EXAMINING THE EXPERIENCES OF TERTIARY

EDUCATION SUBSIDY (TES) BENEFICIARIES:

COPING STRATEGIES AND INSIGHTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 147-157
Document ID: 2023PEMJ841
DOI: 10.5281/zenodo.8091855
Manuscript Accepted: 2023-26-6
Psych Educ, 2023, 10: 147-157, Document ID:2023 PEMJ841, doi:10.5281/zenodo.8091855, ISSN 2822-4353
Research Article

Examining the Experiences of Tertiary Education Subsidy (TES) Beneficiaries:

Coping Strategies and Insights
Angel Lhi D. Alcalde*, Ivan Gui Dominic C. Pancho, Jay Y. Nicor, Jean A. Rebonza
For affiliations and correspondence, see the last page.
Abstract
This study examines the experiences of Tertiary Education Subsidy (TES) beneficiaries. The TES
program aims to remove financial barriers to higher education. Through a case study research design
and purposive sampling, data was collected from beneficiaries across different courses. The main
objective was to identify challenges faced by beneficiaries, their coping strategies, and insights
gained from their personal experiences. Findings revealed that although the TES program effectively
addresses financial needs, beneficiaries encounter specific difficulties. Challenges include delayed
fund disbursement and personal/family issues. Despite obstacles, beneficiaries demonstrated
resilience and resourcefulness in overcoming challenges. They expressed gratitude for the
opportunities provided through the TES program and hoped for its continuation to support others
facing financial constraints. The TES program has played a vital role in enabling the academic
aspirations of many students. Its continuation will offer opportunities for individuals to realize their
potential. This study provides insights into TES beneficiaries' experiences, informing policymakers
and educational institutions to improve program implementation and support.

Keywords: coping strategies, resilience, resourcefulness, gratitude, and opportunities

Introduction scholarship funding. The Institute of International

“Poverty is not inevitable. Poverty is the worst
scourge ever created by human beings; it is up to
human beings to end it” (Wresinski, 2020). According
to (Temple, 2009), financial limitations are among the
causes why many fresh graduates from high school
cannot attain a university education and why many
college students tend to drop out and can no longer
have the courage to complete their degrees. Financial
factors, in addition to social, cultural, and family
backgrounds and ambitions and the long-standing
tradition of the high school, offered some insights into
why high school graduates now do not go to university
and college. In addition (Mihai et al., 2015a), stated
that most low-income students could not financially
support their children's studies in addition to tuition,
fees related to textbooks and school supplies, and other
daily necessities, parents and other members of the
family pay even for "extra schooling" or out-of-school
learning, which is vital to any academic and school
performance success.
According to the research (Forgotten Children
organization [FCO], 2020), educational attainment is a
crucial step toward escaping poverty and achieving a
better life. Even in the United States, children who
mature in low-income homes suffer more educational
challenges, perpetuating the cycle of poverty for
subsequent generations. As stated (Campbell, 2016)
that to pursue higher education abroad, most students
from low and middle-income nations look for
Education (2016) also added that scholarship programs
frequently require graduates to "give back" to their
nations after completing their courses, encouraging
students to "apply" their learning to benefit their home
nations. Students who pursue degrees overseas receive
financial attention from a third-party provider due to
financial restrictions in low-income and middle-
income countries.
Only 3 out of 5, or only 40% of Filipino high school
graduates, can afford college, making it difficult for
the nation to experience sustainable growth (De la
Cruz, 2015). The current struggles have informed
legislators of the affected students and the educational
system to look for ways to improve how scholarships
and other financial aid can be distributed to the
affected students. Hence, the United Financial
Assistance System for Tertiary Education Act, or
UniFAST — also recognized as Republic Act No.
10687, developed a billion pesos price range for
college training financial aid. Under this Act is the
Tertiary Education Subsidy (TES). The program aims
to tackle dropout rates; only a quarter of college
students with more excellent training graduate. The
Act is supposed to prevent those students away from
dropping out due to a financial struggle (Lim et al.,
2018).
Research Questions
The research questions for the study are as follows:

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1. What are the challenges experienced by Tertiary
Education Subsidy (TES) beneficiaries?
2. How do Tertiary Education Subsidy (TES)
beneficiaries cope with the challenges they encounter?
3. What insights can be derived from the experiences
of Tertiary Education Subsidy (TES) beneficiaries?
Literature Review
Poverty and Education
Poverty refers to situations or circumstances in which
individuals or groups do not have the financial means
and necessities for a subsistence level of existence
(Chen et al. 2022). Hence, their fundamental
requirements cannot be satisfied (Mihai et al., 2016b)
state that children born into poverty suffer from a
cycle of poverty and will never escape since poverty
prompts us to think of educational failure. Those born
into poverty are less prepared for school, which is a
failure compared to other students. This hindrance
makes assimilating difficult. Poverty has numerous
dimensions and a severe lack of well-being. Financial
stress and the incapacity to obtain the fundamental
necessities and services required for human survival
are examples. It includes poor education and health,
demanding access to clean facilities and water,
insufficient physical and mental security, and a lack of
resources and opportunities to improve life.
College students from deprived communities face
challenges that increase their chances of failing. A
group of students attending college from poverty was
the subject of a four-year longitudinal study that paints
a different picture. These kids outperformed their
college colleagues in academic performance thanks to
substantial financial help that removed financial
concerns. Authenticity is a personality trait all college
students share connected to academic performance.
We contend that prejudice in research and education
has caused us to underappreciate the value of helping
struggling students and the skills they bring to the
table that "money cannot buy" (Lewine et al., 2021)
Poor mental health is counterproductive to most
college students' primary goal, which is academic
performance and high grades (Warnecke & Lewine
2019). Low school achievements due to poverty
connect to teenage crime and violent behavior.
Financial difficulties, family conflict, multiple moves,
life transitions, exposure to racism, and other traumatic
occurrences are just a few of the pressures brought on
by poverty that can harm children's behavior. Poverty-
induced stress among students may lead to truancy and
Alcalde et al.
other undesirable behaviors. We might see poverty as
a cause due to limited access to finishing school.
Poverty became the most significant cause of why
there are so many children who cannot afford a good
quality education. Children must drop out of school to
earn money, whereas "welfare" depends on the family.
In addition (Mihai et al., 2016c), suggest that dropping
out of school owing to financial hardship decreases
one's chances of finding employment and maintains
child poverty. They will eventually show up as an
inability to adapt and a limited capacity to improve
one's quality of life.
Tertiary Education Subsidy (TES)
The Tertiary Education Subsidy (TES) as one of the
leading programs in Republic Act No. 10931, also
named the Universal Access to Quality Tertiary
Education Act, the Tertiary Education Subsidy (TES),
has been given 16 billion pesos from the 40-billion-
peso budget. It is a grant-in-aid program that provides
money to all Filipino students from the poorest
families enrolled in public or private higher education
institutions (HEIs) to pay for their education, which
includes tuition, allowances, books, and additional
education-related costs, including transportation,
board, and lodging. About 300,000 students may be
eligible for financial aid from the government (CHED-
Press Release, 2018).
The TES may sustain the expenditure on tertiary
education or any fraction thereof to cover tuition and
other school fees, school supplies, allowance for
books, transportation, and other miscellaneous living
expenses, in addition to a reasonable budget for the
verifiable lease or purchase of a laptop or desktop
computer, other educational expenditures, and
reimbursement for the student's actual lodging and
board charges. The potential impacts of this Act go
beyond its ability to target economic groups and
maximize economic efficiency. It conveys powerfully
that college education is available to everyone,
especially disadvantaged and struggling students. The
Act, in theory, guarantees all Filipinos access to high-
quality postsecondary education, and pledges to have
"sufficient funding" could lead to universal access
(Lim et al., 2018).
The study revealed that the TES program helps
students stay motivated to complete their college
degrees. Additionally, it aids in keeping the students
engaged and concentrated throughout the class and on
other school-related activities that improve their
academic achievement. The sum TES gives the
students also allows them to fund their educational
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expenses and lessen their financial strain while
attending school (Purigay, 2020).
Methodology
Participants
The participants of this study were Tertiary Education
Subsidy (TES) beneficiaries. The selection of
participants was based on purposive sampling,
targeting individuals who have been recipients of the
TES program and were currently enrolled at the
college during the study period.
The study included participants from various courses
offered at the college, representing a diverse range of
academ ic d iscip lin es. This allo wed for a
comprehensive understanding of the experiences of
TES beneficiaries across different fields of study.
The sample size was determined based on the principle
of data saturation, which means that data collection
continued until no new information or themes emerged
from the participants' experiences. The exact number
of participants included in the study may vary
depending on the saturation point reached during data
analysis.
Both male and female TES beneficiaries were included
in the study to ensure gender diversity and a holistic
representation of the population. Additionally,
participants from different year levels, such as first-
year to fourth-year students, were included to capture
the experiences of TES beneficiaries at different stages
of their academic journey.
Procedure
Research Design Selection: The researchers
determined that a case study research design would be
appropriate for this study. This design allowed for an
in-depth examination of the experiences of TES
beneficiaries within a specific context.
Ethical Considerations: Ethical approval was
obtained from the relevant research ethics committee.
Participants were informed about the purpose of the
study, their rights as participants, and the voluntary
nature of their involvement. Informed consent was
obtained from each participant before data collection.
Participant Selection: Participants were selected
using purposive sampling. TES beneficiaries were
invited to participate in the study. The sample included
participants from various courses and year levels to
ensure diversity and representation.
Alcalde et al.
Data Collection: Data collection involved multiple
methods, including semi-structured interviews,
observations, and document analysis. Semi-structured
interviews were conducted with individual
participants, allowing them to share their experiences
in detail. Observations were made in relevant settings,
such as classrooms and campus facilities, to gain
insights into the participants' daily lives. Documents
related to the TES program and college policies were
also analyzed.
Data Analysis: The collected data were transcribed,
organized, and analyzed. Thematic analysis was
employed to identify patterns, themes, and insights
emerging from the data. The researchers engaged in a
rigorous process of coding, categorizing, and
interpreting the data to ensure the reliability and
validity of the findings.
Triangulation: To enhance the trustworthiness of the
study, triangulation was employed by comparing and
contrasting data from different sources, such as
interviews, observations, and document analysis. This
helped ensure the consistency and accuracy of the
findings.
Data Interpretation and Reporting: The analyzed
data were interpreted and synthesized to generate
meaningful insights and conclusions. The researchers
presented the findings in a clear and coherent manner,
incorporating direct quotations and examples to
support their interpretations. The study's results were
documented in a comprehensive research report,
including an overview of the study, methodology,
findings, and conclusions.
Ethical Considerations
In conducting research on examining the experiences
of Tertiary Education Subsidy (TES) beneficiaries and
their coping strategies and insights, several ethical
considerations were addressed. Firstly, informed
consent was obtained from all participants, ensuring
that they were fully aware of the purpose, procedures,
potential risks, and benefits of the study. Participants
were informed of their voluntary participation and
their right to withdraw at any time without facing
negative consequences. Confidentiality and anonymity
were maintained to protect the privacy of the
participants, ensuring that their identities and personal
information were not disclosed. Moreover, any
potentially sensitive information shared by participants
was handled with utmost care and sensitivity.
Researchers prioritized the well-being and emotional
safety of the participants throughout the research
process, offering appropriate support and resources if
needed. Finally, the findings of the study were
reported accurately, ensuring that the voices and
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years of age, under the College of Information

experiences of the participants were faithfully
represented while maintaining their anonymity. By
adhering to these ethical considerations, researchers
upheld the principles of respect, beneficence, and
justice in their study on TES beneficiaries.
Technology and Engineering. He viewed TES as
helping students attain college degrees even without
money to support their expenses. Saying, "I can affirm
that the TES program aids many individuals who were
unable to attend college… helping students in aiding
financial difficulties”.

Result The fourth conversational partner was CP04, a Female,

22 years of age, under the College of Business and
Profile of the Conversational Partners Accountancy. She views TES as a great instrument for
achieving her goals. Saying, "Personally, the TES
Matrix 1 shows the conversational partners' profiles program has been instrumental in my journey towards
during the in-depth interview. Two (2) male and four a better future. I wouldn't have come this far if it
(4) female TES beneficiaries came from different weren't for the support provided by this program. It
departments. has helped me paid my tuition fees, buy the necessary
books and supplies, and even cover some of my living
Matrix 1. Profile of the conversational partners
expenses”.

The fifth conversational partner was CP05, a Female,

The first conversational partner was CP01, Male, 22
years of age, and a fourth-year college student from
the College of Arts and Sciences. He is a witty person
and dedicated to finishing his college degree. A
significant experience he talked about was how he
relied on the TES program saying, “It is a little bit
hard without the TES because I do not rely on my
parents in funding most of my expenses. I do not have
enough money to pay my bills”.
The second conversational partner was CP02, a
Female, 22 years of age, and a student in the College
of Education. She is an approachable person with a
sense of welcomeness. She shared how TES helped
her in her studies since her parents do not have high-
paying jobs. Saying, “As it is, my father works as a
truck driver, but his income is insufficient to cover all
our needs, especially with the added burden of tuition
payments. To make matters worse, my mother is
currently unemployed, which means we don't have an
additional source of income to rely on”.
The third conversational partner was a CP03 Male, 23
23 years of age, and currently enrolled in the College
of Criminal Justice and Education. She views TES as a
helping tool in attaining her studies without thinking
about the financial burden of being a college student.
Saying, "This program has helped me and my family to
continue my studies, especially with the financial
challenges we face. With this program, I am able to
focus on my studies without worrying too much about
the financial burden of going to college".
Lastly, the sixth conversational partner was CP06, a
Female, 22 years of age, and currently enrolled in the
College of Nursing course. She was grateful for the
TES program because it lessened their financial
burden while studying in college. Saying, “This
program is really helpful, especially to a nursing
student like me. It enables us to support our
educational needs and relieve some financial burden
in school."
Categorizing of Emergent Themes
Following the comprehensive interview, the recordings
in both video and audio formats were transcribed,
interpreted, and analyzed. The data was then presented
using a cross-analysis method that compared the core
ideas within their responses. This approach was
inspired by Hill, Thompson, and Williams' (1993)
guide entitled "A Guide to Conducting Consensual
Qualitative Research," which employed three
categories of responses: General, Typical, and Variant.

The first classification is General, meaning the core

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idea applies to all cases (6 cases). Next is Typical,
meaning the idea applies to half or more cases (3-5
cases). Lastly, the Variant applies to less than half to at
least one case (1-2 cases).
Matrix 2. Themes, Sub-themes, Core Ideas, and
categorization of the gleaned experiences of Tertiary
Education Subsidy Beneficiaries.
Financial Management
The sub-theme Financial Management was formulated
from the core ideas expressed by the participants; this
includes the lack of financial strategies.
As Kenton and James (2022) said, Strategic financial
management is not just managing funds but doing it
with success in mind. Lacking financial strategies
became one of the challenges encountered by the
participants while in the program. The CP’s accounts
are as follows:
As a Tertiary Education Subsidy beneficiary, I can say
that it's not always easy to manage the funds that we
receive. I also admit that I sometimes struggle to
budget the TES properly. It can be tempting to use the
money for things that are not necessary, especially
when we see our friends buying new gadgets or going
on trips. (CP05)
The core idea Lack of financial strategies was
categorized as Variant since 1 out of 6 participants
articulated this idea.
Alcalde et al.
Being Dependent
The sub-theme of Being Dependent was formulated
from the core ideas expressed by the participants; this
includes Depending on the TES to pay the tuition and
No other source of income. Though TES may pay for
tuition and allowances, some participants also find it
challenging since they are too dependent on the
program for all of their school expenses. The CP's
accounts are as follows:
Things can get a little bit tough for me because I rely
on the program and my parents for financial support,
and I don't have the money to cover those additional
bills on my own. Trying to figure out how to support
my finances while also trying to keep up with my
academic and extracurricular responsibilities can be
stressful. (CP01)
Since I am a nursing student, I expect that my tuition
will be a bit higher than the other courses; it's a bit
challenging for me because when the business office
already sent us a statement of accounts and because I
am dependent on the TES, the business office
sometimes did not allow me to do SAF (Student
Assistance Fund) loan. They argued that we should not
rely solely on this program for financial support and
should be looking for other sources of income. (CP06)
The core idea of Depending on the TES to pay the
tuition was classified as Variant since 2 out of 6
participants articulated this idea. Another challenge
that the participants shared is the lack of additional
income or no other income source. The Cp's accounts
are as follows:
We are struggling to find funds to pay the bills, and we
students who don't have any reliable source of
assistance would experience some difficulties. (CP03)
To make matters worse, my mother is currently
unemployed, which means we don't have an additional
source of income to rely on. All of these factors
combined made the wait for the TES particularly
difficult. We were struggling financially, and the
pressure of unpaid tuition fees only added to the
stress. (CP02)
The core idea No other source of income was
classified as Variant since 2 out of 6 participants
articulated this idea.
Coping Strategies
Matrix 3 presents the sub-theme, core ideas, and
categorization of the major theme coping strategies.
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These are extracted from the CP's responses to their
experiences as tertiary education subsidy beneficiaries.
Matrix 3. Coping strategies’ Sub-theme, Core Ideas,
and Categorization
Financial Management
The sub-theme Financial Management was formulated
from the participants' core ideas, including Financial
Strategies. Financial Strategies became one of the
coping strategies for some of the participants. As
expressed by the participants, making financial
strategies and decisions helped them to alleviate some
of their challenges while in the program of Tertiary
Education Subsidy (TES). The CP’s accounts are as
follows:
Despite these challenges, my family and I tried our
best to stay optimistic and work towards finding a
solution. We explored different options for financial
aid and looked for other ways to cut down on expenses
wherever possible. In the end, we found a way to pay
off our tuition fees and eventually received the TES.
While it was a difficult journey, it taught me a lot
about resilience and the importance of being
resourceful in facing financial challenges.
It's also important to be proactive about managing
your finances. This means creating a budget, sticking
to it, and setting aside some money for future tuition
payments and other expenses. The key is to be
resourceful and proactive when it comes to managing
your finances as a student. (CP02)
It can be tempting to use the money for things that are
not necessary, especially when we see our friends
buying new gadgets or going on trips. However, I've
learned that it's important to prioritize our needs over
our wants and to use the TES wisely for our education-
related expenses.
As for my tendency to give in to impulsive buying every
time I receive the TES, I developed a strategy of
Alcalde et al.
making a list of priorities and identifying which things
are more important to buy, such as books or school
supplies, rather than unnecessary items. This way, I
am able to spend the money wisely and avoid
regretting my purchases later on. (CP05)
To cope with the challenges of paying for my
education, I often had to get creative with my finances.
There were times when my parents had only a small
amount of money available, and in those cases, I
would pay half of my tuition myself. This helped to
ease the financial burden on my family and allowed
me to take more control over my education.
When it comes to my allowances and boarding house
expenses, I tried to be as frugal as possible, holding
back on unimportant expenses and finding ways to
save money wherever I could. This included cooking
my own meals rather than eating out, using public
transportation, and looking for deals on things like
school supplies and textbooks. (CP06)
The core idea of Financial Strategies was classified as
Typical since 3 out of 6 participants articulated this
idea.
Finding another source of income / Financial
assistance
The sub-theme Finding another source of income /
Financial Assistance was formulated from the core
ideas of the CP’s responses. This includes the
following: Borrow/Lend Money, Work/Part-Time Job,
and Investments.
Education is one of the most important investments a
person can make in their future. However, the high
costs of tuition fees, textbooks, and other educational
expenses can be a major challenge for many students
and their families. As a result, borrowing or lending
money to sustain finances during studies has become a
common practice. This became one of the coping
strategies of some of the participants. The CP’s
accounts are as follows:
We are struggling to find money to pay the bills, and
we students who don't have any reliable source of
income would find some strategies such as borrowing
money with interest from our peers and relatives.
(CP03)
In my case, my parents and I worked together to find
ways to cope with the delay of subsidy releases. We
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made sure to pay my tuition on time, and if we were
unable to provide the necessary funds, we would
borrow some money from our relatives and friends
with the understanding that we would pay our debts
once the subsidy was released. (CP04)
When we were unable to cover the full cost of tuition
and other expenses, we sometimes had to borrow
money from relatives or neighbors. While this wasn't
an ideal solution, it was often necessary in order to
ensure that I could continue with my studies. (CP06)
The core idea Borrow/Lend money was classified as
Typical since 3 out of 6 Participants articulated this
response.
Another coping strategy of the participants is doing a
part-time job. Doing a part-time job can be a great way
to sustain oneself. The CP’s accounts are as follows:
I try my best to be resourceful and find other ways to
make ends meet. For example, I might take on a part-
time job or look for other sources of financial aid to
help cover some of the expenses. (CP01)
I can say that I can cope with these challenges…
because I am an IT student, I can work on a part-time
job by being a freelancer in the field of information
and technology. (CP03)
I tried my best to be resourceful and find other ways to
make ends meet. This included looking for part-time
jobs, applying for other forms of financial aid, and
exploring different options for managing my expenses.
(CP06)
TES. This gave me a sense of independence and
allowed me to take control of my finances. I was able
to pay my bills on time and even had some money left
over to put toward my savings.
Investing in my sister's business was a smart move for
me. It not only helped me to cope with my financial
difficulties but also gave me the opportunity to support
my sister's business and watch it grow. (CP01)
One strategy that I found to be particularly helpful
was investing in livestock, such as raising pigs or
chickens. This can be a good way to generate some
additional income, as the animals can be sold for a
profit if needed. It's also a relatively low-maintenance
option that can be managed alongside academic and
extracurricular responsibilities. (CP02)
The core idea Investment is classified as a Variant
since 2 out of 6 participants articulated this idea.
Insights
Matrix 4 presents the sub-theme, core ideas, and
categorization of the major theme, "Insights." These
are extracted from the CP's responses to their
experiences as tertiary education subsidy beneficiaries.
Matrix 4. Insights, Sub-theme, Core Ideas, and
Categorization

The core idea of Work/Part-time Job was classified as

Typical since 3 out of 6 participants articulated this
idea.

Some of the participants also said that making

investments helped them alleviate their financial
difficulties; they also said that making this a way of
coping strategy was a smart move for them. The CP's
accounts are as follows:
I had been facing some financial difficulties and was
struggling to pay my bills. I was looking for a way to
make some extra money, and that's when I came up
with the idea of investing in my sister's business.
By investing in my sister's business, I was able to
generate some extra income without having to rely on
Helpful
The sub-theme Helpful was formulated from the core
idea expressed by the participants; this includes being
Able to attain college, Aiding finances, and Being
grateful.
Having a Tertiary Education Subsidy (TES) is helpful
to all of its beneficiaries, as it will help them pay for
their tuition, alleviate the financial burden, and help
them to attend college. One of the most important

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benefits of having TES is the beneficiary can be able
to attain college, as what participants shared, they are
able to attend college with the help of TES. The Cp’s
accounts are as follows:
I would say that Tertiary Education Subsidy (TES) is
very helpful for us, especially for me, because I'm the
breadwinner in our family, and my parents have no
stable income because they don't have a stable job, but
because of this program, I can still attend college and
make my parents very proud. I can say that without
Tertiary Education Subsidy (TES), the problem of low
employment rate in our nation would not be solved;
TES helps a lot of students to finish college and have a
stable job in the near future. (CP01)
because of TES, I was able to study. (CP02)
I can affirm that the TES program aids many
individuals who are unable to attend college. I can say
that the TES program is a significant aid in
accomplishing our life objectives. (CP03)
I completely agree! The Tertiary Education Subsidy
program has been a real game changer for many
students like us. It gives an opportunity for us to
continue our studies. Personally, the TES program has
been instrumental in my journey toward a better
future. I wouldn't have come this far if it weren't for
the support provided by this program. (CP04)
I feel very comfortable to continue studying because
this program has really helped me and my family in
continuing my studies; I am able to focus on my
studies. (CP05)
That's why I'm thinking about if I'm going to pursue
my dream that I want to be a woman (nurse) someday,
but because of Tertiary Education Subsidy (TES), I
can pursue my dream because there is a program that
will help my parents to pay my tuition. (CP06)
The core idea of Able to Attain college was classified
as General since all 6 of the participants articulated
this idea.
One of the main purposes of Tertiary Education
Subsidy (TES) is to help students to sustain finances in
studies as defined by Lim et al. (2018); TES may
sustain the expenditure on tertiary education or any
fraction thereof to cover tuition and other school fees.
The Cp's accounts are as follows:
Alcalde et al.
So, the TES has been a big help for me in covering
some of my other expenses as a student. These
expenses include projects, organization fees, and costs
associated with the various curricular activities I'm
involved in. (CP01)
Being part of the TES program is helpful for me as a
student who struggled financially; my parents' burden
was reduced in school fees and other things. I can say
that Tertiary Education Subsidy (TES) helps me to aid
my other necessities like buying load, paying my bills
in my boarding house, and other expenditures. (CP02)
TES solved some of the problems in life; it helped my
family to make them not worry about my tuition
because there is Tertiary Education Subsidy (TES) that
will help me to pursue my degree. (CP03)
It gives an opportunity for us to continue our studies
without worrying too much about the financial aspect
of it. It has helped me paid my tuition fees, buy the
books and supplies that I need, and even cover some of
my living expenses. (CP04)
With this program, I can focus on my studies without
worrying too much about the financial burden of going
to college. (CP05)
This program is helpful, especially to Nursing students
like me; it enables us to support our educational needs
and relieves some financial burden in school. Unlike
other courses, we have a lot of other necessities to pay,
and our tuition is higher than the others -- especially
with the financial challenges we face. (CP06)
The core idea Aiding Finances was classified as
General since all 6 of the participants articulated this
idea.
Some of the participants also shared how grateful they
are for being a beneficiary of the Tertiary Education
Subsidy (TES) program. The CP's accounts are as
follows:
I'm very grateful to say that Tertiary Education
Subsidy (TES) is the answer to the prayer of all
students who struggle financially. (CP02)
This program has given us the impression that the
government genuinely supports free education and that
we only need to work hard to achieve our goals. I am
incredibly grateful to CHED for making this program
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possible and for helping me achieve my dreams. The
TES program is truly a blessing for many students who
may not have been able to pursue higher education.
It's a great way to make sure that more Filipinos have
access to quality education and that they are given a
fair chance to succeed. (CP04)
The core idea Grateful was classified as Variant since
2 out of 6 participants articulated this idea.
Pieces of Advice
The sub-theme Pieces of advice were formulated from
the core idea expressed by the participants, this
includes don’t waste the opportunity, and the program
should continue.
One of the pieces of advice our participants gave was
“don’t waste the opportunity” since it can be helpful in
pursuing a college degree. The CP’s accounts are as
follows:
It's important to make the most out of this opportunity
and to remember that education is a valuable
investment for our future. (CP05)
Don't waste this opportunity because other students
haven't received this kind of scholarship. (CP06)
The core idea Don't waste the opportunity was
classified as a Variant since 2 out of 6 participants
articulated this idea.
Another piece of advice our participants gave was that
the Tertiary Education Program (TES) program should
continue in the future. The CP's accounts are as
follows:
I hope that the program will continue to be funded and
supported so that more students like us can benefit
from it. (CP04)
I hope that the government continues to support this
program and make it more accessible to more students
who are in need. I believe that education is one of the
most important investments we can make for our
future, and programs like TES makes it possible for
more students to achieve their dreams and have a
better future. (CP05)
The core idea that The program should continue was
classified as Variant since 2 out of 6 participants
articulated this idea.
Alcalde et al.
Discussion
Coping Strategies
The program of TES, like any other educational
program, was not without its own set of challenges.
However, despite the difficulties that the participants
encountered along the way, each participant found
unique ways to cope and overcome these obstacles.
One of the coping strategies employed by the
participants was having a good financial strategy, such
as cutting down expenses and staying optimistic in
handling finances. CP02 developed a budgeting
system and followed the plans she had made. Just like
CP02, CP05 also made a budgeting plan as it was
tempting to use the subsidy on things that were not
necessary for studies. The participants developed a list
of priorities and identified the things that were
important, such as school supplies and other study-
related expenses.
Another strategy they utilized was finding another
source of income or other financial assistance. For
example, CP03, CP04, and CP06 borrowed money
from relatives, peers, and friends since the funds were
not yet released and the tuition payment was near due.
Some participants also took on part-time jobs in their
field of specialization or as freelancers in the
information technology field to sustain their expenses.
Investments were also considered as a coping strategy.
CP01 invested his TES benefits in his sister's business,
while CP02 invested in livestock, such as raising pigs
and chickens, as a low-maintenance venture that could
be sold for immediate profit.
Despite the diversity of the participants' backgrounds
and circumstances, they all demonstrated their
commitment to succeed in the TES program. Through
their individual efforts and perseverance, they proved
that challenges could be overcome with the right
attitude and approach. The TES program provided
them with the tools and skills needed to succeed in
their chosen field, and their ability to navigate through
challenges undoubtedly prepared them for the future
career challenges they would face.
Insights
Despite all the struggles that students encountered,
they found ways to continue their studies and
eventually completed their degrees. The Tertiary
Education Subsidy (TES) proved to be extremely
helpful for financially disadvantaged students, and
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gained valuable insights into how they utilized TES as
their financial aid.
One of the insights shared by the participants was the
significance of TES in enabling them to pursue a
college education and alleviate the financial burden on
their parents. For instance, CP01 persevered in his
studies as he was the breadwinner for his family, and
his parents lacked a stable income to support them.
Similarly, CP02 and other participants belonged to
financially struggling families but remained
determined to achieve their life goals. The TES
program provided them with the means to pay for their
necessities, reduce their parents' financial worries, and
they expressed deep gratitude for being beneficiaries
of TES.
The participants also offered advice to students facing
financial difficulties, emphasizing the importance of
seizing the opportunity to complete their studies. They
recognized the efforts of our legislators in fostering
national growth and believed that by utilizing Tertiary
Education Subsidy (TES) as a tool, students could
overcome the challenges encountered on their journey
toward a brighter future.
Lastly, the participants fervently appealed to the
government to ensure the continuity of this invaluable
program. They recognized its potential as a long-term
solution to poverty and urged the government to
sustain the Tertiary Education Subsidy (TES)
initiative, thus providing countless more students with
the opportunity to uplift themselves and contribute to
the nation's progress.
Conclusion
Based on the thorough analysis of the responses from
Tertiary Education Subsidy (TES) beneficiaries, it is
evident that the program has been successful in
addressing many of the financial needs of students.
However, challenges still exist that can hinder
academic progress, including delayed fund
disbursement, personal and family issues, and a lack of
institutional support. Despite these challenges,
beneficiaries have demonstrated remarkable resilience
and resourcefulness in devising coping strategies, such
as cutting costs, raising income, and seeking financial
assistance.
The beneficiaries expressed deep gratitude to the
government for providing them with the opportunity to
pursue their dreams through the TES program. They
hope that the program will continue to support other
Alcalde et al.
students in need and acknowledge the positive impact
it has had on their lives. The continuation of the TES
program undoubtedly provided more individuals with
the chance to achieve their academic aspirations and
contribute to the nation's growth.
The TES program faces challenges, it has played a
crucial role in helping numerous students pursue
higher education. The resilience and determination
shown by the beneficiaries serve as an inspiration. It is
essential to promote financial literacy among students
and encourage responsible financial behaviors to
reduce dependence on the TES subsidy. Future
research should further explore the experiences of TES
beneficiaries to deepen our understanding of the
program's impact. The insights gained from this study
have implications for fostering financial responsibility,
reducing inequality, and expanding opportunities for
students to realize their potential.
Functional Implications
This qualitative research provides valuable insights
into the financial behaviors and mindset of TES
beneficiaries, emphasizing the importance of financial
responsibility and literacy. Students should be
encouraged to spend their subsidies wisely, make
informed financial decisions, and explore alternative
income sources. Promoting financial literacy programs
within educational institutions can equip students with
the necessary skills to manage their finances
effectively. This research contributes to empowering
students and reducing their dependency on the TES
subsidy. It also serves as a guide for future researchers
to investigate the experiences of TES beneficiaries
from different perspectives and contexts, further
expanding our understanding of the program's impact
on financial behaviors and overall well-being.
These statements highlight the significance of money
in our lives, affecting our ability to fulfill desires, meet
basic needs, and pursue education. They emphasize the
inequality inherent in socioeconomic circumstances,
acknowledging that not everyone has equal access to
financial resources and educational opportunities. The
TES program emerges as a beacon of hope, providing
students from disadvantaged backgrounds with the
chance to continue their studies and work towards their
degrees. The insights gained from this research
underscore the importance of financial support
programs in enabling individuals to overcome barriers
and pursue their aspirations. As a researcher,
witnessing the impact of the TES program on the lives
of beneficiaries has been truly inspiring and highlights
the significance of such initiatives in transforming
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Research Article

lives and fostering a brighter future for all. Bucharest University of Economic Studies, Bucharest.

Mihai, M., ği an, E., Manea, D. (2015c). Education and Poverty. The
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