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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Motivation plays an important role to mankind. It serves as the driving

force to do tasks. If a person is well motivated, there is a high possibility that the

outcome of his work is of high quality. The school-goers perhaps need

motivation intrinsically and extrinsically. These factors could be found within just

the environment.

However, life-situated instances like poverty and the likes make a person

less motivated. Poverty is one of the major factors that hinder the economic

growth in a country. To develop, is always and will always be one of the main

goals of a government to its state. But, the growing pauperisation is unbeatable,

that makes economic improvement a hard to get target. Presently many

organizations and agencies create program to help the people who are in need,

extending monetary support for their basic needs and non-monetary assistance

such as free seminars and mothers’ classes; as it is said, ‘give a man a fish, and

you feed him for a day. Teach a man to fish, and you feed him for a lifetime.’

One of the Philippines’ program presently with the main purpose of investing

human capital as it ensures the health and education welfare of the Filipino

people who are in need is the ‘Pantawid Pamilyang Pilipino Program’. This

program grants low-income families the opportunity to receive financial support,

provided they keep their children in school (Agbon, et. Al). One of the objectives
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of the said program is to help break the infinite cycle of poverty by providing

children educational support and to insure their health. With this provision, it is

expected that children who are beneficiary of this program would be motivated to

have an increase in attendance, in enrolment and in education.

The 4Ps principal interest concerning education has been said, enlightens

the future generation’s welfare. With the idea of investing human capital to the

future leaders of the nation and motivating them through the grants given to

them; as this program is said to be one of the government’s way of teaching

children how to catch fish.

The entity of this research is the study about the level of motivation and

academic performance of the pupils, who gained benefits in the Pantawid

Pamilyang Pilipino Program, enrolled in the 6 th Grade of Malalag Cogon

Elementary School, school year 2017-2018.

Theoretical Framework

One of the conditions every beneficiary must provide is that, the school-aged

children must be enrolled in school. As the Pantawid Pamilyang Pilipino Program

or 4Ps helps people to help themselves amend the economic status they have in

the present, the program made sure that the school-aged children, from pre-

school to high school, be accommodated. As the human capital investment

occur, the program guarantee that even from the very beginning of education a

child must attain, they are assisted with the cash grants or monetary support

from the program itself.

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The class academic performance of every school-aged beneficiary, is

monitored, their attendance in school must meet the requirement of at least 85%

of the time. But, some researchers disaccord the relationship of attendance to

the daily performance of every child in school. Thus, attendance to school

doesn’t measure the extent of a child’s learning.

From the pilot implementation of the aforementioned program, way back

2007, the program yield positive outcomes. Until its full implementation in 2013,

it still cropped good results both in health and education components. In the

present year, 4Ps truly made its way of helping people in helping themselves.

Undeniably, beneficiaries are making possibilities to the pathway of

development.

Education plus a healthy being possibly could alleviate impoverishment.

Health without education is like a half-empty bottle, to make the bottle full,

human being must fill himself the education he himself must attain; as education

served as a key to every human being in his daily life.

The main roots of the program ‘Pantawid Pamilya’ concerns the country’s

cycle of impoverishment. As stated in the original file during the third regular

session conducted during the fourteenth congress, Pantawid Pamilyang Pilipino

Program is more than welfare.

Conceptual Framework

Independent Variable Dependent Variable

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Figure1: conceptual framework

Statement of the Problem

The researcher of this study would like to find out the level of motivation and

academic performance of the pupils who are children of the members of

Pantawid Pamilyang Pilipino Program. The research was conducted in the 6 th

grade of Malalag Cogon Elementary School.

Generally, the researcher sought the answers of the following questions

below:

1. What is the level of self-motivation among the pupils-beneficiary of 4Ps?

2. What is the level of their academic performance?

3. Does the self-motivation of the beneficiary pupils of 4Ps significantly

influence their academic performance?

Scope and Delimitation

The purpose of this study is to determine the self-motivation and the

academic performance of the 4Ps beneficiary Grade 6 pupils enrolled at Malalag

Cogon Elementary School.

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Significance of the Study

The result of this study would probably be a good source of information for

teachers, students, Government (DSWD specifically), parents, and the

researcher.

Students. This study provides appreciating the importance of the program

among the beneficiary pupils; as the program serves as reinforcement.

Parents. This study enables them to find out how their children perform in

class with the assistance from 4Ps.

Teachers. This study enables them to analyze the class standing of their

pupils.

Government. This study provides data that would be helpful to determine

how 4Ps accommodate the education welfare of the beneficiary pupils.

Researcher. This study would not just measure the researcher’s capacity to

do research, thus, it also widens the range of knowledge as new information

concerning the topic are attributed.

Definition of Terms

Below are the key terms used in this study:

4Ps: (Pantawid Pamilyang Pilipino Program) An adapted form of CCT or

Conditional Cash Transfer.

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4Ps Beneficiaries: Refers to the chosen household to receive both the

monetary and non-monetary support from 4Ps.

Self-Motivation: It refers to acquired reasons that underlie behaviour that is

characterized by willingness and volition.

Academic Performance: It refers to the general percentage average of the

pupils gathered to measure their capability in learning.

Chapter 2

REVIEW OF RELATED STUDIES AND LITERATURE

In this chapter, the researcher’s various related readings and studies about

poverty, in Philippines and its impact to education, 4Ps and its effect to the

education of the school-aged beneficiaries of the program, are thoroughly

detailed from reliable sources.

Motivation

Motivation involves a constellation of beliefs, perceptions, values,

interests, and actions that are all closely related. As a result, various approaches

to motivation can focus on cognitive behaviors (such as monitoring and strategy

use), non-cognitive aspects (such as perceptions, beliefs, and attitudes), or both.

According to Stipek (1996), early approaches to the study of motivation

were rooted in the literature on extrinsic reinforcement. Within this literature, all
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behaviour, including achievement, was believed to be governed by

reinforcement contingencies. Proponents of this approach included B.F. Skinner,

who identified different types of reinforces. Positive reinforces, or rewards, are

consequences that increase the probability of a given behaviour they were made

contingent on, whereas negative reinforcers are consequences that increase the

probability of a given behaviour by removing or reducing some negative external

stimulus. Punishment, on the other hand, refers to unpleasant consequences

that decrease the probability of a given behaviour.

On the other hand, the intrinsic motivation is a self-involved motivation in

which drive itself is focused within.

Poverty in Philippines

Poverty hinders development; as it traps the panel of the society’s way to

what everyone call improvement. What is improving in this state then? It is not

just the economic status of the people nor the country, it also is the

impoverishment. The growing pauperisation, the unending cycle of poverty, is

sought to be one of the problems faced by the government in the Philippines.

With its impact to the masses, it raises the crisis that has been dealing along

with their lives even now and then. Indeed poverty lengthens the impossibility of

development to happen. The unbreakable thread of the mentioned problem is

another trouble: What is the best remedy to cure this kind of illness of the

society? When will the country experience a poverty free society? And is it

possible to break the cycle of poverty in the country?

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The main causes of poverty in the Philippines are low to moderate economic

growth; low growth elasticity of poverty reduction; weakness in employment

generation and the quality of jobs generated; failure to fully develop the

agriculture sector; high inflation during crisis periods; high levels of population

growth; high and persistent levels of inequality (incomes and assets), which

dampen the positive impacts of economic expansion; and recurrent shocks and

exposure to risks such as economic crisis, conflicts, natural disasters, and

‘environmental poverty’.

Poverty itself is restricting economic expansion. The transmissions through

which poverty may impact on economic growth include investment capacity

constraints, lack of access to credit provoked by the underdevelopment of the

financial markets. As estimated from panel data from 1997–1999 by Reyes

(2002) and recent Social Weather Station and Pulse Asia surveys, at least half of

the households below the official poverty line are “acutely poor”—about 20% of

all households in the country. The executive statement 3 human capital

constraints are the lack of education, health care, and nutrition; the regular

doses of risks and shocks, causing poverty traps; and the conflicts and disorder

resulting from inequality, which hamper investments and destroy social capital.

After years of recognizing poverty as a key development problem and

devising various strategies and programs for its reduction, the government is still

confronting high levels of poverty and hunger among its citizens. Long and

persistent periods of high poverty may harm a country’s development path as

poverty itself becomes a drag to economic growth.

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In addition to the slow decrease in poverty incidence, there has been mixed

progress in addressing human development concerns, particularly outcomes in

education and health.

Poverty to Education

In a guild where poverty is a daily endeavour, children experience the most

struggles as they comprise the most vulnerable group in any population,

according to the Republic of the Philippines Statistics Authority. Poverty impacts

directly on children’s physical and intellectual growth. The problem goes beyond

mere lack of financial gain or possession for these children’s families. Behind

their situation are countless of factors that range from lack of appropriate skills to

household heads’ inability to control fertility rate, tangled with lack of job chance s

and other economic troubles.

In terms of education, compliance of children in school is indeed a huge

order. The key issues center on the low circle survival and poor educational

accomplishment rates. Hardly had the cohort survival rates and complete on

rates of both elementary and secondary levels improved in the last decade. In

2011, largely because of poverty, 5.5 million children were forced to work so as

to raise the family income. These children, thus, were unable to pursue their

education on, adversely affecting their ability to find better work opportunities in

the future. Older children and boys---when compared to the younger set and

girls---are found to be more likely to be out of school and working. The updated

Philippine Development Plan recognizes the need to have spatial focus to

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address the specific needs of provinces. That is, given wide variations in

performances across subnational regions, targeting beneficiaries for future

interventions is necessary.

Pantawid Pamilyang Pilipino Program (4Ps)

To respond the unending question on how to resolve impoverishment, the

Department of Social Welfare and Development promote the Pantawid

Pamilyang Pilipino Program or 4Ps. The said program is a conditional cash

transfer system, believed to lessen the poverty rate of the Philippines.

The social control in many developing countries adapted the conditional cash

transfer (CCT) scheme at a significant rate to ease short-term poverty. In the

Philippines, the Pantawid Pamilyang Pilipino Program (4Ps), is the government’s

version of the CCT launched sometime in 2007 (Agbon et al,. 2013)

The Constitution, Article 2 section 9 provides that: The state shall support a

just and dynamic social order that will ensure the prosperity and independence

of the nation and free the people from poverty through policies that provide

adequate social services, promote full employment, a rising standard of living

and an improved quality of life for all. This provision was introduced by Senator

Meriam Defensor Santiago during the regular session of the fifteenth congress of

the republic of the Philippines. Align with the statement is the establishment of

the Pantawid Pamilyang Pilipino Program (4Ps) which promotes human capital

development believed to break the inter-generational cycle of poverty with an

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aim, to wipe out extreme poverty in the Philippines by investing in health and

education particularly to children.

The Pantawid Pamilyang Pilipino Program (4Ps) shall refer to the national

poverty reduction strategy that provides conditional cash transfer to extremely

poor households to improve their health, nutrition and education particularly of

children aged 0-14. This formulation is considered both an alternative to more

traditional social assistance programs and a demand side complement to the

supply of health and education services (Rawlings and Rubio 2005).

As stated in the International Journal of Humanities and Social Science,

2016, the Pantawid Pamilyang Pilipino Program helps to carry through the

Philippines’ commitment in addressing five of the Millennium Development Goals

(MDGs). These MDGs are (1) to eradicating extreme poverty; as the befitting

individuals receive monthly monetary amount to augment the basic needs of the

household members preferably focusing on the health, nutrition and education of

the affected personalities, (2) to achieve universal primary education; as school-

aged beneficiaries are expected to be in school 85% of the time. It is one of the

conditions of the program as to make sure that education is one of the primary

center of every household, to enable them to maintain the program’s benefits, (3)

to promote gender equality and empowering women; parents specifically the

mothers are gathered for free seminars, believed to enhance their capability to

nurture every member of family so as to improve their way of living ideals, (4)

reducing child mortality; since the program encourages every family to put their

children in school, it decreases the rate of out-of-school youth and ‘child

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workers’, and (5) to improve maternal health; one of the conditions of this

programs promotes maternal health. Every pregnant woman are encouraged to

have their pre-natal check-ups, and it also ensures that every pregnant woman

must have their labor along with the experts (midwives) in the field giving birth.

As noted to The Promoting Inclusive Growth Through 4Ps research

conducted by Reyes et al., the aforementioned program is centered on two

objectives-the social assistance and social development. Social assistance as it

provides cash grants to poor families to help them meet immediate needs and

social development as it invest human capital through financing the education to

be attained by the 4Ps beneficiaries’ children. With the assistance provided, it is

believed that development will surely be achieved.

The 4Ps features monetary, as it has cash grants every month and non-

monetary, as it has conducted free seminar especially to all the mothers who are

beneficiary of the program, transfer to the poor or poorest family that have

school-aged children on the condition that they meet certain terms that are

aimed at improving their capacities (Cecchini and Madariaga 2011).

The program has 2 components: health and education. Under the health

component, the program provides Php6,000.00 annually (Php500.00 per month)

to each family beneficiary for their health and nutrition expenses. Under the

education component, it provides Php3,000.00 per child for one school year (10

months) to meet his/her educational expenses. Each family beneficiary receives

cash for up to maximum of three children under the education grant.

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The program stipulates the provision of cash grant to poor household is

based on the beneficiaries’ compliance with the condition which include the

following, pregnant women shall get prenatal care, childbirth shall be attended by

skilled/trained professionals, and the mother shall get post natal care thereafter;

parents/guardians shall attend family planning sessions or mothers’ classes,

parent effectiveness services and other topics that are of their needs and

interest; children 0-5 years old shall get regular preventive health check-ups and

vaccines; children in elementary school must at least receive twice a year

deworming; Children 3-5 years old shall go to Day Care Centers or Pre-school

programs and attend at least 85%of the time; and children 6-14 years of age

shall enroll in schools and attend at least 85%of the time.

Strict compliance with the above specific conditionalities on health and

education shall be followed by the household beneficiaries to maintain receiving

grants in the program.

4Ps beneficiaries are distributed variably in all 17 regions of the country.

Based on DSWD data as of December 26, 2012, ARMM has the highest share

of beneficiary families at 10.6 percent. Shares of Regions V (Bicol) and VI

(Western Visayas) follow at 9.9 percent and 8.2, respectively. The shares of

CAR (1.8%), Region II (2.7%), and Region III (3.1%) are the lowest.

The Department of Social Welfare and Development is the lead and

executing agency in the implementation of this program as cited in the Senate

no. 92, section 2C.

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4Ps in Education

The 4Ps is by far the largest poverty reduction and social development

program the Philippine government has ever conceived. Approximately 120

billion pesos have already been allocated to the program up to 2013 ( Reyes et

al., 2013)

Pilot enforcement commenced in the last quarter of 2007 with 4,589

households in the 4 municipalities and 2 cities in 3 regions- CARAGA, Region

10, and National Capital Region (NCR). During the aforementioned

implementation it raises the beneficiaries with education in high as shown by the

marked improvement in their school attendance. Children enrolled in primary

education reached 90-95 percent in attendance particularly in the municipalities

of Sibayat and Esperanza in Agusan del Sur (CARAGA), and Bonifacio in

Misamis Occidental (Region 10).

Since the 4Ps program has been piloted in 2007, a total of PhP75.993 billion

has already been allocated for its execution. By the end of 2013, this went to be

around PhP120 billion (Reyes et al. 2013)

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

enrollment in Philippines recovered an almost 9 percent in gain in the enrollment

among the younger age bracket of 9-12 (as of 2011) who were eligible for grants

under the program throughout 2008 and 2011. Results of the impact on the

evaluation conducted in different countries adapting CCT program like Brazil,

Cambodia, Colombia, El Salvador, Honduras, Jamaica, Malawi, Mexico,

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Nicaragua, Pakistan, and Turkey indicate that by large, CCTs lead to immediate

increases in school enrollment and attendance (Rawlings and Rubio 2003).

4Ps gives Php 300/month as support for the education of pupils from 3-4

years, thus as a condition, a child enrolled in elementary school must maintain

class attendance rate at least 85% per month (4Ps DSWD, 2006) and as

expected by schools they can pay their contribution and provide school

requirements (projects, school supplies, allowance, etc.), as stated in a research,

Pantawid Pamilyang Pilipino Program (4Ps): Assistance to Pupil’s Education in

the jounal, Asia Pacific Journal of Education, Arts and Sciences, Vol. 2 No. 3,

July 2015 by Montillo et al.

An extensive body of literature that evaluated CCT programs found that

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

health services which concurrently reducing poverty and child labor. The World

Bank, after receiving several evaluation studies, was able to conclude that CCTs

have improved lives of the poor people (Agbon et al,. 2013).

Study shows that 4Ps helped the children of the beneficiaries in terms of

education. They are as follows: though not enough the program helps provide

the basic needs of children in school; the 4Ps helped the beneficiaries in terms

of the health care of their children by compelling them to visit the clinics because

of the cash benefit for their children; the program also compels the parents to

send their children to school because this is one condition for them to get the

cash benefits. They are also aware of the implementation processes involved
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such registration, membership and monitoring. Parents support the pupils in

project making and comply the school requirement; and the attendance of

children to school is getting good. Absenteeism was avoided. Teachers pointed

out that, though they performed well in attendance, academic performances of

the respondents were poor as seen by their low grades.

There is a observable 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. Subsequently, if collaborative compliance to this requirement of

the 4Ps is ensured, the literacy rate of the children is also expected to increase.

(Reyes et al., 2016)

A journal by an e-Newsletter in Central Visayas pointed that, there is a

high compliance rate of 95 percent on school attendance and almost the same

for the regular check-ups in barangay health centers among the 136,608 poor

families in Central Visayas as part of their co-responsibilities under the ‘Pantawid

Pamilyang Pilipino’ Program (4Ps) has been recorded by the Department of

Social Welfare and Development (DSWD). DSWD-7 4Ps Monitoring and

Evaluation Officer Raquel Daria reported that the government’s conditional cash

transfer program has been successfully implemented in the region as school

children beneficiaries have complied with the required 85 percent school

attendance rate while the family recipients have also recognized the
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importance of regular check-ups in their barangay health center to maintain their

health.

The latest study conducted in the Philippines is that by Chaudhury and

Okamura (2012). The study documented the causative effect of the 4Ps program

on school participation. It used a small selective sample survey to determine the

impact of 4Ps on the objective of increasing school participation. Covering 900

households, with children aged 9-17, in 9 municipalities in all 3 major island

groups, the sample was split evenly between beneficiary (treatment) households

and non-beneficiary (control) households. The information on this came from

their program status according to the 4Ps central database. Households were

surveyed in 2008 through the Household Assessment Form (HAF) survey under

the NHTS-PR for PMT purposes while the post-intervention data came from their

2011 assessment survey (follow-up).

To determine the effect of the 4Ps on school participation, the authors

used difference-indifference (DID) method. The net impact of the program is the

difference between the enrollment of 4Ps children and non-4Ps children, before

and after the 4Ps program implementation.

The paper shows that results are not significant for the overall sample of

children aged 9-17. There was positive impact on school enrollment among

children in the younger cohort aged 9-12 as of 2011. These are the children who

received educational grants under the 4Ps program throughout the period.

A criticism of the Asian Development Bank (ADB) on the 4Ps education

grants noted that if accurately targeted to children in all poor households

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nationwide, the education component alone could lift 31.1 percent of poor

households out of poverty and could decrease the national poverty gap measure

by 52.5 percent (ADB n.d.). The document further claims that since the 4Ps has

targeted the poor areas, then the impact would be much larger. The estimated

increase in the total incomes of the poor and eligible households in the targeted

areas, according to World Bank, is 23 percent, where the poverty rate is

expected to fall by 6.1 percentage points.

Why did the 4Ps target households with children aged 14 and below? The

DSWD noted that their aim is for young children to finish at least elementary

education. It was situated that such target may not be able to bring about

significant change in two ways, these are, the 4Ps is targeting young children but

the attendance rate of young children is already high; and, If the objective is

improving their future income-earning capacities, interventions should therefore

ensure that children can go as high as possible up the education ladder.

At the very minimum, children should be given the opportunity to finish at

least high school (Reyes et al., 2013). In addition to the fact that school

participation is more a predicament among older children than younger ones,

finishing mere elementary level does not suffice to improve the earning and

learning capacities of children.

Indeed, the ideal intervention is to prepare the children to go to higher

learning to ensure that many of the poor can at least finish high school.

Classroom Performance of School-aged Beneficiaries of 4Ps

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According to studies, one of the impacts brought by 4Ps to our generation’s

society increases the number of enrollment profile of the school-aged children in

their specific area of attended school. This made sense and only mean that with

the 4Ps assistance, it increases the possibilities that many of the poor school-

aged pupil could alleviate themselves to the state of not having the chance to

learn with the the learning experiences made in school. Other than that, 4Ps

assistance motivates the parents of every household to make their children go to

school, as it is one of the conditions they need to comply in order for them to

maintain the cash grants. Although only the most basic needs of the children in

school are being accommodated, still with the fact that children are being

supported by the program inspires and motivates them to pursue and continue

studying despite of poverty.

According to the research conducted in Masbate by Montilla et al,. findings

show that pupils responded excellently that they are able to attend classes

everyday with the average rating of 4.37, and motivated to go to school every

day because of 4Ps. Study also reveals that pupils of D.R.C.E.S.(Diogenes R.

Cabarles Elementary School) responded excellently with an average rating of

4.69 that their parents/guardian are able to pay their school contributions and

4.74 weighted average shows a excellently response of pupils that their

parents/guardian are able to provide their school requirements (projects, school

supplies, allowance, etc.). With the support of (Amico,1995) states, traditionally

parent involvement in education has included home-based activities (such as

homework, encouraging children to read, and promoting school attendance) and

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school-based (such as attending PTA meetings, parent-teacher conferences,

concerts and other school events, helping to raise money for various school-

improvement projects, and voluntary at school during the day). Thus, study

shows that 4Ps beneficiary pupils are excellently benefited by the program with

an average weighted mean of 4.56. In attendance, findings revealed that out of

11, 6 or 55% of teachers said that their pupils with 4Ps benefits are attending

classes regularly and 3 or 27% said that sometimes attend the classes and

sometimes not. Thus, it indicates that there is less absenteeism between the 4Ps

pupils. On the other hand study shows that 82% of teachers said that pupils with

4Ps benefits they are handling, comply the requirements (projects, contributions)

however, 18% said no. This implies that almost of 4Ps beneficiaries pupils to

comply the requirements.

International financial organizations have considered the impact of the 4Ps in

achieving its goals, most particularly alleviating poverty in the

Philippines. According to them, Gross enrollment rate for high school students,

12-15 years old, is higher for 4Ps compared to those living near the poverty

threshold. Cash grants under the 4Ps have helped bring about near-universal

enrollment of elementary age children (6–11 years old), according to the Asian

Development Bank.

Santiago (2010) cited that initial study on the pilot areas of the program

showed promising results. Children assisted with 4Ps have higher attendance

compared to the general population of children in school.

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Reyes and Mina (2011) found out that the program led to an increase in the

school participation of children aged 6-14 the results showed that around 96.3

percent of children of 4Ps families attend school.

Despite of these positive results, critiques of the program argued that it is still

a question whether school attendance will translate into academic achievement,

completion of education and an eventually gainful employment (Valina 2015).

Synthesis

The government is always looking forward for development. And it doesn’t

happen within just blink of an eye. It gradually occurs, as it first starts within its

beneficiaries which will result them, the beneficiaries, to give back in the society,

their way of helping themselves alleviate from the impoverishment . Poverty may

constrain economic expansion, thus government agencies like DSWD promotes

4Ps or Pantawid Pamilyang Pilipino Program to alleviate impoverishment. This

program has two components, these are health and education. These tangled

components when worked together believed to build wealth, as health is wealth

and education brings riches, not monetarily, but through experiences and

development.

4Ps impact to education increases the enrolment profile of pupils according

to studies. However, critiques disagree about the relationship of attendance rate

of children in school to their capacity in learning and academic achievements.

Moreover, it is noted that there is a high rate of school-aged beneficiary children

complying requirements in school, and there is also good impact between the
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parents involvement to children’s academic scholastic activities. Aside from the

fact that parents must send their children to school, they also manifest some

time to help their children in their assignment and ensure that they are doing well

in their studies.

Generally, the effect of 4Ps implementation in terms of focusing education is

very good. The benefiting individuals are on the other hand doing their part in

order for them to maintain the monthly cash grants.

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Chapter 3

METHODOLOGY

This chapter presents the research design, research locale, research

respondents, research instruments, research procedures, and statistical tools

being utilized to analyze and interpret the data gathered.

Research Method

The researcher used the descriptive-correlation method of research.

Calmorin (2007) cited that this method seeks the real facts in relation to a current

situation. He explained also, that this method is fit to use when correlating two

variables. For Paler-Calmorin, L. (2010), the purpose is not only to find truth, but

to find a new one. This same truth could take different forms and Paler-Calmorin

explained that the descriptive method is valuable as well as indispensable to the

discovery of truth and all its nuances.

According to Francisco (2006), descriptive is a research method involving

the use of questionnaires and statistical survey to gather data. It aimed to

describe and answer questions regarding 4ps matters on how its impact affects

the learning of the subjects.

Descriptive method is the most useful method for this study, considering

that the researcher’s main focus is to find out the level of motivation and

academic performance of the 4Ps benefiting pupils currently enrolled in the sixth

grade at Malalag Cogon Elementary School.

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Research Locale

The study was conducted in Malalag Cogon Elementary School, a public

elementary school in the North District of Malungon, Sarangani Province,

headed by Mr. Rene Boy L. Magallanes, the principal in the aforementioned

institution.

Research Respondents

The respondents of the study were the thirty-three (33) beneficiaries of

Pantawid Pamilyang Pilipino Program, commonly known as 4Ps student-

beneficiaries, enrolled in the sixth Grade of Malalag Cogon Elementary School,

in the school year 2017-2018.

Table 1
The Research Respondents

Respondents Population Number of Percentage

Respondents
involved
4Ps Beneficiaries 33 33 100
Total 33 33 100

Data Gathering Procedure

Foremost, a certification from the School principal was secured by the

researcher asking permission to conduct the study. Subsequently, a letter was

sent to the School principal to ask his consent for the desired study. The

researcher asked commendation from the teachers to have an access to the

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pupils in their corresponding class, to allow the researcher conduct a survey and

gather the general percentage average of the aforementioned targets.

The data taken from the responses of the respondents were tallied and

statistically treated in order to come to the point of accurateness of result of the

study.

Data Gathering Instruments

The researcher provided a questionnaire which was answered by the 4Ps

benefitting Grade 6 pupils. The questionnaire was prepared by the researcher

herself. The general percentage average of the respondents was collected as

well, as basis for the academic performance of the subject.

Sampling Technique

The researcher used the purposive sampling technique. Purposive sampling

is a non-probalibity sampling procedure in which the elements are selected from

the target population on the basis of their fit with the purposes of the study and

specific inclusion criteria (Almeida et al., 2016).

Statistical Tools

The data gathered from this study were presented, tabulated and

analyzed using the appropriate statistical analysis.

For the stated problem 1 and 2, frequency count and weighted mean were

used. Whereas stated problem 3, Chi-Square was used to determine whether

there is a significant relationship between the level of the self-motivation and

 26

academic performance of the Grade 6 4Ps beneficiary-pupils of Malalag Cogon

Elementary School.
 27

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents analysis and interprets the data gathered in the

study. The various results on the Level of Self-Motivation and Academic

Performance of Grade 6 Beneficiary Pupils of Malalag Cogon Elementary School

are presented on the succeeding tables.

After administering the questionnaire to the respondents the researcher

was able to gather the necessary data for this study. The data gathered hereby

presented, analyzed and discussed. Specifically, this chapter answers the

following questions:

1. What is the level of self-motivation among the pupils-beneficiary of 4Ps?

2. What is the level of their academic performance?

3. Does the self-motivation of the beneficiary pupils of 4Ps significantly

influence their academic performance?

Among the 15 indicators in the levels of self-motivation of the beneficiary

pupils of the 4Ps, it showed the highest mean is that, pupils make sure that

whenever they go back home, they have learned from the discussion they had

the whole day with the mean of 4.58 which was described to as a very highly

motivated. It was then followed by the following which was also described as

very highly motivated: pupils give themselves time to prepare for the upcoming

quizzes, examination, and other classroom/school activities because they aim to

take hold good remarks (4.39), they always say to themselves that they can
 28

accomplish responsibilities the best they can (4.30), and they do projects and

assignments alone even if they can ask their elder siblings/parents for help.

Next are those described to as highly motivated. Pupils never get

distracted by the problems they encounter at home; instead they do tasks in

school with a great job unmindful of the difficulties (4.18), pupils go to school on

time even if they have to walk an hour prior to the time call for their flag

ceremony, pupils get a sense of satisfaction when they get good grades because

it makes them feel like their efforts are all paid well, and they encourage their

friends to study with them during their leisure time for they wanted to be a good

influence to them (4.15), pupils are willing to clean their classroom even though

they are not the cleaner (4.06), pupils are never absent despite of having not

enough money to buy food during recess time, and they enjoy taking

responsibilities in every class activity out of interest and willingness (4.03), they

do not get discouraged of failures; instead they take them as lessons to acquire

in order to improve tasks (3.79), they are willing to learn new lessons even if they

are not feeling well (3.70), and lastly, they study their lessons in advance even if

they are not told to (3.64)

And out of all the factors indicated, there is one which was levelled to as

moderately motivated, which states that students have a strong desire to excel in

class despite of being economically less fortunate with the mean of 3.27.

Furthermore, the total arithmetic mean or the grand mean of the level of self-

motivation was described to as highly motivated which means students are

greatly driven by themselves to go to school.

 29

Table 2
Level of Self-Motivation

INDICATOR MEAN DESCRIPTION

1. I am never absent despite of having not enough 4.03 Highly Motivated
money to buy food during recess time.
2. I go to school on time even if I have to walk an 4.15 Highly Motivated
hour prior to the time call for our flag ceremony.
3. I am willing to learn new lesson even if I am not 3.70 Highly Motivated
feeling well.
4. I have a strong desire to excel in class despite of 3.27 Moderately Motivated
being economically less fortunate.
5. I give myself time to prepare for the upcoming 4.39 Very Highly Motivated
quizzes, examination, and other classroom/school
activities because I always aim to take hold of
good remarks.
6. I get a sense of satisfaction when I get good 4.15 Highly Motivated
grades because it makes me feel like my efforts
are all paid well.
7. I am willing to clean our classroom even though I 4.06 Highly Motivated
am not the cleaner.
8. I enjoy taking responsibilities in every class activity 4.03 Highly Motivated
out of interest and willingness.
9. I encourage my friends to study with me during our 4.15 Highly Motivated
leisure time for I wanted to be a good influence to
them.
10. I do not get discouraged of failures; instead I take 3.79 Highly Motivated
them as lessons to acquire in order to improve
tasks.
11. I always say to myself that I can accomplish 4.30 Very Highly Motivated
responsibilities the best I can.
12. I do projects and assignments alone even if I can 4.24 Very Highly Motivated
ask my elder sibling/parents for help.
13. I study my lessons in advance even if I’m not told 3.64 Highly Motivated
to.
14. I never get distracted by the problems we 4.18 Highly Motivated
encounter at home; instead I do my tasks in
school with a great job unmindful of the difficulties.
15. I always make sure that whenever I go back 4.58 Very Highly Motivated
home, I have something learned from the
discussion we had the whole day.
TOTAL ARITHMETIC MEAN 4.05 Highly Motivated

Legend: 4.20 - 5.00 Very Highly Motivated

3.40 - 4.19 Highly Motivated
2.60 – 3.39 Moderately Motivated
1.80 – 2.59 Less Motivated
1.00 – 1.79 Not Motivated
 30

Table 3 shows the level of academic performance of the beneficiary pupils

of 4Ps. It presents that out of 33 beneficiaries, 2 of them are very satisfactory

with the percentage of 6.06%.

15 of the beneficiaries are leveled as satisfactory with the percentage of

45.45%.

And lastly, 16 of the beneficiaries are leveled as Fairly Satisfactory with the

percentage of 48.49%.

It was also revealed that there is no student who is leveled with

outstanding and did not meet expectation having 0.00% each interpreted that no

students meet both levels.

Table 3

Level of Academic Performance

Grading Scale Description Frequency Percentage

90%-100% Outstanding 0 0.00%
85%-89% Very Satisfactory 2 6.06%
80%-84% Satisfactory 15 45.45%
75%-79% Fairly Satisfactory 16 48.49%
Below 75% Did not meet 0 0.00%
Expectation
Total 33 100.00%

Table 4 determines the relationship between the self-motivation of the

beneficiary pupils of 4Ps significantly influence their academic performance

during the school year 2017-2018. To do this, chi-square test was being utilized.

As all the data was analysed, and being interpreted, it shows that the self-
 31

motivation of the beneficiary pupils of 4P’s doesn’t affect their academic

performance during the school year 2016-2017.

Table 4 reveals the computed value of x 2 2.22 and the critical value of

15.51 with respect to its degree of freedom 8. Since the computed value of x 2 is

less than the critical value, and the p-value of 0.9735 is greater than the 0.05

significance level, the null hypothesis should not be rejected. Thus, there is no

significant between the self-motivation of the beneficiary pupils of 4P’s and their

academic performance. The findings is supported by Valina (2015), in which

according to him, even if the children are motivated to go to school it is not solely

a factor for them to excel academically.

Table 4

Relationship between the level of self-motivation and academic

performance of Grade 6 beneficiary-pupils of Malalag Cogon Elementary
School

Variables DF X2 Critical P-Value Remarks

Value
Motivation 8 2.22 15.51 0.9735 Not
Performance Significant
 32

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations based upon the result of the gathered data pertaining to this

study.

This study aimed to determine level of self-motivation of Grade 6

beneficiary pupils of 4Ps at Malalag Cogon Elementary School and their

Academic Performance during the academic year 2017-2018. To know the

result, the researcher conducted a checklist and questionnaire form on the

teaching strategy and performance rating of the respondents. Specifically in this

chapter, the researcher sought to determine the answers to the following

questions:

1. What is the level of self-motivation among the pupils-beneficiary of 4Ps?

2. What is the level of their academic performance?

3. Does the self-motivation of the beneficiary pupils of 4Ps significantly

influence their academic performance?

Weighted Mean, Frequency count, Percentage and Chi-Square were the

statistical tools used for tabulation and interpretation of the study.

Summary of Findings

Based on the analyses and interpretation of data presented in chapter 4,

the answers to specific problems were summarized below:

1. The total arithmetic mean or the grand mean of the level of self-motivation

was described to as highly motivated which means that students are

 33

greatly driven by themselves to go to school. The indicator with the

highest mean states that, pupils make sure that whenever they go back

home, they have learned from the discussion they had the whole day with

the mean of 4.58. However, the factor which shows the lowest mean

states, those students have a strong desire to excel in class despite of

being economically less fortunate with the mean of 3.27.

2. The level of academic performance of the beneficiary pupils of 4Ps shows

that out of 33 beneficiaries, 2 of them are very satisfactory with the

percentage of 6.06%. 15 of the beneficiaries are leveled as satisfactory

with the percentage of 45.45%. And lastly, 16 of the beneficiaries are

leveled as Fairly Satisfactory with the percentage of 48.49%. It was also

revealed that there are no students who were leveled with outstanding

and did not meet expectation having 0.00% each interpreted that no

students meet both levels.

3. There is no significant relationship between the level of self-motivation

and academic performance of the grade 6 beneficiary-pupils of Malalag

Cogon Elementary School. It was revealed that the computed value of x 2

2.22 and the critical value of 15.51 with respect to its degree of freedom 8.

Since the computed value of x 2 is less than the critical value, and the p-

value of 0.9735 is greater than the 0.05 significance level, the null

hypothesis should not be rejected.

 34

Conclusions:

In the light of the findings accumulated, the following conclusions were

drawn.

1. The 4Ps beneficiary-pupils have shown great level of self-motivation.

Despite of their economic status, they are able to go and learn in school.

2. Conflicting to the prior assumption, the academic performance of the

subject doesn’t match to their self-motivation. This leads the researcher to

conclude that (1) most of the respondents were from the lower section, (2)

the respondents didn’t answer the indicators prepared by the researcher

honestly (3) the respondents could hardly cope up with their discussion.

3. Even so, the researcher infers that the respondents are well suited to be

beneficiaries of 4Ps. The support of the program is one of the factors that

enable the less fortunate pupils to go to school according to Reyes and

Mina (2011), it therefore stands as an extrinsic factor for the pupils to

motivate their selves to go to school.

Recommendations:

In view of the findings and of consideration of the limitations of the study,

it is recommended that:

1. Parents of the pupils should pay attention to the learning development of

their children; as the result of the self-motivation assessment implies great

performance, it gives the researcher the idea that the pupils are very

much interested to learn in school. Thus parents’ assistance and

 35

guidance are very much necessary to help their children execute well in

terms of academic aspects.

2. Pupils should be given remediation; as more than half of the population

garnered lower grades far from the implied result of their level of self-

motivation assessment. Teachers from the school should develop

diagnostic assessment also; as it helps them figure out the strengths and

weaknesses of the pupils in learning. It will also give them, the teachers,

ways to manage their pupils according to their interests.

3. Pantawid Pamilyang Pilipino Program should monitor their beneficiary-

pupils’ academic grades also, they should advocate cut-off grades that

enable the pupils to excel and reach the grades needed. For instance, “no

grade below 80 policy”, is quite helpful to challenge the students who

have 79 and below grades.

 36

REFERENCES

Asian Development Bank. (2015). Poverty in the Philippines: causes, contraints

and opportunities. Retrieved from
https://www.adb.org/sites/default/files /publication/27529/poverty-
philippines- causes-constraints-opportunities.pdf.
Brian, O. (2016). Financing education through the pantawid pamilyang pilipino
program (4Ps). international Journal of Humanities and Social Sciences.
Retrieved from
http://www.ijhssnet.com/journals/Vol_6_No_5_May_2016/13.pdf
Celia, R., Aubrey, T., Christian, M., & Ronina, A. (2015). Promoting inclusive
growth through 4Ps, http://ideas.repec.org/p/phd/rpseri/rps_2015-
01.html
Conditional cash transfer (CCT) Philippines-improving the human capitol of the
poor (Pantawid pamilyang pilipino program or 4Ps). Retrieved from

http://unpan1.un.org/intradoc/groups/public/documents/ungc/unpan040549.p
East Asian Development Network. (2013). Pantawid pamilyang pilipino program
(4Ps) Examining the gaps and enhancing strategies in Cebu City
Philippines. Retrieved from https://www.termpaperwarehouse.com/essay-
on/4Ps-Research/397623
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary
school children. Journal of Educational Psychology, 82(3), 525–
538Philippine Const. art. 2. sec 9
Poverty and education: Finding the way forward. (2013). ETS center for
research. Retrieved from
https://www.ets.org/s/research/pdf/poverty_and_education_report.pdf
Poverty and education, from a a war on poverty to the majority on public school
students living in poverty. Retrieved from

http://www.ascd.org/ASCD/pdf/siteASCD/wholechild/spring2015wcsreport.pd
Rinen, Fayette c. “Infobytes.” 10 Nov. 2011.
Monica, M., Elreen, D., Rudy, V., Rocel, T., ( 2015). Pantawid pamilyang Pilipino
program (4Ps): Assistance to pupils Education. Asia Pacific Journal of
Education, arts and sciences. Retrieved from
http://oaji.net/articles/2015/1710-1440094900.pdf
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different
 37

instructional approaches on young children’s achievement and

motivation. Child Development, 66(1), 209–223.
Theresa, C. (2009). poverty and its impact to education: today and tomorrow.
Turner, J. C. (1995). The influence of classroom contexts on young
children’s motivation for literacy. Reading Research Quarterly, 30(3),
410–441.
 38

APPENDIX A

VALIDATION LETTER

Ramon Magsaysay Memorial Colleges

Teachers Education Program
Pioneer Ave., General Santos City

October 13, 2017

Faculty Member
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Madam:

Greetings!

The undersigned is currently conducting a research work entitled, “LEVEL OF

SELF-MOTIVATION AND ACADEMIC PERFORMANCE OF GRADE 6
BENEFICIARY-PUPILS OF 4Ps ENROLLED AT MALALAG COGON
ELEMENTARY SCHOOL” In partial fulfilment of the course requirement for the
Degree Bachelor of Elementary Education at Ramon Magsaysay Memorial
Colleges, General Santos City.
In connection with this, I am requesting your experience, time, knowledge and
expertise to validate my questionnaire; so that it would be ready for
administration. I am hoping for your positive response. Thank you and God
bless.

Sincerely yours,

LOVELY JOY TOQUERO

Researcher

Noted by:

ENGR. ARCELI P. NAVAL

Adviser
 39

APPENDIX B

LETTER OF REQUEST TO CONDUCT STUDY

Ramon Magsaysay Memorial Colleges

Teacher Education Program
Pioneer Ave., General Santos City
December 02, 2016

RENEBOY MAGALLANES
Principal, Malalag Cogon Elementary School
Brgy. Malalag Cogon, Malungon
Malungon, Sarangani

Dear Sir,

Gre etings!
The undersigned is a student of Ramon Magsaysay Memorial Colleges, General
Santos City. She is presently undertaking a research study entitled, “LEVEL OF
SELF-MOTIVATION AND ACADEMIC PERFORMANCE OF GRADE 6
BENEFICIARY-PUPILS OF 4Ps ENROLLED AT MALALAG COGON
ELEMENTARY SCHOOL” In partial fulfilment of the course requirement for the
Degree Bachelor of Elementary Education at Ramon Magsaysay Memorial
Colleges, General Santos City.

In view of this, the researcher would like to request permission from your good
office to allow her to conduct a study to the pupils who gained benefits from the
4Ps in relation to her study. Rest assured that the data gathered will be kept
confidential. Your favorable action to this matter is highly appreciated. Thank you
and more power!

Sincerely yours,

LOVELY JOY TOQUERO

Researcher

Noted by:

ENGR. ARCELI P. NAVAL

Adviser
 40

APPENDIX C

LETTER OF REQUEST TO CONDUCT STUDY

Ramon Magsaysay Memorial Colleges

TEACHER EDUCATION
Pioneer Ave., General Santos City

Respondents
Malalag Cogon Elementary School
Brgy. Malalag Cogon, Malungon
Malungon, Sarangani

Dear Pupils:

Greetings!
The undersigned is a student of Ramon Magsaysay Memorial Colleges, General
Santos City. She is presently undertaking a research study entitled, “THE
LEVEL OF SELF-MOTIVATION AND ACADEMIC PERFORMANCE OF
GRADE 6 BENEFICIARY-PUPILS OF 4Ps ENROLLED AT MALALAG
COGON ELEMENTARY SCHOOL” In partial fulfilment of the course
requirement for the Degree Bachelor of Elementary Education at Ramon
Magsaysay Memorial Colleges, General Santos City.

In view of this, the researcher would like to request permission from you to allow
her to conduct a study about the pupils who gained benefits from the 4Ps in
relation to her study. Rest assured that the data gathered will be kept
confidential. Your favorable action to this matter is highly appreciated.Thank you
and more power!

Sincerely yours,

LOVELY JOY TOQUERO

Researcher

Noted by:

ENGR. ARCELI P. NAVAL

Adviser
 41

Ramon Magsaysay Memorial Colleges

TEACHER EDUCATION
Pioneer Ave., General Santos City

LETTER OF REQUEST

December 11, 2017

____________________
Grade 6 Adviser
Malalag Cogon Elem. School
Malungon, Sarangani

Dear Ma’am,

Good day!

I am Lovely Joy C. Toquero, a college student from Ramon Magsaysay

Memorial Colleges-Gensan, currently conducting a research entitled, “LEVEL
OF SELF-MOTIVATION AND ACADEMIC PERFORMANCE OF GRADE 6
BENEFICIARY-PUPILS OF 4Ps ENROLLED AT MALALAG COGON
ELEMENTARY SCHOOL” in partial fulfilment of the course requirement for the
Degree Bachelor of Elementary Education, at the aforementioned institution.

In line to this, I would like to request from your records the average grade taken
from the 2nd quarter of the pupils who gained benefits from the Pantawid
Pamilyang Pilipino Program. Rest assured that the data gathered will be kept
confidential. Your favorable action to this matter is highly appreciated. Thank you
and more power!

Sincerely yours,

LOVELY JOY TOQUERO

Researcher

Noted:

ENGR. ARCELI P. NAVAL

Adviser

APPENDIX D
 42

SURVEY INSTRUMENT
Ramon Magsaysay Memorial Colleges
College of Teacher Education
Pioneer Ave., General Santos City

Name:_______________________________________
Date:_________

Direction: The following are indicators to measure the level of self-motivation of

the pupils. Check (✔) the box of your answer. There are no wrong answers.
Please rate how successful you believe you are with the various types of
situations listed below (check the appropriate rating, if not applicable, leave
blank).

Legend:

Scale Qualifying Description Interpretation

5 Always (Very Highly Motivated)

4 Often (Highly Motivated)
3 Sometimes (Moderately Motivated)
2 Seldom (Less Motivated)
1 Never (Not Motivated)

Indicators 5 4 3 2 1

1. I am never absent despite of having not enough money to

buy food during recess time.

2. I go to school on time even if I have to walk an hour prior to

the time call for our flag ceremony.

3. I am willing to learn new lesson even if I am not feeling

well.

4. I have a strong desire to excel in class despite of being

economically less fortunate.
 43

5. I give myself time to prepare for the upcoming quizzes,

examination, and other classroom/school activities
because I always aim to take hold of good remarks.

6. I get a sense of satisfaction when I get good grades

because it makes me feel like my efforts are all paid well.

7. I am willing to clean our classroom even though I am not

the cleaner.

8. I enjoy taking responsibilities in every class activity out of

interest and willingness.

9. I encourage my friends to study with me during our leisure

time for I wanted to be a good influence to them.

10. I do not get discouraged of failures; instead I take them as

lessons to acquire in order to improve tasks.

11. I always say to myself that I can accomplish responsibilities

the best I can.

12. I do projects and assignments alone even if I can ask my

elder sibling/parents for help.

13. I study my lessons in advance even if I’m not told to.

14. I never get distracted by the problems we encounter at

home; instead I do my tasks in school with a great job
unmindful of the difficulties.

15. I always make sure that whenever I go back home, I have

learned from the discussion we had the whole day.
 44

APPENDIX E

RATING SCALE

Ramon Magsaysay Memorial Colleges

College of Teacher Education
Pioneer Ave., General Santos City

Grade Rating Scale

Description Grading Scale

Outstanding 90% - 100%

Very Satisfactory 85% - 89%

Satisfactory 80% - 84%

Fairly Satisfactory 75% - 79%

Did Not Meet Expectation Below 75%

 45

APPENDIX F

VALIDATION RATING SHEET

Ramon Magsaysay Memorial Colleges

TEACHER EDUCATION PROGRAM
Pioneer Ave., General Santos City

Direction: Please check the appropriate box for your rating.

Point Equivalent:
Scale Description
5 – Excellent
4 – Very Good
3 – Good
Criteria 5 4 3 2 1

1. Clarity of directions and items. The test directions and

items are written in clear and understandable manner.
2. Presentation/Organization of items. The items are
presented and Organized in logical manner.
3. Suitability of items. The manner of items appropriately
represented the substance of the research. The questions
are designed to determine the mastery level and proficiency
level that is supposed to be measured.
4. Adequateness items per category. The items represent
the coverage of the research and equality. The number of
question per area is respectively enough of the question
needed of the research.
5. Attainment of the purpose. The instrument as a whole
fulfills the objectives of which was constructed.
6. Each item question requires only specific answer of
measures only mastery and proficiency and no aspect of
the questionnaire suggest bias of the researcher.
7. Scale and evaluation rating system. Scale adapted is
appropriate for items.
2 – Fair
1 – Poor

_______________________________
Name and Signature of Evaluator
 46

LEVEL OF SELF-MOTIVATION AND ACADEMIC PERFORMANCE OF

GRADE 6 BENEFICIARY-PUPILS OF 4Ps ENROLLED AT
MALALAG COGON ELEMENTARY SCHOOL

A Thesis
Presented to the Faculty of the Teachers Education Program
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In partial Fulfillment of the Requirements in Methods of Research

Bachelor of Elementary Education
Major in General Education

LOVELY JOY C. TOQUERO

March 2018
 ii47

RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM
Pioneer Avenue, General Santos City
Tel. No (083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph

APPROVAL SHEET

This thesis entitled “LEVEL OF SELF-MOTIVATION AND ACADEMIC

PERFORMANCE OF GRADE 6 BENEFICIARY-PUPILS OF 4Ps ENROLLED
AT MALALAG COGON ELEMENTARY SCHOOL”, prepared and submitted by
LOVELY JOY C. TOQUERO in partial fulfillment of the requirements in Bachelor
of Elementary Education, has been examined and is recommended for
acceptance and approval for oral examination.

ENGR. ARCELI P. NAVAL, MAED

Adviser
…………………………………………………………………………………………….

PANEL EXAMINERS

ANAFE A. SALABAO, MA
Chairman

GERALDINE D. RODRIQUEZ, EdD EMELYN E. ORIAS, MA

Member Member
……………………………………………………………………………………………..
Accepted and approved in partial fulfillment of the requirements in Bachelor of
Elementary Education-Major in Gen-Ed.

EMIE A. GENTON, PhD

Director, College of Teacher Education
 48
iii

ACKNOLEDGMENT

The researcher humbly extends her gratitude to the following individuals

behind the success of this study.

To her adviser, Engr. Arceli P. Naval, for her cheerful ways of

enlightenment, for the time she offers in guidance and advices, and for her

support to enable this study to happen;

To her loving parents, Mr. Jesus Toquero and Mrs. Lolita Toquero, for

inspiring her to do task at hand, for their undying support especially in financial

sustenance which empowers the researcher to do the research;

To her siblings, Jems, for giving her the most used equipment, the laptop;

Jerome, for the financial backing; Lucilyn and her family for the moral support;

Jovan and Lekha for the motivation.

To her friends, Jianne, Chrislen, Darlyn, Nikka, Kathleen, Rico, and

Mischelle, for their unstoppable reminders and care, their jovial enthusiasm and

humour which support her, the researcher, to keep going.

To the 4Ps beneficiary-pupils; to the teachers, Ma’am Irene, Ma’am

Rosalina, Ma’am Faith; and to the Principal, Mr. Rene Boy Magallanes for

allowing the researcher to conduct research in the school headed by him.

And above all, to Father God, for strength, power, blessings, knowledge

and wisdom He showers all the way to the end of the journey of this research.

LOVELY JOY C. TOQUERO

 49
iv

DEDICATION

With the perseverance to finish this study,

The researcher wholeheartedly dedicates this book to:

Father God,

the source of knowledge, wisdom and blessings..

Her parents,

Mr. Jesus Toquero and Mrs. Lolita Toquero

for their unending support, love and care..

Her siblings,

Jems, Lucilyn together her family, Jovan, Jerome, and Lekha

for their encouragement, moral and financial support..

Her friends,

Jianne Bermoy, Chrislen Garcia, Darlyn Zagales, Nikka Soriano, Kathleen

Sayo, Rico Bayot, and Mischelle Jala

for their powerful humour, reminders and encouragement..

-Lovely-
 50
v

ABSTRACT

This study was conducted with the aim of determining the level of self-

motivation and academic performance of the grade 6 beneficiary-pupils enrolled

at Malalag Cogon Elementary School during the school year 2017-2018.

This study made use of descriptive-correlation method. Data were

gathered through a survey questionnaire and were treated using frequency

count, weighted mean, and Chi-Square test. The total arithmetic mean or the

grand mean of the level of self-motivation was described to as often which

means that students are often motivated by themselves. Data show that almost

half of the respondents’ population has garnered low grades. The computed

value of x2 2.22 and the critical value of 15.51 with respect to its degree of

freedom 8. Since the computed value of x 2 is less than the critical value, and the

p-value of 0.9735 is greater than the 0.05 significance level, the null hypothesis

should not be rejected. Thus, there is no significant relationship between the

level of self-motivation and academic performance of the grade 6 beneficiary-

pupils of Malalag Cogon Elementary School.

Keywords: Self-motivation, academic performance

 51
vi

TABLE OF CONTENTS

CONTENTS PAGE

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication iv

Abstract v

Table of Contents vi

List of Figures ix

List of Tables x

Chapter

1 THE PROBLEM AND ITS SETTING

Introduction 1

Theoretical Framework 2

Conceptual framework 4

Statement of the Problem 5

Scope and Delimitation 5

 52vii

Significance of the Study 5

Definition of Terms 6

2 REVIEW OF RELATED LITERATURE 7

3 METHODOLOGY

Research Method 23

Research Locale 24

Research Respondents 24

Data Gathering Procedure 24

Data Gathering Instruments 25

Sampling Technique 25

Statistical Tools 25

4 PRESENTATION, ANALYSIS,

AND INTERPRETATION 27

5 SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

Summary of Findings 32

Conclusions 34

Recommendations 34

References

APPENDICES

A VALIDATION LETTER

B LETTER OF REQUEST TO CONDUCT

STUDY
 53
viii

C LETTER OF REQUEST TO
RESPONDENTS

D LETTER OF REQUEST TO THE ADVISERS

E RATING SCALE

F VALIDATION RATING SHEET

G SURVEY INSTRUMENT

H CERTIFICATE OF GRAMMARIAN

I CERTIFICATE OF STATISTICIAN

CURRICULUM VITAE
 54ix

LIST OF FIGURES

Figure Page

1 Conceptual Framework 4
 55
x

LIST OF TABLES

Table Page

1 Research Respondents 24

2 Level of Self-Motivation 29
3 Level of Academic Performance 30

4 Relationship between the level

of self-motivation and academic

performance of Grade 6 beneficiary-

pupils of Malalag Cogon Elementary

School 31