This study aimed to compare the academic performance of 4Ps and non-4Ps recipients in the elementary schools of Burgos, Division of Ilocos Sur. It further determined the level of academic performance of the 4Ps recipients and the non-4Ps recipients of Burgos. It addresses to answer the following specific questions:1) What is the profile of the beneficiaries and non-beneficiaries of 4Ps in the elementary schools of Burgos, Ilocos Sur in terms of the following personal-related factors such as age, sex, family size, number of siblings covered by 4Ps, occupation of parents, presence of parents at home, daily allowance, and parent’s educational attainment? 2) What is the status of the beneficiaries and non-beneficiaries of 4Ps in terms of supervisory assistance from parents and nutrition? 3) What is the level of the academic performance of the beneficiaries and non-beneficiaries of 4Ps in terms of their grades on the four major subjects such as English, Filipino, Science and Mathematics? 4) Is there a significant difference between the status along supervisory assistance and nutrition of the 4Ps and non-4Ps recipients? 5) Is there a significant relationship between the personal-related factors of the 4Ps and non-4Ps recipients and their academic performance? 6) Is there a significant relationship between the status of the 4Ps and non-4Ps recipients and their academic performance? 7) Is there a significant difference between the academic performance of the 4Ps and non-4Ps recipients?
Personal-related factors of the respondents (age, sex, family size, number of siblings covered by 4Ps, occupation of parents, presence of parents at home, daily allowance, and parent’s educational attainment) were considered as the independent variables while academic performance were the dependent variables. Academic performance was measured in terms of the respondents’ average grades in English, Filipino, Science and Mathematics for the second quarter, school year 2015-2016. Nutritional Status and supervisory assistance from parents were also assessed in this study.
Relationships of the personal-related factors of the respondents and their academic performance were explored. Likewise, the study also aimed to compare the status of respondents in terms of nutrition and supervisory assistance from parents.
Table of Contents
I THE PROBLEM
Introduction
Statement of the Problem
Scope and Delimitation
Theoretical Framework
Conceptual Framework
Operational Definition of Terms
Assumptions
Hypotheses
Methodology
The Research Design
Population and Sample
Data Gathering Instruments
Data Gathering Procedures
Statistical Treatment of Data
II PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the Respondents
Supervisory Assistance from Parents
Level of the Academic Performance of the Respondents..
Significant Difference between the Supervisory Assistance and Nutrition of 4Ps recipients and non-4Ps recipients
Significant Relationship between Academic Performance and Personal-Related Factors of the Respondents
Significant Difference between the Academic Performance of 4Ps and non-4Ps recipients
III SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary
Findings
Conclusions
Recommendations
Research Objectives and Key Themes
This study aims to evaluate and compare the academic performance of students receiving support under the Pantawid Pamilyang Pilipino Program (4Ps) against non-recipients in the elementary schools of Burgos, Ilocos Sur. By analyzing personal-related factors, parental supervision levels, and nutritional status, the research seeks to determine whether the government’s conditional cash transfer program significantly influences educational outcomes.
- Comparative analysis of academic performance between 4Ps beneficiaries and non-beneficiaries.
- Impact of personal-related factors such as family size and parental occupation on academic success.
- Evaluation of the role of parental supervisory assistance in student achievement.
- Correlation between nutritional status and cognitive/academic performance.
Excerpt from the Book
On Parental Roles and Pupils Academic Performance
Parents have a role to play in promoting academic performance of their children in any public school. It has been established that parents who abandon their children at their early ages force them to take parental roles which they are not fully prepared for. Such children do not do well at school. Such behaviours are common to parents who abuse alcohol in UK (Dennis, 2011). It is recommended that parents should take their responsibilities in order to promote academic standards of their children. It is the role of the parents to ensure that children join school at the required time. They should also get involved in school activities that promote learning of their children. Academic success is achieved through parental support. Children will put a lot of effort in education as long as their parents encourage them. Parents should also ensure that children attend school on regular basis. However, some parents do not take it as their responsibility (UNICEF, 2007).Learning extends beyond the classroom and it includes home and community encouragement. It is a parental role to ensure that the surrounding of a child at home promotes learning. Parents need to have a positive 14 attitude towards education which will in turn encourage a child to learn. Parents have authority over children absenteeism, variety of reading materials at home and excessive television watching. Availability of reading materials promote learning. Some working parents lack enough time for their children leading to their low academic achievement (Caroline & Clauss, 2006). According to Kibera and Kimokoti (2007), responsible parents take their children to school at the right age and such parents are educated. Due to their irresponsible behaviors which involve abuse of alcohol, some parents neither attend school meetings nor follow up academic work of their children at school. Their children are mostly embarrassed with this behavior. Such children decline in academic work (D.N, October 24th, 2011). Many families in the Philippines today face economic hardships which make them suffer increased hostility, lack of family warmth and support. When parents become demoralized, and lose confidence in their parenting ability, children also lack motivation to learn leading to poor academic achievement (Ngwiri, 2008).
Summary of Chapters
I THE PROBLEM: Provides the introduction, scope, theoretical and conceptual framework, and the research methodology for assessing the impact of the 4Ps program on student performance.
II PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA: Contains the detailed statistical presentation and analysis of respondent profiles, parental supervision, nutritional status, and academic grades.
III SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the study results, draws final conclusions, and offers actionable recommendations for stakeholders and future researchers.
Keywords
Pantawid Pamilyang Pilipino Program, 4Ps, academic performance, conditional cash transfer, elementary education, parental supervision, nutritional status, student profile, socio-economic factors, Philippines, Ilocos Sur, educational outcomes, poverty reduction, household income, school attendance.
Frequently Asked Questions
What is the core focus of this study?
The study investigates the academic performance of Grade V students in Burgos, Ilocos Sur, specifically comparing those who are beneficiaries of the 4Ps program with those who are not.
What are the primary thematic areas covered?
The study explores personal-related variables, levels of parental supervision, nutritional status, and their influence on academic achievement in English, Filipino, Science, and Mathematics.
What is the primary research objective?
The goal is to determine if there is a significant difference in academic achievement between 4Ps recipients and non-recipients, and to identify which factors (if any) correlate with this performance.
Which scientific methodology is applied?
The study utilizes a descriptive-correlational research design, employing statistical tools such as frequency, percentage, mean, correlation analysis, and t-tests for independent samples.
What is covered in the main body of the work?
The main body presents data on the profile of respondents, assesses the level of parental support and nutrition, analyzes academic performance across four major subjects, and explores relationships between these variables.
What are the key terms that define this work?
Key terms include 4Ps, academic performance, personal-related factors, supervisory assistance, nutritional status, and socio-demographic variables.
Does the study conclude that 4Ps status affects grades?
No, the findings reveal no significant difference in overall academic performance between the 4Ps and non-4Ps recipients in the subjects studied.
How does parental involvement influence student outcomes according to this study?
While the study found that parental supervision is rated as "Satisfactory" overall, it emphasizes the importance of parental engagement in homework and school activities as a factor that generally promotes better academic performance.
What is the recommended role for the DSWD?
The study recommends that the DSWD continue to implement and improve the program through continuous assessment to ensure it effectively supports the marginalized sector.
- Arbeit zitieren
- Anonym (Autor:in), 2016, Performance of 4PS and Non-4PS Recipients in the Elementary Schools of Burgos, Ilocos Sur, München, GRIN Verlag, https://www.grin.com/document/704460
