Universidad de Manila

Antonio J. Villegas St. Mehan Gardens, Manila

College of Public Administration

Chapter V

Conclusions and Recommendations

Based on the findings the following conclusions were drawn:

1. As to the demographic profile of the respondents, female respondents exceed the male,

which represent to 52.50%; with the age of 19 with a highest frequency at 46 or 38.33%;

respondents from Computer Engineering has 16 or 13.33%; 4th year students exceed all the

year levels with 79 respondents or 65.83%; and 46.67% of the respondents have a monthly

income of 1000-10,000.

2. The Tulong-Dunong based on the level of awareness of the students is moderately

implemented to the educational expenses with a weighted mean of 3.85.

3. Based on the level of effectiveness of Tulong-Dunong to the educational expenses of its

beneficiaries in EARIST is assessed as moderately implemented with a weighted mean of

3.81.

4. Based on the level of satisfaction of the beneficiaries, The Tulong-Dunong Program is

assessed as moderately implemented with a total weighted mean of 3.70. The respondents

are more satisfied with the speed on the evaluation of requirements with a total weighted

mean of 3.91.

5. The beneficiaries believed that the problem they encountered was the number of documents

required for the application of Tulong-Dunong Program with a total weighted mean of 3.94.

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 Universidad de Manila
Antonio J. Villegas St. Mehan Gardens, Manila
College of Public Administration

Recommendations

Based on the conclusions the following are recommended by the researchers. The

Commission on Higher Education (CHED) must strictly monitor the implementation of Tulong-

Dunong Program to the different universities both private or public, especially the Tulong-Dunong in

Eulogio “Amang” Rodriguez Institute of Science and Technology (EARIST) to assess all the

requirements and qualifications, specifically the family monthly income of the applicants and the

beneficiaries. The agency should also upgrade their method of information dissemination in regards

to their scholarships, especially about Tulong-Dunong Program so the students will have full

comprehension about their services. The CHED directors and employees, especially those acting as

officer-in-charge, must be more open with the suggestions and comments of the students and

applicants further they must also enhance their capabilities in handling complaints and inquiries.

They must also speed up the process of distribution of check or cheque. The EARIST must promote

the Tulong-Dunong Program through social media of different colleges or post a signage that is

connected to Tulong-Dunong Program and different scholarships offered by Commission on Higher

Education (CHED) for all students to be aware of it. The Office of Student Affairs Services together

with Scholarship and Financial Assistance Office must provide a hotline numbers in which their

students may adequately express their complaints, suggestions, concerns and inquiries in regard

with Tulong-Dunong Program. The beneficiaries of the Tulong-Dunong Program must use the

scholarship fee for their educational expenses only. The Local Government Unit can use this study

as a reference to guide the EARIST officials on the implementation of the scholarship programs,

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 Universidad de Manila
Antonio J. Villegas St. Mehan Gardens, Manila
College of Public Administration

especially the Tulong-Dunong Program. Lastly, future researchers are encouraged to use this study

as a reference about the topic.

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 Universidad de Manila
Antonio J. Villegas St. Mehan Gardens, Manila
College of Public Administration

Bibliography

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 Florey (2015) Government scholarships to change face of Colombia’s private universities

 Abadilla (2017), More scholarships for poor better than free tuition

 Uy (2017), CHEd: Free tuition for state college students based on household income

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 Casiple (2016) CHED Financial Assistance for College Students

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Antonio J. Villegas St. Mehan Gardens, Manila
College of Public Administration

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Development: Comparing Georgian and Moldovan Alumni Experiences of "Giving Back"