A METHODIST AUTONOMOUS UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

Factors Affecting 4Ps Beneficiaries

for Being Non- Compliant in Education

A Thesis Submitted to the

Faculty of the College of Arts and Sciences
Graduate Studies Program
Wesleyan University Philippines
Nueva Ecija, Philippines

In Partial Fulfillment of the

Requirements for the Degree
Master of Arts in Social Work

Dayo, Regie Deaño

December 31, 2021

 Chapter I

Introduction

Education is a basic human right for all and perceived as a primary tool for development.
It is much valued by Filipinos. It is known that every citizen has a right to education and the
government maintains a role towards inclusive growth and development which entails provision
of quality basic education, competitive technical vocational skills training, and relevant and
responsive higher education as stated in the Basic Education Road map-Philippine Development
Plan 2011-2016 (DepEd, 2016). However, young Filipinos are forced to get out of school due to
lack of resources, not knowing that unfinished studies equally pose a struggle for survival. On
the other hand, those who were fortunate to earn a degree remain a victim of unemployment and
contractualization, or continue to work in order to pay their parents’ debt due to their education.

Due to the poverty that has been one of the major problems and societal concerns in the
country. The Philippines recognizes the need to address issues and concern on poverty reduction.
Being a third world country, several means in order to keep at par with the Millennium
Development Goals were observed. One of the popular measures adopted by the country in the
year of 2007 is the implementation of the Pantawid Pamilyang Pilipino Program (4P’s). The
Philippine government implemented the Pantawid Pamilyang PilipinoProgram (4Ps) and
patterned it after Latin American conditional cash transfer(CCT) programs, with the goals of
poverty reduction and social development. In pursuit of education for all and poverty reduction,
previous studies revealed that the impact of Pantawid Pamilyang Pilipino Program in improving
the educational and health outcomes can aid and support beneficiaries in attaining a better and
quality living in the future. Like the lessons learned from other CCT programs, 4Ps is also
intended to fill gaps in the educational and health outcomes among children (Fernandez&
Velarde, 2011).

A large percentage of the Philippine population has been affected by poverty for many
years now (Reyes et al., 2014). And with this as the ground, the Philippine government initiated
a version of CCT or conditional cash transfer that is called Pantawid Pamilyang Pilipino Program
(4Ps). This program is a poverty reduction strategy by the national government, particularly
implemented by the DSWD. The aim of this program is to eradicate extreme poverty in the
Philippines by investing in health and education particularly in children from 0-18 years of age
(Montilla et. Al, 2015). As such, the government with an aim to at least minimize poverty
prevalence has introduced various social programs and policies. However, because most are
attached to single-focus solutions, they have proven to be ineffective and not sustainable (Son
and Florentino, 2008). Not until year 2008 when Pantawid Pamilyang Pilipino Program (4Ps),
one of the most popular social measures adopted by the country was implemented (Dungog-
Cuizon and Cuizon, 2016). Though many categorize themselves as lacking or poor, with the
government’s capacity, only few are considered to be privileged or suggested to be benefiting
from programs resulting from economic growth.

Children of the 4Ps beneficiaries are referred to Commission on Higher Education

(CHED) which is also DSWD’s partner in the project along with the Department of Labor and
Employment (DOLE) and the implementing state universities and colleges (SUCs). Under the
said program, it ensures that the grantees are enrolled in selected SUCs duly recognized by
CHED, channeled to CHED priority courses, and be extended the needed support that will
guarantee completion of studies, thus qualify them for high-value added jobs in the future (Junio,
2014). Indeed, the government is spending millions of pesos to support the study of the poorest
of the poor in basic education. Ample amount of money has been given to the beneficiaries, but
the extent of the effectiveness of the program, not only in alleviating poverty, but also in many
aspects of life of the recipient is a dire consideration that needs to be answered.

In partnership with the Commission on Higher Education, the Department of Labor and
Employment, and the Philippine Association of State Universities and Colleges, 4Ps has enrolled
36,003 beneficiaries in state universities and colleges as of June 2015 (officialgazette.gov.ph).
The program has strict compliance when it comes to the school attendance of the students who
are beneficiaries because it is their basis in giving the cash transfer. It is therefore expected for
the beneficiaries to attend school regularly or at least 85% of the school days. There are studies
that shows how the 4Ps program affects the school attendance and the performance of the
student.

The above cited premise encouraged the researcher to conduct a study identifying the
factors of Pantawid Pamilyang Pilipino Program(4Ps) - Conditional Cash Transfer (CCT)
beneficiaries for being non-compliant in education. With the cases of students dropping out from
school despite the support given, at a closer look, there can be underlying reasons for such. To
address this gap, this study aims to explore and describe these underlying factors that have led to
their dropping out from school.

Statement of the Problem

The study seeks to evaluate the effects of the Pantawid Pamilyang Pilipino Program (4Ps)
on the academic performance of the student beneficiaries from 5 barangays of Llanera namely
barangay Plaridel, Victoria, Bosque, Murcon and Bonifacio. Specifically, this study seeks to:

1.What are the demographic profile of non-compliant 4Ps Beneficiaries?

2.What are the personal related factors of 4Ps beneficiaries for being non-compliant in
education?

3.What are the teacher related factors of 4Ps beneficiaries for being non-compliant in education? 

4.What are the solution matrix in order for the non-compliant 4ps beneficiaries to return in
school?

Conceptual Paradigm

The figure 1 below shows the framework used by the researcher to evaluate the factors of
4Ps beneficiaries and teacher related factors for being non-compliant in education from 5
barangays of Llanera namely barangay Plaridel, Victoria, Bosque, Murcon and Bonifacio who
belong to the disadvantaged families.

Input Process Output

Measure and evaluate the Improved academic

4Ps Educational Grant
to students who belong
to the disadvantaged
families
related factors of 4Ps performance of 4Ps
beneficiaries and teacher student beneficiaries
Identified interventions
related factors for being
to further improve the
non-compliant in
education current system

Feedback
 Figure 1. Conceptual Framework of the Study

Review of Literature

4Ps (Pantawid Pamilyang Pilipino Program). The 4Ps is considered as the largest
social protection program in the Philippines with the widest coverage of the marginalized
households (Department of Social Welfare and Development, 2009). The Department of
Social Welfare and Development (DSWD) is the government agency tasked to spearhead the
selection of the grantees and the provision of cash grants to eligible beneficiaries (Reyes et al.,
2013) who have affirmed that they will abide to, and satisfy all the conditions. These include
regular health check-ups for pregnant women and children aged 0 to 5; deworming of school
children aged 6 to 14 twice a year; enrolment of children in daycare, elementary, and secondary
schools with at least 85% class attendance (Fernandez and Olfindo, 2011). Aside from these,
the parent-beneficiaries are required to attend mother’s class and family development sessions
designed to enhance their skills and understanding on core family values and parental
responsibilities, and to encourage them to be involved in community activities (Mangahas et al.,
2018).

Considine & Zappala (2002) observed that children comes from those families having
low income make known more subsequent models in terms of learning outcomes; low literacy
level, low retention rate, problems in school behaviour and more difficulty in their studies and
mostly display negative attitude towards studies and school. The view point of Considine and
Zappala is more strengthen by this statement of Eamon, According to Eamon (2005) “Those
students usually come out from low socio-economic status or area show low performance in
studies and obtained low scores as compared to the other students or their counter parts”

It is also assumed that children learning outcome and educational performance are
strongly affected by the standard and type of educational institution in which students get their
education. The educational environment of the school one attends sets the parameters of
students’ learning outcomes. Considine and Zappala (2002) quoted Sparkles (1999) showed that
schools environment and teachers expectations from their students also have strong influence on
student performance. Most of the teachers working in poor schools or schools having run short of
basic facilities often have low performance expectations from their students and when students
know that their teachers have low performance expectations from them, hence it leads to poor
performance by the students. Kwesiga (2002) approved that performance of the students is also
influenced by the school in which they studied but he also said that number of facilities a school
offers usually determine the quality of the school, which in turn affect the performance and
accomplishment of its students

Surviving and quitting: The case of 4Ps (Pantawid Pamilyang Pilipino Program)
student dropouts. The Pantawid Pamilyang Pilipino Program (4Ps) is a version of cash transfer
program here in the Philippines that aims to eradicate extreme poverty by investing in health and
education (Lluz, 2020). This study conducted by Lluz (2020) focused on personal experiences of
students as 4Ps beneficiaries and factors that have led to their dropping out from school. A
qualitative method was employed utilizing a case study design, where data was gathered from six
(6) student dropouts who were 4Ps beneficiaries. Results revealed that most student beneficiaries
of the 4Ps are from indigent families, highlighted that factors were due to family living
conditions, the desire to help the parents and siblings. Family living conditions, the poor standard
of living still is a pressing problem that can led students to drop out from school, even with the
availability of financial assistance that still links to poverty as an underlying factor.

A research study by Mejia (2020) was design to investigate the factors affecting
academic performance of 4Ps - Conditional Cash Transfer (CCT) of Donsol National
Comprehensive High School (DNCHS) Senior High School, for Academic Year 2019- 2020.
The variables under consideration were the academic performance (student’s grades/marks) as a
dependent variable and the gender, age, strand, father/guardian social economic status, and
residential area, daily allowances/baon and accommodation trend were independent variables.
The data were collected from CCT/4Ps students through separate structured questionnaire from
different stand, such as, GAS, HUMSS, STEM, ABM and TVL of Donsol National
Comprehensive High School using the simple random sampling technique. For analysis, linear
regression model, correlation analysis and descriptive analysis were used. The findings revealed
that age, father/guardian social economic status and daily allowances/baon significantly
contribute the academic performance of Conditional Cash Transfer (CCT- 4Ps) beneficiaries. A
linear model was also proposed that will be helpful to improve the academicperformance of CCT
students at University level.

The lived experiences of former Pantawid Pamilyang Pilipino Program (4Ps)

student-beneficiaries. The purpose of this phenomenological study conducted by Pineda (2019)
was to examine the lived experiences of former Pantawid Pamilyang Pilipino Program (4Ps)
student-beneficiaries. The theories guiding this study were Human Capital Theory (1990), Social
Capital Theory (1988), and The Concept of Experience by Dewey (1934). The study followed
the theory and methods of the phenomenological research model proposed by Giorgi (2009) that
allowed informants to provide personal perspectives and reflections on their experiences.
Interviews conducted to gather perceptive data from co-researchers were transcribed, examined,
coded, and broken down into themes emerged throughout the research process.

The themes identified based on the distinct experiences of students as former

beneficiaries of 4Ps were financial distress, psychological distress, and financial security.
Identified themes based on description of lives and values of participants as former 4Ps
beneficiaries were reduced poverty, spiritual growth, and social growth. Identified themes based
on reflection on the lives of co-researchers from gained experience as a former 4Ps member were
Improved confidence, motivation, and improved academic performance. The findings of the
study may help in improving the 4Ps program and the experiences that will be brought by the
said program to the present and future beneficiaries.

Synthesis

The gathered literary works and studies were carefully checked by the researcher to see
its relevance to the study. The related literature acquired by the researcher aided her in gaining
more information and ideas with relevance to the topic regarding the factors affecting 4ps
beneficiaries for being non- compliant in education. Local and foreign studies helped the
researcher to see and prove that the topic can help students. All the studies and literature
gathered were beneficial to readers. Through the help of these different related studies and
literature, the researcher can have additional knowledge to what she already knows about the
topic.
 Chapter II

Research Method

This study employed a qualitative design which follows a systematic subjective approach
to capture relevant data. A case study research will allow the researchers to focus on a specific
area or situation for an in-depth analysis (Heigham, et.al., 2009). Case study research is said to
allow for in-depth review of new or unclear phenomena while retaining the holistic and
meaningful characteristics of real-life events (Hartley, 2004). This design is employed in this
study, as this aims to explore and describe personal experiences of students as 4Ps beneficiaries
and factors that have led to their dropping out from school. The method is phenomenological as
it requires an intensive analysis of the participant; it points to examine individual knowledge and
concerns an individual's interpretation or description of an object or event instead of an effort to
form a practical explanation of the thing or occasion itself.

Research Locale

This study will be conducted in the municipality of Llanera, Nueva Ecija. The
municipality has a land area of 114.44 square kilometers or 44.19 square miles which constitutes
2.01% of Nueva Ecija's total area. Its population as determined by the 2020 Census was 42,281.
The municipality of Llanera has 22 barangays but only 5 barangays selected as the research
respondents. There are 2455 monitored 4ps beneficiaries in the municipality and only selected
respondents were selected. The students who were chosen to be part of the study came from 5
barangays namely barangay Plaridel, Victoria, Bosque, Murcon and Bonifacio.

Sample and Sampling Procedure

The researcher employed purposive sampling in order to collect relevant data from the
participants. Chosen participants were students who were currently receiving education cash
grant under the 4Ps program, selected from the previous semester records. The researcher
selected sixty (60) student, but was able to reach only eleven (11) of them and the researcher also
conducted an interview with the eleven (11) chosen participants who were found in their
respective homes and the interview was personally administered by the researcher. First, they
were invited to be part of the study and were informed of its nature, their rights and were ensured
of the confidentiality of their responses. The participants personally consented to the interview.
Research instrument

This study used in-depth interview as a method in the investigation of the factors
affecting 4ps beneficiaries for being non- compliant in education. Interviews obtain firsthand
information directly from a primary source. They can be shaped to meet the specific research
aims, through carefully tailoring the questions to effectively gain this information (Bryman,
2008). Interviews also provide access to in-depth, personal accounts and perceptions, which,
through other methods, would be unquantifiable (Berg, 2009). Being semi-structured, they are
less restrictive, and act as a vital tool to elicit additional new information. Through encouraging
participants to expand upon, and further consider, their initial responses (Hale et al., 2009), a
more evocative and insightful understanding can be gained.

Data Gathering Procedure

A criteria was first set to guide the researcher on the choice and selection of the
respondents. Thereafter, the researcher sought permission to conduct the study from the school
administrators. A waiver/consent was likewise presented to respondents. They were assured that
the data which will be collected from the respondents would be used for academic purposes. The
researcher interviewed the teacher-adviser of the respondents regarding the lists of names of the
4Ps students recipients and their attendance in school for the school year 2021-2022. The
researcher used Form 138 (Report Card) and School Form as the basis of the identification of the
school attendance and the academic performance of the 4Ps student-recipients.

The study utilized the interview method. An interview guide was utilized in this study. It
consisted of preparatory questions which established rapport between the interviewer and the
interviewee. The participant will be asked of questions about the time they have been in school
and their being 4Ps grantees, which further led to questions about factors that being non-
compliant in education. The questionnaire was administered by the researcher with the
instructions carefully read out and explain to the understanding of the respondents.

A transcript will be produced from the interview sessions that served as sources of data in
coming up with codes and themes that will help the researcher synthesize answers to the research
questions. Analysis, articulations and interpretations were made taking into consideration the
objectives of the study. Considering the data privacy law, all data gathered will be considered
confidential and will be subject for interpretation and analysis.

Finalization of output

Setting appointment for

Seeking approval for the conduct
validation and clarification of
of the study
data

Setting the criteria for the

Data analysis and interpretations
selection of the study

Transcribing the audio Letter requests and approval of

recordings consent to serve as respondents

Setting the schedule for the

Interview proper
interview

Figure 2. Flowchart of procedures

Data Analysis

Data from the interview were transcribed and analyzed through thematic analysis.
Thematic analysis is the process of identifying patterns or themes within qualitative data (Braun
& Clarke (2006). The goal of a thematic analysis is to identify themes, i.e. patterns in the data
that are important or interesting, and use these themes to address the research or say something
about an issue. This is much more than simply summarizing the data; a good thematic analysis
interprets and makes sense of it (Clarke & Braun, 2013).
 Chapter III

Results and Discussion

Results and Findings of the Study

Information gathered from the respondents through in-depth interview was processed
through its methodology to gather reliable results and validation of the questions in terms of
clarity, understandability, and appropriateness (Creswell, 2013). The following presentations are
the results and discussions that came out of the analysis.

The frequency of the respondents’ data is shown in table 1.

1. Profile of the respondents

1. 1 Number of Household Members

Family Size Frequency Percentage

Less than 5 3 27%

5-10 7 64%

More than 10 1 9%

Total 11 100%
 The household beneficiaries have an average of 5 to 10 members (64%). This can be
considered a large family and may likely affect the well-being of the members given the socio-
economic status of the family-beneficiaries. Argys and Averette (2015) in their study suggest
the inverse relationship between family incomes or socio-economic status and family size
particularly, the increased educational attainment among children belonging to smaller families.

1.2 Sources of Income of the Household aside from the grant

Sources of Parents’ Income Frequency Percentage

Farming 6 55%

Regular job/small-scale 2 18%

business

Part-time job 3 27%

Total 11 100%

About 55% of respondents said that members of their household are farmers. The
income from said ventures are the main source of income in the household which were
primarily used to support the basic needs of the family. Other families on the other hand, rely
on less stable jobs which include by regular job/small-scale business and part-time jobs as house
helpers, workers, and product resellers.

1.3 Monthly cash grant received by the household

Monthly cash grant received Frequency Percentage

by the household

P 1,000.00- P1, 900.00 2 18%

P 2,000.00- P 3,900.00 5 46%

P 4,000.00- P 5,900.00 4 36%

Total 11 100%
 Most respondents (46%) confirmed that their family receive a total of ₱2,000.00-
₱3,900.00 per month from the program. On the other hand, based on the interview, almost
80% of students said that they use the money for school essentials while nearly 13% spend the
money for personal needs. Some 7% of respondents said that because of tight family budget they
are from time to time obligated to use the money for food and transportation expenses. It is a
manifestation that the cash grant is used by the beneficiaries not only for school-related
expenses but for day-to-day necessities or as allowance.

2. Personal and teacher related factors of 4Ps beneficiaries for being non-compliant in
education

Theme 1: ‘4Ps helped students in various ways’

Before the 4Ps came into effect, the poorest families were frequently absent, and when
asked why they missed school, they invariably reply that it was because they had nothing to eat
and lack of expenses. But ever since the program was established, said respondent 1, “we are
noticeably healthier and better fed.”

“We know the time will come when we have to fend for ourselves,” respondent 2 said,
speaking in Bisaya. “But we are using this time to prepare ourselves and our family even though
this is not enough for our schooling.” The respondent talking of the support provided by the 4Ps,
quips that “I wish this would last forever to continue my studies and finish my degree to help my
parents in the future.”

Theme 2: ‘Students need more to sustain interest for schooling’

Majority of the student-beneficiaries belong to big, disadvantaged families. Some do not

even have sufficient resources to sustain their basic needs. Despite the positive remarks of the
participants about the program, their responses eventually led to several factors why despite the
financial support given, they quit school and decided not to continue. It may sound unusual why
despite the support extended by the government, still students cannot sustain their schooling,
when the financial burden has been lifted.

“I lose interest especially in all activities because some teachers give a lot of quizzes and
projects, just that I felt there is no sense going to school when I can earn working in the field.
“Practically, I have to work,” a participant exclaimed. “My parents said I have to continue my
to studies, but for me, I find it impractical when I see my younger siblings need my help,”
another participant said. “4Ps grants is not enough for my schooling because I have 6 siblings, I
need to help my parents work for our daily needs,”respondent 11 said. “4Ps can pay my tuition
and school needs, but I eat daily, we have other needs,” she exclaimed.

Most of the participants were from indigent families, with parents who earn lower than
the minimal income. Interview results revealed that some students have had hard time focusing
on their studies because of hunger or financial worries. Because of limited budget, some cannot
afford to buy snacks while others go to school without eating breakfast. On the other hand, there
are also students who allot their allowance for school expenses especially loads for online class.
Others can not pay on time the financial obligations and have no money to buy for their school
projects and requirements especially in this new normal education. These were the common
scenarios prior to their inclusion to the 4Ps beneficiaries.

The program’s cash grants are really big help to address their immediate needs especially
when it comes to the schooling and health of their children. Respondents also noted that most of
them were able to complete their grade levels and graduated from High School. Also,because of
the 4Ps, they participated in a lot of the activities and programs of the school. .

Theme 3: ‘Staying in school is a choice that may be affected by related factors.’

Most of the participants mentioned family reasons related to their living conditions as the
pressing factor that cause them from being non-compliant and to drop from school. Related
factors like the need to help their parents and their younger siblings were highlighted in their
responses.

“I don’t feel going to school at all”, respondent 10 said. “I would like to stay. I would
like to finish college, but I need to help my parents.” This response clearly distinguishes one’s
choice of quitting from school than stay. “Our living condition, my parents need me, my younger
siblings have to go to school, so I decided to quit school and work. This way I can help them,” a
participant said. “It was my choice to drop from school. I have to help my parents,” another
respondent added. “I started earning my own income, it will be very hard to continue with my
education.”
Conclusion

The Pantawid Pamilyang Pilipino Program (4Ps) has partly satisfied its objective of
helping the student-beneficiaries, however there are cases that students may find dropping out
from school an option better than staying. Surviving school is not an option for students who
chose to quit school and find it more practical. Family living conditions, the poor standard of
living still is a pressing problem that can led students to drop out from school, even with the
availability of financial assistance that still links to poverty as an underlying factor. The
government should strive hard to make these weaknesses its strengths and the strengths to greater
strengths. 4Ps opened many opportunities to its recipients and to the program itself. Continuing
the program will not only help them but also the school, the community and the country as a
whole. Teachers are partners in the monitoring and implementation of the program. They should
be consulted, asked and given chances to help improve the program.

Recommendations

From the analysis of all data collected and the responses made by the student-
beneficiaries, the following have been arrived at:

1. The DSWD shall not only impose strict compliance of the school attendance but also impose
strict compliance of the school but also strict in the academic performance of the 4Ps student-
recipients so that not only students will motivated to learn but also the parents can monitor the
academic performance of their children.

2. 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.

3. A more elaborate and closer monitoring of the compliance of the recipients, like visiting and
observing the 4Ps pupils in the school,guaranteeing that the things they are buying are the things
that their children need in their studies should be ensured.

4. There is a need for the concerned agencies to review the budget and disbursement schemes for
the timely release of the grant. The Department of Social Welfare and Development (DSWD)
monitors the compliance of the 4Ps recipients and information and updates given to them should
be studied properly.

5. The public is also an ally, not just in reporting anomalies and keeping watch on how the
money is spent, but also in communicating how the program works and how it could transform
the lives of the poor. 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.

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