CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Poverty is everybodys problem. It is everywhere, and has many faces, that changes from

place to place and across time. Poverty is lack of shelter, a lack of freedom, a lack of money, not

able to eat three times a day, cant afford to go to school, not knowing how to read, and cant

even speak properly. Poverty is powerlessness, not having a stable job that can sustain the

familys needs, living one day at a time and feared the future. Poverty is a situation that people

want to escape but unfortunately it is often an invisible problem. The voices of the poor are

seldom heard. According to the United Nations about 21,000 people die every day because of

hunger or hunger-related causes. Most part of it are children, one child dies every four seconds,

being sick and not being able to see a doctor, losing them to illness brought about by unclean

water, brought by not eating well, brought by poor environment. Every hour we could hear cry of

a newly born babies, and the more the people in a country, the more percentage they have to

experience scarcity, to experience hunger, to experience poverty. Most of the poor are the

unemployed people, the elderly, the uneducated and the working poor. Because in the global

context, a few get wealthy while the majority struggle.

The gap in every nations between the rich and the poor is quite high and often widening.

inequality that created through lack of individual responsibility, bad government policy,

exploitation by people and businesses with power and influence, or some combination of these

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and other factors that will somehow affect social cohesion and lead to problems such as

increasing crime and violence. As of today the new poverty line is defined as living on the

equivalent of $1.25 a day. (World Bank Development Indicators, 2005), and 1.4 billion people

live on or below that line. Almost half the world or over three billion people live on less than

$2.50 a day and at least 80% of humanity lives on less than $10 a day.

There are numerous forms of aid to cure the illness of the world, from humanitarian

emergency assistance, to longer term development aid. Some provide food aid, or military

assistance, but all these forms of aid seem to be accompanied with criticism, either around

inefficiency of delivery, or of political agendas or more, for we people never satisfied we always

want more and never contented.

September 2005 the United Nations Summit gathered the world leaders at the United

Nations to review the progress as the Millennium Declaration, adopted by all Member States in

2000. This Declaration contained what became known as the Millennium Development Goals

(MDG). These goals, which all 191 member states have pledged to meet, all for 2015, this

include halving of hunger and poverty, attaining universal primary education, drastic reductions

in child and maternal mortality, promoting gender equality, improved environmental

sustainability, fairer global trading system, and lastly reversing the spread of HIV/AIDS and

other deadly diseases. Other issues that the Summit were to be addressed are Security (Freedom

from fear), Human rights (Freedom to live in dignity) and UN reform (Strengthening the United

Nations).

Around 27-28 percent of all children in developing countries are estimated to be

underweight or stunted. The two regions that account for the bulk of the deficit are South Asia

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and sub-Saharan Africa. Based on enrollment data, about 72 million children of primary school

age in the developing world were not in school in 2005, 57 percent of them were girls. Nearly a

billion people entered the 21st century unable to read a book or sign their names

Knowing all this facts, Conditional Cash Transfer (CCT) introduces in the world.

Conditional cash transfer programs aim to reduce poverty by making welfare programs

conditional upon the receivers' actions. The government (or a charity) only transfers the money

to persons who meet certain criteria. These criteria may include enrolling children into public

schools, getting regular check-ups at the doctor's office, receiving vaccinations, or the like. CCTs

are unique in seeking to help the current generation in poverty, as well as breaking the cycle of

poverty for the next through the development of human capital.

It was first experience in Latin American countries specifically in Brazil and Mexico. It

was called BolsaFamilia in Brazil, FamiliasEnAccion in Colombia, and OPORTUNIDADES in

Mexico. Mexico OPORTUNIDADES 1997 apart from education and health cash grants are

accompanied by cash transfer for food and fare with clearly, it gains enormous popularity both as

a mechanism for inclusive social protection and as strategy for breaking the so called

intergenerational cycle for poverty. Meanwhile, Brazil BolsaFamilia is a part of a larger

economic and social protection scheme composes of complementary action and services to

poor families. Among the significant complementary activities are employment creation,

provision of income-generating activities and impairment of housing conditions.

In the year 2007, the Department of Social Welfare and development DSWD, pre-pilot

tested Sibagat and Esperanza in Agusan del Sur; the municipalities of Lopez Jaena and

Bonifacio in Misamis Occidental, the Caraga Region; the cities of Pasay and Caloocan in a 50

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million pesos budget as we finally adapt the Conditional Cash Transfer system. It was former,

AhonPamilyang Pilipino but eventually renamed PantawidPamilyang Pilipino Program (4Ps) by

DB- Mayler G. Amolata and AicrisFloren on July 16, 2008 by administrative order number 16,

series of 2008 and set implementing guidelines. It aims to eradicate extreme poverty in the

Philippines by investing in health and education particularly in ages 0- 14 years old. The

program focused on two objectives: The social assistance, which provides cash assistance to

address the short- term financial needs. ; Social development, by investing in capability building

they will be able to break the intergenerational cycle of poverty.

The government saw the success of the program and so they develop an extension

program under the education assistance and this is the basis of the researchers of this study-

Expanded Students Grants-in-Aid Program for Poverty Alleviation (ESGP-PA). This program

aims to contribute to the National Governments thrusts in effectively addressing poverty

alleviation by increasing the number of graduates in higher education among poor households

and to get these graduates employed in high-value added occupations in order to lift their

families out of poverty and contribute to national development. It is implemented by the

Commission on Higher Education (CHED), Department of Budget and Management (DBM),

Philippine Association of State Universities and Colleges (PASUC), Department of Social

Welfare and Development (DSWD) and Development of Labor and Employment (DOLE), as a

long term instrument and commitment to break the vicious poverty cycle afflicting the poor but

deserving Filipino youth and their families.

The program focuses on addressing the academic, career, and personal-social

development of student-grantees. In this program, P2.5 billion shall be used for the education of

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poor but deserving college students belonging to indigent household under the National

Household Targeting System for Poverty Reduction identified by the Department of Social

Welfare and Development (DSWD).

The student Grants-in-aid Program for Poverty Alleviation (ESGP-PA) specifically aims

to have at least one among the Children of poor households finish a college course/become a

bachelors degree holder. Partnership with the different government agencies, it will be a long

term instrument and commitment to break the vicious poverty cycle afflicting the poor but

deserving Filipino students.

The program indicated that scholars should be one of the beneficiaries of 4ps, he/ she is

not more than 30 years old and must be physically and mentally fit, a high school graduate that

pass the entrance exam and other academic requirements set by the leading State Universities

and Colleges (SUCs) and National Security Council (NSC), the course that they will acquire

should be accredited by Commissions on Higher Education (CHED), and there should have no

other scholarship program from private or public institutions, this are the general requirements of

the program. There are also documentary requirements that they should pass, the accomplished

SGP-PA application form, DSWD certification as PantawidPamilya beneficiary, birth certificate

from NSO, health certificate to prove that they are physically and mentally fit, form 138 or

passer of Philippine Educational Placement Test (PEPT) and certificate of grades last semester

attended if he/she is a shifter/transferee.

Grantees of this scholarship shall enroll in state colleges and universities (SUCs) with

accredited courses aligned with the priorities of the government. A student grantee shall be

entitled to a maximum grant of P60, 000 per academic year broken down are P20, 000 per

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academic year for tuition, other fees and academic and extracurricular expenses, P5, 000 per

academic year for textbook and other learning materials, andP3, 500 per month for 10 months for

food, lodging, clothing, transportation, health or medical needs, basic school supplies and other

related costs.

The ESGP-PA beneficiaries should carry a full load per semester as prescribed in the

curriculum and finish within the required period of the program. They should maintain a

satisfactory academic performance in accordance with the policies and standards of the SUC

where they enrolled. And a two years service in the Philippines after graduation except for

highly critical courses determined by local industry and government services, adhere to terms

and conditions as stipulated in the contract.

The parent/guardian of the beneficiaries must sign the contract with the SUCs as the

executor of the program, must provide moral support and ensure that all the financial benefits

directly received by the grantee shall be spent for all the legitimate purposes and on time, support

them through the completion of college course, they should ensure that their child will attend to

his/her classes and minimize absences, to complete school requirements.

Here in Tarlac State University there are 274 grantees under ESGP-PA scholarship

program and this study will examine their assessment, including their current situation because

this studys aim is to know the level of effectivity of the said program, how effective and at the

same time efficient it is. If they are performing well inside and outside the classroom, despite the

fact that there are many hindrances that distracts them. We also define their socio economic

status and how it affects their studies, their families together with their social relationship to the

people around them; how it helps them as an individual, as a student and as a citizen.

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Statement of the Problem

This study aims to distinguish the relationship of Socio-economic Profile and Academic

Performance of the Beneficiaries of the ESGP-PAs at the Tarlac State University.

Moreover, this study gives clarification to the following problems:

1. How is the profile of the student beneficiaries of the ESGP-PAs described in terms of:

1.1 Name (Optional)

1.2 Age

1.3 Home Address

1.4 Sex

1.5 Civil Status

1.6 Current Course

1.7 Year Level

1.8 Monthly Income of the Family

1.9 Household Members

2. How may the school performance of the student beneficiaries described along areas of:

2.1 Academic Standard

2.2 Grade for the past 2 Semesters

2.3 Extra-Curricular Involvement

2.4 Membership in Organizations

3. How may the student beneficiaries describe the benefits of the ESGP-PA in terms of:

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 3.1 Delivery

3.2 Amount

3.3 Usage

3.4 Extra Services

4. What problems are encountered by the student beneficiaries in relation to the ESGP-PA?

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Significance of the Study

The Expanded Students Grant-in-Aid Program for Poverty Alleviation (ESGP-PA) is

part of the 4Ps that is for the College students which gives scholarships and funds for education.

This study will be beneficial to students in understanding how it works and to how the

Government can develop ESGP-PA. This study will be significant evidence in promoting

government programs in developing employment in the future. This study will also be beneficial

to the students who are in need of financial support for their living. By understanding the needs

of the beneficiary, this program attacks the root causes of poverty, health, weak education and

other human development characteristics that affect the less fortunate people. Moreover, this

research will provide recommendations on how to evaluate the socio economic profile and

academic performance of the student beneficiaries of Tarlac State University.

Furthermore, this study will be helpful to the beneficiaries in consideration on how

government implement and improve this program. It aims to contribute to government in

effectively addressing poverty alleviation.It will also serve as a reference for future researchers

whose focus is 4Ps subsequently ESGP-PA. And importantly, this research will be much

efficient in fulfilling its objectives and goals for the people who suffer poverty.

The Tunay at ToongKaibigan (TuTok): AbutingangPangarap is a program specifically

designed for ESGP-PA grantees. It aims to assist the grantees to successfully overcome the

academic, personal, psychological and other challenges. Consequently themselves fulfill or

realize their goals.

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Scope and Delimitation

There are many institutions in the Province of Tarlac. The study will focus on the ESGP-

PA which is part of the 4Ps. ESGP-PA beneficiaries will be the respondents of the study. The

population would be the students of Tarlac State University who are benefitting on the ESGP-

PA. All 2014-2015 beneficiaries will be used as a sample in conducting the survey. The study

considers the personal profile of the students that has an impact to their academic performance

such as their demographics and socio-economic profile. The students will be given a

questionnaire to answer.

This study limits its coverage to ESGP-PA student beneficiaries in Tarlac State

University only. The main purpose of this study is to identify the effect of their socio-economic

profile with regards to their academic performances for the school year 2014-2015.

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Definition of Terms

These definitions of terms are used in a conceptual and operational way for a better

understanding of the readers.

Beneficiary anybody who gains an advantage and/or profits from something.

BolsaFamilia -an "anti-poverty scheme invented in Latin America which is winning converts

worldwide.

Conditional Cash Transfer (CCT) -is a flagship poverty alleviation program of the government

that provides cash grants to poor families with health grant worth P500 and educational grants

worth P300 to P500.00 each to the children studying in elementary and high school.

FamiliasEnAccion a program vividly expressing the Foundations goal of improving access to

the high quality reassuring care.

PantawidPamilyang Pilipino Program (4Ps)-is a human development measure of the national

government that provides conditional cash grants to the poorest of the poor, to improve the

health, nutrition, and the education of children aged 0-18. It is patterned after the conditional

cash transfer (CCT) schemes in Latin American and African countries, which have lifted

millions of people around the world from poverty.

Poverty - the state of one who lacks a usual or socially acceptable amount of money or material

possessions.

SGP-PA/ESGP-PA -aims to contribute in the increase of the number of enrolment in higher

education in line with the national governments priority degree programs among poor

households, and support college graduates entry to labor markets through placement assistance.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This section will begin with the introduction of the first Conditional Cash Transfers in

Latin America, particularly in Mexico and Brazil, followed by several studies on CCT across

differentcountries. Nonetheless, some researchers have recognized the impact that CCT had on

communal aspects, such as social relationships and government support. With this, researchers

conducted impact evaluation analyses regarding CCT on these factors across different CCT

programs. These include the Oportunidades (Mexico), the BolsaFamilia (Brazil).

In an effort to provide financial aid, education and health to the poor, the first conditional

cash transfer programs were integrated in Brazil and Mexico. Brazils first CCT program was

called Programa de Eradicaco do TrabalhoInfantilbut this was later integrated to the countrys

recent CCT called BolsaFamilia (World Bank, 2011) On the other hand, Mexico implemented its

CCT, called Progresa, in an attempt to provide financial aid to poor households and improve

education and health among children(Fiszbein et al., 2009). According to Jaramillo (2011), the

positive initial impact that encouraged other countries to follow the framework of CCT. One of

the reasons for this is the spillover effect that CCTs cause. For instance, Lehmann (2009) found

that in low-income countries, CCTs have social spillover effects when women receive the cash

transfer. This is exhibited when women become more empowered since they are the ones

directly receiving the cash from the program.

Noli (2011), The Developmental function of the profession which to help individuals

make maximum use of his own potentials, and capacities as well as to further the effectiveness of

available social or community resources will be difficult if the social workers failed to eliminate

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the factors that cause the dysfunctional of the beneficiary. Thus, undertaking the intervention for

the purpose of developing the beneficiarys capacities would be risky for they were not prepared

and the working and underlying causes of their situation have not yet been removed. So it is

imperative for us to become effective and efficient to work on the reasons of the problems. If we

are serious about poverty reduction (and dare I say, poverty eradication), investing in children is

where we should really begin. Otherwise, a never ending stream of people with weak education

and health will add to the ranks of the poor. Because of 4Ps, children will grow up to be

educated, healthy, and productive members of Philippine society, contributing to the countrys

economic competitiveness in the longer term. Therefore, the 4Ps is not merely a matter of charity

for poor children as far as the country is concernedour long run economic growth depends in

large part on how successfully we equip our future citizens and workers to compete.

Nevertheless, the 4Ps prepares future workers; but it does not in itself create jobs. It is imperative

that more jobs are created and more entrepreneurship encouraged in order to spur economic

development that is inclusive for the vast majority of the youth (Economic paper). According to

DSWD, a study it conducted show that children who finished high school have higher chances of

employability than those who finished elementary. The program is a way also to motivate

beneficiaries on how to explore their capacity to attain progress so that they will not hand over to

their children the same poverty that they had live with and struggled to cope for a long time.

(PNA)

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Related Studies

A. Foreign Studies

4Ps is patterned after the successful Conditional Cash Transfer (CCT) Programs in Latin

America and Africa. CCT has been cited as one of the key factors behind the positive socio-

economic outcomes achieved by Brazil where 11 million families are currently enrolled in the

program, and other countries. (www.car.dswd.gov.ph) In mexicoOportunidades Program,

Oportunidades is the principal anti-poverty program of the Mexican government (The original

name of the program was Progresa; the name was changed in 2002.) Oportunidades focuses on

helping poor families in rural and urban communities invest in human capitalimproving the

education, health, and nutrition of their childrenleading to the long-term improvement of their

economic future and the consequent reduction of poverty in Mexico. According to

Oportunidadess vision, poor families are aware of the benefits of investing in their children but

cannot afford the monetary costs of attending school or the opportunity costs of sending children

to school (the income or value of income that children would earn if they were working, rather

than attending school). Since families need this income for current consumption, they take their

children out of school at early ages and send them to work. The program began operating in 1997

in poor rural areas and recently expanded to cover urban areas. The number of families

benefiting from Oportunidades has surpassed 4 million, with over 2.5 million families in rural

areas and over 1.5 million in urban areas. Oportunidades also has won a significant commitment

from the government, currently representing 46.5 percent of Mexicos federal annual anti-

poverty budget. (Shanghai Case Study)

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 With government currently experiencing fiscal stress owing to the global recession, all of

government spending has come under pressure and there is thus a need to justify the role of

social grants as an antipoverty strategy. (Van der Berg and Siebrits, 2010.)

(Lekeswa 2011 ) show that the decision-making structures in households influence the

way grants affect the resource allocation needed for achieving lower levels of poverty. The

extent to which the cash transferred to poor households via the grant programs reduces poverty is

likely to be influenced significantly by the decision-making structures in the grant-receiving

households. There is evidence that grant money is shared in extended households, which

suggests that decision making is broadly unitary or cooperative.

B. Local Studies

The Students Grant-in- Aid Program for Poverty Alleviation (SGP-PA) is instituted by

the government through CHED in partnership with the DSWD (Department of Social Welfare

and Development) and DOLE (Department of Labor and Employment) as a long term

mechanism with full commitment to breaking the vicious poverty cycle afflicting the poor but

deserving Filipino youth and their families.

The SGP-PA has been set in place to contribute to the National Governments program

thrusts that effectively address poverty alleviation by increasing the number of graduates in

higher education among poor households, with the end in view of enabling these graduates to

attain employment in high value added occupations, in order to lift their families out of poverty

and thereby contribute productively to national development.

As stated in the proposed implementation of the CHED-DSWD STUDENTS GRANT-

IN-AID PROGRAM FOR POVERTY ALLEVIATION (SGP-PA), Essentially, measures need

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to be taken and sustained to reduce poverty and unemployment in the country. The extent to

which poverty may be reduced is to successfully promote education and higher employment

(OECD, 2011). Relevant to this, one of the programs of President Aquino is to address the

problem of poverty and unemployment which hinder authentic development. In line with this,

the government is taking the lead in providing an opportunity specifically to the youth members

of the indigent families to acquire a better education system that is more responsive and relevant.

This, in turn, is hoped to help address problems of unemployment and alleviate poverty. In short,

investing in youth and giving them a better start in the world of work is one of the priorities.

Through the initiative of the Aquino government in partnership with CHED, DSWD and DOLE,

the SGP-PA program was conceived.

The Commission on Higher Education is empowered by the government to develop

criteria for allocating additional resources such as research and program development grants,

scholarships and other similar programs xxx (Sec. 8 (i) Republic Act No. 7722).

(www.pnu.edu.ph)

According to Mendoza (2002) in her Humanitarian and Social Justice Goal which based

on the belief that man has the potential to realize himself, except that physical, social, economic,

psychological and other factors sometimes hinder or prevent him from realizing his potentials, it

involves the identification of the most afflicted, most dependent, most neglected and those least

able to help themselves, and making them priority target for the investment of scarce resources.

Thus, most of the governments social welfare programs and services focus on the

aforementioned sectors specially mentioned the PantawidPamilyang Pilipino Program (4Ps) aims

to alleviate the condition of Filipino beneficiaries but reaps enormous significant public critics

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from various fields of professions and even from laymen public because of its expensive

budgetary requirement in its implementation.

In consonance with the provision in Article XIV, Section 1 of the Philippine Constitution

to protect and promote the right of all citizens to quality education at all levels and shall take

appropriate steps to make such education accessible to all and Article VIV, Section2 to

establish and maintain a system of scholarship, grants, student loan programs, subsidies, and

other incentives which shall be available to deserving students in both public and private schools,

especially to the underprivileged, the Commission on Higher Education (CHED) has been

tasked to formulate guidelines to ensure that the abovementioned provisions are met.

The Students Grant-in- Aid Program for Poverty Alleviation (SGP-PA) is instituted by

the government through CHED (Commission on Higher Education) in partnership with the

DSWD (Department of Social Welfare and Development) and DOLE (Department of Labor and

Employment) as a long term mechanism with full commitment to breaking the vicious poverty

cycle afflicting the poor but deserving Filipino youth and their families.

The ESGP-PA has been set in place to contribute to the National Governments program

thrusts that effectively address poverty alleviation by increasing the number of graduates in

higher education among poor households, with the end in view of enabling these graduates to

attain employment in high value added occupations, in order to lift their families out of poverty

and thereby contribute productively to national development.

The ESGP-PA has been set in place to contribute to the National Governments program

thrusts that effectively address poverty alleviation by increasing the number of graduates in

higher education among poor households, with the end in view of enabling these graduates to

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attain employment in high value added occupations, in order to lift their families out of poverty

and thereby contribute productively to national development.

The poorest households in the country selected through a uniform, objective and

transparent set of criteria. There are three steps in identifying the beneficiaries. The first step step

is that provinces were selected from poorest provinces based on the 2006 Family Income and

Expenditure Survey then the poorest provinces in six regions without a province in the list of the

20 poorest provinces and lastly, five cities in the NCR, two in the Visayas, two in Mindanao and

one in the Cordillera. The selection of the poorest municipalities from the provinces based on the

Small Area Estimates and Family Income and Expenditure Survey where saturation surveys of

households are being conducted. Computerized selection of the poorest households based on a

ranking system using Proxy Means Test developed for the program.

The PMT assesses socio-economic characteristics such as: ownership of assets, type of

housing unit, and level of education attainment of household heads, and access to water and

sanitation facilities. The DSWD selects the beneficiaries based on the targeting system

developed for the program. The DSWD in coordination with the advisory councils composed of

DepEd, DOH, DILG, NAPC and the LGU representatives at the national. Regional and

municipal levels will verify compliance every month using monitoring tools developed for this

purpose.

The quarterly cash grants shall be received by the most responsible person in the

household through a Landbank cash card. In cases where payment through cash card is not

feasible, the beneficiaries shall be provided their cash grants through an alternative payment

scheme such as over the counter transactions from the nearest Landbank branch or offsite

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payments through an authorized rural banks. Non-compliance to the conditions will result in the

suspension of cash grants or dropping from the program. (dswd.gov.ph)

There are responsibilities of the ESGP-PA beneficiaries. First is to carry a full load per

semester as prescribed in the curriculum and finish within the required period of the program.

Maintain a satisfactory academic performance in accordance with the policies and standards of

the SUC. Then to render a return service of 2 years after graduation in the Philippines except for

highly critical courses determined by local industry and government services. And to adhere to

terms and conditions as stipulated in the Contract.

There are also responsibilities of the parent/guardian of the beneficiaries. First, to provide

such other moral support and ensure that all the financial benefits directly received by the

grantee shall be spent for all the legitimate purposes and on time. And in the event that the head

is the beneficiary himself he shall assume the foregoing responsibilities to complete his studies.

Potential scholars must be 16-20 years old and must be willing and interested to become

a student beneficiary. Moreover, an upcoming student grantee must pass the entrance

examination set by the respective SUC. However, in case the number of potential beneficiaries

exceeds the allocated slots, grade requirement shall be applied. Students belonging to the upper

20% of the graduating class will be prioritized. The ESGPPA aims to contribute in the increase

of the number of enrolment in higher education in line with the national governments priority

degree programs among poor households, and support college graduates entry to labor markets

through placement assistance. A student-grantee receives a maximum of Php60, 000.00

scholarship grants per school year or P 30,000.00 per semester. This is broken down to Php20,

000 per year for the tuition fee, and Php5, 000 per year for the textbooks and other learning

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materials. The remaining Php35, 000, which is distributed to Php3, 500 per month, is allocated

for the stipend for the board and lodging, transportation, clothing, health/medical needs, basic

school supplies and other related costs. Most of the grantees are thankful to the program for it

helped them to be closer to their dream in reaching higher dimensions in life, instead of being

tied up working in the farm but provides them a way to be in the classroom studying.

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 CHAPTER 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter includes the methods and procedure use in gathering data, it is also contains

detailed information on how the research conducted, techniques, and instrument to meet the

objective of the study.

Research Design

In order to see the general picture of the impact of the socio-economic profile of the

ESGP-PA beneficiaries to their academic performance, the descriptive survey method was used.

As a descriptive study, it collected detailed and factual information to describe existing

phenomena. It systematically described the situation or area of interest factually and accurately.

It allowed the researchers to carefully describe and understand the activities. This study was

correlational for it demanded the degree which the variables were related to each other using

various statistical instruments.

Sampling Design

The study used Simple Random Sampling in determining the samples of the study.

ESGP-PA beneficiaries enrolled at Tarlac State University for the academic year 2014-2015

were the respondents of the study.

Research Respondents

The researchers considered 274 students among the ESGP-PA beneficiaries of Tarlac

State University comprising of 274 members, male and female. They were the chosen

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respondents because they are the recipients of the program. Moreover, they are the ones

benefitted in the said agenda.

Research Instrument

A questionnaire was used in gathering data. The questionnaire consisted of items that

determined the socio-economic profile, academic performance, and the respondents outlook on

the scholarship program.

Research Locale

The study was conducted at Tarlac State University since the chosen respondents are

students of the University.

Data Gathering Procedure

The researchers personally administered the research instruments to the respondents.

They conferred and discussed the significance of the study and accomplished the distribution of

the instruments properly.

The respondents were given enough time to accomplish the forms to prevent them from

giving hasty responses. The researcher went from one respondent to the other on collecting the

accomplished questionnaires.

After the questionnaires have been accomplished, the results were tallied and tabulated.

These data became the bases of analysis and interpretation.

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Data Analysis

The data gathered from the respondents were tabulated, analyzed and interpreted with the

use of descriptive statistics such as frequency distribution, simple percentage and Likert scale

method. It used a five-point scale, each point corresponding to a Likert item. These were used to

measure the rating of the respondents.

Statistical Treatment

Gathered data from the survey with regards to the socio-economic profile were managed

and presented using the frequency response distribution and percentage ranking. The percentage

is equal to:

%=

Where:

% = Percentage

F = Frequency

N = Total number of respondents

The gathered data were calculated to identify the factors contributory to their academic

performance with their verbal adjectives, using the weighted mean formula:

() + () + () + () + ()
=

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Where:

WM = Weighted mean

F= Frequency

N= Total number of respondents

The following verbal adjectives were used:

Point Scale Verbal Interpretation

5 4.5 5.0 Strongly Agree

4 3.5 4.49 Agree

3 2.5 3.49 Fair

2 1.5 2.49 Disagree

1 1.0 1.49 Strongly Disagree

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