CHAPTER I

THE PROBLEM AND THE BACKGROUND OF THE STUDY

Introduction

Every parent wants the best for their children. They wanted their children to

finish their studies. But unfortunately, there are many poor families who cannot

provide for the education of their children. Some families can only afford to eat one

meal a day and they can’t even send their children to school. Sometimes the parents

encourage their children to work and earn for their living so that they can have

something to eat. But we can’t blame them, because sometimes it is better to have

something for supper, than to have something to feed your mind. Poverty has been a

problem in the Philippines since time immemorial. Unfortunately, the number of

Filipinos suffering from the aforementioned social problem is increasing every year.

This is spite of the alleviation interventions being implemented by the government

and numerous civic society groups.

Former President Gloria Macapagal-Arroyo’s nine-year term saw the birth

and growth of one of the foremost anti-poverty programs the Pantawid Pamilyang

Pilipino program-popularly known as the 4Ps. Pantawid Pamilya is a conditional

cash transfer program that provides incentives for poor families to invest in their

future by ensuring that mothers and children avail of healthcare and that children

go to school. It is a human development program of the national government that

invest in the health and education for poor households, particularly of children age

0-14 years old. The program aims to provide social assistance and social

development to its beneficiaries. By providing opportunity for the development of

the young it envisions to prevent the vicious transmission of the cycle of poverty.

1
Pantawid pamilya helps to fulfill the country’s commitment to meet the Millennium

Development Goals.

Since 2007, the Pantawid Pamilyang Pilipino Program (4Ps) of the

Philippines is the conditional cash transfer program implemented by the

Development of Social Welfare and Development (DSWD), along with cooperative

partner institutions such as the Department of Education, Department of Health,

Department of the Interior and Local Government, and various other government

institutions. The 4Ps was patterned after the conditional cash transfer programs in

Latin American and African countries which have been proven successful as a

poverty reduction and social development measure (DSWD, 2011).

The cash grant range from Php 500 to Php 1,400 per household per month,

depending on the number of eligible children. At the core of CCT program is a social

contract where a state provides financial resources to a family in exchange for that

family’s fulfillment of certain tasks such as ensuring that its children’s attendance in

school, regular visits to community health centers, participation in government-

sponsored feeding programs and attendance in more specific trainings, to name a

few (Sonera, 2010). And according to Fernandez and Olfindo(2011), today, the

program is seen more broadly as “ a vehicle for enhancing coordination within the

government in assisting the poor and for increasing the effectiveness of social

protection program”. Though statistics have shown that the increase in the poverty

incidence among population in 2003 to 2009, from 24.9-26.5% is not so substantial,

it is an increase, and 26.5% implies that more than a quarter of the whole

2
Philippines population is below the poverty threshold. The 4Ps has been created to

address that problem of poverty and inequality in the country.

Dr. Virola (2011), Secretary General of the National Statistical Coordination

Board, said in the presentation of the 2009 official Poverty Statistic that a Filipino

needed Php 974 in 2009 to meet his or her monthly food needs and PhP 7,403

monthly to stay of poverty. In 2009, a family of five needed PhP 4,869 monthly

income to meet food needs and PhP 7,017 to stay out of poverty. Results of the latest

Social Weather Stations (SWS) survey also revealed that one in every five Filipino

households, or an estimated 4.3 million families, experienced involuntary hunger in

the third quarter of the year 2011. The Pantawid Pamilyang Pilipino Program (4Ps)

serves as the government’s answers to the pressing issues regarding poverty Calvo

(2011) defines the 4Ps as programs that provide cash benefits to finance the basic

needs and foster investment in human capital to extremely poor households. These

benefits are conditioned on certain behaviors, usually related to investments in

nutrition, health and education.

The emergence of CCT programs like Pantawid Pamilyang Pilipino Program

(4Ps) occurred during the late 1990s, with Mexico’s innovative Progresa (now

Opurtunidades) program emerging as one of the earliest schemes in 1997. The

evidences highlighting the effectiveness of Progresa motivated arise in similar

programs across Latin America. CCT programs are presently being implemented in

several Latin American countries including Brazil, Chile, Columbia, Jamaica Mexico,

and several more. Indonesia and Pakistan are only some of the Asian countries

which employ the CCT programs as a major tool of their social policy. In general,

3
these programs provide money and financial assistance to poor families under the

condition that those transfers are used as an investment on their children’s human

capital, such as regular school attendance and basic preventive health care. The

main mission of the most CCT programs is to prevent inter-generational

transference of poverty that is to stay, investing in young children and providing

them with the provisions necessary for better opportunities in the future.

Statement of the Problem

This study attempted to find out the deliberate usability of Conditional Cash

Transfer (4Ps) as support to education and economic aspect for student

beneficiaries of Siay National High School.

Specifically, it sought to answer the following problems:

1. How may the profile of students be described in terms of:

1.1 Age

1.2 Gender

1.3 Number of Siblings in the Family

2. How may the responses of the Grade VII students in terms of usability be

described as the following:

2.1 Education Aspect

2.2 Economic Aspect

3. How may the responses of the Grade VIII students in terms of usability be

described as the following:

3.1 Education Aspect

3.2 Economic Aspect

4
 4. How may the responses of the Grade IX students in terms of usability be

described as the following:

4.1 Education Aspect

4.2 Economic Aspect

5. How may the responses of the Fourth-Year students in terms of usability be

described as the following:

5.1 Education Aspect

5.2 Economic Aspect

6. Is there a significant difference between the responses of Grade VII, Grade

VIII, Grade IX, and Fourth Year Students?

7. What are the implications of the findings of the study to the following:

7.1 Students

7.2 Parents

7.3 Teachers

7.4 Implementing Agencies

Statement of the Hypothesis

This study utilizes the null hypothesis

1. There is no significant difference between the responses of Grade VII, Grade

VIII, Grade IX, and Fourth Year student beneficiaries on the deliberate

usability deliberate usability of conditional cash transfer (4Ps) as support to

their education and economic aspect.

5
Scope and Limitations of the Study

This study sought to look into the deliberate usability of Conditional Cash

Transfer (4Ps) as support to education and economic aspect for student

beneficiaries of Siay National High School. The subject of the study was the 195

students who are beneficiaries of Pantawid Pamilyang Pilipino Program. The

variables considered in the study are: education and economic aspect. This was

done during the first semester S.Y. 2014-2015 in method of research in Siay

National High School.

Significance of the Study

The result of this study will show the deliberate usability of Conditional Cash

Transfer Program (4Ps) as support to education and economic aspect for student

beneficiaries of Siay National High School.

Specifically, the persons who will benefit this study are the following:

1. Implementing Agencies

The result of this study can be afforded information on their own

performance. Whatever weak points revealed in the result can be provided

remediation and transform into strengths.

This study serves as funnel and additional information about the

advantages and disadvantages as result of this study.

Through this, they will also try to reflect on the data being gathered

and evaluate if what factor is helpful to the beneficiaries for their

development and this will be given more emphasis. The fruitful success of the

program lies in their hands as the one giving the verdict of it.

6
2. Teachers

Through this study, the teacher can gain benefits in the sense that

absenteeism of the students will be alleviated. Thus, 4Ps will be their partner

in developing and molding the students into a better one.

This also served as guide to consider some factors in nurturing the

students. Teachers should consider the educational aspect as well as the

economic aspect as factors that determine student’s participation in the

classroom and in outdoor activities.

Moreover, through this research, teachers will be buoyant to mug the

undesirable circumstances and make use of different tactics to motivate the

child to do more with fighting spirit in every trials that child may encounter

along their way in school for them to be able to continue enjoying the

benefits of the program.

3. Parents

The study will help them realize that being beneficiaries of the

program, it lessens their financial responsibility in school, gives them the

opportunity to develop confidence and self-esteem and that the program has

been their helping hand in providing ways and means to alleviate poverty

problems.

They will also realize that they are the most important people in

child’s life and responsible for the school payments and positive involvement

and interest in the child.

7
 Recognizing their role as the first and most important teacher,

providing steady and supportive relationship, ensuring safe, existence of

happiness, promoting good health and consistent environment, and

excitement about learning determination and self control.

4. Student Beneficiary

The student beneficiaries will understand that Pantawid Pamilyang

Pilipino Program is for their own benefit. Its purpose is to prevent inter-

generational transferee of poverty, investing young children and providing

them with provisions necessary for better opportunities in the future.

This will also be the basis in improving their performances in terms of

academic level for them to be aware of what will be the guidelines in order to

continue availing the program.

Beneficiaries will be enlightened on what to do in achieving the

required grades and spending the money to the allocated purpose of 4ps. It

will help them to uphold their maturity for a purposive one: thereby it

becomes beneficial to them

Theoretical Framework

For years of studies, data shows that educators are facing common problems

each year. One of the most common problems is poverty and due to this most of the

poor students has the case of absenteeism in school and some were dropped.

The government is now on its peak in providing ways and means to alleviate

the said problem. Pantawid Pamilyang Pilipino Program is the latest and

widespread program designed to provide assistance to Filipino families giving much

8
weight on the education of the Filipino children. The program has been the

motivation to students to pursue their studies.

According to Manansan (2011), in her concluding remarks, mentions that

4Ps has some early indication of success in improving school attendance. The author

further argues that the initial effect on school attendance is not rigorous as other

impact evaluation techniques. If 4Ps would be effective, then in some future time,

some households should be eventually graduating from the program. Whether or

not the 4Ps will lead to behavioral changes and expected human capital impact is an

empirical matter.

Conceptual Framework

The researchers conceptualized that profile variables, education and

economic are aspect related to the deliberate usability of conditional cash transfer

program (4ps) of the government. The aforementioned theories of motivation,

human resource theory, and Maslow’s hierarchical theory of human needs and the

rest reached a common point supporting the variables indicated.

As mentioned, deliberate usability of conditional cash transfer program (4ps)

is determined by its profile variables. Age is the number one variable that the

beneficiaries has something to do to continue availing the program. Number of

siblings in the family is another variable that would correlate and believed to have a

bearing percentage in this study. It is anchored in this variable the household size

which ticked on the number of members in the household that has an effect to their

economic condition. Thus, it will make an impact of this study.

9
 Pantawid Pamilyang Pilipino program (4Ps) is a conditional cash transfer

program that provides incentives for poor families to invest in their future by

ensuring that mothers and children avail of healthcare and that children go to

school. The implementation of this program aimed to prevent inter-generational

transference of poverty, since poverty has been a problem in the Philippines. Its

mission is for education and economic sustainability.

The conceptual paradigm was constructed as guide on how the variables

interplay with one another that determines the central form of the study. It shows

the flow of the research that education and economic are the aspects that the

Pantawid Pamilyang Pilipino Program supports and the bases of measuring the

usability of the program to the student beneficiaries of Siay National High School.

The conceptual paradigm of the study is presented in Figure 1.

10
Paradigm of the study

INDEPENDENT VARIABLES DEPENDENT

VARIABLES
A. PROFILE
VARIABLES
1. Age DELIBERATE
2. Gender USABILITY OF
3. No. of Siblings THE
CONDITIONAL
B. USABILITY OF CASH
THE CONDITIONAL TRANSFER
CASH TRANSFER PROGRAM
PROGRAM (4PS)
(4PS) OF THE
1. Education Aspect GOVERNMENT
2. Economic Aspect

FIGURE 1.

Schematic Diagram Showing the Relationship of the

Independent and Dependent Variables

11
Definition of Terms

Pantawid Pamilyang Pilipino Program (4Ps). A conditional cash transfer

sprogram that provides incentives for poor families to invest in their future by

ensuring that mothers and children avail of healthcare and children go to school.

Conditional Cash Transfer Program (CCT). A program implemented where

may cash grant is given to eligible beneficiaries given that these beneficiaries

comply with certain conditions such as nutrition, education and family development

sessions.

Deliberate. Refers to think about or discuss issues and decisions carefully it

is characterized by awareness of the consequences. (Merriam Webster Dictionary,

2010)

Education. Refers to the action or process of educating or being educated; it

is the knowledge and development resulting from an educational process.

(Merriam Webster Dictionary 2010)

Economic. Relating to a household or its management and it is based on the

production, distribution and consumption of goods and services. (Merriam

Webster Dictionary 2010)

Usability. Refers to capable used conveniently and practically. (Merriam

Webster Dictionary 2010)

Poverty. Refers to the state of one who lacks a usual or social acceptable

amount of money or material possessions. (Merriam Webster Dictionary 2010)

Beneficiary. One who benefits or receives from the program. (Merriam

Webster Dictionary 2010)

12
 Literacy Rate. Refers to the increase of number of individual learns how to

read and write. (Merriam Webster Dictionary 2010)

Attendance Rate. Refers to the increase of number of students attending

classes. (Merriam Webster Dictionary 2010)

Parent’s Involvement. Refers to the active engagement of parents in the

activities of their child in and of their home premises. (Merriam Webster

Dictionary 2010)

Dependent Variable. The factor which is observed and measured to

detrmine the effect of the independent variable.

Independent Variable. The one which is measuered , manipulated or

selected by the experimenter to determine its relationship to an observed

phenomenon.

Respondents. Refers to individuals involved in a study from whose

responses of data are derived.

Variable. A characteristic that has two or more actually exclusive values or

properties.

F- test (Analysis of Variance or ANOVA). Used to test the significant

difference of the means of three or more independent samples. It takes into account

two sources of variations – from the between-group and from the within group.

13
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies that are centered

solely on the Conditional Cash Transfer Program. This would in any manner give

reading enough background on the usability of Conditional Cash Transfer Program.

Related Literature

The “CCT programs address both future poverty, by fostering human capital

accumulation among the young as a means of breaking the intergenerational

transmission of poverty and current poverty, by providing income support for

consumption in the short run” (Rawlings & Rubio, 2005, p. 33). Indeed, the main

objective of the 4Ps and other CCT programs is to prevent inter-generational

transference of poverty and help break the infinite cycle of poverty by providing the

children the suitable educational and health assistance so as to help them develop

the facilities for a better future. Investing in children’s human capital and ensuring

that they grow into educated and healthy adults, is the equivalent of teaching them

how to fish. Healthy, educated children ultimately have more choices in life and are

able to become productive members of society (Bloom, 2008).

Furthermore, the implementation of the 4Ps lessens the incidence of child

labor and other forms of child abuse. In cases of the other CCT programs

implemented in other countries, there are two interrelated mechanisms found to

help combat child labor. First, through their cash subsidy component, schooling’s

directs costs are reduced, thereby inducing families to send their children to school,

as opposed to work. Second, these programs require families to have their children

attend school, 85% of the school days per month in the case of the 4Ps, in exchange

14
to cash subsidy. This requirement increases the time children spend in school and

reduces the time they can allocate to work (Gee, 2010). There is a noticeable

increase in the number of enrollees in many elementary schools in areas included in

the scope of the 4Ps, and kindergarten classes were being established to answer the

need of the community in compliance to the condition of sending 0-5 years old

children in day care centers and preschools (DSWD, 2009). Subsequently, if

collaborative compliance to this requirement of the 4Ps is ensured, the literacy rate

of the children is also expected to increase.

In the long run, the 4Ps as well as the other CCT programs, aims to establish

social equality and mobility through education. As mentioned by Gundlach,

Navarro de Pablo, & Weiser (2010), the centrality of education in poverty-

reduction policies stems from the belief that education is a powerful equalizer and

the main asset of most people. Sen & Dreze (as cited by Calvo, 2011) incorporates

the notion of inequality and social exclusion as obstacles for the construction of a

system of rights and opportunities. Accordingly, people are poor not just because of

a lack of economic resources to satisfy basic needs, but also because they live in a

social, economic and political system which does not provide equality of

opportunities. The 4Ps intend to provide the basis for this much needed equality by

providing the poor people with the education that they could not access otherwise.

Malnutrition, which is prevalent among extremely poor families, is also

expected to decrease. Since it is a prime requirement for beneficiaries to avail of the

health services being offered in their health centers such as pre- and post-natal

15
services, vaccination, and periodical check-ups before acquiring their money grants,

the health and nutrition of the poor families are safeguarded.

The 4Ps also promotes gender empowerment seeing as the responsibility of

managing the cash grants are given to the mother. This decision is based on the

experience in CCT programs showing that women make relatively better use of

grant money by using it to purchase food and/or other necessities such as

medicines, transportations and school supplies.

In the nutshell, the underlying concept of the CCT programs, and of the 4Ps as

wells, is: once individuals are healthy, better fed, and educated, they will be able to

overcome poverty in the long run (Valencia, 2009).

Like any other government program, the 4Ps also have its disadvantages that

may encumber its helpful benefits. One of the most crucial characteristic of the 4Ps

and other CCT programs implemented in other countries is its being a ‘demand-side’

intervention instead of being a ‘supply-side’ intervention. That is, in order to be

considered as a beneficiary of the program, one must concede with the

government’s demands and conditionality’s (Coady & Parker, 2002). This is

remarkably notable in the conditions concerning education and health services

where the beneficiaries being brought into the education and health services system

instead of expanding the education and health systems in order to reach them.

Furthermore, as previously mentioned, poverty in the country is not only

caused by the lack of economical resources, but also because of socio-economic and

political factors that prevents the equality and distribution of resources. Although

the 4Ps aims to provide the poor with the education which is, otherwise,

16
inaccessible, it does not directly answer the socio-economic and political problems

that are the primary cause of poverty. In the case of the 4Ps in the Philippines, it

does not answer the issues regarding the political and economic elite families. And

poverty can only be totally alleviated if there are programs that could target its

roots.

The 4Ps will also encounter some difficulties in achieving support from the

other social classes, mainly because it does not benefit middle-income groups which

have also been steadily affected by limited universal services and decreases in

employment (Cuesta, 2007). These middle-income groups are also suffering from

issues of poverty and limited access to educational and health benefit, but assure

not included in the target population of the 4Ps. The 4Ps is programmed to help only

the extremely poor.

Another major disadvantage of the 4Ps implementation is that it requires a

huge amount of finance which we do not have at the present. The 4Ps is a loan

driven program, much of the funds constituting the conditional cash grants given to

beneficiaries are generated from loans abroad, particularly from the United States.

By the tail-end of August 2010, the Asian Development Bank (ADB) approved a

US$400 million loan specifically for the 4Ps which will run from 2011 to 2014. This

comprises 45.2 per cent of the total cost of US$884.2 million, where US$484 million

serves as the government’s counterpart. Having ADB’s US$400 million in addition to

the World Bank’s US$405 million, makes two-thirds of the whole 4Ps from 2009 to

2014 comprised of loans (Somera, 2010, p. 6). Arguments against the 4Ps point out

that despite the large amounts of financial resources needed to implement the

17
program; it does not generate guaranteed returns to the economy as much as

infrastructure projects like construction of roads, bridges, and railways do.

Related Studies

An extensive body of studies that evaluated CCT programs found that

participation in such brings positive effects on families’ use of education and health

services while concurrently reducing poverty and child labor. The World Bank, after

reviewing several evaluation studies was able to conclude that CCT’s have improved

the lives of poor people. Transfers generally have been well targeted toward poor

households raised consumption levels and reduced poverty by a substantial amount

in some countries. These rigorous impact evaluations have successfully convinced

political leaders in Latin America, Africa, Asia and the Middle East to invest in CCT

programs and investigate how they can be made more effective. In a number of

countries those impact studies have also persuaded their political leadership that

when outcomes are uncertain and budgets limited, random assignment to treatment

and control among eligible poor household is a more transparent and fairer

selection procedure than political handpicking.

However, the World Bank panel of experts reviewed the existing evidence of

the real impacts of CCT programs in 2009 found some mixed results. While the

programs helped reduce extreme poverty rates, increase in school attendance did

not necessarily result in better learning outcomes, nor did improved utilization of

public health services translate into better health.

The analysis of Claudhury and Okamura (2012) on CCT and school

enrolment in the Philippines found an almost 9 percent increase in the enrolment

18
among the younger cohort aged 9-12 (as of 2012) who were eligible for grants

under the program throughout 2008 and 2011. The program was to help address

the education gap between beneficiary and non-beneficiary households in a short

amount of time. However, no statistically significant impact was found for the order

cohort of children aged 13-17(as of 2011), most of who were no longer eligible for

grants due to the age limit (14 years) set by the program. The researchers suggested

that additional measures (e.g., raising the age limit, increasing the grant amount for

older children, parallel supply-side interventions in the education section) are

required to improved educational outcomes for older children.

Continuing policy debates concerning design of anti-poverty programs in

both developed and a developing country frequently include the question of

whether or not transfer should be conditioned on school enrolment or medical

check-up for children. The conditionality of transfers raises enforcement problems

(i.e., verifying that required conditions are being met), as well as administrative

problems of coordinating schooling, medical and anti-poverty programs. These

would be justified only if there were substantial benefits of retaining this

conditionality’s. Yes, there appear to be no clear demonstration of the nature of

these benefits, other theoretically or empirically. (Mook Herjee and Ray 2008).

Among literature on the determinants of participation in anti-poverty

programs, most empirical works analyzes the linear relationship between CCT

program participation and household income as a first stage regression strategy to

estimate impacts on outcomes using the propensity score models of Claudhury and

Okamura (2012), Behrman et al. (2005-2010). These studies find that

19
participation is inversely related to individual wealth and that key correlates of

poverty (such as few assets, no land ownership, dirt floors in the home, etc.) are

associated with a higher probability of participation in welfare programs. Moffit

(1993) was one of the first to model non-participation in social programs as a

utility-maximization decision. His model emphasizes stigma as the main cost of

participation in means-tested programs, but can easily extended to include other

types of costs such as transaction costs. However, Fisqoein and Shady (2009)

suggest that in assessing whether or not to send their children to school in response

to CCT program, parents takes into account the quality of local schools. That is,

parents would more likely enroll their children if their latter’s quality is higher.

Llanto (2008) explains that cash transfer have an intuitive appeal because poor

households are given the choice on composition of their consumption bundles. They

can choose what they think is best for them in contrast to a price subsidy for

commodities such as rice or other staple food, where the state assumes it knows

what the poor needs.

In the light of findings derived from the study of Hyun H. Son and Jhiedon

Florentino (2009) the following conclusions were deduced:

First, conditionality plays imperative role in CCT programs. Cash transfer, by

itself, will not suffice to increase school attendance significantly, which means that

conditionality would have to be introduced. Possibly also, the quality of schooling

would have to be improved when administering any such cash transfer programs

aimed at a sustained reduction in poverty.

20
 Second, the emphasis on targeting helps maximize the program’s impact and

effectiveness. The results showed that the targeted CCT program would lead to

greater school attendance and poverty reduction. However, targeting and

monitoring can increase the cost per beneficiary, which reduces the programs

efficiently. However designing a program with a weak or nonexistent targeting

strategy not only reduces the transfer cost per beneficiary but also leads to linkages

to the no poor, driving down its impact and effectiveness.

Third, to ensure success complementing CCT programs with other

components of social policy may prove meritorious. Complementary programs that

can manage the supply side of services- such as high transportation costs and

quality of teaching-and accommodate the heterogeneity of targeted household

behavior will enhance the effectiveness of CCT programs, including the PPP

program in the Philippines.

Fourth, good governance is an important component of a CCT program. As is

the case for all effective social safety nets, a CCT program should be transparent in

operation to encourage learning, minimize corruption and ensure that beneficiaries

and the wider population understand how the program functions. Corollarily,

political support at high levels for the program is one of the main issues to be

considered in implementing a CCT program. Such as political supports are critical as

a CCT programs requires coordination across different sectors in the government,

particularly education, health and social welfare.

Celia M. Reyes and Alebrey D. Labuya (2009) on the other hand concluded

that it is critical that an impact monitoring and be done at this poverty stage to

21
improve the mechanisms of identifying the beneficiaries to minimize leakages and

exclusion, address loopholes in the system to avoid wastage of scarce resources, and

address the supply side deficiencies. The 4Ps is such an important and expensive

program and going on hastily with further expansion with all these concerns is the

last thing as poverty-stricken, budget-contained and highly indebted country like

the Philippines should be doing.

In the study conducted by Schady and Araiys (2006) on the CCT experience

in Ecuador many, but not all, CCT programs have a positive effect on education and

health outcomes. Favorable education outcomes were drawn mostly from

experience of Progresa as evaluated by the International Food Policy Research

Institute. The evaluation of Progresa showed that there was a significant increase in

the enrolment of boys and girls, particularly the latter. The program also increased

enrolment in secondary schools by 6 and 9 percentage points for boys and girls,

respectively. For girls, who often dropped out before the secondary school, the

transition rate to secondary school rose by 15 percentage points. Besides Progresa,

CCT programs in other countries e.g. Columbia and Turkey) have been successful in

improving enrolment rates, particularly at the secondary level. CCT programs in

Bangladesh and Nicaragua significantly raised primary enrolment by 9 and 13

percentage points, respectively.

In another study by Fernandez and Olfindo(2011) the cash transfer to

beneficiary households, which increase their household income is estimated to

reduce poverty incidence of these areas by as much as 2.6 percentage points.sss

22
 CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter discusses the methods and procedure used in designing the

appropriate research method, setting population, sampling design, research

instruments, data gathering procedure and statistical treatment.

Research Design

After identifying the problem and sub-problems of the study, researchers

decided to utilize the descriptive research method. According to Aquino (1992:123-

24) the purpose of descriptive method is to describe systematically a situation or

area of interest factually and accurately. Based on the given purpose, this method of

research is a fact findings study that has adequate and accurate interpretation of its

findings. It clearly describes with emphasis what actually exist such as current

conditions, behavioral practices and situations of any phenomenon.

Since the present study was concerned with the deliberate usability of the

conditional cash transfer program (4PS) as support to the education and economic

aspect for the student beneficiaries of Siay National High School.

Research Locale

This research study was conducted at Siay National High School located at

Poblacion, Siay Zamboanga Sibugay, as a complete institution headed by the

Principal, teachers and staff.

The community is located along the national high way that connects the two

significant cities of Zamboanga Peninsula, Zamboanga City and Pagadian City. It is a

public school open to all people regardless of economic status.

23
 Siay National High School is the mother secondary school of Siay District and

is the only secondary school in Pob. Siay. The school served the students from

Poblacion, Dacanay, Logpond, Kimos, Balucanan and other neighboring barangays.

Sample

The total student beneficiaries of the Pantawid Pamilyang Pilipino Program

of Siay National High School is 380 students in which this population is too big and

taking all them would be unmanageable. In order to come up with smaller group

sample, we derive to use the formula formulated by Slovin (1960). The formula is as

follows:

N
N= 2
1+ Ne

Where:

N= sample size (smaller group)

N= sample size (bigger group)

E= margin of error (.05-margin of error or 5 percent allowable error)

Through the use of Slovene’s formula, the researchers come up with 195

sample size. There were respondents in Grade 7, respondents in grade 8,

respondents in Grade9, and respondents in Fourth Year level. The respondents from

the different grade level were given the questionnaire-checklist.

Retrieval of the questionnaire was done immediately after the respondents

answer the said questionnaire. The respondents were free to choose his/her answer

which he/she manifested. The documentary analysis was done after the results

were obtained from the questionnaire as a response of the respondent. The

researchers accepted the answers of the respondents.

24
Sources of Data

The sources of data gathered were from the selected students of Siay

National High School from Grade VII, Grade VIII, Grade IX and Fourth Year level.

After answering the questionnaires given by the researchers some sorts of

background information were taken. The results of their answers were then

consolidated, tabulated and analyze for the research accomplishments.

The Instrument

The piece of work is primarily relying on the data specified by the

respondents. Researchers design a questionnaire checklist as a principal instrument

in gathering data on the deliberate usability of conditional cash transfer program

(4Ps) to the respondents. Prior to the framing of the predetermined statements, the

researchers read several references like books, approved master’s theses, bachelor’s

theses and other reading materials that were useful in the organization of the

instrument. This will determine if they enjoyed and manifested the cash they

received from the program. On the other hand, the instrument will also determine

the usability of the program improvements and developments in their education

and economic aspects and how the program does affect their life. The

questionnaires consist of the profile of the respondents as to age and gender. Second

statements are pertaining to education and economic aspect.

The Respondents

The respondents of this study were the selected students of Siay National

High School from Grade VII, Grade VIII, Grade IX, and the Fourth Year level. They

were student beneficiaries of the Pantawid Pamilyang Pilipino Program. There were

25
55 students from Grade VII, 57 students from Grade VIII, 47 from Grade IX, and 36

students from fourth year, a total of 195 respondents.

Administration of the Instrument

After the questionnaire is prepared, the researchers seek permission from

the principal of Siay National High School to administer the questionnaire to the

selected students from Grade VII, Grade VIII, Grade IX and Fourth Year level. Full

comprehensive and clear instructions were given to the selected beneficiaries of

Pantawid Pamilyang Pilipino Program to avoid error and misunderstanding. The

students were given 1 hour in answering the questions. It was then followed by the

retrieval of data.

Validity and Reliability of the Instrument

The researcher’s questionnaire-checklist was the key indicator of the quality

of gathered data for validation. Its main purpose is to determine whether the

predetermined statements are relevant to the objectives of the study. Suggestions

were considered in the finalization of the instrument. After the revision of the

instrument it was submitted again to the thesis adviser for approval and

distribution to the principal respondents of the study.

Statistical Treatment

The researcher used the F-test in treating the problem of the study. F-test is

another parametric test used to compare the means of two or more grows of

independent samples. It is also known as the Analysis of Variance (ANOVA). There

were three kinds of Analysis of Variance: one way analysis of variance, two way

analysis of variance, three way analysis of variance.

26
 In this study the researcher used the one way analysis of variance because

there was only one variable involved in the problem and the researchers want to

find out if there is a significant difference among the four independent groups.

To get the computed value, the following computations should be done

 Compute the CF,

2
(¿)
CF=
N

 TSS is the total sum of squares minus the CF, or the Correction Factor.

2
TSS=Σ x − CF

 BSS is the between sum of squares minus the CF, or the correction

factor. BSS=¿ ¿

 WSS is the within sum of squares or it is the difference between the

TSS minus the BSS.

WSS¿TSS – BSS

 After getting the TTS, BSS, WSS, the ANOVA table should be

constructed.

27
 ANOVA TABLE
Sources of Degrees of Sum of Mean F-Value
Variation Freedom Squares Squares
Computed Tabular

BSS MSB
Between K-1 BSS =F see the
df MSW
table Groups at .05

WSS
Within (N-1)-(K-1) WSS w/df
df
Groups between and
w/in group

Total N−1 TSS

To determine the responses of Grade VII. Grade VIII. Grade IX, Fourth Year

student the five points numerical scale was used:

Numerical Scale Response Category

5 (4.04-500) Always Manifested (AM)
4 (3.28-4.03) Often Manifested (OM)
3 (2.52-3.27) Sometimes Manifested (SM)
2 (1.76-2.51) Once Manifested (OM)
1 (1.00-1.75) Never Manifested (NM)

Administration Procedure of the Study

Prior to the distribution of the questionnaire- checklist to the principal

respondents of the study, a letter of recommendation was secured to the authorized

person of the school from the instructor at the said respondents, asking for the

approval to conduct the study. This was done to observed protocol and manifest due

respect to the higher authorities so that they will be aware of the study that we

have. Next was the administration and collection of research instrument. The

researchers were the one who administered the questionnaire to the respondents.

28
 CHAPTER IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents, interprets, and analyze the data that answers the

present study.

In gathering of data, the researchers used the descriptive research using the

questionnaire checklist to gather the information needed in the study. In treating

the gathered information the researchers used the F-test One-Way- Analysis of

Variance in order to determine the significant difference among the independent

variables. As a result, 55 student beneficiaries from Grade VII, 57 student

beneficiaries from Grade VIII, 47 student beneficiaries from Grade IX and 36

student beneficiaries from fourth year level were found to be the respondents that

will part of this study. Therefore, the presentation, interpretation, and analysis

of data were administered in due process and successfully done.

1. Profile of the Sample

1.1 Age

Table 1
Distribution of respondents according to age

Age Frequency Percentage Rank

12-13 38 19.49 3
14-15 108 55. 38 1
16-17 49 25.13 2
Total 195 100

Table 1 above revealed the frequency, percentage and rank of respondents as

to age. It shows that there were 108 or 55.38 percent out of 195 respondents who

29
belong to 14-15 years old who were rank no. 1. Rank no.2 was the respondents who

belong to 16-17 years old having the frequency of 49 or 25.13 percent. Finally, rank

no.3 there were only 38 respondents belong to 12-13 years old having 19.49

percent. The highest numbers of students were from ages 14-15 years old. At this

age, the students were in Grade 8 but not all. There were respondents who were still

in low grade level. In other words, the age of the some students was not appropriate

to their grade level. This was due to the fact that they have been stopped studying

because of lack of finances and health problems.

1.2 Gender

Table 2
Distribution of respondents according to gender
Gender Frequency Percentage Rank
Male 104 53.33 1
Female 91 46.67 2

Table 2 demonstrates that out of 195 student beneficiaries, 53.33 percent of

them were males and 46.67 percent or the 91 student were females. It simply

indicates that there were more male beneficiaries than females

1.3 Number of Siblings

Table 3
Distribution of respondents according to number of siblings

Number of Frequency Percentage Rank

Siblings
1 5 2.56 7
2 15 7.69 6
3 21 10.76 4.5
4 38 19.48 2
5 22 11.28 3
6 18 9.23 5
7 21 10.76 4.5

30
 8 54 27.69 1
9 1 0.51 8
Table 3 above revealed the frequency, percentage, and rank distribution as to

number of siblings in the family. There were 54 or 27.69 out of 195 respondents

who belong to a family with 8 number of siblings, were rank no.1, rank no.2 were

the respondents belong to the family with 4 number of siblings having a frequency

of 38 or 19.48 percent.

Study shows that most of the respondents belong to a family with 8 numbers

of siblings. This means that a family having a greater number of siblings in the

family experienced poverty incidence because the bigger the population the greater

demand for needs that caused them to be poor. As what we have on research, we

focus on the selected student beneficiaries of Siay National High School.

Furthermore, it also explains the deliberate usability of conditional cash program as

support to the education and economic aspect.

Table 4
Interpretation of data based on the five-point scale of the study

NUMERICAL
LEVEL VERBAL DESCRIPTION
SCALE
5 4.04 - 5.00 Always Manifested (AM)
4 3.28 - 4.03 Often Manifested (OM)
3 2.52 - 3.27 Sometimes Manifested (SM)
2 1.76 - 2.51 Once Manifested (OM)
1 1.00 - 1.75 Never Manifested (NM)

The table shows the five-point scales for the interpretation of data. The level

5 numerical scales 4.04 – 5.00 with verbal description of Always Manifested (AM),

followed by the level 4 numerical scales 3.28 – 4.03 with verbal description of Often

Manifested (OM), level 3 numerical scales 2.52 – 3.27 with verbal description of

31
Sometimes Manifested (SM), level 2 numerical scales 1.76 – 2.51 with verbal

description of Once Manifested (OM), and level 1 numerical scales from 1.00 – 1.75

with verbal description of Never Manifested (NM).

Table 5
Deliberate usability of conditional cash transfer program as support for
education aspect of Grade VII student beneficiaries of
Siay National High School

A. EDUCATION ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students obtained the 11 4 2 11 27 204 3.70 OM 9
accepted 75% FR (Final
Rating) in all subject areas.
2. Students actively engaged 3 3 6 24 19 218 3.96 OM 7
in class discussion.
3. Students’ participation has 4 3 8 13 27 221 4.01 OM 4.5
improved and show
developments in class
activities.
4. Students’ punctuality is 2 3 10 19 21 219 3.98 OM 6
already regular.
5. Students are eager to 3 9 7 8 28 214 3.89 OM 8
participate in school
activities and
extracurricular activities.
6. Students are able to attend 2 5 8 10 30 226 4.10 AM 3
classes with 85%
attendance per month.
7. Students do their 3 4 7 16 25 221 4.01 OM 4.5
assignments daily.
8. Students are able to 3 2 9 19 22 220 4.00 OM 5
increase and maintain their
grades per grading period.
9. Students have complied all 3 1 9 7 35 235 4.27 AM 1
school requirements and
projects.
10. Students are motivated to 1 3 4 25 22 229 4.16 AM 2
study their lessons.

32
 Table 5 presents the responses of Conditional Cash Transfer Program for

education aspect of Grade VII. Five predetermined items are presented, analyzed

and interpreted according to ranked.

First in rank is item no.9 Students have complied all school requirements and

projects” with them was revealed “always manifested” according to the total

weighted percentage of 235 with a weighted mean of 4.27. This is a great proof that

the cash they received from program was used in students’ studies. This simply

means that the program motivates the students to aim a passing grade through their

responses.

Rank second is item no. 10. Students are motivated to study their lessons

registered a total weighted percentage of 229 and a weighted mean of 4.16 with a

verbal description of “always manifested” indicating that students were really

encouraged to study through the program.

Third in rank is item no. 6 Students are able to attend classes with 85%

attendance per month with the corresponding total weighted percentage 226 and

weighted mean of 4.10 with a verbal description of “always manifested”.

Fourth in rank is item no. 3 Students’ participation has improved and show

developments in class activities and item no. 7 Students do their assignments daily

which registered a total weighted percentage of 221 and weighted mean of 4.01

which false within the verbal description of “often manifested”.

Last in rank is item no. 1 Students obtained the accepted 75% FR (Final

Rating) in all subject areas obtained a total weighted percentage of 204 and

weighted mean of 3.70 with a verbal description of “often manifested”.

33
 Table 6
Deliberate usability of conditional cash transfer program as support to
economic aspect of Grade VII student beneficiaries of
Siay National High School

B. ECONOMIC ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students developed 3 3 5 15 29 229 4.16 AM 8
their self- esteem.
2. Students have good 2 2 0 16 35 245 4.45 AM 3
health conditions in
coming to school.
3. Students are eager and 3 0 5 13 34 240 4.36 AM 6.5
interested to go to
school because of the
adequate educational
benefits they get from
the program.
4. Students’ parents and 2 4 3 9 37 240 4.36 AM 6.5
teacher relationship has
been getting closer and
stronger.
5. Students are able to pay 4 3 7 11 30 225 4.09 AM 9
the different classroom
fees.
6. Students’ relationship 3 4 3 9 36 236 4.29 AM 7
with peers has
improved.
7. Students are able to buy 2 2 3 12 36 247 4.49 AM 2
new sets of clothes.
8. Students have their 2 2 3 12 36 243 4.41 AM 4
complete school
supplies based on the
allocated amount.
9. Students are provided 0 3 7 10 35 237 4.30 AM 5
by their parents with
intended clothing.
10. Students are able to pay 2 1 2 10 40 250 4.54 AM 1
the different school fees

34
 because of the
allowance that they
receive.

Table 6 presents the responses of Conditional Cash Transfer Program for

econimic aspect of Grade VII. Five predetermined items are presented, analyzed and

interpreted according to ranked.

Item no. 10 ranked first with the statement of Students are able to pay the

different school fees because of the allowance that they receive with an evidence total

weighted percentage of 250 and weighted mean of 4.54 with a verbal description of

“always manifested”. It simply means that they had paid their entire financial

obligation to school. And this motivates and helps the student to study without

worries and anxieties.

Item no. 7 garnered the ranked second with the statement Students are able

to buy new sets of clothes with a total weighted percentage of 247 and a weighted

mean of 4.49 with a verbal description of “always manifested”.

Third rank is item no. 2 Students have good health conditions in coming to

school was said to have a total weighted percentage of 245 and weighted mean of

4.45 revealed a verbal description of “always manifested”.

Fourth in rank is item no. 8 Students have their complete school supplies based

on the allocated amount with a registered total weighted percentage of and 243

weighted mean of 4.41 which falls with verbal description “always manifested”.

Last in ranked is item no. 5 Students are able to pay the different classroom

fees with a total weighted percentage of 225 and weighted mean of 4.09 with the

verbal description of “always manifested”.

35
 Table 7
Deliberate usability of conditional cash transfer program as support for
education aspect of Grade VIII student beneficiaries of
Siay National High School

A. EDUCATION ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students obtained the 0 0 6 7 44 266 4.66 AM 3
accepted 75% FR (Final
Rating) in all subject
areas.
2. Students actively 0 0 3 27 28 257 4.50 AM 6
engaged in class
discussion.
3. Students’ participation 0 0 4 9 44 268 4.70 AM 1
has improved and show
developments in class
activities.
4. Students’ punctuality is 0 0 4 29 24 248 4.35 AM 8
already regular.
5. Students are eager to 0 0 6 11 40 262 4.59 AM 4
participate in school
activities and
extracurricular activities.
6. Students are able to 0 0 1 16 40 267 4.68 AM 2
attend classes with 85%
attendance per month.
7. Students do their 0 0 2 25 30 256 4.49 AM 7
assignments daily.
8. Students are able to 0 0 3 12 42 267 4.68 AM 2
increase and maintain
their grades per grading
period.
9. Students have complied 0 0 5 15 37 260 4.56 AM 5
all school requirements
and projects.
10. Students are motivated to study 0 0 1 16 40 267 4.68 AM 2
their lessons.

36
 Table 7 illustrates the responses of student beneficiaries on Conditional

Cash Transfer Program for education aspect. Five predetermined items are

presented, analyzed and interpreted according to ranked.

Item no. 3 Students’ participation has improved and show developments in

class activities garnered the rank no. 1 with a total weighted percentage of 268 and a

total weighted mean of 4.70. This revealed the verbal description of “always

manifested”. It clearly shows that CCTP helps the beneficiaries to be motivated in

participating and accomplishing daily task in school.

Three items obtained the same rank of 2 which are given to item no. 6

“Students are able to attend classes with 85% attendance per month”, item no. 8

“Students are able to increase and maintain their grades per grading period”, item no.

10 “Students are motivated to study their lessons” revealed a total weighted

percentage of 267 and weighted mean of 4.68 with a verbal description of “always

manifested”.

Rank 3 is item no. 1 Students obtained the accepted 75% FR (Final Rating) in

all subject areas garnered a total weighted percentage of 266 and weighted mean of

4.66 which a verbal description “always manifested”.

Followed by item no. 5 Students are eager to participate in school activities

and extracurricular activities are in rank 4. It has a total weighted percentage of 262

and weighted mean of 4.59 respectively with a verbal description of “always

manifested”.

37
 Last in rank is item no. 4 “Students’ punctuality is already regular”. It

registered a total weighted percentage of 248 and weighted mean of 4.35 which falls

to “always manifested”.

Table 8
Deliberate usability of conditional cash transfer program as support for
economic aspect of Grade VIII student beneficiaries of
Siay National High School

B. ECONOMIC ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students developed 0 0 2 12 43 269 4.71 AM 4
their self- esteem.
2. Students have good 0 0 2 14 41 267 4.68 AM 5
health conditions in
coming to school.
3. Students are eager and 0 0 3 10 44 269 4.71 AM 4
interested to go to
school because of the
adequate educational
benefits they get from
the program.
4. Students’ parents and 0 0 2 15 40 266 4.66 AM 6
teacher relationship has
been getting closer and
stronger.
5. Students are able to pay 0 0 2 12 43 269 4.71 AM 4
the different classroom
fees.
6. Students’ relationship 0 0 3 15 39 264 4.63 AM 7
with peers has
improved.
7. Students are able to buy 0 0 0 12 45 273 4.78 AM 2.5
new sets of clothes.
8. Students have their 0 0 0 11 46 274 4.80 AM 1
complete school
supplies based on the
allocated amount.
9. Students are provided 0 0 2 8 47 273 4.78 AM 2.5

38
 by their parents with
intended clothing.
10. Students are able to pay 0 0 3 9 45 270 4.73 AM 3
the different school fees
because of the
allowance that they
receive.
Table 8 shows the responses of the student beneficiaries on Conditional Cash

Transfer Program for economic aspect. Five predetermined items are presented,

analyzed and interpreted according to ranked.

Item no. 8 tailored the rank no.1. It revealed a verbal description of “always

manifested” with a TWP of 274 and a WM 4.80. Students have their complete school

supplies based on the allocated amount. This means that student beneficiaries are

really enjoying the allocated budget for educational assistance.

Two items obtained the same rank no. 2.5 which is given to item no. 7

“Students are able to buy new sets of clothes” and item no. 9 “Students are provided by

their parents with intended clothing”. As gleaned on the table, it yielded a total

weighted percentage of 273 and weighted mean of 4.78 respectively with a verbal

description of “always manifested”.

Rank 3 is item no. 10 “Students are able to pay the different school fees

because of the allowance that they receive”. Based from the table, it registered a total

weighted percentage of 270 and weighted mean of 4.73. It appeared a verbal

description of “always manifested” as reflected on the table.

Three items garnered the same rank which are given to item no. 1 Students

developed their self- esteem, item no. 3 Students are eager and interested to go to

school because of the adequate educational benefits they get from the program and

item no. 5 Students are able to pay the different classroom fees with a total weighted
39
percentage of 269 and weighted mean of 4.71 with a verbal description of “always

manifested”.

Last in rank is item no. 6 “Students’ relationship with peers has improved.” it

anchored a total weighted percentage of 264 and weighted mean of 4.63 indicating a

verbal description of “always manifested”.

Table 9
Deliberate usability of conditional cash transfer program as support for
education aspect of Grade IX student beneficiaries of Siay National High School

A. EDUCATION ASPECT SM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students obtained the 0 0 1 3 43 230 4.89 AM 1
accepted 75% FR (Final
Rating) in all subject
areas.
2. Students actively 0 0 5 18 24 207 4.40 AM 6.5
engaged in class
discussion.
3. Students’ participation 1 0 3 10 33 215 4.57 AM 3
has improved and show
developments in class
activities.
4. Students’ punctuality is 0 0 1 23 23 210 4.46 AM 4.5
already regular.
5. Students are eager to 0 1 3 15 28 210 4.46 AM 4.5
participate in school
activities and
extracurricular
activities.
6. Students are able to 0 0 1 16 30 217 4.61 AM 2
attend classes with 85%
attendance per month.
7. Students do their 0 2 7 23 15 192 4.08 AM 7
assignments daily.
8. Students are able to 0 0 4 18 25 209 4.44 AM 5
increase and maintain
their grades per grading
period.
9. Students have 0 1 2 12 32 216 4.59 AM 3
complied all school
requirements and
projects.
10. Students are motivated 0 2 5 12 28 207 4.40 AM 6.5

40
 to study their lessons.

Table 9 presents the responses of the student beneficiaries on conditional

cash transfer program for education aspect. Five predetermined items are

presented, analyzed and interpreted according to ranked.

First rank is item no.1 Students obtained the accepted 75% FR (final Rating) in

all subject areas with them revealed the verbal description of “always manifested”

according to the TWP of 230 obtained by the researchers. This yielded a WM of 4.89.

This means that CCTP is really effective in maintaining academic performance of

students in school.

Rank 2 is item no. 6 Students are able to attend classes with 85% attendance

per month garnered a total weighted percentage of 217 and weighted mean of 4.61

which a verbal description “always manifested”.

Followed by item no. 3 Students’ participation has improved and show

developments in class activities. It has a total weighted percentage of 215 and

weighted mean of 4.57 respectively with a verbal description of “always

manifested”.

Two items obtained the same rank of 4.5 which are given to item no. 4

Students’ punctuality is already regular and item no. 5 Students are eager to

participate in school activities and extracurricular activities revealed a total weighted

percentage of 210 and weighted mean of 4.26 with a verbal description of “always

manifested”.

41
 Last in rank is item no. 7 Students do their assignments daily. It registered a

total weighted percentage of 192 and weighted mean of 4.08 which falls to “always

manifested”.

Table 10
Deliberate usability of conditional cash transfer program as support for
economic aspect of Grade IX student beneficiaries of Siay National High School

B. ECONOMIC ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students developed their 0 2 2 20 23 205 4.36 AM 8
self- esteem.
2. Students have good 1 0 4 13 29 210 4.46 AM 6.5
health conditions in
coming to school.
3. Students are eager and 1 1 2 17 26 207 4.40 AM 7.5
interested to go to
school because of the
adequate educational
benefits they get from
the program.
4. Students’ parents and 0 1 4 17 25 207 4.40 AM 7.5
teacher relationship
has been getting closer
and stronger.
5. Students are able to pay 0 0 1 8 38 225 4.78 AM 1
the different classroom
fees.
6. Student’s relationship 0 1 1 20 25 210 4.46 AM 6.5
with peers has
improved.
7. Students are able to 0 0 4 16 27 211 4.48 AM 5
buy new sets of clothes.
8. Students have their 0 1 3 11 32 215 4.57 AM 4
complete school
supplies based on the
allocated amount.
9. Students are provided 0 0 2 17 28 214 4.55 AM 3
by their parents with
intended clothing.
10. Students are able to pay 0 0 2 13 32 218 4.63 AM 2
the different school fees
because of the

42
 allowance that they
receive.

Table 10 presents the responses of student beneficiaries on conditional cash

transfer program for economic aspect. Five predetermined items are presented,

analyzed and interpreted according to ranked.

Rank no.1 is item no.5 Students is able to pay the different classroom fees. This

revealed the verbal description of “always manifested” that student beneficiaries are

really receiving the benefits from the program. Evidently that they had paid all the

different classroom fees which yielded a total weighted mean of 4.79.

Item no. 10 garnered the ranked second with the statement Students are able

to pay the different school fees because of the allowance that they receive. with a

total weighted percentage of 218 and a weighted mean of 4.63 with a verbal

description of “always manifested”.

Rank 3 is item no. 9 Students are provided by their parents with intended

clothing. Based from the table, it registered a total weighted percentage of 214 and

weighted mean of 4.55. It appeared a verbal description of “always manifested” as

reflected on the table.

Item no. 8 Students have their complete school supplies based on the allocated

amount ranked 4. It has a total weighted percentage of 215 and weighted mean of

4.57 with a verbal description of “always manifested”.

Last in rank is item no. 1. Students developed their self- esteem. It anchored a

total weighted percentage of 205 and weighted mean of 4.36 indicating a verbal

description of “always manifested”.

43
 Table 11
Deliberate usability of conditional cash transfer program as support for
education aspect of fourth year student beneficiaries of
Siay National High School

A. EDUCATION ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students obtained 5 3 4 5 19 138 3.83 O 7
the accepted 75% M
FR (Final Rating) in
all subject areas.
2. Students actively 1 2 3 11 19 153 4.25 AM 4
engaged in class
discussion.
3. Students’ 1 2 4 12 17 160 4.44 AM 2.5
participation has
improved and show
developments in
class activities.
4. Students’ 2 5 6 8 15 105 2.92 SM 9
punctuality is
already regular.
5. Students are eager 4 5 7 4 16 131 3.64 O 8
to participate in M
school activities and
extracurricular
activities.
6. Students are able to 2 0 3 5 26 161 4.47 AM 1
attend classes with
85% attendance per
month.
7. Students do their 2 1 3 12 18 151 4.19 AM 5
assignments daily.
8. Students are able to 1 1 1 11 22 160 4.44 AM 2.5
increase and
maintain their
grades per grading
period.
9. Students have 0 3 4 4 25 159 4.42 AM 3
complied all school
requirements and

44
 projects.
10. Students are 2 1 4 12 17 149 4.14 AM 6
motivated to study
their lessons.
Table 11 demonstrates the responses of student beneficiaries on Conditional

Cash Transfer Program for education aspect. Five predetermined items are

presented, analyzed and interpreted according to ranked.

The table shows that item no. 6 Students are able to attend classes with 85%

attendance per month is in rank no.1. It revealed the verbal description of “always

manifested” with a TWP of 161 and WM of 4.47. As reflected in the table, it clearly

shows that CCTP is really taking its part in upgrading attendance of student

beneficiaries in school.

Two items garnered the second rank, item no 3 Students’ participation has

improved and show developments in class activities” and item no.8 Students are able

to increase and maintain their grades per grading period with a total weighted

percentage of 160 and a weighted mean of 4.44 with a verbal description of “always

manifested”.

Third rank is item no. 9 Students have complied all school requirements and

projects was said to have a total weighted percentage of 159 and weighted mean of

4.42 revealed a verbal description of “always manifested”.

Fourth in rank is item no. 2 Students actively engaged in class discussion with

a registered total weighted percentage of 153 and weighted mean of 4.25 which falls

with verbal description “always manifested”.

45
 Last in ranked is item no. 4 Students’ punctuality is already regular. with a

total weighted percentage of 105 and weighted mean of 2.92 with the verbal

description of “seldom manifested”.

Table 12
Deliberate usability of conditional cash transfer program as support for
economic aspect of fourth year student beneficiaries of
Siay National High School

B. ECONOMIC ASPECT NM OM SM OM AM TWP WM VD R

1 2 3 4 5
1. Students developed 2 1 3 13 17 150 4.17 AM 5.5
their self- esteem.
2. Students have good 0 4 2 8 22 156 4.33 AM 2
health conditions in
coming to school.
3. Students are eager 2 1 2 10 21 155 4.31 AM 3
and interested to go to
school because of the
adequate educational
benefits they get from
the program.
4. Students’ parents and 1 2 6 10 17 148 4.11 AM 6
teacher relationship
has been getting
closer and stronger.
5. Students are able to 2 2 4 7 21 151 4.19 AM 4
pay the different
classroom fees.
6. Students’ relationship 2 2 4 8 20 150 4.17 AM 5.5
with peers has
improved.
7. Students are able to 2 5 4 13 12 136 3.78 O 7
buy new sets of M
clothes.
8. Students have their 1 3 3 8 22 159 4.42 AM 1
complete school
supplies based on the
allocated amount.
9. Students are provided 0 4 2 9 21 155 4.31 AM 3
by their parents with
intended clothing.
10. Students are able to 0 4 4 5 23 155 4.31 AM 3
pay the different

46
 school fees because of
the allowance that
they receive.

Table 12 reveals the responses of student beneficiaries on Conditional Cash

Transfer Program for economic aspect. This table contains the data that are

analyzed and interpreted according to rank.

Item No. 8 “Students have their complete school supplies based in the allocated

amount” is in rank no.1 with the verbal description of “always manifested”. It

registered the TWP of 159 and 4.42 of WM. This revealed that student beneficiaries

are really enjoying the benefits from the program. Evidently, that they had complete

school supplies or educational materials.

Rank second is item no. 2 Students have good health conditions in coming to

school registered a total weighted percentage of 156 and a weighted mean of 4.33

with a verbal description of “always manifested” .

Third in rank are given to item no 9 Students are provided by their parents

with intended clothing and item no. 10 Students are able to pay the different school

fees because of the allowance that they receive with the corresponding total weighted

percentage of 155 and weighted mean of 4.31 with a verbal description of “always

manifested”.

Fourth in rank is item no. 5 Students are able to pay the different classroom

fees which registered a total weighted percentage of 155 and weighted mean of 4.19

which false within the verbal description of “always manifested”.

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 Last in rank is item no. 7 Students are able to buy new sets of clothes obtained

a total weighted percentage of 136 and weighted mean of 3.78 with a verbal

description of “often manifested”.

Implications of the Study

1. Students

The student beneficiaries will understand that Pantawid Pamilyang

Pilipino Program is for their own benefit. Its purpose is to prevent inter-

generational transferee of poverty, investing young children and providing

them with provisions necessary for better opportunities in the future.

This will also be the basis in improving their performances in terms of

academic level for them to be aware of what will be the guidelines in order to

continue availing the program.

Beneficiaries will be enlightened on what to do in achieving the

required grades and spending the money to the allocated purpose of 4ps. It

will help them to uphold their maturity for a purposive one: thereby it

becomes beneficial to them

2. Parents

The study will help them realize that being beneficiaries of the

program, it lessens their financial responsibility in school, gives them the

opportunity to develop confidence and self-esteem and that the program has

been their helping hand in providing ways and means to alleviate poverty

problems.

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 They will also realize that they are the most important people in

child’s life and responsible for the school payments and positive involvement

and interest in the child.

Recognizing their role as the first and most important teacher,

providing steady and supportive relationship, ensuring safe, existence of

happiness, promoting good health and consistent environment, and

excitement about learning determination and self control.

3. Teachers

Through this study, the teacher can gain benefits in the sense that

absenteeism of the students will be alleviated. Thus, 4Ps will be their partner

in developing and molding the students into a better one.

This also served as guide to consider some factors in nurturing the

students. Teachers should consider the educational aspect as well as the

economic aspect as factors that determine student’s participation in the

classroom and in outdoor activities.

Moreover, through this research, teachers will be buoyant to mug the

undesirable circumstances and make use of different tactics to motivate the

child to do more with fighting spirit in every trials that child may encounter

along their way in school for them to be able to continue enjoying the

benefits of the program.

4. Implementing Agencies

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 The result of this study can be afforded information on their own

performance. Whatever weak points revealed in the result can be provided

remediation and transform into strengths.

This study serves as funnel and additional information about the

advantages and disadvantages as result of this study.

Through this, they will also try to reflect on the data being gathered

and evaluate if what factor is helpful to the beneficiaries for their

development and this will be given more emphasis. The fruitful success of the

program lies in their hands as the one giving the verdict of it.

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 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter gives the summary, findings, derived from the analyzed and

interpreted data, discussion on the final result. Conclusions were base from the

findings conducted by the researchers about the deliberate usability of conditional

cash transfer program (4Ps) as support to the education and economic aspect for

student beneficiaries of Siay National High School.

Summary

This study sought to look into the deliberate usability of conditional cash

transfer program (4Ps) as support to the education and economic aspect for the

student beneficiaries of siay national high school.

Specifically, it answers the following questions:

1. How may the profile of students be described in terms of:

1.1 Age

1.2 Gender

1.3 Number of Siblings in the Family

2. How may the responses of the Grade VII students in terms of usability be

described as the following:

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 2.1 Education Aspect

2.2 Economic Aspect

3. How may the responses of the Grade VIII students in terms of usability be

described as the following:

3.1 Education Aspect

3.2 Economic Aspect

4. How may the responses of the Grade IX students in terms of usability be

described as the following:

4.1 Education Aspect

4.2 Economic Aspect

5. How may the responses of the Fourth-Year students in terms of usability be

described as the following:

5.1 Education Aspect

5.2 Economic Aspect

6. Is there a significant difference between the responses of Grade VII, Grade

VIII, Grade IX and Fourth Year Students?

7. What are the implications of the findings of the study to the following:

7.1 Students

7.2 Parents

7.3 Teachers

7.4 Implementing Agencies

Since combination of descriptive research method and questionnaire

checklist were utilized , it gives complete repertoire in terms of needed information

52
which is tailored with specific problems , thus, its recommendations are offered to

improve and bring about the desired outcomes and for the further implementation

of the program.

Findings

After using a series of interpretation and analysis of information derived from

the study, the findings are hereby summarized based on the analysis and

interpretation of data on the previous chapter.

1. As revealed in Table 1, there were 108 student beneficiaries having an age of

14-15 years old as the highest range of ages and 38 students of 12-13 years

old as the lowest range of the ages. Table 2 demonstrates that out of 195

student beneficiaries, 53.33 percent of them were males and 46.67 percent

or the 91 student were females. It simply indicates that there were more

male beneficiaries than females. In terms of number of siblings, 8 numbers of

siblings garnered the rank no. 1 which has the frequency of 54 and the lowest

rank, no. 8 is number 9 having a frequency of 1.

2. As what had been revealed on table 5, the Grade VII students rank no. 1 on

the statement of conditional cash transfer program for education aspect

stated “Students have complied all school requirements and projects” and

ranked no. 9 as the last rank of the statement,” Students obtained the accepted

75% FR (Final Rating) in all subject areas .

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 For economic aspect as reflected on the table 6 of Grade VII student

beneficiaries rank no, 1 was the statement “Students are able to pay the

different school fees because of the allowance that they receive.” and the last

rank of the statement, “Students are able to pay different classroom fees.”

3. Grade VIII student beneficiaries as based on Table 7 for education aspect, the

statement, “students participation has improved and show developments in

class activities.” was rank no. 1. and ranked no. 8 on the statement,” Students’

punctuality is already regular,”

For economic aspect, it was revealed on Table 8 that the Grade VIII student

beneficiaries ranked no. 1 on the statement,” Students have their complete

school supplies based on the allocated amount.” and rank no. 7 as the last rank

of the statement .” Students relationship with peers has improved.”

4. Grade IX student beneficiaries of conditional cash transfer program for

education aspect as reflected on table 9 ranked no, 1 on the statement

”Students obtained the accepted 75% final rating in all subject areas.” and

ranked no. 7 as the last rank on the statement ,” students do their

assignments daily.”

Based on table 10, for the economic aspect of Grade IX student beneficiaries,

it was revealed on the data that ranked no.1 was the statement,” Students are

eager to participate in school activities and extra-curricular activities and

ranked no. 8 as the last ranked on the statement, “Students obtained the

accepted 75 % FR (Final Rating) in all subject areas.”

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 5. Fourth year student beneficiaries of conditional cash transfer program for

education aspect as based on Table 11, ranked no. 1 on the statement

“Students are able to attend classes with 85% attendance per month and

ranked no. 9 on the statement, “Students have complied all school

requirements and projects.” as the last ranked.

As revealed in the table 12, for economic aspect of student

beneficiaries of fourth year stated, “Students have their complete school

supplies based on the allocated amount.” and ranked no.7 as the last rank on

the statement, “Students are able to but new sets of clothes.

6. Based on the result of the F-test one-way analysis of variance the F-

computed value of 443.44 is greater than the F-Tabular of 2.72 at .05 level of

significance with 3 and 76 degrees of freedom, the null hypothesis is

disconfirmed in favor of the research hypothesis which means that there is a

significant difference in the deliberate usability of Conditional Cash Transfer

Program (4Ps) as support to education and economic aspect for student

beneficiaries of Siay Nationsl High School.

Conclusions

Based on the summary of the findings, the following conclusions and

implications were drawn.

In terms of profile variables on age, it was journal out that there were

students who were mature in age. But still in low grade level. Their grade level was

not appropriate or suited to their age. It was disclosed that they were students who

experienced stop schooling because of poverty. Their parents can’t send them to

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school .Sometimes their parents encourage their children to work and earn for their

learning so that they have something to eat. On other hand, the presence of the 4P’s

had contributed much to alleviate this issue. It gives an opportunity for them to

continue their studies.

As to number of siblings, majority of students belonged to a larger number of

family. The maximum number of children in family was 8 children. The researchers

found out that the family having a greater number of siblings in the family

experienced poverty incidence because the bigger the population the greater

demand of needs that cause them to be poor.

The Grade VII, Grade VIII, Grade IX And Fourth Year student beneficiaries of

Siay National High School got different responses about the deliberate usability of

Conditional Cash Transfer Program.

There is a significant difference between the responses of Grade VII, Grade

VIII, Grade IX and fourth year students.

Implications of the findings of this study could be of great help to the pupils,

parents, teachers and implementing agencies.

Recommendations

On basis of the findings and conclusions of this study, the following

recommendations are hereby presented:

1. The implementing agencies should establish empirical evidence that the

4ps program impacts human capital outcomes before contemplating any

rapid expansion.

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2. The government should reconsider how it identifies the extremely poor.

Its focal point is targeting the chronic poor would provide better focus on

the program. Thus, the government itself is responsible in utilizing more

than one reference period to account for the movements in and out of

poverty.

3. It might be good to review the strategy of covering selected barangays in

some of the municipalities.

4. It would be better or timely to assess the impacts of the program by

means of examining the situation of this group of families and whether

the 4Ps has indeed improved the education, economic crisis and poverty

outcomes of these families.

5. It would also be good to see whether the exit policy of the program (the

beneficiaries can only participate or enjoy the program by at most 5

years) is feasible.

6. It would also be helpful if the Implementing agencies will undergo an

updates by means of a test model for its targeting system by using the

most recent family income and expenditure survey data and adopting the

revised estimates of poverty thresholds.

7. It also important to evaluate how effective the program is in terms of the

grant.

8. It is critical that an impact monitoring and evaluation be done at this

stage to improve the mechanisms of identifying the beneficiaries to

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 minimize leakages and exclusion, address loopholes in the system to

avoid wastage of scarce resources, address the supply-side deficiencies.

9. The government should impose conditions that necessary services are in

fact in place and that they are of good quality.

10. For more conclusive findings, a follow-up study on deliberate usability of

conditional cash transfer program 4Ps should be conducted to compare,

identify and evaluate the impact of education, health, economic aspect by

various responses of the grants.

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