(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
ABSTRACT
THE EFFECT OF THE 4PS ON THE ACADEMIC PERFORMANCE OF
SELECTED PUPILS OF CRISTINA R. PRINCESA MEMORIAL
ELEMENTARY SCHOOL, LIGAO CITY DIVISION
BERNAS,
Ailyn B., DAVID, Vivencio Jr. N., FOLLOSCO, Princess Mae
L., PRINCESA, Maria Analou L., TORALDE, Jerson V., University of Saint
Anthony, Iriga City
Keywords: 4Ps, Academic Performance
This research work aimed to determine the effect that the Pantawid
Pamilyang Pilipino Program (4Ps) had had on the academic performance of selected pupils whose households were included in the roster of beneficiaries. This study answered the following specific questions: 1)
What is the effect of the 4Ps on the academic performance of selected students of Cristina R. Princesa Memorial Elementary School? 2) Is there a significant improvement on the academic performance of the pupils? 3)
How does the 4Ps affect the pupils’ performance?
This study used simple correlation techniques to determine the relationship among the variables. The academic performance of the pupils measured in general average in S/Y 2012-2013 and S/Y 2014-2015 were compared, with each school year representing the pupils’ performance before and after they became 4Ps beneficiaries respectively. The
ii
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
nutritional status, measured in body-mass index (BMI), of the pupils was also appraised, along with the incidence of absenteeism because these factors were among the conditions in being a member of the 4Ps that were somehow relatively related to the academic performance of the pupils.
The study utilized Pre-test Post-test design. The statistical treatments used in this study were frequency count, percentage technique, Averaging, Pearson Product Moment Correlation and T-Test to determine the significant difference of the two sets of academic performances. The findings of this study revealed that 1) The Pantawid Pamilyang
Pilipino Program (4Ps) had a positive effect on the academic performance of the pupils; 2) There was a significant relationship and a significant improvement on the academic performance of the pupils following the implementation of the Pantawid Pamilyang Pilipino Program (4Ps); 3) The
4Ps facilitated the decrease in the incidence of absenteeism and improvement in the nutritional status of the pupils, thereby improving their academic performance at school.
Based on the findings, the researches arrived on the conclusion that the Pantawid Pamilyang Pilipino Program (4Ps) had a positive effect on the academic performance of selected pupils of Cristina R. Princesa iii UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
Memorial Elementary School. Coupled with the improvement on the pupils’ nutritional status and decrease in the incidence of absenteeism as facilitated by the 4Ps, the academic performance of the pupils had improved. The following recommendations were drawn Based on these results: 1)
There should be a thorough appraisal of the effect of the
Pantawid Pamilyang Pilipino Program (4Ps) on the academic performance of students in every school; 2)
The parents and the students should be
interviewed on their personal view regarding the effect of Pantawid
Pamilyang Pilipino Program (4Ps) on the academic performance; 3) The compliance rate of the 4Ps recipients should be studied, both in terms of health and education conditions.
iv
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
TABLE OF CONTENTS
TITLE PAGE ............................................................................................... i
ABSTRACT .................................................................................................ii
TABLE OF CONTENTS ............................................................................. v
LIST OF TABLES .................................................................................... viii
LIST OF FIGURES ....................................................................................ix
CHAPTERS
1
THE PROBLEM....................................................................1
Introduction................................................................... 1
Statement of the Problem ............................................. 3
Objective of the Study .................................................. 4
Assumptions ................................................................. 4
Null Hypothesis ............................................................ 4
Alternative Hypothesis .................................................. 4
Scope and Limitation .................................................... 5
Definition of Terms ....................................................... 5
2
RESEARCH METHODOLOGY ............................................ 8
v
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
Subjects ....................................................................... 8
Instruments................................................................... 8
Research Design .......................................................... 8
Procedure ..................................................................... 9
Data Analysis and Statistical Treatment ..................... 10
3
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA ........................................... 12
Profile of the Pupils .................................................... 12
Academic Grades/Performance of Pupils ................... 12
Nutritional Status of the Pupils ................................... 16
Absences of the Pupils ............................................... 17
The Effect of the 4Ps in the
Academic Performance of
Selected Pupils of CRPMES ...................................... 19
4
FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS.............................................. 26
Findings ...................................................................... 26
Conclusions ................................................................ 29 vi UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
Recommendations ..................................................... 29
REFERENCES.............................................................................. 30
APPENDICES
A. Summary of Values ....................................................... 31
B. Pearson r. Computation ................................................ 32
C. T – Test Computation.................................................... 33
D. Guidelines on the Implementation of Pantawid Pamilyang Pilipino
Program (4Ps)............................................................... 34
vii
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
LIST OF TABLES
TABLE
PAGE
1
Respondents by Sex ................................................................. 12
2
Academic Grades of the Pupils for S/Y 2012-2013 ................... 13
3
Academic Grades of the Pupils for S/Y 2014-2015 ................... 14
4
Improvements of Pupils’ Academic Grades .............................. 15
5
Nutritional Status of the Pupils .................................................. 16
6
Nutritional Status Distribution Table .......................................... 17
7
Percentage Difference in the
Number of Pupil Absences ........................................................ 18
8
Distribution and Tabular Interpretation of Student Absences ................................................................. 19
9
Summary of Computed Mean
Values and Mean Differences of Student Academic
Grades for the S/Y 2012-2013 and S/Y 2014-2015 .................. 24
10
Summary of Computed Values ................................................. 25
viii
UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
LIST OF FIGURES
FIGURE
1
PAGE
Academic Performance S/Y 2012-2013 and S/Y 2014-2015 Correlation Scatter Plot ............................. 21
2
Distribution of the Difference in
Academic Grades Between S/Y 2012-2013 and S/Y 2014-2015 ................................................................... 22
ix
You May Also Find These Documents Helpful
-
1.1 Explain each of the areas of learning and development and how these are interdependent.…
- 1215 Words
- 4 Pages
Good Essays -
School-based interventions. There are many school based interventions that can be used to treat students with ADHD. Psychotropic Medication “is the most common and widely studied treatment for children and adolescents with ADHD is psychotropic medication, specifically the use of central nervous system stimulants” (Dupaul, 2007). Medication is option parents can chose to help their children with ADHD. Some parents choose not to medicate their children instead they choose alternative routes like counseling. Behaviorally Based Interventions can be used in both group and individual counseling. “Behavior modification interventions that involve manipulating consequences to change behavior are widely used to treat ADHD symptoms and comorbid behavioral…
- 366 Words
- 2 Pages
Good Essays -
The participants involved in this study were students from the Kentucky Department of Education, and included 30,000, third grade students enrolled at the end of the 1990 academic year. All students enrolled as third graders in this state were included in this study and variables related to teacher data, and student data were merged, and included in the statistical analysis. This study is an example of correlational research, as the researcher investigated class size, which is an independent variable, and the effect it has on academic achievement, which is the dependent variable. The researcher used the achievement test score results taken at the end of the 1990 academic school year from the selected participant group. Variable data as it relates to teacher, and student demographics, etc. was collected from student/teacher records, which are the property of the Kentucky Department of Education.…
- 729 Words
- 3 Pages
Good Essays -
Each and every baby is different, but they all generally follow specific developmental milestones. These milestones help you know at what rate your child is developing. Infants go through emotional, intellectual, physical and social developmental stages. Each of these stages are very important for growing babies. Emotional development is when the baby is recognizing and expressing feelings, Intellectual development is the process where a baby starts making sense of his world. When a baby starts using their motor skills, and watching you is when they are going through Physical development, but when the infant starts to express themselves and interact with others is when they are going through the social developmental stage. These very important…
- 930 Words
- 4 Pages
Good Essays -
Piaget, Erikson, and Kohlberg. I decided to conduct personal interviews and relate my findings to these…
- 1476 Words
- 6 Pages
Better Essays -
School-based interventions have the potential to be generalizable because, during school hours, children are naturally exposed to challenging situations, and the school staff can help the children to cope adaptively with those difficulties as they arise (Mychailyszyn, Brodman, Read, & Kendall, 2012). These interventions can be well accepted by families and the community in general, as they offer accessible support to children in a natural environment, decreasing the likelihood of stigma developing and increasing opportunities for positive interactions between families and school staff (Beehler, Birman, & Campbell, 2012).…
- 162 Words
- 1 Page
Good Essays -
According to many widely accepted theories and psychologists, children develop morally, cognitively, emotionally, and socially slowly over time, and they often make decisions that show they are unable to grasp whether a choice is right or wrong. It is impossible to exactly measure how children develop, asking questions such as “How much developmental change occurs gradually over time, and how much occurs in a series of clearly defined steps, or stages?(pp 52)” More questions presented are “How much of development is the result of inheritance (heredity), and how much is the result of what we have learned?(pp52)” Seeking answers to these questions can help us understand how much a child really should be responsible for.…
- 689 Words
- 3 Pages
Good Essays -
Empirically supported social-emotional learning (SEL) programs can promote children’s academic success, development of essential skills, and can prevent negative outcomes from developing (Duncan et al., 2017). Denham and Brown (2010) define SEL as the process of acquiring the knowledge and skills to achieve the five interrelated components of social-emotional skills, which include self-awareness, self-management, social-awareness, responsible decision making, and relationship skills. For children, the development of these skills is associated with improved academic outcomes, more positive views of school, greater involvement in school, less difficult and risky behaviors in school, and better relationships with teachers and peers (Denham & Brown, 2010). Numerous studies and meta-analyses have revealed that SEL programs can have positive social, emotional, and academic impacts for children from preschool to high school (Durlak,…
- 470 Words
- 2 Pages
Good Essays -
Piaget’s first stage of development is the sensory motor stage. This stage occurs between the birth of the child and the age of two. During this stage, understanding comes from touching, sucking, chewing, and manipulating objects. About nine months after birth, the child develops what is called ‘object permanence’. Object permanence is the awareness that objects and people continue to exist even if they are out of sight. The infants have the ability to build up mental pictures of objects around them, from the knowledge that they have developed on what can be done with the object. Through manipulation, babies accumulate information on themselves and the world that lead to the slight understanding of how one thing can cause…
- 903 Words
- 4 Pages
Powerful Essays -
Correspondence: Ahmet AKIN, M.A., Sakarya University, Faculty of Education, Department of Educational Sciences 54300 Sakarya-Turkey. E-mail: aakin@sakarya.edu.tr **Assist. Prof. Dr., Sakarya University, Faculty of Education, Department of Educational Sciences.…
- 1587 Words
- 6 Pages
Better Essays -
Bibliography: Best, John W. and James V. Kahn. Research in Education. Quezon City: JMC Press Inc. 1989…
- 8259 Words
- 34 Pages
Powerful Essays -
Kindergarten marks the beginning of formal education. The child’s initial school experience can influence the way he feels and acts to future school activities. I will also affect the way he relates to other people and his environment for the rest of his life. Success or failure at this stage can affect his well-being, self-esteem, motivation and perspectives. Lack of kindergarten readiness may also lead to his being held back in the next grade level. School readiness is defined as the “ability to cope, learn, and achieve without undue stress”.…
- 3493 Words
- 14 Pages
Powerful Essays -
------------------------------------------------- TABLE OF CONTENTS CHAPTER PAGE 1 The Problem…………………………………………………………….1 Introduction…………………………………………………………….2 Scope of the Study…………………………………………………… .3 Statement of the Problem……………………………………………4 Importance of the Study……………………………………………...…
- 880 Words
- 4 Pages
Satisfactory Essays -
Interventions targeting parental involvement with the school and computer-assisted learning to enhance dyslexic students’ reading comprehension…
- 3258 Words
- 9 Pages
Best Essays -
Literature is a critical summary and an assessment of the current state of knowledge or current state of the art in a particular field.…
- 293 Words
- 2 Pages
Satisfactory Essays