pandemic when they are grouped by
number of members who are 4Ps beneficiaries discloses significant differences on the statement
“My parents/guardians are able to pay school obligations and contributions even in times of
pandemic.” The existence of significant result leads to the rejection of the null hypothesis which
states that there are no significant differences on the level of agreement of the respondents on the
extent of use of 4Ps grant to the SHS students during pandemic. This implies that the number of
members who are 4Ps beneficiaries of the respondents has something to do on their level of
agreement on the statement with significant result.
Use of 4Ps Grant to the SHS Students during Pandemic when they are grouped by Parents’
Source of Income
Parttime/
Regular Contractua Small
Seasonal
Job l Job Business
Job
Mean Des Mean Des Mean Des Mean Des
1. My parents/guardians are able to
provide our educational needs
3.05 A 3.10 A 3.29 SA 3.10 A
(school supplies, allowance, etc.)
2. My parents/guardians are able to SA
pay school obligations and
3.18 A 3.16 A 3.35 3.16 A
contributions even in times of
pandemic.
3. I am able to submit school SA
projects on time even in times of 3.04 A 3.23 A 3.41 3.23 A
pandemic.
Grand Mean 3.09 A 3.16 A 3.35 SA 3.16 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on their level of agreement on the extent of use of 4Ps
grant to the SHS students during pandemic when they are grouped by parents’ source of income
exposes that the respondents who have small business answered that they “strongly agree” while
“agree” by the rest of the groups on all of the statements.
This implies that the groupings as to parents’ source of income caused variation on their
grand mean descriptions.
Table 8a. ANOVA on the Differences in Agreement of the Respondents on the Benefits of 4Ps to
they are grouped by Parents’ Source of Income

obligations and contributions even in times of 1.262 .288 Accept Ho
pandemic.
5.870 .004 Reject Ho
times of pandemic.
The analysis of variance on the differences in mean perceptions on the in agreement of
the respondents on extent of use of 4Ps grant to the SHS students during pandemic when they are
grouped by parents’ source of income displays significant differences on the statement “I am
able to submit school projects on time even in times of pandemic.” The existence of significant
result leads to the rejection of the null hypothesis which states that there are no significant
differences on the agreement of the respondents on extent of use of 4Ps grant to the SHS students
during pandemic when they are grouped by parents’ source of income. This implies that the
parents’ source of income by the respondents has something to do on their level of agreement on
the statement with significant result, while parents’ source of income has nothing to do on their
agreement on the statements that are not statistically significant.
Use of 4Ps Grant to the SHS Students during Pandemic when they are grouped by Monthly Cash
Grant Received
1, 500.00-2, 3, 501.00-4, 4, 501.00 and

Learner and Subject Matter Knowledge 500.00 500.00 above
3.12 A 3.14 A 2.89 A
pandemic.
school obligations and contributions even 3.15 A 3.36 SA 3.11 A
3. I am able to submit school projects on time
3.15 A 3.25 SA 2.89 A
Grand Mean 3.14 A 3.25 A 2.90 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the extent of use of 4Ps grant to the SHS students
during pandemic when they are grouped by monthly cash grant received tells that the
respondents that the respondents who receive 3, 501.00-4, 500.00 “strongly agree” on the
statements “My parents/guardians are able to pay school obligations and contributions even in
times of pandemic” and “I am able to submit school projects on time even in times of
pandemic”. The groups of respondents who receive 4, 501.00 and above had the lowest mean of
2.90 with description of “agree.”
Table 9a. ANOVA on the Differences in Agreement of the Respondents on the Benefits of 4Ps to
they are grouped by Monthly Cash Grant Received

educational needs (school supplies, allowance, etc.) .676 .521 Accept Ho
pandemic.
times of pandemic.
The analysis of variance on the differences in agreement of the respondents on extent of
use of 4Ps grant to the SHS students during pandemic when they are grouped by monthly cash
grant received uncovers no significant differences on all of the statements. The inexistence of
significant result leads to the acceptance of the null hypothesis which states that there are no
significant differences on the agreement of the respondents on extent of use of 4Ps grant to the
SHS students during pandemic when they are grouped by monthly cash grant received. This
implies that the monthly cash grant received has nothing to do on their level of agreement on the
statements that are not statistically significant.
Use of 4Ps Grant to the SHS Students during Pandemic when they are grouped by Family Size
3-5 6-8 9 and more

3.09 P 3.19 P 3.07 P
pandemic.
school obligations and contributions even 3.21 P 3.19 P 3.18 P
3. I am able to submit school projects on
3.16 P 3.14 P 3.15 P
time even in times of pandemic.
Grand Mean 3.15 P 3.14 P 3.16 P
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the extent of use of 4Ps grant to the SHS Students
during pandemic when they are grouped by family size professed that they “agree” in all the
statements. The grand means of the respondents with 9 and more is 3.16 which is slightly higher
than the grand mean of the respondents who have 3-5 members with 3.15 and those with 5-8
members with 3.14 mean. All grand means are described as “agree.” This implies that the
agreement of the respondents did not vary even if they are grouped by family size.
Table 10a. ANOVA on the Differences in Agreement of the Respondents on the Benefits of 4Ps
to SHS Learners on the Extent of Use of 4Ps Grant to the SHS Students during Pandemic when
they are grouped by family size

educational needs (school supplies, allowance, 2.501 .088 Accept Ho
pandemic.
times of pandemic.
The analysis of variance on the differences in mean perceptions on the in agreement of
the respondents on extent of use of 4Ps grant to the SHS students during pandemic when they are
grouped by family size displays significant differences on the statement “I am able to submit
school projects on time even in times of pandemic.” The existence of significant result leads to
the rejection of the null hypothesis which states that there are no significant differences on the
agreement of the respondents on extent of use of 4Ps grant to the SHS students during pandemic
when they are grouped by family size. This implies that the family size the respondents has
something to do on their level of agreement on the statement with significant result and that it
has nothing to do on their agreement on the statements that are not statistically significant.
B. Spending Financial Allowance
Table 11. Agreement of the Respondents on the Benefits of 4Ps to SHS Learners on their
Spending Financial Allowance when they are grouped by Gender
Male Female
Mean Des Mean Des
1. My parents/guardians are able to give me daily
3.21 A 3.29 SA
school allowance.
2. My parents/guardians are able to buy enough SA
3.29 SA 3.34
nutritious food for us.
3. My parents/guardians are able to provide our SA
3.21 A 3.29
medical needs (check-up, medicines, vitamins, etc.)
4. I don’t need to help my parents in working for SA
3.29 SA 3.29
additional income acquisition.
5. My parents/guardians do not need to borrow/loan SA
3.29 SA 3.29
money to provide all our needs.
Grand Mean 3.26 SA 3.30 SA
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
It is shown in Table 11 that the female respondents regarded themselves to be strongly

agreeing to all the statements with a grand mean of 3.30 described as “strongly agree”. Also, the
male respondents’ response has a grand mean of 3.26 described as “strongly agree”, too but not
in all statements but to “My parents/guardians are able to give me daily school allowance” and
“My parents/guardians are able to provide our medical needs (check-up, medicines, vitamins,
etc.)” with “agree” description however not affecting the grand mean.
Table 13a. t-Test on the Differences in Agreement of the Respondents on the Benefits of 4Ps to
SHS Learners on their Spending Financial Allowance when they are grouped by
Gender
t-Test p-value Decision
1. Know the school district curriculum guides and
-.657 .511 Accept Ho
benchmarks.
2. Understand the scope and sequence of learning goals
-1.830 .067 Accept Ho
and objectives.
3. Develop appropriate curriculum guides and set up
-1.241 .215 Accept Ho
outlines for unit plans.
4. Be able to perceive the gap between planned
-.834 .404 Accept Ho
curriculum and received curriculum.
5. Choose the most effective pedagogical strategies that
can best communicate subject content topics, -1.049 .294 Accept Ho
problems or issues.
The t-Test on the differences in agreement of the respondents on their spending financial
allowance when they are grouped by gender reveals no significant result in all the statements.
The absence of significant results leads to the acceptance of the null hypothesis which states that
there are no significant differences on the agreement of the respondents on their spending
financial allowance when they are grouped by gender. This implies that the gender of the
respondents has nothing to do on their spending financial allowance when they are grouped by
gender.
Table 12. Agreement of the Respondents on the Benefits of 4Ps to SHS Learners on the
Spending Financial Allowance when they are grouped by Age
17 18 19 and above
1. My parents/guardians are able to give me
3.09 A 3.20 A 3.09 A
daily school allowance.
2. My parents/guardians are able to buy
3.45 SA 3.21 A 3.15 A
enough nutritious food for us.
our medical needs (check-up, medicines, 3.36 SA 3.20 A 3.37 SA
vitamins, etc.)
4. I don’t need to help my parents in
working for additional income 3.27 SA 3.17 A 3.26 SA
acquisition.
5. My parents/guardians do not need to
borrow/loan money to provide all our 3.27 SA 3.14 A 3.26 SA
needs.
Grand Mean 3.28 SA 3.15 A 3.23 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on their spending financial allowance when they are
grouped by age reveals that the respondents who are 17 years old supposed themselves to
“strongly agree” in all statements with a grand mean of 3.28 except to “My parents/guardians
are able to give me daily school allowance”. Meanwhile, a description of “agree” was deduced
by the respondents who are 18 and 19 years old and above. The 19 years and above group
strongly agreed on “My parents/guardians are able to provide our medical needs (check-up,
medicines, vitamins, etc.)”, “I don’t need to help my parents in working for additional income
acquisition” and “My parents/guardians do not need to borrow/loan money to provide all our
needs” but still landed to “agree.”
to SHS Learners on the Spending Financial Allowance when they are grouped by Age
school allowance.
2. My parents/guardians are able to buy enough
.959 .394 Accept Ho
4. I don’t need to help my parents in working for
5. My parents/guardians do not need to borrow/loan
The ANOVA on the differences in agreement of the respondents on their spending

financial allowance when they are grouped by age discloses significant differences on the
statement “My parents/guardians do not need to borrow/loan money to provide all our needs.”
The existence of significant result leads to the rejection of the null hypothesis which states that
there are no significant differences on the agreement of the respondents on their spending
financial allowance when they are grouped by gender. This implies that the age of the
respondents has something to do on their level of agreement on the statement with significant
result, while it has nothing to do on their agreement on the statements that are not statistically
significant.
Spending Financial Allowance when they are grouped by Number of members who
are 4Ps Beneficiary
2-4 5-8 9 and above
3.13 A 3.16 A 3.29 SA
school allowance.
3.15 A 3.26 SA 3.27 SA
medical needs (check-up, medicines, vitamins, 3.15 A 3.26 SA 3.26 SA
etc.)
3.16 A 3.23 A 3.18 A
3.05 A 3.23 A 3.27 SA
borrow/loan money to provide all our needs.
Grand Mean 3.10 A 3.20 A 3.25 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
grouped by number of members who are 4Ps beneficiary affirms that the respondents who has 9
and above member beneficiaries strongly agreed in all statements except to “I don’t need to help
my parents in working for additional income acquisition” described as “agree”. It landed to a
grand mean of 3.25 described as “agree” due to the marginal mean results in the statements. All
the groups however regarded themselves as “agree” as to the grand means.
to SHS Learners on the Spending Financial Allowance when they are grouped by
Number of members who are 4Ps Beneficiary
school allowance.
3. My parents/guardians are able to provide our medical
needs (check-up, medicines, vitamins, etc.)
.201 .819 Accept Ho
The analysis of variance on the differences on the agreement of the respondents on their
spending financial allowance when they are grouped by number of members who are 4ps
beneficiary reveals significant differences on the statement “My parents/guardians are able to
buy enough nutritious food for us” and “My parents/guardians do not need to borrow/loan
money to provide all our needs.” The existence of significant result leads to the rejection of the
null hypothesis which states that there are no significant differences on the agreement of the
respondents on their spending financial allowance when they are grouped by number of members
who are 4ps beneficiary. This implies that the number of members who are 4ps beneficiary of the
respondents has something to do on their level of perception on the statement with significant
result, while it has nothing to do on their perceptions on the statements that are not statistically
significant.
Spending Financial Allowance when they are grouped by Monthly Cash Grant
Received
1, 500.00-2, 2, 501.00-4, 4, 501.00

500.00 500.00 above
1. My parents/guardians are able to give me daily A
3.15 3.25 A 3.22 A
school allowance.
2. My parents/guardians are able to buy enough A A
3.20 3.32 SA 3.22
3. My parents/guardians are able to provide our A A
medical needs (check-up, medicines, vitamins, 3.26 SA 3.21 2.89
etc.)
4. I don’t need to help my parents in working for A A A
3.24 3.07 3.11
5. My parents/guardians do not need to A A A
3.20 3.14 2.89
borrow/loan money to provide all our needs.
Grand Mean 3.21 A 3.19 A 3.06 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
grouped by monthly cash grant received reveals that the respondents who receive 1, 500.00-2,
500.00 “strongly agree” to the statement “My parents/guardians are able to provide our medical
needs (check-up, medicines, vitamins, etc.)” with a marginal mean of 3.26, thus unaffectingthe
grand mean description of “agree”, 3.21. Meanwhile those who receive 2, 501.00 to 4, 500.00
“strongly agree” to the statement “My parents/guardians are able to buy enough nutritious food
for us.” All the respondents in different groups perceived themselves to “agree” in the rest of the
statements in the table. The grand mean descriptions are all described as “agree.” This implies
that the groupings as to monthly cash grant received did not make a difference in their grand
mean descriptions.
to SHS Learners on the Spending Financial Allowance when they are grouped by
Monthly Cash Grant Received
.432 .655 Accept Ho
school allowance.
.714 .502 Accept Ho
The analysis of variance on the differences in agreement of the respondents on their

spending financial allowance when they are grouped by monthly cash grant received reveals
significant differences on the statement “My parents/guardians are able to provide our medical
needs (check-up, medicines, vitamins, etc.)” The existence of significant result leads to the
rejection of the null hypothesis which states that there are no significant differences on the
agreement of the respondents on their spending financial allowance when they are grouped by
monthly cash grant received. This implies that the monthly cash grant received has something to
do on their level of agreement on the statement with significant result, while it has nothing to do
on their agreement on the statements that are not statistically significant.
Spending Financial Allowance when they are grouped by Parents’ Source of Income
Parttime/
Regular Contractua Small
Seasonal
Job l Job Business
Job
Mean Des Mean Des Mean Des Mean Des
3.05 A 3.10 A 3.29 SA 3.10 A
give me daily school allowance.
buy enough nutritious food for 3.18 A 3.16 A 3.35 SA 3.16 A
us.
provide our medical needs
3.04 A 3.23 A 3.41 SA 3.23 A
(check-up, medicines, vitamins,
etc.)
4. I don’t need to help my parents in
working for additional income 3.09 A 3.16 A 3.35 SA 3.16 A
acquisition.
5. My parents/guardians do not
need to borrow/loan money to 3.09 A 3.16 A 3.35 SA 3.16 A
provide all our needs.
Grand Mean 3.09 A 3.16 A 3.35 SA 3.16 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on their level agreement on their spending financial
allowance when they are grouped by parents’ source of income exposes that the respondents who
have small business answered that they “strongly agree” while “agree” by the rest of the groups
on all of the statements.
This implies that the groupings as to parents’ source of income caused variation on their
grand mean descriptions.
Table 15a. ANOVA on the on the Differences in Agreement of the Respondents on the Benefits
of 4Ps to SHS Learners on the Spending Financial Allowance when they are grouped
by Parents’ Source of Income
school allowance.
.759 .386 Accept Ho
spending financial allowance when they are grouped by parents’ source of income reveals
significant differences on the statement “My parents/guardians are able to provide our medical
needs (check-up, medicines, vitamins, etc.)”. The existence of significant result leads to the
rejection of the null hypothesis which states that there are no significant differences on the
agreement of the respondents on their spending financial allowance when they are grouped by
parents’ source of income.
Spending Financial Allowance when they are grouped by Family Size
3-5 6-8 9 and more

1. My parents/guardians are able to give me
3.09 A 3.19 A 3.07 A
daily school allowance.
2. My parents/guardians are able to buy
3.15 A 3.14 A 3.16 A
enough nutritious food for us.
our medical needs (check-up, medicines, 3.16 A 3.14 A 3.15 A
vitamins, etc.)
4. I don’t need to help my parents in working
3.15 A 3.14 A 3.16 A
for additional income acquisition.
borrow/loan money to provide all our 3.21 A 3.19 A 3.18 A
needs.
Grand Mean 3.15 A 3.14 A 3.16 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
grouped by family size professed that they “agree” in all the statements. The grand means of the
respondents with 9 and more is 3.16 which is slightly higher than the grand mean of the
respondents who have 3-5 members with 3.15 and those with 5-8 members with 3.14 mean. All
grand means are described as “agree.” This implies that the agreement of the respondents did not
vary even if they are grouped by family size.
to SHS Learners on the spending financial allowance when they are grouped by Family Size

school allowance.
The analysis of variance on the differences in agreement of the respondents on their

spending financial allowance when they are grouped by family size displays significant
differences on the statement “My parents/guardians do not need to borrow/loan money to
provide all our needs.” The existence of significant result leads to the rejection of the null
hypothesis which states that there are no significant differences on the agreement of the
respondents on the agreement of the respondents on their spending financial allowance when
they are grouped by family size. This implies that the family size the respondents has something
to do on their level of agreement on the statement with significant result and that it has nothing to
do on their agreement on the statements that are not statistically significant.
C. Improving the Students’ Academic Performance
Improvement of the Students’ Academic Performance when they are grouped by Gender
Male Female
Mean Des Mean Des
1. I am able to submit projects and other requirements
3.36 SA 3.15 A
on time.
2. I am motivated to get high grades because we SA
3.36 3.22 A
receiving 4Ps cash grant.
3. I am motivated to attend online classes regularly and
answer SLMs and LAS because we receiving 4Ps 3.55 SA 3.21 A
cash grant.
4. I have sufficient time to answer my SLMs/LAS SA
3.45 3.15 A
because I don’t have to help in household chores.
5. I am able to attend online classes when needed A
3.18 3.17 A
6. I am motivated to focus on my studies because I don’t SA
3.27 3.21 A
need to worry about my needs.
Grand Mean 3.36 SA 3.21 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the on the improvement of the students’ academic
performance when they are grouped by gender reveals that the male respondents strongly ageed
on all statements except to “I am able to attend online classes when needed because I don’t have
to help in household chores.” which was described as “agree” On the other hand, the
respondents who are female res. This implies that the respondents who are single have higher
perceptions on skills in learning and differentiated planning as compared to the married
counterparts.
Table 17a. t-Test on the Differences on the Agreement of the Respondents on the Benefits of 4Ps
to SHS Learners on the Improvement of the Students’ Academic Performance when
they are grouped by Gender
on time.
2. I am motivated to get high grades because we
.937 .351 Accept Ho
answer SLMs and LAS because we receiving 4Ps 2.399 .018 Reject Ho
cash grant.
4. I have sufficient time to answer my SLMs/LAS
5. I am able to attend online classes when needed
.061 .952 Accept Ho
6. I am motivated to focus on my studies because I
.432 .666 Accept Ho
don’t need to worry about my needs.
The t-Test on the difference on the agreement of the respondents on the improvement of
the students’ academic performance when they are grouped by gender reveals significant result
on the statement “I am motivated to attend online classes regularly and answer SLMs and LAS
because we receiving 4Ps cash grant.” The existence of significant results leads to the rejection
of the null hypothesis which states that there are no significant differences on the agreement of
the respondents on the improvement of the students’ academic performance when they are
grouped by gender. This implies that the gender of the respondents has something to do on their
perceptions on the statement with significant result.
Improvement of the Students’ Academic Performance when they are grouped by Age
17 years 19 years old
18 years old
Skills old and above
1. I am able to submit projects and other
3.14 A 3.12 A 3.26 SA
requirements on time.
3.29 SA 3.22 A 3.24 A
3. I am motivated to attend online classes
regularly and answer SLMs and LAS because 3.29 SA 3.22 A 3.26 SA
we receiving 4Ps cash grant.
4. I have sufficient time to answer my
SLMs/LAS because I don’t have to help in 3.14 A 3.16 A 3.24 A
household chores.
because I don’t have to help in household 3.07 A 3.12 A 3.29 SA
chores.
6. I am motivated to focus on my studies because
3.29 SA 3.16 A 3.26 SA
I don’t need to worry about my needs.
Grand Mean 3.21 A 3.18 A 3.29 SA
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the improvement of the students’ academic

performance when they are grouped by age reveals that the respondents who are 19 years and
above earned a grand mean of 3.29 described as “strongly agree” while the other two groups had
a close mean of 3.21 and 3.18 described as “agree”.
This implies that the older respondents have higher confidence on the statements as
compared to their younger counterparts.
to SHS Learners on the Improvement of the Students’ Academic Performance when
they are grouped by Age
.905 .408 Accept Ho
on time.
.112 .894 Accept Ho
answer SLMs and LAS because we receiving 4Ps .189 .828 Accept Ho
cash grant.
.392 .677 Accept Ho
.719 .490 Accept Ho
The analysis of variances on the differences in agreement of the respondents on the
benefits of 4Ps to SHS learners on the improvement of the students’ academic performance when
they are grouped by age reveals no significant results. The absence of significant results leads to
the acceptance of the null hypothesis which states that there are no significant differences in
agreement of the respondents on the benefits of 4Ps to SHS learners on the improvement of the
students’ academic performance when they are grouped by age. This implies that the age of the
respondents has nothing to do on the benefits of 4Ps to SHS learners on the improvement of the
students’ academic performance.
Improvement of the Students’ Academic Performance when they are grouped by
Number of members who are 4Ps Beneficiary
2-4 5-8 9 and more
I am able to submit projects and other A
3.35 SA 3.19 A 3.11
I am motivated to get high grades because we A
3.29 SA 3.23 A 3.22
I am motivated to attend online classes regularly
and answer SLMs and LAS because we 3.35 SA 3.23 A 3.20 A
I have sufficient time to answer my SLMs/LAS
because I don’t have to help in household 3.41 SA 3.16 A 3.13 A
chores.
I am able to attend online classes when needed
because I don’t have to help in household 3.41 SA 3.19 A 3.09 A
chores.
I am motivated to focus on my studies because I A
3.35 SA 3.10 A 3.24
Grand Mean 3.41 SA 3.20 A 3.18 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the benefits of 4Ps to SHS learners on the
improvement of the students’ academic performance when they are grouped by number of
members who are 4ps beneficiary shows that the respondents who have 2-4 member
beneficiaries perceived to “strongly agree” in all the statements with a grand mean of 3.41 while
the other groups earned a description of “agree”.
This implies that the respondents who have lesser member beneficiaries believe that they
are provided more with their needs.
Table 19a. ANOVA on the Differences Agreement of the Respondents on the Benefits of 4Ps to
SHS Learners on the Improvement of the Students’ Academic Performance when they
are grouped by Number of members who are 4Ps Beneficiary

on time.
.159 .854 Accept Ho
answer SLMs and LAS because we receiving 4Ps .762 .469 Accept Ho
cash grant.
The analysis of variance on the differences agreement of the respondents on the benefits
of 4Ps to SHS learners on the improvement of the students’ academic performance when they are
grouped by number of members who are 4Ps beneficiary reveals significant result on the
statement “I am able to attend online classes when needed because I don’t have to help in
household chores.” The existence of significant results leads to the rejection of the null
hypothesis which states that there are no significant differences agreement of the respondents on
the benefits of 4Ps to SHS learners on the improvement of the students’ academic performance
when they are grouped by number of members who are 4Ps beneficiary.
Monthly Cash Grant Received
1, 500.00-2, 2, 501.00-4, 4, 501.00

500.00 500.00 above
3.15 A 3.25 A 3.22 A
3.20 A 3.33 SA 3.22 A
regularly and answer SLMs and LAS because 3.28 SA 3.21 A 2.89 A
because I don’t have to help in household 3.24 A 3.07 A 3.11 A
chores.
because I don’t have to help in household 3.19 A 3.20 A 3.06 A
chores.
6. I am motivated to focus on my studies because
3.20 A 3.14 A 2.89 A
I don’t need to worry about my needs.
Grand Mean 3.21 A 3.19 A 3.06 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on the benefits of 4Ps to SHS learners on the
improvement of the students’ academic performance when they are grouped by monthly cash
grant received reveals that the respondents who receive 1, 500.00-2, 500.00 “strongly agree” to
the statement “I am motivated to attend online classes regularly and answer SLMs and LAS
because we receiving 4Ps cash grant.” with a marginal mean of 3.26, thus unaffecting the grand
mean description of “agree”, 3.21. Meanwhile those who receive 2, 501.00 to 4, 500.00 “strongly
agree” to the statement “I am motivated to get high grades because we receiving 4Ps cash
grant.” All the respondents in different groups perceived themselves to “agree” in the rest of the
statements in the table. The grand mean descriptions are all described as “agree.” This implies
that the groupings as to monthly cash grant received did not make a difference in their grand
mean descriptions.
Table 20a. ANOVA on the Differences Agreement of the Respondents on the Benefits of 4Ps to
SHS Learners on the Improvement of the Students’ Academic Performance when
they are grouped by Monthly Cash Grant Received
.432 .655 Accept Ho
on time.
.714 .502 Accept Ho
cash grant.
The analysis of variance on the differences in agreement of the respondents on the

improvement of the students’ academic performance reveals significant differences on the
statement “I am motivated to attend online classes regularly and answer SLMs and LAS because
we receiving 4Ps cash grant.” The existence of significant result leads to the rejection of the null
hypothesis which states that there are no significant differences on the agreement of the
respondents on their spending financial allowance when they are grouped by monthly cash grant
received. This implies that the monthly cash grant received has something to do on their level of
agreement on the statement with significant result.
Parents’ Source of Income
Regular Contractua Small Parttime/

Job l Job Business Seasonal Job
Mea Des Mea Des Mea Des Mea Des
n n n n
1. I am able to submit projects and
3.05 A 3.10 A 3.29 SA 3.10 A
other requirements on time.
2. I am motivated to get high
grades because we receiving 4Ps 3.18 A 3.16 A 3.35 SA 3.16 A
cash grant.
3. I am motivated to attend online
classes regularly and answer
3.04 A 3.23 A 3.41 SA 3.23 A
SLMs and LAS because we
4. I have sufficient time to answer
my SLMs/LAS because I don’t
3.09 A 3.16 A 3.35 SA 3.16 A
have to help in household
chores.
5. I am able to attend online
classes when needed because I
3.09 A 3.16 A 3.35 SA 3.16 A
don’t have to help in household
chores.
6. I am motivated to focus on my
studies because I don’t need to 3.09 A 3.16 A 3.35 SA 3.16 A
worry about my needs.
Grand Mean 3.09 A 3.16 A 3.35 SA 3.16 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
The agreement of the respondents on agreement of the respondents on the benefits of 4Ps
to SHS learners on the improvement of the students’ academic performance when they are
grouped by parents’ source of income leaks that the respondents who have small business
answered that they “strongly agree” while “agree” by the rest of the groups on all of the
statements.
Table 21a. ANOVA on the on the Differences in Agreement of the Respondents Agreement of
the Respondents on the Benefits of 4Ps to SHS Learners on the Improvement of the
Students’ Academic Performance when they are grouped by Parents’ Source of
Income
on time.
cash grant.
.759 .386 Accept Ho
spending financial allowance when they are grouped by parents’ source of income reveals
significant differences on the statement “I am motivated to attend online classes regularly and
answer SLMs and LAS because we receiving 4Ps cash grant.” The existence of significant result
leads to the rejection of the null hypothesis which states that there are no significant differences
on the agreement of the respondents on the benefits of 4Ps to SHS learners on the improvement
of the students’ academic performance when they are grouped by parents’ source of income.
Improvement of the Students’ Academic Performance when they are grouped by Family Size
3-5 6-8 9 and more

3.09 A 3.19 A 3.07 A
2. I am motivated to get high grades because
3.15 A 3.14 A 3.16 A
regularly and answer SLMs and LAS 3.16 A 3.14 A 3.15 A
because we receiving 4Ps cash grant.
4. I have sufficient time to answer my
SLMs/LAS because I don’t have to help in 3.15 A 3.14 A 3.16 A
household chores.
5. I am able to attend online classes when
needed because I don’t have to help in 3.19 A 3.18 A 3.18 A
household chores.
6. I am motivated to focus on my studies
because I don’t need to worry about my 3.17 A 3.15 A 3.16 A
needs.
Grand Mean 3.15 A 3.14 A 3.16 A
2.51 – 3.25 – Agree (A)
1.76 – 2.50 – Disagree (D)
grouped by family size professed that they “agree” in all the statements. The grand means of the
respondents with 9 and more is 3.16 which is slightly higher than the grand mean of the
respondents who have 3-5 members with 3.15 and those with 5-8 members with 3.14 mean. All
grand means are described as “agree.” This implies that the agreement of the respondents did not
vary even if they are grouped by family size.
to SHS Learners on the Improvement of the Students’ Academic Performance when they are
grouped by Family Size

on time.
answer SLMs and LAS because we receiving 4Ps 1.262 .288 Accept Ho
cash grant.
The analysis of variance on the differences in agreement of the respondents on the

benefits of 4Ps to SHS learners on the improvement of the students’ academic performance when
they are grouped by family size displays significant differences on the statement “I am
motivated to focus on my studies because I don’t need to worry about my needs.” The existence
of significant result leads to the rejection of the null hypothesis which states that there are no
significant differences on the agreement of the respondents on the benefits of 4Ps to SHS
learners on the improvement of the students’ academic performance when they are grouped by
family size. This implies that the family size the respondents has something to do on their level
of agreement on the statement with significant result and that it has nothing to do on their
agreement on the statements that are not statistically significant.
CHAPTER IV
DISCUSSION
Conclusions
Based on the result of the study the following conclusion where reached:
1. The respondents generally agreed that the SHS learners are benefited to the 4Ps grant as
to its extent of use of during the pandemic with a mean of 3.16.
to as to the spending of financial allowance during the pandemic with a mean of 3.19.
to as to the improving the students’ academic performance during the pandemic with a
mean of 3.20.
4. Significant differences were found in the benefits of 4Ps to SHS learners on the extent
of use of 4Ps grant to the SHS students during pandemic when they are grouped by
gender, age, number of members who are 4Ps beneficiaries, parents’ source of income
and family size. No significant difference was found as to monthly cash grant.
5. Significant differences were found in the benefits of 4Ps to SHS learners on the
spending financial allowance during pandemic when they are grouped by age, number of
members who are 4Ps beneficiaries, parents’ source of income, monthly cash grant and
family size. No significant difference was found as to gender.
6. Significant differences were found in the benefits of 4Ps to SHS learners on the
improving the students’ academic performance during pandemic when they are grouped
by gender, number of members who are 4Ps beneficiaries, parents’ source of income,
monthly cash grant and family size. No significant difference was found as to age.
Recommendations
From the analysis of all data collected and the responses made by the student-
beneficiaries, the following recommendations have been arrived at:
1. The government may consider extending the age limit of the beneficiaries to sustain their
schooling until the time they graduate especially now that two years have been added to
the secondary education;
2. The DSWD and the local government units should intensify the implementation and the
scope of the livelihood programs to serve as additional source of income for family-
beneficiaries;
REFERENCES
Dungog-Cuizon, A., & Cuizon, C. (2016). The Pantawid Pamilyang Pilipino Program (4Ps): A
Philippine Open Government Partnership (OGP) Initiative. CNU Journal of Higher Education,
10, 46-58.
Feitosa de Britto, T. (2019). Conditional Cash Transfer: Why Have They Become So Prominent
in Recent Poverty Reduction Strategies in Latin America. Institute of Social Studies. Working
Paper Series No. 390. Retrieved on November 25, 2020 from https://goo.gl/86x2qG
Jenson, J. (2019). Lost in Translation: The Social Investment Perspective and
GenderEquality. Retrieved on November 13, 2020 from https://goo.gl/ HWVZvd
Pantawid Pampamilyang Pilipino Program (4Ps). (November 2006). Retrieved on February 23,
2013 from http://siteresurcesworldbank.org./.../4PsDSWED. pdf.

Effecriveness of 4Ps Program

Uploaded by

Copyright:

Available Formats

You might also like

Effecriveness of 4Ps Program

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Effecriveness of 4Ps Program

Uploaded by

Copyright:

Available Formats

METHODOLOGY

encountered by the 4ps senior high school students in distance learning.

Descriptive research is a type of research that describes a population, situation or

findings, providing an accounting and delineating component of a problem without making

inferences regarding causality.

questionnaires, surveys and registrations.

Study Site and Participants

monthly income and area of assignment.

Range Numerical Description Indicators

1.00-1.75 1 Very Dissatisfied The respondents are very

Data Collection Procedure

challenges and coping mechanisms employed toward distance learning.

responsibility of the following ethical considerations to the research participants: informed

consent, voluntary participation, to do no harm, confidentiality, anonymity and to only assess

The respondents’ participation in this study will be voluntary. To ensure confidentiality,

withdraw in the midst of the research since it is their right.

implementing modular approach.

I. Profile of the Respondents

Profile Specifics Frequency Percent

Table 3. Perceived Benefits of 4Ps to SHS Learners as to Spending Financial Allowance

Since we are receiving 4Ps grant… Mean Description

On improving the students’ academic performance, the respondents agree on all

Legend: 3.26 – 4.00 – Strongly Agree (SA)

17 years 19 years old

T-test p-value Decision

2-4 5-8 9 and above

F-test p-value Decision

1, 500.00-2, 3, 501.00-4, 4, 501.00 and

F-test p-value Decision

3-5 6-8 9 and more

F-test p-value Decision

B. Spending Financial Allowance

It is shown in Table 11 that the female respondents regarded themselves to be strongly

The ANOVA on the differences in agreement of the respondents on their spending

1, 500.00-2, 2, 501.00-4, 4, 501.00

The analysis of variance on the differences in agreement of the respondents on their

parents’ source of income.

3-5 6-8 9 and more

F-test p-value Decision

The analysis of variance on the differences in agreement of the respondents on their

C. Improving the Students’ Academic Performance

The agreement of the respondents on the improvement of the students’ academic

The analysis of variances on the differences in agreement of the respondents on the

students’ academic performance.

F-test p-value Decision

1, 500.00-2, 2, 501.00-4, 4, 501.00

The analysis of variance on the differences in agreement of the respondents on the

Regular Contractua Small Parttime/

3-5 6-8 9 and more

F-test p-value Decision

The analysis of variance on the differences in agreement of the respondents on the

You might also like