Survey Impact of Pantawid Pamilyang Pilipino Program (4P’s)

to Learners’ Development in A Secondary School in Nueva Ecija Schools Division

Raquel D. Dasalla1
Narciso A. Martin Jr.2
Randy Joy M. Ventayen3

Department of Education1
Pangasinan State University2,3

Abstract
This study aimed to describe the two hundred thirty (230) learners in a Secondary
School in the Nueva Ecija Schools Division. They were beneficiaries of the Pantawid
Pamilyang Pilipino Program (4P’s) and how this program contributed to their development
and achievement. The descriptive survey methodologies were utilized with questionnaires,
interviews, and documentary analyses procedures in data gathering. Weighted means,
ranking, and T-test Paired Two Sample Means Formula were the statistical tools to test the
program's impact on learners’ development.
The salient findings of the study were the following; 1) in all aspects of recipients’
achievement, they were “competent:” character traits: before (2.74), after (3.04); social skills:
before (2.82), after (3.08); identity: before (2.85), after (3.07); interdependence: before
(2.94), after (3.03); thinking skills: before (2.88), after (3.04); and communication skills:
before (3.04), after (3.22). Based on the computed T-test values, characteristic traits (4.7504)
and social skills (4.5607) were greater than their t Crit values (1.984) which indicated a
significant difference before and after availing of 4P’s. Further, possible inputs on learners’
development were provided to address problems encountered by the beneficiaries. It may
help cooperating agencies continuously achieve the Pantawid Pamilyang Pilipino Program
(4P’s).
.

Keywords: beneficiaries, competencies, financial assistance, learners’ achievement,

learners’ support, pantawid pamilyang pilipino program

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Introduction
Education is regarded as a means of character development. The same is considered
an asset and investment that people could use to achieve a certain quality of life, which is
enjoyable, acceptable, and worth living. It is believed that getting educated nowadays is
almost a requirement to land in a workplace and be successful. Worldwide, sending children
to school is a distinct mark of every family as parents or guardians believe that education is a
tool for social mobility and a road to achieve quality life. As the old parent adage suggests, a
child is incessantly pleaded to study hard not to experience poverty and be successful in life.
One of the duties of the State under The 1987 Constitution (Robles, n.d.) has to do
with providing access to quality education to every Filipino citizen. Accordingly, the
Government takes reasonable steps to respond to today’s generation’s demands by
establishing appropriate programs to assist and help learners and even their families attain
particular human development objectives such as health, nutrition, and education (Reyes &
Valencia, n.d.).
Anent above objectives, the Department of Social Welfare and Development
(DSWD, n.d.-a) is mandated to create policies and implement social protection programs and
projects to alleviate poverty and empower disadvantaged individuals and families. An
example of such programs is the Pantawid Pamilyang Pilipino Program (4P’s) or the
Conditional Cash Transfer, which aims to address extreme poverty and low human capital of
the poorest household by linking its conditionalities with key health and education indicators
(Sadoulet, Elisabeth & de Janvry, 2004); (Son, 2008).
The 4P’s (DSWD, n.d.-c) is anchored on the concept of Conditional Cash Transfer
(CCT) programs which have been widely adopted as a new approach in providing social
assistance to the poor, particularly in countries such as Colombia, Brazil, and Mexico
(Bourguignon et al., 2002); (Riccio, J., Dechausay, N., Greenberg, D., Miller, C., Rucks, Z.,
& Verma, 2010). The goal of CCT implementation is to balance the goals of current and
future poverty reduction by providing cash to finance immediate consumption and fostering
investment in human capital in either or both health and education. The main strategy links
cash to behavior by providing money to low-income families contingent upon specific
verifiable actions, generally minimum investments in children’s human capital (Morris,
Pamela Morris, Aber, J. Lawrence Aber, Wolf, Sharon & Berg, 2016).
The 4P’s draws its basis on the decreasing enrolment and completion rates at the
Elementary level, increasing percent of Filipino children who fail to satisfy the usual weight-
for-age standard, and declining maternal mortality rate (MMR). Hence, the 4P’s aims to

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promote human capital among low-income families, especially children, to break the
intergenerational cycle of poverty.
As an active partner in implementing the program, the Department of Education
(DepEd) (Department of Education Order No. 110 s. 2009, n.d.), which is mandated to
provide basic education that is equitable and accessible to all children, shall ensure
representation in the Advisory Committee at the national, regional, city, and municipal levels,
ensure that supply of schools, teachers, and education materials are available to 4P’s target
areas, assign, or designate Staff to form part of the 4P’s Team at the different levels and help
in monitoring the program operation particularly on compliance of conditions on education
among beneficiaries.
Indeed, the Pantawid Pamilyang Pilipino Program (4P’s) has already paved its
benefits to poor rural areas where low-income families of children who cannot attend school
dwell (Oppenheim, 2012). This program reached the poor household in Nampicuan, Nueva
Ecija through its Municipal Mayor's effort.
The town of Nampicuan had been surveyed by five (5) enumerators of the
Department of Social Welfare and Development (DSWD) and consolidated by the National
Household Targeting System – Poverty Reduction (NHTS-PR) through Proxy Means Test
using 34 indicators to find out if the town of Nampicuan could be qualified under the list of
poorest Municipalities (DSWD, n.d.-b). This test determines the socio-economic category of
the families by looking at certain proxy variables such as ownership of assets, type of
housing, education of the household head, livelihood of the family, and access to water and
sanitation facilities. Fortunately, the Municipal Mayor’s application to the program was
approved.
Five hundred (500) poor households in Nampicuan were identified during this period.
However, only four hundred twenty-three (423) families were qualified since not all
identified households have children whose age ranges from 0 to14 years old. In 2011, around
two hundred thirty-six (236) were taken as additional beneficiaries of the 4P’s. Since it is a
conditional cash grant for a 5-year time only, its Committee is scouting for the graduating
household who will be granted ten thousand pesos (P10,000.00) intended for livelihood
project (DSWD, n.d.-b).
As one of the identified poorest Municipalities in the Philippines, Nampicuan, Nueva
Ecija, poverty is at the level in which parents cannot provide their children’s basic needs and
right to get educated. Parents used to prefer that their children stay home and help them earn
their living instead of sending them to school to get formal education.

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 Involved in today’s educational system, which strongly addresses poverty reduction
programs for the poor families of learners, the researcher felt the relevance of conducting a
study on the Pantawid Pamilyang Pilipino Program (4P’s) as implemented in a Secondary
School in Nueva Ecija Schools Division and how did the program contribute to learners’
development.

Conceptual Framework

4P’s Recipients’ 4P’s Recipients’

Achievement Before the Achievement After the
Program Program
 character traits  character
A. traits
 social skills  social skills
IMPLICATION
 identity  identity
B. TO
 interdependence  interdependence
EDUCATIONAL
 thinking skills  thinking
C. skills
MANAGEMENT
 communication  communication
skills skills
D.

PROBLEMS
ENCOUNTERED BY INPUT TO LEARNERS’
4P’s RECIPIENTS DEVELOPMENT

Figure 1. The Paradigm of the Study

This study aimed to describe the learners in a Secondary School in the Nueva Ecija
Schools Division. They were beneficiaries of the Pantawid Pamilyang Pilipino Program
(4P’s) and how this program contributed to their development and achievement. It described
the learners for the School Year 2018 – 2019 in a Secondary School before and after they
were made recipients of the Pantawid Pamilyang Pilipino Program (4P’s) in terms of
character traits, social skills, identity, interdependence, thinking skills, and communication
skills. Accordingly, it established a significant difference between the competencies of the
4P’s recipients before and after availing of the program.
It identified further the problems encountered by the learners under the 4P’s. Based on
the problems, input to learners’ development was formulated.
This study involved two hundred thirty (230) 4P’s recipients as respondents with
interviews with their parents and teachers. The respondents were beneficiaries of the School
Year 2018 - 2019.

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Statement of the Problem
This study aimed to describe the learners in a Secondary School in the Nueva Ecija
Schools Division. They were beneficiaries of the Pantawid Pamilyang Pilipino Program
(4P’s) and how this program contributed to their development and achievement.
Specifically, it sought answers to the following questions:
1. How are the learners for the School Year 2018 - 2019 in a Secondary School
described before and after they were made recipients of the Pantawid Pamilyang
Pilipino Program (4P’s) in terms of;
1.1 character traits;
1.2 social skills;
1.3 identity;
1.4 interdependence;
1.5 thinking skills; and
1.6 communication skills?
2. Is there a significant difference between the competencies of the 4P’s recipients
before and after availing of the program?
3. What problems are encountered by the learners under the 4P’s?
4. What input to learner’s development can be drawn from the study?
5. What implication can be drawn from this study to educational management?

Hypothesis
There is no significant difference between the competencies of the 4P’s recipients
before and after availing the program and its impact on learners’ development.

Methodologies
Research Design
The descriptive survey method of research was used in this study.
The study aimed to describe conditions of the learners in a Secondary School in the
Nueva Ecija Schools Division before and after they were under the Pantawid Pamilyang
Pilipino Program (4P’s) and how such program contributed to their personal and academic
achievement.
Further, this study utilized a T-test Paired Two Sample Means Formula because it
attempted to establish the significant difference between the competencies of the 4P’s
recipients before and after availing the program towards learners’ development.

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The Respondents
There were two hundred (230) learners in a Secondary School who were eligible for
the Pantawid Pamilyang Pilipino Program (4P’s) enrolled for the School Year 2018 – 2019,
where the study respondents.
Table 1 showed the total number of respondents.

Table 1
Distribution of the Respondents*
N=230**
Grade Level Number %
Grade 7 65 28.26
Grade 8 56 24.35
Grade 9 55 23.91
Grade 10 54 23.48
Total 230 100
*Total No. of Recipients as per DSWD Listahanan
** National Household Targeting System – Poverty Reduction (NHTS-PR)

Based on the data, they were the learners in a Secondary School who were made
recipients of the 4P’s covered for the School Year 2018 - 2019. There were sixty-five (65 or
28.26%) for Grade 7, fifty-six (56 or 24.35%) for Grade 8, fifty-five (55 or 23.91%) for
Grade 9, and fifty-four (54 or 23.48%) for Grade 10, for a total of two hundred thirty (230)
4P’s recipients. The names of the respondents were rectified against the list provided by the
in-charge personnel of the DSWD of Nampicuan, Nueva Ecija (DSWD, n.d.-b).

Methods of Gathering Data

Questionnaires
As typical in any descriptive research, a survey questionnaire was constructed to serve
as the primary data gathering tool. Questionnaires were distributed among the beneficiaries of
the Pantawid Pamilyang Pilipino Program (4P’s) containing competencies labeled in the
following categories: character traits, social skills, interdependence skills, thinking skills, and
communication skills. Labels were based on literature reading, while competencies were
written in statement form. It was modified by the researcher in the form of a rating scale
which was scrutinized and approved by the Statistician. Please refer to Appendix A
Interview
Random interviews were carried out to verify the truthfulness of respondents’ answers
to the survey questionnaires. A follow-up oral interview was conducted with 4P’s recipients,
payee or mother, Parent Leader (PL), and DSWD personnel to get reliable information.

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 Documentary Analysis
Further, in substantiating the data needed in this study, the researcher accessed
additional documents such as learners’ academic records, behavioral records, and teachers’
anecdotal records. These information were incorporated in the discussion of the findings of
this study.

Statistical Treatment
The following statistical treatments were employed for each problem posed in this
study.
For Problem 1, weighted means (WM) were used to describe the competency levels of
the 4P’s recipients before and after availing of the program. A 4-point Likert scale (Albaum,
2018) and the following index of limits were used:

Numerical Index of
Adjectival Rating
Equivalent Limits
4 4.01 - 5.00 High Achievement
3 3.01 - 4.00 Competent
2 2.01 - 3.00 Developing
1 1.00 - 2.00 Practice Required

For Problem 2, a T-test for the difference between means of dependent samples was
used. The T-test for dependent means was used to test whether there was a difference
between populations when the data are "linked" or "dependent." The T-test for dependent
means is used only to test the sample means. The T-test is often used to compare before and
after scores in experiments to determine the significant change that has occurred. Therefore,
this test was used to determine if the 4P’s recipients registered significant improvements after
they had availed of the program.
The observed t (to) is computed using the equation:

where
−
to = 𝐷
𝐷 = mean of the differences 𝐷 = ; 𝐷 = 𝑥1 − 𝑥2
√ 𝑛
𝜇𝐷 = expected difference between means (equal to 0)
𝐷 2
𝐷2 −
𝑛
sD = standard deviation of the differences 𝑠𝐷 = 𝑛−1

n = sample size

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 In describing the problems’ encountered by the 4P’s recipients, a 5-point Likert scale
(Albaum, 2018) and the following index of limits were used:

Numerical Index of Adjectival

Equivalent Limits Rating
5 4.22 – 5.00 Very Serious
4 3.42 – 4.21 Serious
3 2.62 – 3.41 Undecided
2 1.81 – 2.61 Slightly Serious
1 1.00 – 1.80 Not Serious

All data were presented in tables, interpreted, and analyzed following the goals of this
research.

Results and Discussions

Description of The Learners Before and After They Were Made Recipients of The Pantawid
Pamilyang Pilipino Program (4P’s)

Implementing the Pantawid Pamilyang Pilipino Program (4P’s) is grounded on the

idea that learners will be more motivated to go to school and study if they are well-supported
by their families financially, emotionally, and intellectually.
This study described the competency level of the learners had before and after their
availment of the 4P’s. Table 2 showed the areas of 4Ps’ competencies, such as character
traits, social skills, identity, interdependence, thinking skills, and communication skills.

Table 2
4Ps’ Competencies
N=230
Before After
Competencies Adjectival Adjectival
Mean Mean
Rating Rating
Character Traits 2.74 Developing 3.04 Competent
Social Skills 2.82 Developing 3.08 Competent
Identity 2.85 Developing 3.07 Competent
Interdependence 2.94 Developing 3.03 Competent
Thinking Skills 2.88 Developing 3.04 Competent
Communication Skills 3.04 Competent 3.22 Competent

Character traits: before (2.74, developing), after (3.04, competent), which refer to the
total of a person’s behavior traits, history, reputation in community and values is significant

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to be described in this study to prove whether the traits acquired by the learners before they
became beneficiaries of the 4P’s brought them success in their undertakings as learners.
Social skills: before (2.82, developing), after (3.08, competent) where learners need to
mingle with their peers and classmates to realize a cooperative learning environment in the
school. In addition, as young people, learners must find their identity in social groups for
their holistic and fully developed personalities.
Identity: before (2.85, developing), after (3.07, competent) is when character and
social skills work together in a person, he (learner) could identify himself in the environment.
Interdependence: before (2.94, developing), after (3.03, competent) is a skill
synonymous with sociability, which becomes relevant to the learners as they would have to
find their existence in a group or team. As the adage says, “No man is an island,” learners
must learn that aside from learning independently at some tasks, they also greatly need to be
involved in different kinds of peer groups which could positively influence their personality.
Thinking skills: before (2.88, developing), after (3.04, competent) is the ability to
process what is learned and perceived and apply in daily living, which becomes an important
aspect of functional literacy. More importantly, the essence of attending daily classes
highlights the need of the learners to practice their thinking skills learn to analyze and process
information. In this study, the question “How do I understand the world?” is manifested by
the 4P’s learners through this.
Communication skills: before (3.04, competent), after (3.22, competent), become a
vital aspect of the process towards social acceptance, particularly in the school setting on the
4P’s recipients. Communication skills involve conveying ideas clearly and trusting and
confidence in sharing ideas with others.

Significant Difference Between the Competencies of the 4P’s Recipients Before and After
Availing of The Program

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 Table 3
Significant Difference Between the Competencies of the 4P’s Recipients
Before and After Availing the Program in terms of Character Traits

t-Test: Paired Two Sample for Means

Character Traits Before After

Mean 2.74 3.04
Variance 0.24 0.20
Observations 230 230
Hypothesized Mean Difference 0
df 229
t Stat 4.7504
P(T<=t) one-tail 6.99926E-11
t Critical one-tail 1.651
P(T<=t) two-tail 1.39985E-10
t Critical two-tail 1.984

The computed value for t Stat was 4.7504, for a two-tailed test with an alpha level of
0.05 and a degree of freedom 229, and the tabulated value of t Crit was 1.984. Since the
computed value for t is greater than the tabulated value, there was a significant difference
between the means of the character traits of the recipients in their pre and post availment of
the 4P’s. This finding highlighted that the 4P’s recipients had gained significant improvement
in their character traits after being under the program.

Table 4
Significant Difference Between the Competencies of the 4P’s Recipients
Before and After Availing the Program in terms of Social Skills

t-Test: Paired Two Sample for Means

Social Skills Before After

Mean 2.82 3.08
Variance 0.20 0.16
Observations 230 230
Hypothesized Mean Difference 0
df 229
t Stat 4.5607
P(T<=t) one-tail 8.9372E-11
t Critical one-tail 1.651
P(T<=t) two-tail 1.7874E-10
t Critical two-tail 1.984

10

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 The computed value for t Stat was 4.5607, for a two-tailed test with an alpha level of
0.05 and a degree of freedom of 229, and the tabulated t Crit value was 1.984. Since the
computed value for t was greater than the tabulated value, there was a significant difference
between the means of the social skills of the recipients in their pre and post availment of the
4P’s. This finding indicated that the learners had attained significant improvement in their
social skills. It could be said that recipients had already “competent” social skills and just
maintained these in their full participation to the 4P’s.

Table 5
Significant Difference Between the Competencies of the 4P’s Recipients
Before and After Availing the Program in terms of Identity

t-Test: Paired Two Sample for Means

Identity Before After

Mean 2.85 3.07
Variance 0.17 0.17
Observations 230 230
Hypothesized Mean Difference 0
df 229
t Stat 1.9439
P(T<=t) one-tail 2.91475E-08
t Critical one-tail 1.651
P(T<=t) two-tail 5.82949E-08
t Critical two-tail 1.984

The computed value for t Stat was 1.9439, for a two-tailed test with an alpha level of
0.05 and a degree of freedom of 229, and the tabulated t Crit value was 1.984. Since the
computed value for t was less than the tabulated value, there was no significant difference
between the means of the identity of the recipients in their pre and post availment of the 4P’s.
This finding led to an inference that the learners had not registered significant improvement
in their skills on identity. Therefore, they only sustained their competence in this area in their
full participation in the program. It corroborates with the teachers’ claim that even before
they participated in the 4P’s, learners displayed competence in taking care of work
presentation, respecting, caring for themselves, being responsible for their behavior, and
taking care of others’ property.

11

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 Table 6
Significant Difference Between the Competencies of the 4P’s Recipients
Before and After Availing the Program in terms of Interdependence

t-Test: Paired Two Sample for Means

Interdependence Before After

Mean 2.94 3.03
Variance 0.10 0.21
Observations 230 230
Hypothesized Mean Difference 0
df 229
t Stat 1.1882
P(T<=t) one-tail 0.014390862
t Critical one-tail 1.651
P(T<=t) two-tail 0.028781725
t Critical two-tail 1.984

The computed value for t Stat was 1.1882, for a two-tailed test with an alpha level of
0.05 and a degree of freedom of 229, and the tabulated t Crit value was 1.984. Since the
computed value for t was less than the tabulated value, there was no significant difference
between the means of the interdependence of the recipients in their pre and post availment of
the 4P’s. It could be inferred that learners did not significantly improve as to this aspect. As
found in other areas, such as social skills and identity, the learners sustained their competence
in interdependence before and after joining the 4P’s.

Table 7
Significant Difference Between the Competencies of the 4P’s Recipients
Before and After Availing the Program in terms of Thinking Skills

t-Test: Paired Two Sample for Means

Thinking Skills Before After

Mean 2.88 3.04
Variance 0.15 0.20
Observations 230 230
Hypothesized Mean Difference 0
df 229
t Stat 1.0792
P(T<=t) one-tail 5.03727E-05
t Critical one-tail 1.651
P(T<=t) two-tail 0.000100745
t Critical two-tail 1.984

12

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 The computed value for t Stat was 1.0792, for a two-tailed test with an alpha level of
0.05 and a degree of freedom of 229, and the tabulated t Crit value was 1.984. Since the
computed value for t was less than the tabulated value, there was no significant difference
between the means of the thinking skills of the recipients in their pre and post availment of
the 4P’s. It could be said that the recipients had not gained significant improvements in terms
of thinking skills. It was supported by the contention of teachers that generally, learners
exhibited different ranges of academic difficulty. It was a common problem of learners who
needed the constant guidance of parents, guardians, and teachers to prosper and improve in
their thinking skills.

Table 8
Significant Difference Between the Competencies of the 4P’s Recipients
Before and After Availing the Program in terms of Communication Skills

t-Test: Paired Two Sample for Means

Communication Skills Before After

Mean 3.04 3.22
Variance 0.12 0.20
Observations 230 230
Hypothesized Mean Difference 0
df 229
t Stat 0.8899
P(T<=t) one-tail 2.11109E-07
t Critical one-tail 1.651
P(T<=t) two-tail 4.22218E-07
t Critical two-tail 1.984

The computed value for t Stat was 0.8899, for a two-tailed test with an alpha level of
0.05 and a degree of freedom of 229, and the tabulated t Crit value was 1.984. Since the
computed value for t was less than the tabulated value, there was no significant difference
between the means of the communication skills of the recipients in their pre and post
availment of the 4P’s program. As found in areas namely, identity, interdependence, and
thinking skills, the learners had remained at the same levels before and after their
participation in the 4P’s. It means that the manner and level of competency in expressing
themselves have not changed. According to the teachers, it needs more time and requires
greater maturity levels of learners.
In summary, among the six (6) areas of competencies of the 4P’s recipients, data
confirmed that character traits and social skills were the competencies they have improved

13

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and did not gain significant development in terms of identity, interdependence, thinking
skills, and communication skills.

Problems Encountered by the Learners Under the Pantawid Pamilyang Pilipino Program
(4P’s)
As typical in any program or organization, problems are encountered not only by the
implementers but the recipients as well. Cited in a study, scholarship grantees revealed many
problems on the adequacy of support and the level of implementation of the personnel
handling the program.
This study identified and described the problems encountered by the recipients of the
4P’s.
Table 9
Problems Met by The 4P’s Recipients
N=230
Adjectival
4Ps' Problems Mean Rank
Rating
Learners who are recipients of the 4P’s are Very
4.88 1
not selected on the basis of merit and fitness. Serious
There is no specially created committee in
Very
our school to screen prospective 4P’s 4.76 2
Serious
applicants.
Financial aids given to 4P’s learners are late Very
4.50 3
and delayed. Serious
Financial aids for 4P’s beneficiary learners Very
4.34 4
are not enough. Serious
A written agreement is not prepared to be
signed by the learner, school, and the 4P’s
4.19 Serious 5
implementer, as a form of terms and
conditions of the program.
A separate induction of learners who are
4.12 Serious 6
recipients of the 4P’s is not undertaken.
Policies and procedures of the 4P’s are not
3.09 Undecided 7
flexible and do not have reasonable bounds.
Deadline of submission of application of 4P’s
3.06 Undecided 8
documents is not realized.
Learners are informed late as regards to their
2.78 Undecided 9
family’s application to the 4P’s.
Qualified 4P’s learners are not given
orientation by the appropriate committee in
Slightly
terms of their duties, functions, and 1.90 10
Serious
accountability as expressed in a written
agreement.

14

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 Guidelines of the 4P’s are vaguely expressed Slightly
1.88 11
and not explained. Serious
Recruitment and set procedures for 4P’s are
Not
not clearly formulated and not expressed in 1.56 12
serious
written form.
Average Mean and Adjectival Rating 3.42 Serious

There are distinctive problems encountered by recipients of the 4P’s. There were
twelve (12) major problems were focused on in this study. The respondents deemed the
problems in general as “serious” (3.42). The problem considered by the respondents as “very
serious” was that the learners who are recipients of the 4P’s were not selected on the basis of
merit and fitness (4.88). It could be attributed to the fact that the 4P’s recipients were selected
based on the discretion of Department of Social Welfare and Development (DSWD)
authorities in the Municipality of Nampicuan, Nueva Ecija. Hence, only the family conditions
on socio-economic aspects were considered and have not included the academic capability of
the recipient children who would be studying. Additionally, the schools where the recipients
are studying are considered “partner agencies,” which means they have to rely on the
discretion of the DSWD, being the major implementer of the program. As revealed in the
guidelines of the 4P’s, recipient families send their children to school and are to be monitored
by the school authorities regularly.
Another “very serious” problem was the absence of a specially created committee in
the school to screen prospective 4P’s applicants (4.76). This problem is associated with the
first problem on the learner recipients of not being selected based on merit and fitness. As
confirmed by the teachers in the school, the selection of recipients was solely done by the
DSWD, and once accepted in the program, the children enrolled in the school are already
4P’s recipients. The observed function of the school was only on monitoring the attendance
of the recipients. Consequently, the problem of learners “not deserving” to be recipients
sprouted. Additionally, according to the teachers, some parents do not religiously monitor
their children’s attendance. As a result, some recipients incur absences thus, affecting the
morale of some learners who are not recipients.
Data also showed that late and delayed financial aid given to 4P’s learners were a
“very serious” problem (4.50). According to the parent leader interviewed, this became a
common problem of the recipient families of the 4P’s. As a result, parents resorted to
borrowings from lending institutions, relatives, and friends. The financial assistance from the
4P’s, when received, became money to pay all their debts.

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 It is closely related to insufficient financial aids for 4P’s beneficiary learners were
also a “very serious” problem (4.34). As revealed by the parents, each recipient family of the
4P’s received an amount dependent upon qualified children. For example, a family has three
(3) children aged 15 and below. Monthly, the family receives an amount of P900.00.
According to the parents, the amount cannot cover all their children's school expenses.
However, the majority of the parents said that the amount helped them a lot in purchasing
school supplies for their children and supporting, at least, their necessities at home.
The table further showed that the absence of a written agreement to be signed by the
learner, school, and the 4P’s implementer, as a form of terms and conditions of the program,
was a “serious” problem (4.19). It is evident on the part of the school which has not signed
any “contract” or “agreement” through the School Head before the recipients’ entry to the
school.
This is closely associated with another “serious” problem on the absence of a separate
induction of learners who are recipients of the 4P’s (4.12). This was basically because only
the discretion of the DSWD in identifying the recipients was considered. Through the partner
school, the DepEd was to support the implementation of the program as mandated by existing
directives and laws.
On the other hand, the respondents were “undecided” on the following problems: 1)
Policies and procedures of the 4P’s are not flexible and do not have reasonable bounds (3.09);
2) Deadline of submission of application of 4P’s documents is not realized (3.06); and 3)
Learners are informed late as regards to their family’s application to the 4P’s (2.78).
The following problems were “slightly serious” as revealed by the respondents: 1)
Qualified 4P’s learners are not given orientation by the appropriate committee in terms of
their duties, functions, and accountability as expressed in a written agreement (1.90); and 2)
Guidelines of the 4P’s are vaguely expressed and not explained (1.88).
Lastly, the recruitment and set procedures for 4P’s are not clearly formulated and not
expressed in written form (1.56) were “not serious.”

Input to Learners’ Development

Based on the respondents' “serious and very serious” problems, the researchers
formulated suggestions and possible input to policies that would maximize learners’
development.
Table 10 showed the problems encountered vis-à-vis the proposed input.

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 Table 10
Input to Learners’ Development

Problems Input*
Through the initiative of the School
Head, the DSWD 4P’s personnel and
program implementers may be requested
Learners who are recipients of the 4P’s are
to hold a meeting with the 4P’s recipients
not selected on the basis of merit and
and parents. Such meetings shall tackle
fitness.
the standards set in selecting the
recipients for the information of all
concerned.
In cooperation with the teachers and
approval of the DSWD personnel and in-
There is no specially created committee in
charge, the School Head shall designate a
our school to screen prospective 4P’s
school-based committee that will oversee
applicants.
the activities of the 4P’s and document
the academic progress of all recipients.
At the school level, the School Head, in
Financial aid given to 4P’s learners is late coordination with the DSWD personnel,
and delayed. shall design a DSWD-school network so
that collection of the school fees of the
Financial aid for 4P’s beneficiary learners is recipients may be given reasonable time
not enough. frames for the utmost benefit of the
recipients.
A written agreement is not prepared to be An induction program in the school shall
signed by the learner, school, and the 4P’s be held in close coordination with the
implementer, as a form of terms and DSWD personnel of the Municipality.
conditions of the program. Thereinafter, all parties concerned shall
sign an agreement for the program.
A separate induction of learners who are
Accordingly, the items in the contract
recipients of the 4P’s is not undertaken.
shall be fully explained to all recipients.
*Consulted and Validated by The School Administrators and DSWD In-charge Officers

The Implication to Educational Management

The study’s findings point to the idea that if the learners are well supported by a
conditional cash grant provided by the Government fund through the 4P’s, there will be
scholastic achievement among the beneficiaries because it makes education accessible. It will
also result from good character traits and social disposition in society. Consequently, it would
be the task of the school manager to closely monitor the implementation of the 4P’s in the
school and coordinate with the Local Government Unit regarding the program. The Pantawid
Pamilyang Pilipino Program (4P’s) is a very significant and effective program of the
Government for improving and enhancing the recipients' lives because the overall conditions
after the program are better and higher than before their acceptance to the 4P’s.
As per data, it was found that their participation in the 4P’s significantly improved the

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recipients' character traits and social skills. It gives the initiative to the School Head to look
closely into the possibility of creating school-based financial assistance programs which will
involve the alumni of the school, civic-spirited individuals, and other possible sponsors. The
task of coordinating closely with the DSWD personnel also becomes an important facet of the
management skills of the School Head.
As educational management covers a wide array of tasks and responsibilities on the
task of the School Head, the possibilities of helping learners cope with their financial
difficulties shall not only be limited to the programs offered by the Government. School-
based initiatives may be instituted by the School Head, with the teachers' immediate
assistance and other stakeholders in the school community.

Declaration of Conflict of Interests

The authors declared no potential conflicts of interest concerning the research,
authorship, or publication of this article.

Ethical Considerations
This study observed the principles of autonomy. The respondents have the right to
self-determination. The respondents willingly participated in the survey without coercion.
The researcher elicited their approval by accomplishing the informed consent (Republic Act
10173 – Data Privacy Act of 2012 » National Privacy Commission, n.d.). Data gathered was
properly secured through codification in opening the file, and the researchers were the only
ones who accessed the files for validations.
All the data gathered were used for academic purposes. This study declared no
intention to malign or discredit any mentioned positions or Agencies concerned.

Acknowledgment
The authors wish to thank The Pangasinan State University, and The Department of
Education – Nueva Ecija Schools Division.

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 Appendix A
QUESTIONNAIRE FOR THE 4P’s RECIPIENTS

Name:____________________________________________________ Grade Level:______

Part I. How do you describe your competency in the following traits and skills? Kindly
describe your responses with the guidance of the following legend. Encircle your answer
to each item.

1 = Practice Required 2= Developing

3 = Competent 4 = High Achievement

Competencies
Character Traits
1. Accept responsibility for decisions. 4 3 2 1
2. Be productive and involve oneself during activities. 4 3 2 1
3. Complete classwork and homework in allotted time. 4 3 2 1
4. Cooperate with others. 4 3 2 1
5. Demonstrate appropriate listening skills. 4 3 2 1
6. Display sensitivity and respect others. 4 3 2 1
7. Exercise of self-control. 4 3 2 1
8. Follow directions, classroom rules, and procedures. 4 3 2 1
9. Learn independently and direct oneself. 4 3 2 1
10. Organize personal belongings. 4 3 2 1
11. Practice of good manners. 4 3 2 1
12. Share and take turns. 4 3 2 1
13. Take responsibility for the care of materials. 4 3 2 1
Social Skills
1. Contribute to group work and decision making. 4 3 2 1
2. Participate actively in learning. 4 3 2 1
3. Use of prior understanding or experiences in new learning
4 3 2 1
situations or social groups.
Identity
1. Ask for help when needed. 4 3 2 1
2. Respect and care of their own and other people’s property. 4 3 2 1
3. Take care with work presentation. 4 3 2 1
4. Take responsibility for their own behavior. 4 3 2 1
Interdependence
1. Awareness of the need to make choice when interacting with
4 3 2 1
others.
2. Sharing and negotiating with others. 4 3 2 1
3. Showing concern and thoughtfulness towards others. 4 3 2 1
4. Taking an active part in all aspects of group work. 4 3 2 1
Thinking Skills
1. Asking questions to clarify. 4 3 2 1
2. Respecting other people’s ideas. 4 3 2 1
3. Sharing ideas. 4 3 2 1
4. Willing to take risks with solving problems in different ways. 4 3 2 1

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 Communication Skills
1. Communicate confidently. 4 3 2 1
2. Cooperate well with peers and care attitude to others. 4 3 2 1
3. Express ideas in a variety of ways. 4 3 2 1
4. Use different forms of communication. 4 3 2 1

Part II. Please describe the extent of the following problems you face about your
participation in the 4P’s. Use the following legend:

1 = Not Serious 2 = Slightly Serious 3 = Undecided

4 = Serious 5 = Very Serious

Problems
A separate induction of learners who are recipients of the 4P’s is
5 4 3 2 1
not undertaken.
A written agreement is not prepared to be signed by the learner,
school, and the 4P’s implementer, as a form of terms and 5 4 3 2 1
conditions of the program.
Deadline of submission of application of 4P’s documents is not
5 4 3 2 1
realized.
Financial aids for 4P’s beneficiary learners are not enough. 5 4 3 2 1
Financial aids given to 4P’s learners are late and delayed. 5 4 3 2 1
Guidelines of the 4P’s are vaguely expressed and not explained. 5 4 3 2 1
Policies and procedure of the 4P’s are not flexible and do not
5 4 3 2 1
have reasonable bounds.
Qualified 4P’s learners are not given orientation by the
appropriate committee in terms of their duties, functions and 5 4 3 2 1
accountability as expressed in a written agreement.
Recruitment and set procedures for 4P’s are not clearly
5 4 3 2 1
formulated and not expressed in written form.
Learners who are recipients of the 4P’s are not selected on the
5 4 3 2 1
basis of merit and fitness.
Learners are informed late as regards to their family’s application
5 4 3 2 1
to the 4P’s.
There is no specially created committee in our school to screen
5 4 3 2 1
prospective 4P’s applicants.

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