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Analyzing the Impact of the Pantawid Pamilyang Pilipino Program on the Well-
being of Elementary School Student-Beneficiaries

Thesis · March 2019

DOI: 10.13140/RG.2.2.31218.45769/1

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 UNIVERSITY OF THE EAST - MANILA
SENIOR HIGH SCHOOL

Analyzing the Impact of the Pantawid Pamilyang Pilipino Program

on the Well-being of Elementary School Student-Beneficiaries

A Research Study Submitted to the Senior High School Department

College of Education
University of the East
Manila

In Partial Fulfillment of the Requirements in

HRE122 – Research Project

Submitted by:
Mamangon, Marco T.
Chua, Mikaela Tereese D.
Honra, Angelo P.
Son, Eia Kassandra F.
Nate, Femily Joie V.
Safranca, Justin D.
Nate, Ma. Nicole G.

MARCH 2019
 APPROVAL SHEET

This is to certify that this research study entitled “Analyzing the Impact of the
Pantawid Pamilyang Pilipino Program on the Well-being of Benefiting Elementary
School Students” presented orally and submitted by Marco T. Mamangon, Mikaela
Tereese D. Chua, Angelo P. Honra, Eia Kassandra F. Son, Femily Joie V. Nate,
Justin D. Safranca, and Ma. Nicole G. Nate has been approved and accepted as
partial requirements for Quantitative Research with a grade of PASSED on March 19,
2019.

_____________________________
Prof. Arleth T. Follero
Quantitative Research Adviser

_____________________________
Prof. Marvin V. Ibangga
Panel Member

_____________________________
Prof. Nesian Rose Guevara
Panel Member

_____________________________
Prof. Louise Jane A. Saculo
Panel Member

I
 CERTIFICATE OF ORIGINALITY

We hereby declare that this submission is our own work and that, to the best of
our knowledge and belief, it contains no material previously published or written by
another person nor material which to a substantial extent has been accepted for the award
of any other degree or diploma of a university or other institute of higher learning, except
where the due acknowledgement is made in the text.

We also declare that the intellectual content of this Senior High School thesis is
the product of my own work, even though we may have received assistance from others
on style, presentation and language expression.

Mamangon, Marco T.
Candidate

Chua, Mikaela Tereese D. Honra, Angelo P.

Candidate Candidate

Son, Eia Kassandra F. Nate, Femily Joie V.

Candidate Candidate

Safranca, Justin D. Nate, Ma. Nicole G.

Candidate Candidate

Prof. Arleth T. Follero

Adviser

March 19, 2019

II
 ACKNOWLEDGMENTS

The researchers from University of the East – Manila wishes to extend their utmost

thanksgiving to the people who have contributed to making this research paper possible.

In particular:

To Prof. Arleth T. Follero, our research adviser, for never failing to guide the

researchers as they conducted the study, and for her unending support for the

researchers by carefully evaluating the progress they had made in writing this study;

To Prof. Joshua Bernard Espeña, Prof. Rashia Katrina Gambot, Prof. Nesian

Guevara, Prof. Mark Philip Javier, and Ms. Dezza Jean Oximoso, for not hesitating to

spend their time and effort to validate our interview questions;

To University of the East – Manila, for giving the students a way to showcase their

critical thinking, analytical, and foundational skills, which was done by letting the

researchers go on with their study; and

To the friends and colleagues of the researchers, who provided encouragement

from the beginning until the completion of this study.

Above all, the researchers give praise to the Almighty God for sustaining the

researchers with enough time, wisdom, and resources as they went through the stressful

phases of conducting this study.

III
 DEDICATION

The researchers dedicate this study to the people who supported them from the

very beginning—their parents. It was for them that the researchers had persevered in

finishing this study. Moreover, the researchers dedicate this study to their ever-supportive

professors, particularly (but not limited to) Prof. Ruben O. Lobo and Prof. Arleth T. Follero,

for giving them the needed encouragement and advice for the betterment of this study.

Most importantly, the researchers dedicate this study for the greater glory of the

Lord. It is the desire of the researchers that His name will be glorified through this study.

The Researchers,

M.T.M.

M.T.D.C.

A.P.H.

E.K.F.S.

F.J.V.N.

J.D.S.

M.N.G.N.

IV
 TABLE OF CONTENTS

APPROVAL SHEET ................................................................................... I

CERTIFICATE OF ORIGINALITY................................................................ II
ACKNOWLEDGMENTS ............................................................................. III
DEDICATION ............................................................................................... IV
TABLE OF CONTENTS .............................................................................. V
LIST OF TABLES ....................................................................................... VII
LIST OF FIGURES ...................................................................................... VII
LIST OF APPENDICES .............................................................................. VII
ABSTRACT ................................................................................................ VIII

CHAPTER I: The Problem and Its Background

1.1 Introduction ........................................................................................ 1
1.2 Statement of the Problem .................................................................. 3
1.3 Research Hypothesis ....................................................................... 3
1.4 Theoretical Framework ..................................................................... 3
1.5 Conceptual Framework .................................................................... 4
1.6 Scope and Delimitation ...................................................................... 5
1.7 Significance of the Study ................................................................... 6
1.8 Definition of Terms ........................................................................... 7

CHAPTER II: Review of Related Literatures and Studies

2.1 General Background of Conditional Cash Transfer Programs .......... 8
2.2 Popular Conditional Cash Transfer Programs ................................... 8
2.3 The Pantawid Pamilyang Pilipino Program and Its Roots ................. 9
2.4 Foreign Literatures and Studies......................................................... 11
2.5 Local Literatures and Studies ............................................................ 15
2.6 Synthesis ........................................................................................... 17

CHAPTER III: Research Methodology

3.1 Research Design ............................................................................... 19
3.2 Population of Samples ....................................................................... 20
3.3 Research Locale................................................................................ 20
3.4 Research Instrument and Validation ................................................. 20
3.5 Data Gathering Procedure ................................................................. 22
3.6 Statistical Treatment of Data ............................................................ 23

V
CHAPTER IV: Presentation, Interpretation and Analysis of Data
4.1 Findings and Discussion ................................................................... 25

CHAPTER V: Summary of Findings, Conclusion and Recommendations

5.1 Summary of Findings ........................................................................ 30
5.2 Conclusions ....................................................................................... 30
5.3 Recommendations ............................................................................ 31

REFERENCES ............................................................................................. 32
APPENDICES .............................................................................................. 40

VI
 LIST OF TABLES

Table 1. Demographic Profile of the Students .............................................. 25

Table 4. Correlation Chart for Education ...................................................... 28

Table 5. Correlation Chart for Health and Nutrition ...................................... 28

LIST OF FIGURES

Figure 1. Percentage of Answers for the First Set of Questions ................... 26

Figure 2. Percentage of Answers for the Second Set of Questions ............. 27

LIST OF APPENDICES

Appendix A. Mean of Scores for the First Set of Questions ......................... 40

Appendix B. Mean of Scores for the Second Set of Questions .................... 42

VII
 ABSTRACT

The aim of this study was to analyze whether the 4Ps beneficiaries of the country’s
capital city experience the same as those of in the provinces, and that if the program’s
impact is significant for the lives of student-beneficiaries.
The researchers used quantitative methods and the correlational research design
in conducting the study. The researchers used the census method instead of a sampling
method, as it was deemed more effective in order to ensure accuracy in the outcomes of
the study. 53 parents in household-beneficiaries in Brgy. 211 Zone 19, City of Manila were
interviewed by the researchers.
Pearson product-moment correlation was used to test the relationship of the 4Ps
grants and conditions and the well-being of the elementary school student-beneficiaries
in the area. It turned out that there was a weak but positive correlation between the two
variables, and the relationship was not statistically significant. Bearing this in mind and in
response to the first stated aim of this study, the researchers conclude that the
beneficiaries’ experience in Manila is different from the experiences of those who live in
provinces.

Considering the outcomes presented in this study, the researchers (1) urge the
parents in benefiting households to fully utilize the grants of the 4Ps, (2) suggest to the
DSWD and other government entities concerned to monitor the efficiency, effectivity, and
even the sustainability of the 4Ps, and (3) recommend to the future researchers that the
number of respondent-families be increased, as the number of respondent-families may
be a factor in the accuracy of results.

Keywords: Pantawid Pamilyang Pilipino Program, conditional cash transfer programs,

educational well-being, health and nutritional well-being, Department of Social Welfare
and Development

VIII
 Chapter I
The Problem and Its Background

The first chapter is the initial part of the study in which a glimpse of the structure
and the general idea of the research are found. It includes the background of the study,
statement of the problem, theoretical framework, conceptual framework, scope and
delimitation of the study, significance of the study, as well as the definition of terms.

INTRODUCTION

The Pantawid Pamilyang Pilipino Program (4Ps) is a conditional cash transfer

(CCT) program implemented by the Philippine government that provides cash grants to
the poorest of the poor, to improve the health, nutrition, and the education of children
aged 0-18. These cash grants are classified into two: the health grant, which is given to
each household-beneficiary provided that children undergo regular check-ups and are
healthy, and education grant, which is given to each child provided that he/she will
continue his/her schooling until he reaches the age of 18. The said program is patterned
after the CCT programs currently implemented in some Latin American countries, such
as Mexico, Colombia, and Brazil. The Department of Social Welfare and Development
(DWSD) spearheads the implementation of the aforementioned program, as said in the
Philippine Government’s official website.

Studies have been made, foreign and local alike, on the impact of CCT programs
on the lives of the youth, mostly on the education aspect. Most of them show that CCT
programs make positive results and meet their objectives, but some otherwise. For
example, the study made by Bauchet, Undurraga, Reyes-Garcia, Behrman, and Godoy
(2017) concluded that while Bolivia’s CCT program increases educational mobility, the
country’s most marginalized group known as Tsimané still lags behind. Meanwhile,
Stampini, Martinez-Cordova, Insfran, and Harris (2017) analyzed Jamaica’s CCT
program, and had a conclusion that the country’s program places urban boys on a higher
educational trajectory, since it gives higher cash grants to boys, but has no significant
effect for the education of girls. On the other hand, most local studies focused specifically

1
on the impact of the 4Ps on different areas of the country. Catubig and Villano (2014) did
a study on the program’s impact in Davao Oriental, which concluded that while enrolment
did increase in areas with the implemented 4Ps, the rate of enrolment remains low in
elementary and secondary schools as compared to schools in other municipalities without
4Ps. Valeña (2015) conducted one that evaluated the program’s impact among public
secondary school students in Laguna, coming up with a conclusion that 4Ps has a positive
impact on school attendance, but the problem of non-attendance is still severe especially
among high school students, more than that of elementary school students. There are
also local studies that focused on the program’s impact in general, such as that of Reyes,
Tabuga, Mina, and Asis (2015), which concluded that the 4Ps leads to an increase in the
school participation rate by 3% among children aged 6–14 years old, and that of Tabilog,
Mapola, Cantillano, Cabrera, and Mañabo (2017), which concluded that the 4Ps is
effective in developing human capital, and that the 4Ps itself is aligned to the mission and
purpose of DSWD.

However, available local researches on the 4Ps, examples of which are stated in
the previous paragraph, are limited to those conducted in provinces or areas outside
Metro Manila. The City of Manila, despite being the country’s capital city, is still home to
many indigents, and it can be assumed that a relatively large portion of the Philippines’
21.6% poverty rate in 2015, as per Asian Development Bank (ADB), is comprised of
Manila’s indigents. In addition, aforementioned local researches focused merely either on
the education aspect, or the nutrition aspect. With this, the researchers have decided to
conduct a comprehensive study that deals with all the education, health, and nutrition
aspects of each student-beneficiary’s well-being, this time in Brgy. 211 Zone 19, Tondo,
City of Manila.

The aim of this study was to analyze whether the 4Ps beneficiaries of the country’s
capital city experience the same as those of in the provinces, and that if the program’s
impact is significant for the lives of student-beneficiaries, particularly those in elementary
level of education.

2
Statement of the Problem

The researchers aimed to analyze whether the said program has a direct impact
on the well-being of elementary school students in the said city. The specific questions
that this study aim to answer are as follows:
1. What is the demographic profile of benefiting elementary school students?
A. Type of School
B. Presence of Health Clinics/Centers
C. Parents’ Other Source of Income
2. How frequent does the 4Ps help the benefiting elementary school students in
improving their well-being?
A. Education
B. Health and Nutrition
3. Do elementary student-beneficiaries experience significant improvement in the
following aspects due to the conditions of the 4Ps, with consideration to the
program’s grants and conditions?
A. Education
B. Health and Nutrition

Research Hypothesis

H0: There is no significant relationship between the 4Ps grants and conditions and
the well-being of student-beneficiaries.
Hα: There is a significant relationship between the 4Ps grants and conditions and
the well-being of student-beneficiaries.

Theoretical Framework
The researchers would like to focus on the Human Capital Theory, whose modern
version was popularized by economist Gary Becker. The aforementioned theory is a
framework that analyzes the relationship between education, economic growth and social
well-being.

3
 Human Capital Theory refers to the combination of personal capabilities,
knowledge, social, and attributes embodied in the ability to create essential and
measurable economic value. Human Capital Theory views individuals as economic units
acting on their own. The role of human capital is highly emphasized in economic
development, productivity analysis, innovation, public policy, and education (Simple
Economist, 2013).

As mentioned by Almendarez (2011) in his study, Human Capital Theory

emphasizes how education increases the productivity of workers by increasing the level
of human capability, which consists of, in the case of this research, the aspects of
education, health, and nutrition, which are a product of innate abilities and investment in
human beings. The provision of formal education is seen as an investment in human
capital. Moreover, Conti and Heckman (2012) concluded in their study, entitled “The
Economics of Child Well-Being,” that investing in the well-being of the children today is
the most cost-effective policy to promote the productivity of them as they become adults
in the future. This supports the premise that the 4Ps, being a program that invests on the
well-being of children, have a major role to play with regard to their productivity in the
future.

Conceptual Framework

Independent Variable Dependent Variable

Conditions of the Well-being of

4Ps with regard elementary
to (a) education, school student-
and (b) health beneficiaries in
and nutrition of Brgy. 211 Zone
young children in 19, City of
benefiting Manila
households.

4
 A conceptual framework was used to help focus on the variables in the study.
Considered as the independent variable are the conditions of the 4Ps with regards to (a)
education, (b) health and nutrition of young children in benefiting households. The
aforementioned conditions of the 4Ps is foreseen to play a major role when it comes to
the well-being of the benefiting children, hence considering it as the dependent variable.

Scope and Delimitation of the Study

This study focuses on how the Pantawid Pamilyang Pilipino Program affects
children, specifically those which are elementary school students of Brgy. 211 Zone 19,
City of Manila, with regards to their education, health, and nutrition. The study was done
by conducting quantitative interviews with the parents in benefiting households on how
the program helps them on the said aspects of their well-being. The researchers chose
to conduct the study at Brgy. 211 Zone 19, Tondo, City of Manila because it was the
barangay in which the researchers were able to get official data about the number of
household-beneficiaries of 4Ps from a parent leader among the group of beneficiaries in
the barangay.

Beneficiaries of the program are chosen objectively by the DSWD through the
National Household Targeting System, also known as Listahanan, which involves a
survey of the physical structure of their houses, the number of rooms and occupants, their
access to running water, and other factors affecting their living conditions as the basis for
selection of beneficiaries.

This study also aimed to analyze the impact of the Pantawid Pamilyang Pilipino
Program is, if it helps the elementary students on their education, health, and nutrition.
By the end of the research, the readers shall have better knowledge and understanding
on the impact of 4Ps on the well-being of elementary students.

5
Significance of the Study
This study is of benefit for everyone involved in the development, monitoring, and
receipt of the over-all structures and benefits of the Pantawid Pamilyang Pilipino
Program. This will also encourage them to check if the said government program has
produced a significant impact on their individual and family lives.

To the elementary school students who are beneficiaries of the Pantawid

Pamilyang Pilipino Program: Since these students are the ones taking advantage of
the said government program, they will have the firsthand experience on any
improvements imposed by the Department of Social Welfare and Development, should
this study be taken into consideration by the aforementioned government agency.

To the parents in households benefiting from 4Ps: This study will make such
parents aware of any implication the Pantawid Pamilyang Pilipino Program might bring
on their children’s physical and academic well-being.

To Philippine government agencies and lawmakers: This study will be of great

benefit for government agencies, especially DSWD, as they evaluate the implementation
of 4Ps, bearing in mind the fact that the said agency is the one who manages and provides
the needs of the beneficiaries. This research will help such agencies, as well as
lawmakers, be informed about the effects of 4Ps on the academic performance, physical
health, and nutrition of student-beneficiaries.

To the future researchers: This study could be their guide in making further
studies about the Pantawid Pamilyang Pilipino Program, specifically its impacts on the
lives of the beneficiaries.

6
Definition of Terms
These words and phrases were operationally used in this study for better
understanding on the readers’ part.
Conditional Cash Transfer Program or CCT program gives money to
households on the condition that they comply with certain pre-defined requirements.

Education, as used in this study, refers to a student’s academic performance and

school attendance.

Department of Social Welfare and Development or DSWD is the primary

government agency in the Philippines mandated to develop, implement, and coordinate
social protection and poverty-reduction solutions for and with the poor, vulnerable, and
disadvantaged.

Health refers to the physical well-being of the student-beneficiary, which involves

the conditions set by the 4Ps in relation to it.

Human Capital Theory pertains to the combination of personal capabilities,

knowledge, social, and attributes embodied in the ability to create essential and
measurable economic value.

Pantawid Pamilyang Pilipino Program or 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.

Parent leader refers to the person acting as liaison between the administrators of
the program and the beneficiaries.

Well-being is defined in this study as a state in which a child experiences

excellence in academics, good physical health, and has proper nutrition.

7
 Chapter II
Review of Related Literature and Studies

The second chapter of the study presents the review of related literature and other
studies, foreign and local alike, that has conditional cash transfer programs within their
scope. This chapter provides key ideas regarding the Pantawid Pamilyang Pilipino
Program and its impact to the well-being of the youth; it would support the following
chapters of this study.

GENERAL BACKGROUND OF CONDITIONAL CASH TRANSFER PROGRAMS

Conditional cash transfer programs, or simply CCT programs, have been popular
throughout the world, especially among developing countries. CCT programs provide
cash stipends for the poorest families on certain conditions—which involve the education,
health, and nutrition of the children in household-beneficiaries. It rose to popularity when
Latin American countries implemented such programs, examples being Brazil’s Bolsa
Familia and Mexico’s Oportunidades, and became successful in attaining the primary
objectives of such programs—to engage the poorest families into investing in human
capital, to uplift the status of the poor, and most importantly, to alleviate poverty (Son,
2008).

POPULAR CONDITIONAL CASH TRANSFER PROGRAMS

Brazil’s Bolsa Familia

Bolsa Familia, initially started as the Bolsa Escola, is the Brazilian government’s
flagship program for poverty alleviation. The program offers the poorest families in Brazil
monthly cash grants, which are at around $30, as long as these families follow through
on the government’s social programs. Within its decade of implementation, poverty rate
in Brazil was cut down by half, from 9.7% in 2003, to 4.3% in 2013. I was mentioned that
as a result of this success, 120 delegations from other countries visited Brazil in 2013 to

8
study how the country implemented the said CCT program, to see how they can apply
the same for their own constituents (Ceratti, 2014, para. 4).

Mexico’s Oportunidades

Initially known as Progresa until 2002, Oportunidades is the Mexican government’s

principal counter-poverty program. The same as that of Brazil, it provided cash grants to
the poorest families in Mexico, focusing on helping them invest in human capital—
improving education, health, and nutrition of their children (World Bank, n.d.). The
program provides educational grants to the children, under 22 years of age, of each
household-beneficiary. In 2017, it represented 46.5% of Mexico’s federal annual anti-
poverty budget, and by that time benefitted 6 million people from the time the program
was established in 1997 (The Borgen Project, 2017).

THE PANTAWID PAMILYANG PILIPINO PROGRAM AND ITS ROOTS

As per the World Bank (2017), an international institution that provides loans for
projects implemented by various national governments, the 4Ps, officially launched in
2008, is a government initiative that gives cash grants conditionally to the “poorest of the
poor in the Philippines,” aiming to achieve the United Nations’ Millennium Development
Goal No. 1: Eradicate Extreme Poverty and Hunger. The program consisted of the
following cash grant packages: (1) Php500 a month per household if they meet the
condition of having regular check-ups and vaccination for children, (2) Php300 a month
per child for 10 months for the children’s school needs, but only a maximum of three
children may be registered (Official Gazette, n.d.).

According to Garcia (2018), the 4Ps highlight the provision of cash assistance to
families and the aiding of children who are willing to go to school, in order for them to be
able to continue their studies despite their financial status. The 4Ps also helps them on
the health care aspect, through the utilization of free check-ups, free vaccinations, etc.

The roots of 4Ps, initially known as Ahon Pamilyang Pilipino, can be traced to the
tenure of former President Gloria Macapagal-Arroyo. As stated in the former President’s

9
official website, the program was patterned after Brazil’s Bolsa Familia. As a social
welfare program, the Department of Social Welfare and Development spearheaded the
implementation of the program from its beginning in 2007 up until present time.

POST-ARROYO ADMINISTRATION

4Ps during the Aquino Administration (2010-2016)

In 2010, the year that marked the end of Arroyo’s presidency and the start of
Aquino’s, the number of household-beneficiaries was less than 800,000, as written by
David (2016). In the same year, budget allocation for the program was Php10 billion.
Considering the said facts, the Aquino administration had vowed to expand the 4Ps and
to make more poor Filipino households within the scope of the program. According to the
former President, “Through the CCT and other meaningful interventions, we are spurring
a virtuous cycle, where empowered Filipinos in turn become the keys through which their
fellowmen are likewise empowered” (Aquino, 2016, para. 17).

In 2015, number of household-beneficiaries grew to 4.4 million, which is almost

six-fold of the number during the beginning of the Aquino administration. Meanwhile, the
budget for the implementation of the 4Ps had risen to Php62.7 billion in 2016, the year
that marked the end of the said administration and the beginning of a new one—Duterte’s
(David, 2016).

4Ps during the Duterte Administration (2016-present)

President Rodrigo Duterte, as early as during the pre-election or campaign period,

vowed to continue and enhance the 4Ps. When he stepped up as President, the 4Ps
indeed continued. During the same year Duterte was sworn-in, around 1.3 million
beneficiaries of 4Ps have successfully transitioned from poor to non-poor status
(Ballesteros, 2016), and a transition program was established thereafter, to prevent the
transitioning beneficiaries from going back to poverty.

10
 In addition, 10 years after it was pilot-tested, DSWD in 2017 decided to allocate
Php89 billion from its budget to the implementation of the 4Ps, along with the Php19 billion
allocation for the monthly pension of poor senior citizens. Malacañang also declared that
it would put more attention to the financial help given by the 4Ps, especially since the
poor is affected by the currently-experienced rise in the prices of basic commodities
(UNTV News, 2017).

FOREIGN LITERATURE AND STUDIES

Impact of Foreign CCT Programs on Children’s Education

A 2005 United Nations Educational, Scientific and Cultural Organization

(UNESCO) paper questioned CCT programs if such were useful in education. It stated
that “without access to a basic quality education, CCT programs can be neither
rationalized nor efficient. But even such basic quality education is available, lower
utilization by children from extremely poor families is still observed” (Reimers, DeShano
da Silva, & Treviño, 2006, p. 29).

As per the study conducted by Saavedra and Garcia (2012), CCT programs
appear to be more effective for secondary than primary schooling, as CCTs reduced drop-
out rates more among secondary school students than those in primary school. Moreover,
it concluded that programs that impose conditions on school achievement, such as not
failing, and provide cash grants less frequently are more effective than programs that
have conditions merely on attendance.

A study made by Marcum-Mullins (2017) emphasized that CCT programs involve

keeping children enrolled in school and ensuring they have good academic performance.
On the other hand, his study pointed out that comprehending how the thinking and
rationale change from international funders, national governments, local governments,
school systems, teachers, parents, up until the students. He concluded that if national
governments would not be able to improve school systems, “it is easier for neo-liberal

11
institutions to make privatization policy recommendations,” which would eventually make
the marginalized more left behind (Marcum-Mullins, 2017, p. 35).

In general, CCT programs have been effective and are very good to improved
enrollment, but has no total assurance that the academic performance of student-
beneficiaries get a positive significant effect. Such programs are also effective in fostering
school attendance among beneficiaries, and they help the students to have education,
indirectly aiming to prove Nelson Mandela’s quote, “Education is the most powerful
weapon which you can use to change the world.”

Impact of CCT Programs on Children’s Health and Nutrition

In the study of Fernald, Gertler, and Neufield (2008) on Mexico’s Oportunidades,

it concluded that health and education components of the program are strongly enforced
and highlighted, as these are conditions for continuous flow of benefits. It has also been
said by the researchers that Oportunidades is the largest conditional cash transfer
program of its kind, and is a model for programs throughout the world.

Meanwhile, according to Evidence and Lessons from Latin America, or ELLA

Network (2011), a network that conducts inter-regional comparative research, CCT
programs have been effective in ensuring greater health services use, alongside higher
school attendance. Both of which are valuable inputs for human capital development and
future productivity. However, outcomes of CCT programs on health vary per country. For
example, there was an increase in vaccination in Colombia and Honduras, but there was
no significant effect on the same in Mexico and Nicaragua. Evaluations in Colombia and
Honduras show that CCTs increased health checkups among children, but there did not
appear to be any significant effect on the same aspect in Chile, Ecuador and Mexico.

In the study of Shei, Costa, Reis, and Ko (2014), CCT programs like Bolsa Familia
have substantial potential to enrich existing health care services and improve access to
health care. This study concluded that Bolsa Família increases utilization of preventive
health care services. The program implores beneficiaries to utilize existing health

12
services, resulting to higher probabilities of attaching families to different services that are
of great benefit to them. Bolsa Familia improved health outcomes and has a larger impact
on the lives of poor families.

According to Cruz, de Moura, and Neto (2017), the effects of CCT programs on
children’s health outcomes related to social health determinants in low and middle-income
countries were mostly positive when it comes to immunization rates or vaccination
coverage, and for improvements in child morbidity. It is so because physical growth and
health, as well as the height and weight of all children, are always checked.

In the study made by Leroy, Ruel, and Verhofstadt (2009), it has been concluded
that CCT programs help children, specifically those low and middle-income countries, on
the aspect of nutrition as such programs integrate safeguarding mechanisms from
nutritional deficiencies that affects their survival, health, development and well-being.

For Bangladesh’s CCT program called Shombhob, Ferre and Sharif (2014)
conducted a study determining if there are significant improvements with regards to the
educational and nutritional outcomes among children. The study concluded that the
program enabled extremely poor households to consume more proteins. Considering the
current situation of the people of Bangladesh in their access to food, Shombhob still
managed to get positive results on the nutrition of the children, suggesting that CCT
programs like the aforementioned contribute to better nutrition outcomes.

Malnutrition is a condition resulting from insufficiency, excessiveness, or

imbalance in nutrients. Based on the nutrition profile released by US Agency for
International Development (USAID) through Chaparro, Oot, and Sethuraman (2014), as
well as the National Nutrition Council (NNC) of the Philippines (2014), the situation of the
Philippines can be said to be experiencing the double burden of malnutrition, that is, while
under-nutrition is largely prevalent among young children and women, over-nutrition is
also evident especially among adults.

As per the Nutrition Country Profile reported by the Food and Agriculture
Organization (FAO) of the United Nations, “While it was reported that the health status of
Filipinos improved in terms of the decrease in the mortality rates of mothers and infants,

13
the rising incidence of infectious diseases such as diarrhea and respiratory diseases
contributed to the poor nutritional status of many Filipinos” (Food and Agricultural
Organization, n.d., para. 5).

Malnutrition remains a significant global problem. As a result, the survival, health,

development and well-being of malnourished children are affected. Based on the
research conducted by Garoma, Abraha, Gebrie, Deribe, Tefera, and Morankar (2017),
the conditional cash transfer programs in sub-Saharan African countries are proven to
help in improving child health outcomes.

Meanwhile, in the study made by Raghunathan, Chakrabarti, Avula, and Kim

(2017), on the CCT program implemented by Odisha, an Indian state, they concluded
that the state’s CCT program had positive and significant effects on the area of food
security, but also noted that without the presence of a strong health system, the process
of attaining the program’s goals might lack direction.

There are also some researches that claims that the conditional cash transfer is
an effective government program, an example being the research made in the Hunan
province in China, conducted by Yuan, Deng, Yang, Li, Qin, Chen, Lin, and Qian (2018).
Results pointed out that it helped the children who in the area examined—their nutritional
status increased, and that the nutritional knowledge and positive food practice behaviors
among the caregivers of 3–5-year-old benefiting children are improved.

According to Kandpal, Alderman, Friedman, Filmer, Onishi, and Avalos (2016), the
conditions of the Philippines’ Pantawid Pamilyang Pilipino Program may have led to
increased diet diversity and clinical counseling, caused by the program’s promotion of
attendance at family development sessions, timely perinatal care, regular growth
monitoring, and health service use. In addition, the information given to the beneficiaries
through the implementation of the program’s conditions, combined with the cash grants,
result in greater investments in children's welfare and improved health and sanitation.

14
LOCAL LITERATURE AND STUDIES

Impacts of the Pantawid Pamilyang Pilipino Program on Children’s Education

According to Reyes (2016), the primary goal of the 4Ps and other CCT programs
is to prevent between inter-generational transference of poverty and help break the
limitless cycle of neediness by giving the children suitable educational and medical
assistance. He also said that “Healthy, educated children ultimately have more choices
in life and are able to become productive members of society” (Reyes, 2016, para. 2). His
study came up with the following conclusions: (1) Although insufficient, the program still
helps give the essential needs of kids in school, and (2) the program likewise constrains
the parents to send their children to school, and with that, participation of kids to class is
getting great.

According to Orbeta and Paqueo (2013) in a study entitled "Does Pantawid Foster
Dependence or Encourage Work? Evidence from a Randomized Experiment,” CCT
increased the eagerness to work of household heads and their spouses, all adult
members 18 years of age and above, as well as workers whose ages are 35-54 years
old. The study was conducted between the beneficiaries of the first wave of 4Ps, between
November and December 2011, or two and a half years after the program was launched.
The results of his study contradicted claims that CCT generates mendicancy or promotes
donation-dependency. Corbeta said that “Parents work to compensate for loss of income
from children who attend school. When people publicly recognize the importance of
education, families are convinced to keep their children in school. Households also
respond by exerting more effort,” emphasizing that the outcomes of the 4Ps on the parent-
beneficiaries’ desire for work has a direct effect on the education of their children.

According to a policy brief made by UNICEF Philippines (2015), the Philippines

has seen relatively low cohort survival and completion rates for a long time. Therefore,
the challenge for education and social assistance programs, with emphasis to the 4Ps,
goes beyond enrolling children. In addition, it is necessary to keep children in school at
both elementary and secondary levels until their last year. Lastly, with or without 4Ps, the
solution to the problem being solved by the 4Ps depends as well on the quality and extent

15
of delivery services of government agencies that are responsible for the creation of jobs,
livelihood, education, housing. and even agriculture.

Impact of the Pantawid Pamilyang Pilipino Program on Children’s Health and

Nutrition

Velarde and Fernandez (2011) noted that achieving a better and quality of living
for the beneficiaries of 4Ps will be achieved as long as there is a continuous increase in
their compliance. Like the lessons learned from other CCT programs, the 4Ps is also
intended to fill gaps in the educational and health outcomes among children, additional to
providing them with immediate poverty relief.

The 4Ps has helped elevate the preventive health care among pregnant women
and young children. This is a proof that the 4Ps program achieved its purpose to improve
children’s health. Households increased their expenditure on financial specially on food
per day (Frufonga, 2015).

In a study made by Belciña (n.d.) on the impact of 4Ps on the health compliance
of beneficiaries in Negros Oriental, she concluded that the utilization of health services
by them is notably good. After she examined child immunization in the area, the result
was 84% of children below 1 year old has been fully immunized. On the beneficiaries’
compliance on health check-ups, the same rate was recorded for the same age group,
90% for 1-5 years old, 65% for 6-11 years old, while only 17% compliance for those who
are 12-18 years old. In the end of her research, she called upon the government to focus
on educating the beneficiaries on preventive health care for children, ensuring full
coverage of children’s immunization, and fully providing for adequate health care facilities,
such as clinics and health centers.

Moreover, health-seeking habits of the beneficiaries on reduction of health risk

incidence, prevention of malnutrition prevalence and improving personal hygiene and
sanitation are well-developed by 4Ps, as concluded by Fernandez and Pambid (2017) in
their study conducted in Barangays Bical Norte and Bani in Bayambang, Pangasinan.

16
 Under-nutrition has far-reaching consequences on child growth and development,
and the capacity to learn and maximize investments in human capital. On the other hand,
over-nutrition has been established to be one of the risk factors for developing non-
communicable diseases. Both under-nutrition and over-nutrition can result to preventable
mortality. Both under-nutrition and over-nutrition can therefore prevent development.
Thus, there is a need for strategic and purposive action to address this twin nutritional
problem (National Nutrition Council, 2014).

According to the Department of Social Welfare and Development (DSWD), the 4Ps
helps marginalized families when it comes to nutrition. Diseases and malnutrition
commonly tag along poverty, haunting innocent children with poor health (Mercede, 2012,
para. 11). Since the 4Ps is a CCT program, cash grants shall only be disbursed once
conditions for children’s health, educational, and personal well-being have been met. The
Philippine government provides a nutrition allowance to marginalized families through the
4Ps, so that nutrition among beneficiaries, especially children, will be improved and
sustained.

In Lucena City in Quezon Province, the 4Ps has been successful in attaining one
of their objectives—investing human capital through good health. However, the
prevalence of malnutrition is still a large-scale issue. This may be caused by the lack of
knowledge among parents/guardians on health and nutrition knowledge. Considering
this, there is still a need to have more effective approaches in Family Development
Sessions and the likes (Zarsuelo, Hurtada, Suva, & Juanico, 2015).

Synthesis

To sum up all that was gathered for the review of related literature and studies,
conditional cash transfer programs that are implemented in different countries show
varying results, heavily depending on the living conditions and on the implementing
conditions per country. For example, an increase in vaccination among beneficiaries in
Colombia and Honduras was recorded, while no significant effect came as a result in
Mexico and Nicaragua (Evidence and Lessons from Latin America, 2011).

17
 In spite of this, the results of most foreign studies mentioned, with regards to
various CCT programs implemented in different countries, are aligned towards the
positive, saying that CCT programs show good results when it comes to academic
performance, health, and nutritional status. To illustrate, the health and education
conditions of Mexico’s Oportunidades are strongly enforced and given importance
(Fernald, Gertler, & Neufield, 2008), and the conditional cash transfer programs in sub-
Saharan African countries are proven to help in improving child health outcomes
(Garoma, Abraha, Gebrie, Deribe, Tefera, & Morankar, 2017).

As to the 4Ps, local studies conducted provide generally positive remarks on the
program, specifically on its impact towards the benefiting children’s education, health, and
nutrition, but some still shows some shortcomings. Participation of student-beneficiaries
to class improves, as the program likewise constrains the parents to send their children
to school (Reyes, 2016). In Negros Oriental, it was concluded that the utilization of health
services by beneficiaries is notably good, hence making a significant impact towards
children’s health (Belciña, n.d.). Lastly, in Lucena City, Quezon Province, a shortcoming
is the malnutrition prevalence is still apparent despite the presence of the 4Ps (Zarsuelo,
Hurtada, Suva, & Juanico, 2015).

18
 Chapter III
Research Methodology

In this chapter, the method used for the development of the study is presented. In
line with this, the main instruments used by the researchers for gathering data will be
identified here. It includes the research design, respondents, research locale, research
instrument, data gathering procedure, statistical treatment, and sampling procedure.

Research Design

The researchers used quantitative methods in this study through descriptive

approach. As cited by Babbie (2010), quantitative methods emphasize objective
measurements and the statistical, mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data
using computational techniques. Quantitative research focuses on gathering numerical
and statistical data, and generalizing such data thereafter across groups of people or to
explain a particular phenomenon.

The researchers used the correlational research design. As defined by Privitera

(2014) in his book entitled “Research Methods for the Behavioral Sciences,” a
correlational research design is the measurement of two or more variables to know the
extent to which the values for the variables are connected or change in an observable
pattern. In this research, the task of the researchers was to gather the data and see if
there is a pattern that proves there is a relationship between the variables under study,
namely the (1) conditions of the 4Ps with regard to education, health and nutrition, and
(2) the well-being of elementary school student-beneficiaries. With that being said, the
researchers derived from the over-all outcomes of the interviews, with two sets of
questions, conducted with the parents of the student-beneficiaries of the Pantawid
Pamilyang Pilipino Program in the barangay under study.

19
Population

Population is defined as the total sum of units from which data can likely be
gathered (Parahoo, 2006). The population in this study will be the household-beneficiaries
of the Pantawid Pamilyang Pilipino Program in Brgy. 211 Zone 19, Tondo, Manila. The
researchers were able to obtain from a parent leader the list of 4Ps beneficiaries in the
said barangay, with 53 families listed. 53 families will then be this research’s population.

To be qualified to be a respondent, the household must have a child/ren who are

officially enrolled as elementary school students, aged 9-11, or those in Grades Four until
Six. Fortunately, all families listed were qualified to be respondents.

Research Locale

The study was conducted in Brgy. 211 Zone 19, Tondo, City of Manila. As per a
2015 census by the Philippine Statistics Authority (2016), the aforementioned barangay
has a population of 2,688 people, and that the average household size in 2015 was 4.4
persons per household. We divided the total population in the barangay by 4.4, and it
resulted to a number of 611 households.

Research Instrument and Validation

The proponents of the study had resolved to conduct structured interviews, with
questions mostly based on the study made by Montilla, Delavin, Villanueva, and Turco
(2015), “Pantawid Pamilyang Pilipino Program (4Ps): Assistance to Pupil’s Education.”
The questions focused on health, nutrition, and educational well-being of student-
beneficiaries of 4Ps, hence, its usage for this study will be suitable. The researchers were
given consent by the aforesaid authors to use the latter’s questionnaire prior to the
conducting of quantitative interviews in Brgy. 211 Zone 19.

20
 The following are the two sets of questions, directed towards the parent/s, to be
used in the interview process:

Demographic Profile of the Student:

1. What type of school is your child enrolled in?
(Sa anong uri ng paaralan pumapasok ang inyong anak?)
□ Public/Pampubliko □ Private/Pampribado
2. Is there a health center/clinic within your barangay? (Mayroon bang health center o
klinika sa inyong barangay?)
□ Yes/Oo □ No/Hindi □ Unaware/Hindi batid
3. Do you (the parent/s) have a source/s of income aside from the cash grants given
through the 4Ps? (Mayroon ba kayong iba pang pinagkukuhaan ng pera bukod sa
tulong na galing sa 4Ps?)
□ Yes/Meron □ None/Wala

First Set of Questions (focused on the conditions/grants of the 4Ps):

EDUCATION
(The 4Ps requires that benefiting children continue their schooling until they reach the age of
18)
1. Does the 4Ps help you attend to the school expenses of your child? (Nakakatulong ba
ang 4Ps sa mga gastusin ng inyong anak sa paaralan?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
2. Does the 4Ps help you attend to your child’s school needs (projects, school supplies,
allowance, etc.)? (Natutulungan ba kayo ng 4Ps para gastusan ang mga
pangangailangan sa paaralan ng inyong mga anak?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
HEALTH
(The 4Ps requires that benefiting children undergo regular check-ups and are healthy)
1. Does the 4Ps help you in giving your child medicines (especially vitamins)?
(Nakatutulong ba ang 4Ps sa pagbigay niyo ng mga gamot sa inyong anak, lalong lalo
na para sa kanyang mga bitamina?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
2. Does the 4Ps help you feed your child three (3) times a day? (Natutulungan ba kayo
ng 4Ps para mapakain ang inyong mga anak tatlong beses isang araw?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman

21
 Second Set of Questions (focused on the results of the implementation of the
4Ps):

EDUCATION
1. Is your child’s general average above or equal to 85%? (Umaabot ba ng 85% ang
grado ng iyong anak sa eskwelahan?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
2. Has your child been able to complete a week of school without absence?
(Nakakakumpleto ba ng pasok nang isang buong linggo sa paaralan ang iyong anak?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
HEALTH
1. If your child acquires a sickness, does it last only for a short time? (Kapag
nagkakasakit ba ang inyong anak, maiksing panahon lang ba ito?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
2. Has your child’s Body Mass Index always/sometimes/never been normal? (Ang
katawan ba ng iyong anak ay naaayon sa kanyang laki?)
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
PERCEPTION QUESTIONS
In general, do you think the 4Ps significantly helped in your child’s:
(Sa kabuuan, sa tingin mo ba, nakatulong nang malaki ang 4Ps sa inyong anak sa kanyang:)
1. Education (edukasyon o pag-aaral);
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman
2. Health (kalusugan); and
□ Always/Madalas □ Sometimes/Minsan □ Never/Hindi kailanman

The research instrument was validated by 5 people, which are either research
professors, graduates of BS Psychology, or licensed psychometricians. The researchers
put into consideration the comments that they made and revised the interview questions
into their final form, written above.

The researchers also confirmed the reliability of the interview questions via IBM
Statistical Package for the Social Sciences or SPSS. Each set of questions had a
Cronbach’s Alpha of 0.5, which shows moderate reliability as per Hinton, Brownlow,
McMurray, and Cozens in their book entitled “SPSS Explained.”

Data Gathering Procedure

To reiterate, the researchers conducted structured interviews with the parents of

the student-beneficiaries in order to attain the objectives of this study, and obtain answers
for its main questions. In addition, the researchers employed the census method instead

22
of a sampling procedure in order to ensure accuracy and of the results, making sure that
every member of the population have given their inputs.

Following the abovementioned, our first step was to confirm if the household is a
beneficiary of 4Ps. Once we had confirmed that the household is a beneficiary of 4Ps, we
would first ask a parent within the household if s/he consents to being interviewed. Next,
we then proceeded to the process of asking the pre-made questions (as stated in the
previous section). Afterwards, we conclude by telling the household about how they
helped in the study by giving their consent, and how the study might aid in the
implementation of the 4Ps, if submitted to DSWD. Moreover, pursuant to Republic Act.
10173, also known as the Data Privacy Act of 2012, the researchers would assure the
household that no personal information of the person interviewed will be released.

Statistical Treatment of Data

To give accurate observations on the data, the researcher would employ the
following statistical treatment:

Mean

This was utilized measure the importance of each specific area considered
in the study and its impact on the over-all results of the study.

∑𝒙
Formula 𝑿= 𝑵

X is the mean
∑x is the sum of all scores
N is the total number of respondents

23
 Percentage

This was employed to determine the frequency counts and percentage

distribution of the different results that would come out of the study.

𝑭
Formula: % = 𝑵 ∙ 𝟏𝟎𝟎

% is the percentage
F is the Frequency
N is the total number of respondents
100 is a constant value

Pearson Correlation Coefficient

This was used to determine whether the relationship between the variables
in the study is statistically significant.

𝑵 ∑ 𝒙𝒚−(∑ 𝒙)(∑ 𝒚)
Formula: 𝒓 =
√[𝑵 ∑ 𝒙𝟐 −(∑ 𝒙)𝟐 ][𝑵 ∑ 𝒚𝟐 −(∑ 𝒚)𝟐 ]

N is the number of pairs of scores

∑xy is the sum of the products of paired scores
∑x is the sum of x scores
∑y is the sum of y scores
∑x2 is the sum of squared x scores
∑y2 is the sum of squared y scores

24
 Chapter IV
Presentation, Analysis, and Interpretation of Data

This chapter presents the data that was collected via quantitative interviews with
53 household-beneficiaries within Brgy. 211 Zone 19, City of Manila, its analysis with
regard to the statement of the problem written in the first chapter, and its interpretation.

The following data are the results of the data collection process conducted by the
researchers.

Problem 1. What is the demographic profile of the students?

Frequency Percentage
I. Type of School
Public 53 100%
Private 0 0%
TOTAL 53 100%
II. Presence of Health Centers/Clinics
Present 53 100%
Absent 0 0%
Unaware 0 0%
TOTAL 53 100%
III. Parents’ Other Source of Income
Present 51 96%
Absent 2 4%
TOTAL 53 100%

Table 1. Demographic Profile of the Students

Table 4.1 shows (1) how many of children in responding household-beneficiaries

study in public and private schools, if there is a nearby health center/clinic in their
respective locations, and (3) if the parents have other sources of income aside from the
cash grants given through the 4Ps. It turned out that all children were studying in public
schools, and there is a nearby health center/clinic in the locations of all respondents. In
addition, parents of 51 or 96% of the interviewed household-beneficiaries have other
sources of income, while 2 or 4% merely rely on the 4Ps.

25
Problem 2. How frequent does the 4Ps help the benefiting elementary school
students in improving their well-being?
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Attendance to child's Attendance to the child's Provision for child's Ability of child to eat
school expenses school needs medicines thrice a day

Always Sometimes Never Unrecorded

Figure 1. Percentage of Answers for the First Set of Questions

Based on the data presented in Figure 1, it can be posited that the 4Ps help the
parents as they provide for their children in their studies more frequently than it does with
them providing for the children’s needs on health and nutrition. This is founded on the
basis that the percentages of “Always” answer per question on the Education category
are higher than those of the Health and Nutrition category.

Contrary to the findings of the study of Shei, Costa, Reis, and Ko (2014) about how
Bolsa Família increases utilization of preventive health care services in Brazil, the findings
of the researchers for the first set of questions show that the 4Ps does not significantly or
always affect the beneficiaries’ utilization of existing health care services, which is evident
in the prevalence of the “Sometimes” answers on the questions regarding their children’s
health. However, it is the opposite when it comes to their education.

In the first set of questions, we had 2 questions for the Education category, while
5 for the Health and Nutrition category. For the 3 possible answers, namely “Always,”
“Sometimes,” and “Never,” we assigned their numerical values, 3, 2, and 1, respectively.

26
We then get the average scores per category per respondent and came up with the values
stated in Appendix A (see page 40).

The means per category per respondent supports the conclusions of Reyes (2016)
when it comes to education, that while the grants may be insufficient, the program still
helps give the vital school needs of children. On the other hand, the findings show that
the 4Ps is indeed not enough to cover the children’s needs on health and nutrition.

Problem 3. Do elementary student-beneficiaries experience significant

improvement in the following aspects due to the conditions of the 4Ps, with
consideration to the program’s grants and conditions?

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Child's general average is Child's ability to complete Length of child's sickness Normality of child's BMI
≥85% a week of school without is short
absence

Always Sometimes Never Unrecorded

Figure 2. Percentage of Answers for the Second Set of Questions

It can be noticed in Figure 2 that the expected outcomes on the well-being of the
student-beneficiaries are achieved less frequently as it should have been. This is based
on the prevalence of the high percentages of the “Sometimes” answer in each of the
questions. In spite of this, it is also worth noting that at the very least, there is no indication

27
that the 4Ps benefits and grants have zero impact on the well-being of student-
beneficiaries, as there is no “Never” answer recorded in the second set of questions.

In the second set of questions, we had 2 questions for the Education category,
while 4 for the Health and Nutrition category. The researchers did the same process as
with the first set of questions. The researchers came up with the values stated in Appendix
B (see page 42). From the first until the fifty-third respondents, means ranging from 2-3
have been recorded for the two categories.

Using the average mean of both categories as the basis, it can be said posited that
the expected results for both categories are only met sometimes, as both have means
ranging from 2.23 to 2.3, both pointing to “Sometimes,” which has a value of 2.

First Set Second Set

Pearson
1 .074
Correlation
First Set
Sig. (2-tailed) .601
N 53 53
Pearson
.074 1
Correlation
Second Set
Sig. (2-tailed) .601
N 53 53

Table 2. Correlation Chart for Education

First Set Second Set

Pearson
1 .133
Correlation
First Set
Sig. (2-tailed) .343
N 53 53
Pearson
.133 1
Correlation
Second Set
Sig. (2-tailed) .343
N 53 53

Table 3. Correlation Chart for Health and Nutrition

28
 A Pearson product-moment correlation was used to determine the relationship
between the 4Ps grants and conditions and the well-being (education, health and
nutrition) of benefiting elementary school students. As seen in Tables 2 and 3, there was
a weak yet positive correlation between the two aforementioned variables, and the
relationship was not statistically significant. (r = .074, ρ = .601, n = 53 for education; r =
.133, ρ = .343, n = 53 for health and nutrition).

The result we came up with supports the study by Evidence and Lessons from
Latin America, or ELLA Network (2011), which says that outcomes of CCT programs on
health vary per country, or area in this case. It was said in their study that there was an
increase in vaccination in Colombia and Honduras, but there was no significant effect on
the same in Mexico and Nicaragua. The researchers, on the other hand, say that while
the 4Ps has been effective in other areas of the country, particularly those provinces
outside Metro Manila, results from those in Manila itself show otherwise.

The results of this study also support the study of Velarde and Fernandez (2011).
It pointed out that achieving a better and quality of living for the beneficiaries of 4Ps will
be achieved as long as there is a continuous increase in their compliance. In the case of
the respondents, compliance was not always observed, yielding results far from expected.

In addition, while there has been no indication that the 4Ps grants and conditions
have zero impact on the well-being of student-beneficiaries, the recorded ρ-values for
both education and health categories are not significantly different from zero, or in other
terms, not equal to zero. Moreover, the ρ-values are both above the alpha (α) value of
0.05. Considering these, researchers have failed to reject, hence, accept the null
hypothesis that the 4Ps grants and conditions have no significant relationship with the
well-being of student-beneficiaries.

29
 Chapter V
Summary of Findings, Conclusions, and Recommendations

The chapter presents the summary of findings, conclusions, and recommendations

of the study.

Summary of Findings

The objective of this study is to know the impact of the Pantawid Pamilyang Pilipino
Program on elementary school students in Brgy. 211 Zone 19, the demographic profile of
the said students, how frequent does the 4Ps help the benefiting elementary school
students for improving their well-being, and if the elementary students-beneficiaries
experience significant improvement in the following aspects due to conditions of the 4Ps,
with consideration to the grants and conditions of the program.

The researchers used the census method instead of a sampling method, as it was
deemed more effective in order to ensure accuracy in the outcomes of the study. 53
household-beneficiaries in Brgy. 211 Zone 19, City of Manila were the participants in the
study, and with whom the interviews were conducted. The interviews took place within
February 2019.

Pearson product-moment correlation was utilized to test the relationship of the 4Ps
grants and conditions and the well-being of the elementary school student-beneficiaries
in the area. It turned out that there was a weak but positive correlation between the two
variables, and the relationship was not statistically significant.

Conclusions

The outcomes of the interview pointed out that, as stated above, the relationship
between the grants and condition of the 4Ps and the student-beneficiaries’ well-being are
weak. Since most answers recorded are on the “Sometimes” level, it can be concluded
that the grants of the 4Ps are not fully utilized by those beneficiaries living in urban

30
communities such as Manila. Moreover, it can also be concluded that parents focus more
on meeting their children’s educational needs through the 4Ps grants than focusing on
their health and nutrition, as seen in the percentage of “Always” and “Sometimes”
answers per category in the first set of questions.

Recommendations

In light of the study, the following recommendations are hereby given:

To the parents in households benefiting from 4Ps: The researchers urge the
parents in benefiting households to fully utilize the grants of the 4Ps for the betterment of
the lives of their children, and to forward their concerns on the effectiveness of the 4Ps to
the DSWD and other government entities concerned. This could help the said department
and such entities to work on the improvement of the 4Ps.

To the Philippine government agencies: The researchers suggest to the DSWD

and other government entities concerned to monitor the efficiency, effectiveness, and
even the sustainability of the 4Ps. Based on this study, the expected outcomes on the
student-beneficiaries’ well-being aren’t that much observed, compared to those living in
provinces. It can be posited that the urban environment in Manila might have something
to do with the outcomes.

To the future researchers: The researchers recommend to the future researchers

that the number of respondent-families be increased, as the number of respondent-
families may be a factor in the accuracy of results. The future researchers are also urged
to work on whatever research gap or limitation this study might contain.

31
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Avila, P. (2012, April). On the evaluation of conditional cash transfer programs: An

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39
 APPENDIX A

Mean of Scores for the First Set of Questions

Mean of Scores
Respondent
Education Health and Nutrition
1 3 2.2
2 3 2
3 3 1.8
4 3 2
5 3 2
6 3 2
7 3 2.2
8 3 2
9 3 2.2
10 2.5 2
11 3 2.2
12 3 1.8
13 3 2
14 3 2.2
15 3 2.4
16 3 2
17 2.5 2.4
18 3 2
19 3 2.2
20 3 2.2
21 3 2.2
22 3 2.2
23 3 2.4
24 3 2.2
25 3 2
26 3 2.4
27 3 2.2
28 3 2
29 2 2
30 3 2
31 2.5 2.2
32 2.5 2
33 2.5 2
34 2 2
35 3 2
36 2.5 2
37 2 2
38 2 2.2
39 2 2.2
40 2.5 2
41 2 2
42 2 2
43 2.5 2.2
44 3 2.4
45 3 2

40
 46 2.5 2.2
47 2.5 2
48 2.5 2
49 2.5 2.2
50 2.5 2.2
51 2.5 2.2
52 2.5 2
53 3 2
AVERAGE MEAN 2.726415094 2.101886792

41
 APPENDIX B
Mean of Scores for the Second Set of Questions

Mean of Scores
Respondent Education Health and Nutrition
1 2 2.5
2 2 2.25
3 2 2.25
4 2 2.5
5 2 2.25
6 2 2.5
7 2.5 2.25
8 2 2.25
9 2 2.25
10 2 2.25
11 2 2
12 2 2
13 2 2.75
14 2.5 2.75
15 2.5 2
16 2 2.25
17 2.5 2.5
18 2 2.25
19 2.5 2.5
20 2 2.25
21 3 2.25
22 3 2.25
23 2.5 2
24 3 2.75
25 2 2.75
26 2.5 2.5
27 2.5 2.25
28 2 2.25
29 2.5 2
30 2.5 2
31 2 2.25
32 2 2.25
33 2 2.25
34 2.5 2
35 2 2.5
36 2 2.25
37 2 2
38 2 2.25
39 2.5 2
40 2 2
41 2.5 2
42 2 2.25
43 2 2
44 2.5 2.25
45 2.5 2

42
 46 2 2.75
47 2.5 2.25
48 2 2.25
49 2 2.5
50 2.5 2.25
51 2 3
52 2.5 2.5
53 2.5 2.5
AVERAGE MEAN 2.235849057 2.297169811

43

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