ASSESSMENT OF THE ACADEMIC PERFORMANCE

OF 4P’S PUPILS BENEFICIARIES OF SULTAN ALI

DIMAPORO INTEGRATED SCHOOL: BASIS FOR
REMEDIATION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 398-405
Document ID: 2023PEMJ1372
DOI: 10.5281/zenodo.10222614
Manuscript Accepted: 2023-14-11
Psych Educ , 2023, 15(4): 398-405, Document ID:2023 PEMJ1372, doi:10.5281/zenodo.10222614, ISSN 2822-4353
Research Article

Assessment of the Academic Performance of 4p’s Pupils Beneficiaries of Sultan Ali

Dimaporo Integrated School: Basis for Remediation Program
Angelie P. Maunga*, Norhaifah D. Pido, Norjalil A. Pido, Joan P. Macud
Graciosa C. Chavez, Letecia A. Yapac
For affiliations and correspondence, see the last page.
Abstract
This study investigated and assessed how the Pantawid Pamilyang Pilipino Program (4Ps) affects the academic
performance of Grade VI pupils at Sultan Ali Dimaporo Memorial Integrated School. A total of 180 pupils
were used as respondents in this study. It also determined the respondents’ profile in terms of age, gender,
parents’ occupation, educational attainment, monthly income, monthly assistance from 4Ps, pupil allowance
from parents, financial support, and study habits and learning style. The study used descriptive and
quantitative methods of research. The data gathered were statistically treated using frequency and percentage
distribution, weighted mean, and chi-square to determine the relationship between the dependent and
independent variables. The result showed that the pupil’s profile in terms of age, gender, parent’s occupation,
parent’s educational attainment, parent’s monthly income, parent’s monthly assistance from 4P’s, pupil’s daily
allowance, and pupil’s financial support is not significant to the academic performance of the pupil. Although
parents’ monthly income did not affect the pupils' performance, the researcher recommends that income-
generating projects for the parents be implemented to help alleviate their economic status. Moreover, as to the
study habits of the respondents, there is a significant correlation with their performance. Manifested that the
pupils had fair study habits with a significant correlation to the pupils' performance. Furthermore, for the
learning styles of respondents, they were visual learners. This means that they can perform well if they can see
what they are going to do. As regards the pupils' academic performance, most of them got very good grades;
hence, with regard to relationship results, the pupil's profile and financial support were found to be
insignificantly related to their academic performance, while learning styles and study habits were found to be
significantly related to the performance of the respondents, and the rest of the variables showed no significant
difference. The results showed that the learning style and academic performance of the pupil were not
affected. However, it is recommended that teachers use different teaching techniques and strategies to
accommodate the different learning styles of the learners. Thus, administrators should push personal and
professional growth among the teachers to address the diverse types of learners and to compete in a globally
changing society.

Keywords: assessment, academic performance, pangtawid pamilyang Pilipino program

Introduction
Poverty is one of the major problems in the
Philippines. Several solutions have been formulated,
but none have been proven to be the best. Poverty is
the deprivation of food, shelter, money, and clothing
that occurs when people cannot satisfy their basic
needs. Poverty can be understood simply as a lack of
money, or more broadly in terms of barriers to
everyday life. Absolute poverty or destitution refers to
the state of severe deprivation of basic human needs,
which commonly include foods, water, sanitation,
clothing, shelter, healthcare, education, and
information. For most of history, poverty has been
mostly accepted as inevitable, as traditional modes of
production were insufficient to give an entire
population a comfortable standard of living (Le Thi Ai
Lam, 2005). Subsequently,
Pupils who lived in poverty scored significantly
worse than other pupils. It has also been found that
there is a high risk of educational underachievement
for children who are from low-income housing
circumstances (Aorons, 2009). Many low-SES
(socioeconomic status) children face emotional and
social instability. Typically, the weak, anxious
attachments formed by infants in poverty become the
basis for full-blown insecurity during the early
childhood years. Very young children require
healthy learning and exploration for optimal
brain development. Unfortunately, in impoverished
families, there tends to be a higher prevalence of such
adverse factors as teen motherhood, depression, and
adequate health care, all of which lead to decreased
sensitivity towards infants and, later, poor school
performance and behavior on the child’s part (Van,
2004).In order to give some remedies to this kind of
problem, the government made some solutions, and
one of them was the 4P's, or Pantawid Pamilyang
Pilipino Program. This is a government-conditional
cash transfer implemented by the Department of Social
Welfare and Development (DSWD). It aims to
eradicate extreme poverty in the Philippines by
investing in health and education, particularly in ages

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Research Article
0–14. It is patterned on programs in other
developing countries like Brazil, Mexico, and many
others. The 4P’s program now operates in 17
regions, 79 provinces, 484 municipalities, and 143
key cities, covering 4,090,667 households as of June
2014 (http://pantawid.dswd.gov.ph/-Pantawid
pamilyang Pilipino program). This program was
made to improve the health and education of poor
households in society. This institution really showed
how much they care for children (DSWD, 4P’s
manual).
The Department of Social Welfare Development
patterned the conditional cash transfer system from
developing countries, particularly Brazil and Mexico,
in 2007, and the DSWD pre-pilot was tested in the
municipalities of Sibagal and Esperanza in Agusan del
Sur. The municipalities of Lopez Jaena and Bonifacio
in Mis Occ. The Caraga Region and other cities of
Pasay and Coloocan have a 50-million-peso budget
(DSWD website). 4P’s was renamed by DB-Mayler G.
Amolata and Aicris Floren on July 16, 2008, by
administrative order #6 series 2008.
Nevertheless, the 4P’s have general and specific
objectives, such as social assistance, which provides
cash assistance to address short-term financial needs,
and social development, which involves investing in
capability building so that they will be able to break
the intergenerational poverty cycle. In this connection,
the research is very eager to know how valuable and
effective the different programs of the government are,
how they are being implemented, and how they affect
the lives of the beneficiaries, especially their learning
performance and learning habits.
Research Questions
This imminent problem of poverty as related to
academic performance and learning habits is lack of
interest among schools. The researcher is curious to
assess the effects of the government assistance
program 4P’s on the academic performance of Grade
VI pupils at Sultan Ali Dimaporo Memorial Integrated
School. The researcher sought to answer the following
questions:
1. What is the pupils’ profile in terms of:
1.1 age;
1.2 gender;
1.3 parent’s occupation;
1.4 parent’s educational attainment;
1.5 parent’s monthly income;
1.6 parent’s monthly assistance from 4P’s; and
1.7 Pupil’s daily allowance?
2. What is the pupil’s financial support?
Maunga et al.
3. What is the pupil’s study habits?
4. What is the pupil’s learning styles?
5. Is there significant relationship between pupil’s’
profile, financial support, study habits, and
learning styles and their academic performance?
6. What remediation program can be proposed?
Literature Review
Poverty refers to the condition of having insufficient
resources that will lead to a limited income, which
means lacking not only material assets and health but
also capabilities such as social belonging, cultural
identity, respect and dignity, information, and
education (Evan, 2004).
4P's (formerly Ahon Pamilyang Pilipino) is a
conditional cash transfer program of the Philippine
government under the Department of Social Welfare
and Development (DSWD). It aims to eradicate
extreme poverty in the Philippines by investing in
health and education, particularly in ages 0–14. It is a
pattern in programs in other developing countries like
Brazil and Mexico. It was launched in late 2017 here
in the Philippines. In the Philippine government’s
version of the conditional cash transfer, in exchange
for the provision of cash grants for education and
health activities, poor families need to comply with a
set of conditions, such as ensuring the school
attendance of children, regular visits to the health
facility for immunization, and preventive health check-
ups for maternal care (Calvo, 2011).
Furthermore, the program is designed to address issues
of maternal morality and child mortality; hence,
investment in education and health improves the
chances of children for upward social and economic
mobility (Gundlach, 2001). Moreover, millions of out-
of-school, functionally illiterate, or unemployed poor
are covered by the program. Such as the eligible
household's mother, who is classified as poor based on
the NHTP-PR at the time of assessment. Households
that are 0–14 years old or have a pregnant woman at
the time of assessment; households that agree to meet
the conditions specified in the program. There is no
age requirement to avail of the program, so as long as
they are qualified and meet the criteria, they are
considered a grantee.
The Constitution, Article 2, Section 9, provides that
the state shall promote 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
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Research Article
improved quality of life for all. Subsequently, the
Department of Social Welfare (DSWD) has
developed a convergence framework that aims to
maximize the impact of its poverty reduction
programs through an effective targeting system and a
holistic community development approach. This
framework, also known as the Public-Private
Partnership (PPP) Pathway Out of Poverty, consists
of three key programs of the department, which are
the Pantawid Pamilyang Pilipino Program of Social
Services (KALAHI- CIDSS) and Self-employment
Assistance Kaunlaran (SEA-K).
Furthermore, poverty in the country is not only caused
by a lack of economic resources but also by socio-
economic and political factors that prevent the equality
and distribution of resources. Although the 4P’s aim is
to provide the poor with proper education but not
directly answer the socioeconomic status of every
grantee, investing in education and health improves the
chances of children's upward social and economic
mobility (National Statistics Coordination Board,
2013).
The conditional cash transfer (CCC) programs address
both future poverty by fostering human capital
accumulation among the young as a means of breaking
the intergenerational transmission of poverty and
current poverty by providing income support for
consumption in the short run (Calvo, 2011). Indeed,
the main objective of the 4P’s and other CCT
programs is to prevent inter-generational transferee
poverty and help break the infinite cycle of poverty by
providing the children with suitable educational health
assistance so as to help them develop the facilities for
a better future, investing in children’s human capital,
and ensuring that they grow into educated and healthy
adults. In the equivalent of teaching them how to fish,
healthy, educated children ultimately have more
choices in life and are able to become productive
members of society (Bloom, 2008).
Obviously, it has also been connected with the
children's study habits. Study habits in the present
include aspects such as concentration, time
management, reading and note-taking, examination,
and general study habits. Koivo, as cited by Suana
(2007), stressed that study habits affect the academic
performance of both male and female students;
however, girls appear to have better study habits than
boys. Similarly, Garingo (2004) pointed out that study
habits have a great and vital role in achieving good
academic performance. Dano (2003) had a similar
finding regarding the very high correlation between
the study habits and the level of academic performance
of the students. Garingo (2004) claimed that a study
habit has a direct bearing on academic performance.
Maunga et al.
Students who have good study habits overachieve in
academic subjects. A similar study by Lambatan
(2004), as cited by Bandala (2012), about the
correlates of performance of basic education students
of Baguio Colleges Foundation University Laboratory
Schools revealed that there is a moderate relationship
between study habits and academic performance.
Moreover, students' performance also correlates with
their learning style (Garingo, 2004). The term learning
style refers to the concept that individuals differ in
regard to what mode of instruction or study is most
effective for each student (Desmalt & Valcke, 2004).
Learning style can affect or enhance academic
performance.
Methodology
This study used a descriptive research design. The
investigation was concerned with the assessment of the
academic performance of Grade VI pupils at Sultan
Ali Dimaporo Memorial Integrated School who are
4P’s beneficiaries, their age, gender, parent’s
occupation, parents’ combined income, monthly
assistance from 4P’s, pupils daily allowance, financial
support, study habits, and learning styles. The
researcher used a survey questionnaire to gather data.
The questionnaire was self-administered. It was
divided into four parts: Part 1: profile of the
respondent; Part 2: respondent’s financial support; Part
3: study habits; and Part 4: learning styles. The
researcher purposefully chose the entire Grade VI,
from Section A to D of SADMIS, as her respondents
because, based on the records given by the adviser,
most of the pupils were 4P’s beneficiaries. These
pupils were the children of mothers who are members
of the 4P’s. The researcher used frequency and
percentage in analyzing the profiles of the respondents.
Weighted mean to determine financial support, social
behavior, learning performance, and teaching styles.
And Chi-square to determine the relationship between
the dependent and independent variables.
Results and Discussion
Table 1 shows that the pupil’s profile in terms of age,
gender, parent’s occupation, parent’s educational
attainment, parent’s monthly income, parent’s monthly
assistance from the 4P’s, pupil’s daily allowance,
pupil’s financial support, study habits, and learning
style is not significant to the academic performance of
the pupils. This goes to show that age may likely affect
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the academic performance because cognitive
development and maturity, which are associated with
age, are necessary for a worthwhile performance of
pupils (Ukueze, 2007). Moreover, regardless of
gender, the pupils reflect that they are more
determined to study. Furthermore, when it comes to a
parent’s occupation, it is not significant, which simply
means that regardless of the kind of job parents have,
it does not affect the performance of their children in
school. Maginnis (1996) found out that even if the
family is facing poverty, they try to find ways to
sustain the educational needs of their children.
As a matter of fact, there are parents who are not
college graduate, but their children have good
academic performance (Roux ,1994). Additionally,
Monthly allowance coming from 4P’s is not sufficient
however, parents find ways to sustain the basic needs
of their children. Furthermore, most of the pupils
experienced moderately adequate in terms of financial
support, which means they were not able to receive
full support from their parents when it comes to their
educational needs. However, it does not affect their
performance. Many believed that socioeconomic status
has greatly influenced students’ success. However, the
family’s SES had no significant relation to the
students’ academic achievements (Chen, 2001. hence,
if the child is intrinsically motivated, financial support
from their parents won’t matter especially if the child
knew that he/she has nothing to expect from his/her
parents financially. (Verdisco, et al., 2007)
As a matter of fact, there are parents who are not
college graduates, but their children have good
academic performance (Roux, 1994). Additionally, the
monthly allowance coming from the 4P’s is not
sufficient; however, parents find ways to sustain the
basic needs of their children. Furthermore, most of the
pupils experienced moderately adequate financial
support, which means they were not able to receive
full support from their parents when it comes to their
educational needs. However, it does not affect their
performance. Many believe that socioeconomic status
has greatly influenced students’ success. However, the
family’s SES had no significant relation to the
students’ academic achievements (Chen, 2001); hence,
if the child is intrinsically motivated, financial support
from their parents won’t matter, especially if the child
knows that he or she has nothing to expect from his or
her parents financially (Verdisco et al., 2007).
Subsequently, the result indicates that most of the
parents’ educational attainment was elementary. level
and only acquire Arabic studies. Roux (1994) said that
a parent’s educational attainment is an important factor
Maunga et al.
in predicting a pupil’s academic success. However,
there are parents who are not college graduates, but
their children have good academic performance (Chen,
2008).
Conversely, study habits have a significant correlation
with a pupil’s performance. As such, giving pupils
some techniques on how to study effectively and take
examinations successfully would surely result in
higher achievement gains. Garingo et al. (2004)
pointed out, study habits have a great and vital role in
achieving good academic performance. Moreover,
teachers must extensively use the blackboards during
teaching for the students to take notes so they have
something to review at home. As Baykan and Nacar
(2006) said, student motivation and performance
improve when instruction is adapted to the student's
learning style. Thus, it is imperative for the teachers to
vary their styles of teaching and to match their
instructional choices to the pupils’ preferred styles of
learning.
Table 1. The Relationship between Respondents’
Profile and Academic Performance
Study Habits
Study habits refer to the behavior patterns of the pupils
in doing his/her tasks and responsibilities. In this
study, five aspects of study habits are considered. They
are general study habits, concentration, time
management, reading and note taking, and
examinations.
Table 2 shows the results of the 180 pupils study
habits. In the aspects of general study habits, the
responses of the pupils were poor in the number 1
statement, which was a negative response. The second
statement got a good response, and the rest were able
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to have a fair response. The verbal interpretation of

these indicators is fairly good because most of the
pupils refer to watching television rather than studying
their lesson. These students need close guidance from
their parents in order to enhance their study habits.

In the aspect of concentration, one indicator was rated

as fair; the rest were rated poor. The table shows that
the pupils’ concentration when it comes to their study
habits was very poor, which means the pupils take a
long time to get ready to study and they find it hard to
concentrate. Statement 10, which has a poor
interpretation, implies that they only study when they
are in the right mood. In the area of reading and note-
taking, two indicators were very good by the pupils,
while the rest were rated poor. “I have trouble finding
time to read all the materials” was rated poorly by the
pupils. When pupils were clarified about this, they said
they had very little left for reading due to the fun of
playing games and doing some household chores. The
Learning Style
indicator I find it difficult to take note of during class
was rated poor. This would mean that pupils would
It shows that (55.56%) of the respondents were visual
find it difficult to take down notes during class. As
learners. This indicates that the majority of the pupils
observed by the researchers, this is true since their
learn best through visual presentations. Only (19.44%)
teachers usually give them time to take down notes.
were auditory learners, and 25 percent were
Moreover, in the area of examination, “I get nervous
kinesthetic. The result is in consonance with the
and don’t do my best was rated poor, which means that
findings of Segundo (2004) that students preferred to
most of the pupils cannot perform well during the
practice the visual learning style, while the kinesthetic
exam because they feel nervous. The 4 indicators were learning style was least practiced.
rated very good, but the indicator “I finish early and
hand in my exam paper before time is up” was rated This result implies that teachers must present their
very good, but despite taking a review, if the pupils lessons with the use of graphs, drawings, models, and
felt nervous during the exam, they still fail the exam pictures. Moreover, teachers must extensively use the
and cannot perform their very best in it. Giving pupils blackboards during teaching for the students to take
some techniques on how to study effectively and take notes so they have something to review at home. As
examinations successfully would surely result in Baykan and Nacar (2006) said, student motivation and
higher achievement gains. As Garingo et al. (2004) performance improve when instruction is adapted to
pointed out, study habits play a great and vital role in the student's learning style.
achieving good academic performance.
Table 3. Learning Style
Table 2. Study Habits

Respondents’ Academic Performance

Table 4 shows the academic performance of Grade VI

pupils at SADMIS. The results revealed that the
majority (47.78%) of the respondents obtained very
good academic achievement, followed by (27.78%) of

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Research Article
the respondents obtaining good academic performance.
(17.22%) had fair academic performance. The results
further showed that (7.22%) obtained excellent
academic performance. This implies that to have a
better performance in school, you need to study hard.
This also implies that being poor does not necessarily
mean that you will perform poorly because learning is
acquired by doing it; it cannot be imposed, but you can
be influenced, and if you are intrinsically motivated to
learn, there is no reason for you not to excel in your
chosen field or carrier. Academic performance is a
product of many aspects. The achievement of
enhanced academic performance is a product of
personal determination, cognitive development, and
motivation, as well as positive correlates. Aghadiuns
(1992), as cited by Adeyemo and Ochinko (1998).
Table 4
Summary of Results The Relationship between
Respondents’ Profile and Academic Performance
Table 5
Conclusion
Pupils' performance in school is not influenced by
different factors such as age, gender, parents’
occupation, parent’s educational attainment, parents’
monthly income, parent’s monthly assistance from the
4P’s, pupil’s daily allowance, and pupil’s financial
support because their willingness to learn is self-
motivated. Hence, their persistence to perform in
school is self-activity; regardless of their status in life,
they tend to succeed and overcome whatever setbacks
they might encounter, for they believe that education is
indeed a passport to social mobility. It enables one to
have meaningful learning, to improve self-esteem, to
Maunga et al.
boost confidence, and to become an asset to the
community. However, all of these will be achieved
through proper study habits that will enhance their
skills and talents into meaningful insights with the
help of all their mentors, using very convenient and
attractive teaching styles so that there is a good
learning environment that will address and cater to the
needs of the diverse learners.
Academic success does not depend solely on the
cognitive aspects of a person; as revealed in the study,
academic performance could be enhanced if motivated
to study by study habits and learning styles.
Based on the findings and conclusions, the following
recommendations are suggested: (1) The pupils should
learn to give value and importance to their academic
performance. Money is quite important in individual
living; therefore, pupils must also give their best to pay
back what the government provides to them. (2) Pupils
should enhance their learning style in order to develop
their different skills. (3)Teachers should teach students
by using pictures of real-life situations. And other
visual presentations to facilitate pupils' learning.
However, they should not also forget to use other
teaching devices that would also cater to and develop
the pupils' auditory skills and provide activities that
would develop their kinesthetic skills. (4) Replications
on the different variables that affect pupils’ academic
performance should be encouraged. The result also
generates knowledge that is important to research as it
provides new insights to the beneficiaries of the 4Ps.
(5)The school heads and administrators, who will
supervise, monitor, and evaluate teachers'
performance, are suggested to provide more activities
and references to cope with the pupils' different
learning needs. (6) The curriculum should be regularly
evaluated and designed by appropriate professionals
who have sufficient knowledge of the learners' multi-
intelligences. (7) The government officials they should
implement strong programs that would enhance the
way of life of an individual because cash grants every
2 months. is a temporary dose. What we were looking
for was a lifetime dose.
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Psych Educ , 2023, 15(4): 398-405, Document ID:2023 PEMJ1372, doi:10.5281/zenodo.10222614, ISSN 2822-4353
Research Article

Affiliations and Corresponding Information

Angelie P. Maunga
Ramain Elementary School Department of Education – Philippines
Norhaifah D. Pido
Sultan Ali Dimaporo, Memorial Integrated School – Philippines
Norjalil A. Pido
Sultan Ali Dimaporo, Memorial Integrated School – Philippines
Joan P. Macud, PhD
Mindanao State University, Lanao Norte Agricultural College – Philippines
Graciosa C. Chavez
Mindanao State University, Lanao Norte Agricultural College – Philippines
Letecia A. Yapac
Mindanao State University, Lanao Norte Agricultural College – Philippines

Maunga et al. 405/405