CHAPTER 1

INTRODUCTION

Background of the Study

In this generation, a lot of poor people believe that life happens to them by fate,

and they always given excuses and blame on their circumstances and focus on

obstacles. Among of the poor people are just dreaming about their dreams and just

think about how good it is going to be if they are rich, but they will never do anything

about their dreams. And most of them associate with the same people with the same

level in the society. The only way they can get through that situation is “education” yet a

lot of children nowadays is from poor families and can’t even go to school to study

because of a financial problem, a lot of children has a given gifts of knowledge but has

no chance to prove their gift that can bring change to the world. According to Abhijit

Naskar, “Education enables the humans to achieve their fullest mental and physical

potential in both personal and social life.”

The 4P’s Program is currently being implemented by the Department of Social

Welfare and Development(DSWD). It is a conditional cash transfer program known as

Pantawid Pamilyang Pilipino Program(4Ps) that had started in 2008 inspired by the

success of the similar programs in latin American countries such as Bolsa Familia in

Brazil, Families en Accion in Colombia and OPORTUNIDADES in Mexico (Defensor,

2010). Among the significant complementary activities are employment creation,

provision of income-generating activities and impairment of housing conditions

(Briones,2010).

Study habit is buying out a dedicated scheduled and un-interrupted time to apply

one’s self to the task of learning. Without it, one does not grow and becomes self –

limiting in life. Study habits tell a person that how much he will learn and how far he

wants to go, and how much he wants to earn. These all could be decided with the help

of one’s study habits, throughout the life. According to Palani (2012) reading habit is an

essential and important aspect for creating a literate society in this world. It shapes the

personality of individuals and it helps them to develop proper thinking methods, and

creates new ideas. Adeninyi (2011) maintains that good study habits allow students to

study independently at home and aspire for higher educational career. Study habits

typically denotes the degree to which the student engages in regular acts of studying

that are characterized by appropriate studying routines (e.g., reviews of material)

occurring in an environment that is conducive to studying.

The purpose of this study aims to determine the significance of the 4p’s student

beneficiaries in terms of their study habits on how they contribute significantly in their

development of knowledge and perceptual capacities. According to Issa et al. (2012)

recommended that everyday reading activities in which students engage influence their

studying skills and subsequent academic performance of the students generally. In line

with this, the government may support the 4p’s beneficiary’s students in their school

performance through giving cash assistance. Moreover, the government may give an

intervention regarding in this problem.

Review of Related Literature

This paper would present some gathered related literature of the local studies

and foreign study to support some evidences about the said issues.

Foreign Studies

Based on the findings of the school enrolment and performance of the selected

students of Mexican have been improved. The major breaking point in school

attendance occurs at entry in secondary school. In primary school, continuation rates

reach at least 95% in every grade, with the result that 85% of the children that start

primary school complete the cycle. However, only 72.4% of the children that

successfully completed primary school enroll in the first year of secondary school. The

gender difference is very pronounced at this decisive step, with 75.1% of the boys

entering secondary school and only 69.4% of the girls. Progresa is targeted at poor

families and has three components: health, nutrition, and education.

Education is, however, by far the program’s most important component in terms

of cash transfers. It consists in payments to families with children attending school

between the third grade of primary and the third grade of secondary. The conditionality

requires presence at school in at least 85% of school days no more than 3 absences a

month. After three years in the program, families may renew their status as

beneficiaries, subject to revaluation of their socio-economic condition. The level of the

transfers increases as children progress to higher grades in order to match the rising

income they would contribute to their families if they were working (Progresa, 2000).

The transfers are slightly higher for girls than for boys in secondary school. According
to the Article that learning effort depends on children’s exogenous characteristics and

cannot be adjusted once presence at school is required.

According to the United Nations, our country is expected to reach its peak

number of young people by around 2040-2050, roughly 25-30 years from today. This

means the brunt of our future labor force is comprised of infants already being born

today and their future capabilities depend heavily on the policy choices we make.

Pantawid Pamilyang Pilipino Program (4P’s) can help ensure that the majority of

our young people do not fall through the cracks. For every 1.8 to 2 million children born

every year in the Philippines, at least about one third (or up to six hundred thousand)

are born to poor families according to some estimates. Because of 4Ps, children will

grow up to be educated, healthy, and productive members of Philippine society,

contributing to the country’s economic competitiveness in the longer term. Therefore,

the 4Ps is not merely a matter of charity for poor children as far as the country is

concerned—our long run economic growth depends in large part on how successfully

we equip our future citizens and workers to compete.

The key role that that school performance plays on the decision to continue.

Throughout primary school continuation rates are higher among those that passed

than among those that failed their grade. There is here again a striking discontinuity at

entry into secondary school. The performance rates is the lowest in the first year of

secondary school and drop-out rates after a first year of trying secondary school
without success are very high. In the last year of each cycle there are very large re-

enrolment rates upon failure, suggesting important incentives to complete a cycle.

Nevertheless, the Pantawid Pamilyang Pilipino Program (4Ps) prepares future

workers; but it does not in itself create jobs. It is imperative that more jobs are created

and more entrepreneurship encouraged in order to spur economic development that is

inclusive for the vast majority of the youth.

Local studies

Based on the findings of the study of academic performance among selected

pupils at Inopacan District, Leyte SY 2013-2014, the drop-out rate among the poorest

elementary and high school were decreased. The parents and pupils who are 4Ps

recipients attended regular participation in all school activities. On the part of

Department of Education, there is an increase of enrolment every school year. The

inconsistent results for older children between 13-17 years old (age as of 2011) the

majority of whom are outside the age cut-off for CCT education grant eligibility as

suggested by insignificant coefficients across specifications, could be explained by a

number of factors.

Direct costs may be incurred in the form of school fees, supplies, transportation

costs, and so on. For example, since there are less high schools than primary schools,

high school children are generally more likely to travel farther away from the homestead

to school, requiring households to spend more money on transportation. As children

grow older, the opportunity cost also increases as they could earn money from working
instead of studying in school. To address this issue, many CCT programs (e.g., in

Bangladesh, Brazil, Mexico, 30 Honduras, and Turkey) provide larger cash transfers to

older children to compensate for the higher implicit/explicit cost associated with

schooling.

Furthermore, the estimated CCT impact varied depending on the number of

school children in the household, with positive impacts among young children in small

households. As discussed earlier, basic DD suggested a 7 percent increase in school

enrolment among the sample of younger children from beneficiary households with

three or fewer school-aged children.

The economic status significantly affects their levels of academic achievement.

However, residing in a first class municipality does not guarantee high-paying

permanent jobs or non-permanent jobs to working members of both non 4ps- and 4ps

families. Some students from low income have difficulties to understand or learn as fast

as others. Their stressful lives may also affect their grades because the children’s arte

left on their own and no one cares about their success are failure in school (Jensen,

2013). Students, in non 4ps families have significantly higher daily allowance compared

to 4ps recipients. In terms of income, without the cash grant, each person from 4ps

families had about PHP 7,740 to cover his/her expenses for the entire 6 months. On the

average, students in non 4ps family’s recorded and average attendance of 62.8 %

compared to 60.70 % among 4ps beneficiaries, both lower than the 85 % requirements.
Lower school attendance among 4ps beneficiaries maybe associated with the number

of factors such hunger, distance of school from home (Valeroso, 2012)

The positive association indicates that a significant improvement in the extent of

study habit had a positive effect on the academic performance of both non 4ps and 4ps

beneficiaries. However, the negative association indicates that a significance

improvement in the extent of study habits had a negative effect on the academic

performances of students in 4ps families indicating that living in the first class

municipality does not immediately guarantee an improvement in academic performance.

Despite living in a first class municipality, students in 4ps families are more likely

enrolled in low performing schools.

The comprehensive quantitative impact evaluation currently underway will

provide more robust evidence on the impact of the CCT program, based on data

collected from a much larger sample size and information collected on a vast range of

issues. This study was conducted to serve as a rapid assessment of the Pantawid

Pamilya focused on school enrolment, while waiting for the comprehensive impact

evaluation (Chaudhury and Okamura, 2012).

The study looks into some significant information about the 4Ps beneficiaries of

Balamban Elementary School where their children are enrolled. For the school year

2014-2015, it had a pupil population of 257, where 120 are male and 137 are female. It

has eleven teachers and is headed by an Elementary School Principal I.

 This shows that the Pantawid Pamilyang Pilipino Program (4Ps) is instrumental

in sending all students to the next higher level of education. This explains that if a

student’s is 85% absent or more of the monthly school days, they will not be given the

allotted educational grant for that month. It strengthens the supposition that a better

attendance leads to better academic time and better learning. And it shows that the 4p’s

has a big impact to the academic performances of the students. And it has a big help for

the development of the recipients in terms of education.

Impacts of 4p’s in Education

Pantawid Pamilyang Pilipino Program (Bridging Program for the Filipino Family),

also known as 4Ps and formerly Ahon Pamilyang Pilipino, is a conditional cash transfer

program of the Philippine government under the Department of Social Welfare and

Development.

Indeed, the main objective of the 4Ps and other CCT programs is to prevent

inter-generational transference of poverty and help break the infinite cycle of poverty by

providing the children the suitable educational and health assistance so as to help them

develop the facilities for a better future. Investing in children’s human capital and

ensuring that they grow into educated and healthy adults, is the equivalent of teaching

them how to fish. Healthy, educated children ultimately have more choices in life and

are able to become productive members of society.

As the program starts in 2008, many studies have been conducted study shows

that 4Ps helped the children of the beneficiaries in terms of education. Though not

enough the program helps provide the basic needs of children in school.
 4Ps helped the beneficiaries in terms of the health care of their children by

compelling them to visit the clinics because of the cash benefit for their children.

The program also compels the parents to send their children to school because

this is one condition for them to get the cash benefits. They are also aware of the

implementation processes involved such registration, membership and

monitoring. Parents support the pupils in project making and comply the school

requirement attendance of children to school is getting good. Absenteeism was

avoided. Teachers pointed out that, though they performed well in attendance

academic performances of the respondents were poor as evidenced by their low

grades.

The requirement they implemented increases the time children spend in school

and reduces the time they can allocate to work. There is a noticeable increase in the

number of enrollees in many elementary schools in areas included in the scope of the

4Ps, and kindergarten classes were being established to answer the need of the

community in compliance to the condition of sending 0-5 years old children in day care

centers and preschools. Subsequently, if collaborative compliance to this requirement of

the 4Ps is ensured, the literacy rate of the children is also expected to increase.
EFA Goal

Education plays a very important role in every Filipino, since it is believed that

through education, one can achieve successful life. And education has always been

strongly viewed as a pillar of national development and a primary avenue for social and

economic mobility (Philippine EFA 2015). A clear evidence of the value placed on

education is the proportion of the national government budget going to the sector.

According to the Article XIV, Sec. 5, paragraph 5 of the Philippine Constitution

the Department of Education (DepEd), the country’s biggest bureaucracy, is given the

highest budget allocation among government agencies each year as required by the

1987 Philippine Constitution. The right of every Filipino to quality basic education is

further emphasized in Republic Act 9155 or the Governance of Basic Education Act of

2001. Along with Republic Act 6655 or the Free Secondary Education Act, these laws

reaffirm the policy of the State to protect and promote the rights of all Filipinos by

providing children free and compulsory education in the elementary and high school

level. This pertains to six years of free tuition fees for children aged 6 to 11, and free

four years of secondary schooling for those aged 12 to 15.

With this as the ground, the government initiated the so called Pantawid

Pamilyang Pilipino Program or 4Ps in which one of the aims is to achieve universal

primary education. As stated in the Explanatory Note of Sen. Miriam Defensor Santiago

on the Constitution, Article 2, Section 9, of Fifteenth Congress of the Republic of the

Philippines, first Regular Session, Senate S. No. 92, The Pantawid Pamilyang Pilipino
Program (4Ps) is more than a welfare program; it addresses structural inequities in

society and promotes human capital development of the poor, thus, breaking the

intergenerational cycle of poverty. The conditions attached to the grants require parents

to undergo trainings on responsible parenthood, have their children undergo health

check-ups and ensure school attendance. The program ensures that there is sufficient

resource for the health, nutrition and education of children aged 0-14-year-old.

The Philippine Development Plan (PDP) 2011-2016

The Philippines envisions inclusive growth through sustained economic

development, improved lives of Filipinos, and empowered poor and marginalized

sectors. This has been the core agenda of the Philippine Development Plan (PDP)

2011-2016 that serves as the country’s guide in formulating policies and implementing

development programs. Under the updated PDP 2011-2016, the country targets gross

domestic product (GDP) growth by 6.5 to 7.5 percent in 2014; 7 to 8 percent in 2015;

and 7.5 to 8.5 percent in 2016.2 The envisioned inclusive growth also aims to bring

down the unemployment rate from 7 percent to 6.5 to 6.7 percent in 2016. This means

that an additional 740,000 Filipinos must be employed every year. An enormous

challenge to inclusive growth is poverty reduction. Poverty, under the updated PDP

2011-2016, is being dealt with as a state of deprivation in multiple dimensions—health

and nutrition, education, and living standards (water and sanitation facilities, electricity,

and quality of housing, among others). Under the PDP 2011-2016, the target is to
reduce poverty incidence from 25.2 percent in 2012 to 18 to 20 percent in 2016 and to

bring down the level of multi-dimensional poverty from 28.2 percent in 2008 to 16 to18

percent in 2016. In pursuit of inclusive growth and poverty reduction, the country aspires

to improve human capabilities through better health and nutrition and through

enhancement of knowledge and skills. The country also aims to reduce people’s

vulnerability by expanding social protection services and providing more secure

shelter.6 The updated social development priority strategies include: 1) providing health

care to all; 2) providing complete and quality basic education; 3) developing workforce

competence and life skills through TVET(Technical Vocational Education and Training);

4) making higher education competitive and responsive to national development goals;

5) enhancing the targeting system by identifying the “near poor”/ vulnerable and

knowing their needs; 6) enhancing social protection and insurance for vulnerable

groups; 7) setting up a convergence mechanism at all levels; 8) providing a menu of

housing options/assistance; 9) building strong partnerships with stakeholders; and 10)

pursuing a policy agenda for socialized housing.7 In relation to the updated Philippine

Development Plan 2014-2016.

Financing Education

The challenge is to allocate enough resources to meet the current input gaps

and to translate the education reforms into concrete actions. Budget allocation to the

basic education sector is getting the biggest chunk among all departments and has

been increasing, i.e., 293.4 billion pesos in 2013 to PhP336.9 billion in 2014,10 but it
remains behind what the High Level Group on EFA recommended four to six percent

GDP ratio for total education expenditure.11 Another challenge is to anticipate the

number of learners to serve based on population growth. The average exponential

population growth rate is 2.05 percent Another major development is the interagency

collaboration in addressing the needs of the poorest Filipinos through the Conditional

Cash Transfer (CCT) program that requires school attendance of children (see more

discussions on CCT in Chapter 2). However, even with this support, there are still many

Filipinos who remain educationally unreached and underserved due to tremendous

geographical barriers to access the schools, emerging climate change issues,

continuing threats to security and peace, and the long-standing marginalization of

indigenous peoples and those with disabilities. The problem does not exclude those

who are actually in school as there remains much to be desired when it comes to the

quality of education being provided.

Study Habits

Study Habits is the pattern of the behavior adopted by students in the pursuit of

their students that serves as the vehicle of learning. It is a degree to which the student

engages in regular acts of studying that are characterized by appropriate studying

routines (e.g. reviews of material, frequency of studying sessions,etc.) occurring in an

environment that is conducive to studying. According to Menzel,cited by Rana and

Kausar(2011), many students fail not because they lack ability but because they do not

have adequate study habits that affect their academic achievement. A central problem

noted was that many of these students had not learned how to take effective notes and
manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010.)An important

aspect of a student’s habit toward education is the value he sees in what he has to

learn. In the study of Sarwar et. Al (2010), it was discovered that a significant

relationship between student habits and academic performance exists.

Pantawid Pamilyang Pilipino Program (4Ps) DSWD

According to the 1987 constitution, “The State shall protect and promote the right

of all citizens to quality education at all levels and shall take appropriate steps to make

education accessible to all”. And with this as the ground, the Philippine government

initiated a version of CCT or conditional cash transfer that is called Pantawid Pamilyang

Pilipino Program or 4ps. The aim of this program is to eradicate extreme poverty in the

Philippines by investing in health and education particularly in children from 0-18 years

of age (Montilla et.al, 2015).

The beneficiaries of this program are required to undergo trainings on

responsible parenthood (Family Development Session), have pregnant women and their

children undergo check-ups, and parents are required to send their children to public

school to avail the cash grant (Montilla et.al, 2015). 4Ps has two components and that is

health and education. Under the health component, each family-beneficiary receives a

total of PHP 6,000 annually for their health and nutrition expenses. On the other hand,

under the education component, the program provides a total of PHP 3,000 per child

(with a maximum of three children per household) for a school year and that is for their

educational expenses. Despite of these positive results, critique of the program argued

that it is still a question whether school attendance will translate into academic
achievement, completion of education, and eventually gainful employment. Parent-

beneficiaries can only be hopeful about their children completing high school since they

acknowledge the lack of other income generating opportunities, high cost of education,

and limited provision and duration of 4Ps as major constraints to their children’s full

acquisition and benefit of education. The teachers recognize the same formidable

constraints and are likewise wary, even befuddled about opportunities for children and

youth from the (CCT) households. The above-cited premise encouraged the researcher

to conduct a study identifying the academic performance of 4Ps beneficiaries among

public secondary schools in the Division of Laguna. More so, the researcher wanted to

find out the extent of the implementation of the poverty reduction program as well as its

effectiveness in promoting the holistic development of the Pilipino learners. The

department should implement a maintaining grade for pupils under the program, so that

parents will have a hands-on monitoring on the performance of their children in school.

And with that as the basis, pupils will do well in school. The Department of Social

Welfare and Development (DSWD) in Davao Region has listed 68,000 beneficiaries of

4Ps since January 2016. The program aims to solve the poverty problems of Filipino

citizens on a short-term basis, investigating in health and education children ages 18

years old and below. DSWD in Davao Region is targeting about 102,606 high school

students of the 4Ps beneficiaries to attend Youth Development Session (YDS). Based

on their data, there are 25,908 expected students to attend YDS in Compostella Valley;

23,317 in Davao del Norte; 32,592 in Davao del Sur including Davao City; and 20,789 in

Davao Oriental. The DSWD, in partnership with the National Youth Commission (NYC)

and Department of Education (DepEd), launched the YDS at Davao City National High
School (DCNHS) in Davao City. DSWD-Davao director Priscilla N. Razon, in a press

conference, said that YDS will be required to maintain the scholarships in order to

motivate and encourage students to finish high school. Today the program is seen more

broadly as a “vehicle”, according to Fernandez and Olfindo (2011). The number Senior

High School Students who were under the 4Ps are more or less forty. Most of them are

already not part of the program because of their age and other personal reasons.

Statement of the Problem

This study will have to determine the study habits and skills of the Pantawid

Pamilyang Pilipino Program (4P’s) beneficiaries in Bago City College. Specifically, this

study will answer the following:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3. Year Level

1.4 Course

1.5. General Weighted Average (GWA)

1.6. No. of Siblings

2. What is the study habits of the respondents in terms of the aforementioned variables

and when taken as a whole according to age, sex, year level, course, GWA and number

of siblings?

3. Is there a significant difference in the study habits of the respondents when group

according to age, year level, course, GWA, sex and number of sibling?
4. What program can be recommended to enhance the study habits of the

respondents?

THEORETICAL FRAMEWORK

This study was anchored on the theory of Social Development theory by Vgotsky

whose major contributions were his theories on social learning and how it impacts the

development of a child. His thoughts and ideas on the subject were embodied in what is

now known as the Social Development Theory. The Pantawid Pamilyang Pilipino

Program (4Ps) is a human development measure of the national government that

provides conditional cash grants to the poorest of the poor, to improve the health,

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

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

millions of people around the world from poverty. The Department of Social Welfare and

Development (DSWD) is the lead government agency of the 4P’s.

Among his contemporaries, the one whose theories were scrutinized closely in

comparison with Vygotsky’s was Jean Piaget, a Swiss child psychologist that came up

with his Theory of Cognitive Development. Moreover, behavioral theories suggest that

personality is a result of interaction between the individual and the environment.

Behavioral theorists study observable and measurable behaviors, rejecting theories that

take internal thoughts, moods, and feelings play a part as these cannot be measured.
Conceptual Framework

The framework focused on the profile of the Pantawid Pamilyang Pilipino

Program (4P’s) beneficiaries. This study is based on the profile of the respondent their

age, sex, year level, course, GWA, and number of siblings in the family. The study

habits of the respondent will have to determine the creation of enrichment program of

Pantawid Pamilyang Pilipino Program (4Ps).

Profile of the
respondents in
terms of: STUDY HABITS OF 4P’s Pantawid Pamilyang
BENEFICIARIES Pilipino Program
 Age (4p’s) enrichment
 Sex program
 Year level
 course
 GWA
 No. of
Siblings
SIGNIFICANCE OF THE STUDY

The researcher believed that the result of this study will help the following assess

the 4Ps program and its effect to the study habits of the 4p’s beneficiaries.

The Department of Social Welfare and Development. The researcher believes

that the result of this study will be of great importance to the department since they are

the ones monitoring the 4Ps program. May this study serve as the basis in the

modification of the conditions in giving assistance to the students .Condition must not

only focus on the attendance of the students all throughout the school year but rather,

the study habits of the students in school. The department should implement a

maintaining grade for students under the program, so that parents will have a hands-on

monitoring on what are the study habits of their children in school. And with that as the

basis, students will do well in school.

The Administrators .The result of the study would be the basis of constructing

and implementing new and innovative teaching aids to help teachers fully supervise and

assess the students to achieve their full potential, since the students are financially

supported in their studies by the government.

The Teachers .The result of this study may help the teacher in constructing and

developing new teaching strategies to help the students in their study habits and be

mindful that even if students are provided and supported by government, they still need
equal guidance to perform well in school. The factors affecting the habits of the students

in studying may also help the teacher as their basis in making daily lessons.

The Parents .The result of this study will inform the parents that their guidance is

a big impact on the habits of their children in studying in school.

The Students .May the result of this research helps the student in understanding

that coming to school daily may be a guarantee that they will also have good study

habits.

The 4P’s beneficiaries .Since they are the main focus of this study, they will

benefit from this program. This study will help them aware the following assistance that

they may acquire from the government.

The future researchers .This study will also help the future researcher to arise

more information and to conduct more study about this problem.

SCOPE OF THE STUDY

This study will attempt to find out the study habits of the students who are

Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries enrolled in Bago City College.
DEFINITION OF TERMS

4P’s. The Pantawid Pamilyang Pilipino Program or 4Ps is the Philippines version

of the conditional cash transfer. Based on the Department of Social Welfare and

Development (DSWD) studies primer, the 4Ps is a poverty reduction and social

development strategy of the national government. It provides cash transfers to

extremely poor households to help improve their health, nutrition and education.

Age. The term refers the length of time during which a being or thing has existed;

length of life or existence to the time spoken of.

Operationally, the term refers to the age of 4P’s beneficiaries who are the

respondents of this study and ranges from below 20 yrs. old and 20 and above.

Course. The definition of course is a class taken in school to study a particular subject.

Operationally, the term refers to the course taken by the respondents who are a

4p’s beneficiaries.

General weighted average. GWA (general weighted average) is a

representation (often numerical) of the overall scholastic standing of students used for

evaluation. GWA is based on the grades in all subjects taken at a particular level

including subjects taken outside of the curriculum.

Operationally, the term refers to the grades that will be gather by the researchers

to the respondent of this study.

Intervention .An intervention is the act of inserting one thing between others, like

a person trying to help.

 Operationally, the term refers to the program can be recommended to the

government that can help to enhance the study habits of the respondents.

Sex .Either of the two main categories (male and female) into which humans and

most other living things are divided on the basis of their reproductive functions.

Operationally, this term sex refers to the gender of the respondents both male

and female who are a 4p’s beneficiaries.

Study habits. Study habits are the behaviors used when preparing for tests or

learning academic material.

Operationally, this term refers to the learning style of the 4p’s beneficiaries who

are respondents of this study.

 CHAPTER 2

RESEARCH METHODOLOGY

This chapter presented the design of the research, the sampling procedure

instrument used in data gathering method and statistical treatment of the data.

RESEARCH DESIGN

“Research design is the determination and statement of the general research

approach or approach followed for the specific task. It is the heart of planning. If the

design sticks to the research objective, it will guarantee that the client’s needs would be

served” according to David J Luck and Ronald S Rubin. In this study the researchers

will use a descriptive - quantitative research, it is a systematic approach to investigating

numerical data and involves measuring or counting attributes, that is quantities.

Through a process of transforming information that is collected or observed,

the researcher can often describes a situation or event, answering the 'what' and 'how

many' questions about a situation ( Parahoo 2014 )

This type of method will describe a situation, subject, behavior, or phenomenon.

It is used to answer questions of who, what, when, where, and how associated with a

particular research question or problem. It attempts to gather quantifiable information

that can be used to statistically analyze a target audience or a particular subject.

Description research is used to observe and describe a research subject or problem

without influencing or manipulating the variables in any way. The quantitative approach

used to gain an understanding of underlying reasons, opinions, and motivations. It

provides insights into the problem or helps to develop ideas or hypotheses for potential

quantitative research.

RESPONDENT OF THE STUDY

The respondents of this study will be the selected students of Bago City College

who are the Pantawid Pamilyang Pilipino Program (4p’s) beneficiaries.

RESEARCH INSTRUMENT

This study will have utilized an instrument that determined the study habits of the

4P’s beneficiaries and it will be conducted in the selected students of Bago City College

who are Pantawid Pamilyang Pilipino Program (4p’s) beneficiaries. The researcher will

use a questionnaire consisted of part: Part 1 is covered the profile of the respondents

such age, sex, course, year level, GWA and number of siblings.

Part 2 was to determine the study habits of the respondent. The respondents

identified their responses by rating the questionnaire composed of 3 distinct answers

namely: ALWAYS (3), OFTEN (2) and NEVER (1), categorized into 5 factors such as

(Time Management, Attitude, Concentration, Academic Stress, and Goal Setting).

Part 3 of the questionnaire categorized into six (6) factors namely: Preparation

and Follow-Up, Comprehension, Selecting Main Ideas, Use of Resources, Exam

Preparation and Exam Writing and composed of three distinct answers namely:

ALWAYS (3), OFTEN (2) and NEVER (1).

VALIDITY and REABILITY of RESEARCH INSTRUMENT

After the members of the panel approve the research title, the instrument for this

research will be presented to a jury for validation. This will be done in order to establish

the validity of the instrument. It will be presented on different reliable person who has

knowledge in this instrument.

To determine the reliability of the instrument, a pilot testing will be conducted to

4P’s beneficiaries from another public tertiary school.

DATA GATHERING PROCEDURE

The researcher will hand a letter of permission to the department head of all

degree course to justify that the researcher will conduct a survey in a selected college

students of Bago City College who are Pantawid Pamilyang Pilipino Program (4p’s)

beneficiaries. The researchers will have to prepare a number of questionnaires give to

the respondents on the actual conduct of the study. Instructions will be given and

confidentiality of the answer will be kept confidential by the researchers.

DATA ANALYSIS

In the analysis of the data appropriate statistical tool will be used to draw out

answer on the problem suggested. For the problem 1 which will be seek to find out the
profile of the respondent in terms of a grouped according to age, sex, year level, course,

GWA and number of sibling’s percentage and frequency will be used for the problem 2

which will be seek to find out the study habits of the respondents in terms of a grouped

according to age, sex, year level, course, GWA,and number of siblings. For the problem

3 which will be seek to find out the study habits of the respondents in terms of a

grouped according to age, course, GWA, sex and number of siblings. For the problem 4

which will seek to find out the significant difference in the study habits of the respondent

when grouped according to age, course, GWA, sex and number of sibling.

For the problem 5 which will be seek to determine what program can be recommended

to enhance the study habits of the respondents.

BIBLIOGRAPHY

https://www.academia.edu/35431416/THE_HARDSHIPS_AND_BENEFITS_OF_4P_ST

UDENT-BENEFICIARIES

https://pantawid.dswd.gov.ph/2019/02/working-for-inclusive-development/

scottbarrykaufman.com

https://www.researchgate.net/publication/322206720_A_Study_on_Study_Habits_and_

Academic_Performance_of_Students

https://www.educationcorner.com/habits-of-successful-students.html

https://www.scribd.com/document/307151917/Academic-Performance-and-School-

Attendance-of-the-4p

https://www.academia.edu/33419298/ACADEMIC_PERFORMANCE_OF_THE_STUDE

NTS_WHO_ARE_4PS_BENEFICIARIES_A_Research_Proposal

https://poseidon01.ssrn.com/delivery.php?ID=350017064003085121064099100087099

1190970140880870160040311040720300890040660680100300320120510991110450

0110906701108411207501705807301705206502306801311802702007209008802903

2123066118114090018123119087070076095077073092123001010114072091104111

084120070&EXT=pdf

http://udyong.gov.ph/index.php?option=com_content&view=article&id=7496:impacts-of-

4p-s-in-education-34664&catid=90&Itemid=1267

http://www.seameo-innotech.org/wp-

content/uploads/2015/11/EFA%20Part%202%20V12.pdf
https://www.verywellmind.com/personality-psychology-study-guide-2795699

https//sass.queensu.ca/studyskills
 THE STUDY HABITS QUESTIONNAIRE

Name (Optional): _______________________ Year level:_____________

Sex:________ Course:_______________

GWA (General Weighted Average):____________ No. of Siblings:_________

INSTRUCTION: Please put check on the space provided in each question using the 3 point scale,
to best reflect what you ACTUALLY DO or HAVE DONE as a student. The information can be
used to help identify areas of strength and potential change, so be as open as you can be!

Scale: 1= never 2= often 3=always

Always Often Never

Time Management
1. I find it easy to stick to a study schedule.
2. When I decide to study, I can start and keep
going.
3. I spread out my study time, to avoid cramming.
4. I have enough time in my week to study.
5. I spend more time on difficult courses
6. My on-line time is under control: it doesn’t
interfere with other things
Attitude
7. I am able to study subjects that I don’t really like.
8. I like learning not just the thought of a good job.
9. I attend class.
Concentration
10. I concentrate well when studying.
11. I listen attentively in class.
12. I can focus my attention without too much effort.
13. I study 50 minutes and then take a 10 minute
break.
Academic Stress
14. I am comfortable in large classes.
15. I am confident delivering class presentations.
16. I am calm enough in an exam that I do my best.
17. I think I will get passing grades.
Goal Setting
18. I set high standards for myself in school.
 19. I persist when the work is boring or challenging.
20. I am up to date with assignments.
21. I am satisfied with my grades.
22. My course work relates to my future plans.

Scale: 1= never 2= often 3=always

Always Often Never

Preparation and Follow-Up
23. I download and read notes, or read texts before
class
24. I review notes shortly after class
25. I stop reading periodically and check my
understanding
26. I make up and answer questions to test myself
27. I refer to the course outline for the learning
objectives
Comprehension
28. I try to personally relate to information I am
learning
29. I connect ideas from one lecture to another
30. I do review questions or practice problems
31. I translate what I’m studying into my own words
32. I relate course content to the learning objectives
Selecting Main Ideas
33. I can find the main points in lecture
34. I can summarize texts effectively(not get lost in
details)
35. When problem-solving, I can identify relevant
details
36. My notes contain both main idea and details
Use of Resources
37. I am able and willing to ask for help when I need
it
38. I use “people-resources” available, when I
needed
39. I use text, internet, or library resources, when
needed
40. I feel confident about my note-taking methods
 41. I attend review sessions when offered
Exam Preparation
42. I separate my initial” learning” from my
“studying”
43. I know what to study for an exam
44. I feel confident in my study methods
45. I answer practice questions to study
46. I study in a group, or with a friend
47. I adjust my study methods for different courses
Exam Writing
48. I finish my exams in allotted time
49. I answer the exam questions I know best, first
50. I map out an essay answer before writing
51. I take enough time to understand what the
problem asks
52. I predicted exam questions well
53. I studied enough for the exam.

Source: https//sass.queensu.ca/studyskills
 ‘’THE STUDY HABITS OF 4P’S BENEFICIARIES’’

The Research Submitted for the Fulfillment of the Requirements of the Degree of

Bachelor of Secondary Education Major in Social Studies

Presented By:

Andrade,Geah

Garfil,Sarah Jane

Madregalejo, Ledgen

Landero,Kim

Radoc,Jhon loyd

Salmorin,Joey

De leon, Charisse

Subayco, Jennifer

SS3A