i

EXAMINING THE RELATIONSHIP BETWEEN ATTENDANCE AND

PARENTAL SUPPORT AMONG GRADE 10 4P’s BENEFICIARIES

A RESEARCH
Presented to the College of Education
SIBONGA COMMUNITY COLLEGE
Poblacion, Sibonga, Cebu

In Partial Fulfillment of
the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
Major in GENERAL EDUCATION

by

ALCOMENDRAS, BRIAN
GELAGA, VENUS
MORALES, LIEZEL FE
QUISIMUNDO, CRISTEL JEAN
TAMPOS, JESSA

December 2024
 ii

APPROVAL SHEET

This research proposal entitled “Examining the Relationship Between

Attendance and Parental Support Among Grade 10 4P’s Beneficiaries
prepared and submitted by Brian Alcomendras, Venus Gelaga, Liezel Fe Morales,
Cristel Jean Quisimundo and Jessa Tampos in Partial Fulfillment of the
requirements for Undergraduate Thesis and has been examined and is
recommended for the acceptance and approval for Oral Examination.

RESEARCH ADVISORY COMMITTEE

ROWENA CANTON, LPT DAISY Y. FOMOCOD, MAT, LPT

Research Adviser Member

CEFERINA L. RODRIGUEZ, MaEd-ET GUILBERT R. ALISER, Dev.Ed.D.

Member Member

SENIFORO G. PERIDO JR., LPT ROBEE RYAN ISABELO, HGE

Statistician Grammarian

ATTY. EDWARD MAGLUCOT, Ph.D. NOVA V. KATIPUNAN, Dev.Ed.D.

Chairman Co- Chairman
Approved by the Committee on Oral Examination with a grade of PASSED.

PANEL OF EXAMINERS

ROWENA CANTON, LPT DAISY Y. FOMOCOD, MAT, LPT

Research Adviser Member

CEFERINA L. RODRIGUEZ, MaEd-ET GUILBERT R. ALISER, Dev.Ed.D.

Member Member

SENIFORO G. PERIDO JR., LPT ROBEE RYAN ISABELO, HGE

Statistician Grammarian

ATTY. EDWARD MAGLUCOT, Ph.D. NOVA V. KATIPUNAN, Dev.Ed.D.

Chairman Co- Chairman
Accepted and approved in partial fulfillment of the requirements for the
Degree BACHELOR OF ELEMENTARY EDUCATION.
Date of Design Hearing: June 29, 2024
Date of Oral Defense: December 7, 2024

ATTY.EDWARD MAGLUCOT, Ph.D.

College Administrator
 iii

ACKNOWLEDGEMENT

The researchers extend their profound gratitude to the following individuals

and entities whose contributions were instrumental in the successful completion
of this study:

To the Almighty God, the ultimate source of strength and wisdom, for
providing guidance and resilience to overcome the challenges encountered
throughout the research process.

To Ma’am Ceferina Rodriguez and Ma’am Rowena Canton, esteemed

advisers, for their invaluable support, professional expertise, patience, and
thoughtful guidance, which greatly contributed to the realization of this study.

To Dr. Nova Katipunan and Dr. Araceli Juario, the researchers’ research
instructors, for their insightful ideas, extensive knowledge, and constructive
feedback, which served as both a foundation and a challenge for the researchers
to strive for professional excellence.

To the respondents, for their willingness to participate and their honesty in

responding to the research questionnaire, which formed the cornerstone of this
study.

To the researchers' parents, for their unwavering financial, moral, and

spiritual support throughout this research.

To the panelists, for their valuable time, expertise, and constructive critique,
which significantly enhanced the quality of this research.

The researchers deeply appreciate the contributions and dedication of all

these individuals and groups, without whom the completion of this study would
not have been possible.

Venus Gelaga
Jessa Tampos
Liezel Fe Morales
Brian Alcomendras
Cristel Jean Quisimundo
-Researchers
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DEDICATION

This endeavor is wholeheartedly dedicated to the following individuals who

significantly contributed to the successful completion of this study:

To our parents, whose unwavering support and endless inspiration guided

us throughout this journey. They provided the necessary resources and
encouragement, serving as the foundation of our efforts in completing this study.

To our mentors, teachers, and advisers, whose expertise and

encouragement helped shape the direction of our work. We sincerely thank them
for their invaluable feedback and guidance, which refined our ideas and inspired
us to achieve levels of excellence we had not imagined possible.

To our groupmates, classmates, and friends, for their collective spirit of

collaboration that made this research achievable. Each individual's unique
perspectives and contributions enabled us to overcome challenges and create
meaningful work together.

Above all, to the Almighty God, whose infinite mercy provided us with
courage, wisdom, and good health throughout this journey. To Him alone be all
the praise and glory.

With heartfelt gratitude, we dedicate this study to all those who supported
and inspired us along the way.

Venus Gelaga
Jessa Tampos
Liezel Fe Morales
Brian Alcomendras
Cristel Jean Quisimundo
-Researchers
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TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication iv

Table of Contents v

List of Tables viii

List of Figures ix

Abstract x

CHAPTER

1 THE PROBLEM AND ITS SCOPE

Rationale of the Study 1

Theoretical Background 4

The Problem

Statement of the Problem 8

Statement of the Null Hypothesis 8

Significance of the Study 9

Scope and Delimitation 10

RESEARCH METHODOLOGY 11

Research Design 11

Flow of the Study 12

Environment 15
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Respondents 17

Instrument 17

RESEARCH PROCEDURES 18

Data Gathering Procedure 18

Statistical Treatment of Data 19

Ethical Consideration 20

DEFINITION OF TERMS 22

CHAPTER

2 REVIEWS OF RELATED LITERATURE AND STUDIES 24

3 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

Demographic Profile of the Respondents 38

Attendance of Students in School 39

Extent Do Parents Provide Home- Related Support,

School- Related Support and Implement Parental

Practices to Aid the Education Among 4P’s Students 41

Significant Relationship Between Attendance and

Parental Support Among 4P’s Beneficiaries 46

Perceived Barriers to Regular School Attendance

Among 4P’s Students 48

4 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
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Summary 50

Findings 51

Conclusions 51

Recommendations 52

5 OUTPUT OF THE STUDY

Matrix of the Proposed Program for Sibonga

National High School 56

Bibliography 61

Appendices

A Transmittal Letter to the College Administrator 65

B Transmittal Letter to the School Principal of

Sibonga National High School 66

C Research Questionnaire 67

D Certification of Research Tool 71

E Raw Data 72

F Thematic Analysis 78

G Gantt Chart 80

H Pre- Oral Defense 81

I Oral Defense 82

CURRICULUM VITAE 83
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LIST OF TABLES

Table Pages

1 Respondents of the Study 17

2 Gender of Respondents 38

3 Attendance of Students in School (Present) 39

4 Attendance of Students in School (Absent) 40

5 Home- Related Support 41

6 School- Related Support 43

7 Parental Practices 44

8 Relationship Between Attendance and Parental Support

Among 4P’s Beneficiaries 46

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LIST OF FIGURES

Figure Pages

1 Theoretical Framework of the Study 7

2 Flow of the Study 14

3 Location Map of the Research Environment 16

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ABSTRACT

Title : EXAMINING THE RELATIONSHIP BETWEEN ATTENDANCE AND

PARENTAL SUPPORT AMONG GRADE 10 4P’S BENEFICIARIES

Researchers : BRIAN ALCOMENDRAS

: VENUS GELAGA
: LIEZEL FE MORALES
: CRISTEL JEAN QUISIMUNDO
: JESSA TAMPOS

Adviser : ROWENA CANTON, LPT

Institution : SIBONGA COMMUNITY COLLEGE

Year Completed: 2024

This research investigated the relationship between parental support and

school attendance among beneficiaries of the Pantawid Pamilyang Pilipino Program
(4P’s) in Sibonga National High School. The study utilized descriptive and
correlational designs to explore three aspects of parental support: support related
to the home, support associated with school, and various parental practices. The
information collected from forty participants indicated a moderate, positive, and
statistically significant correlation between support related to school and student
attendance. On the other hand, support related to the home and parental practices
showed weak, positive correlations that did not reach statistical significance. The
results emphasize the significant importance of support related to educational
institutions in promoting consistent attendance at school. This indicates that efforts
aimed at improving this element of parental support are expected to produce the
most notable increases in attendance rates. Major obstacles to regular school
attendance comprised financial limitations, lack of resources, and insufficient
involvement from parents. The challenges highlight the necessity for
comprehensive strategies that tackle both the delivery of educational assistance
and the wider socio-economic influences affecting the families involved. The
research suggests enhancing the collaboration between schools and parents to
build supportive systems together. Additionally, it highlights the significance of
increasing parental engagement through specific initiatives and refining the
execution of the 4P’s program to more effectively meet the needs of beneficiary
families and foster better educational results.

Keywords: parental support, school attendance, 4Ps beneficiaries, home-related

support, school-related support, parental practices
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CHAPTER 1
THE PROBLEM AND ITS SCOPE

Rationale of the Study

Education is crucial as it is the foundation for a student's future profession.

Effective schools are characterized by parents who comprehend and endorse the

fundamental mission of the educational institution. They can play a significant part

in helping the school accomplish its purpose (Bago, 2008).

The Pantawid Pamilyang Pilipino Program (4P's) seeks to reduce poverty

by giving low-income families conditional cash transfers. However, these transfers

are subject to certain conditions, such as making sure children attend school

regularly and encouraging family health and wellness. Research explicitly

addressing the relationship between parental support and school attendance

among Grade 10 students under the 4Ps is still scarce, although studies have

looked at the program's effects on several socioeconomic outcomes. There is a

knowledge gap regarding the precise contribution of parental involvement to these

beneficiaries' academic success because the majority of previous research has

concentrated on more general health and education outcomes (PIDS, 2019).

Despite the significance of these factors in determining educational outcomes, few

studies have examined how parental support specifically affects Grade 10

students' attendance at school, even though the 4Ps program seeks to improve

education through conditional cash transfers. The majority of the literature that is

currently available tends to concentrate on elementary or secondary education on

a broader scale, ignoring the unique dynamics for older students making the move
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into more autonomous academic phases. This disparity offers a chance to

investigate how the program's requirements relate to family support behaviors and

the clear relationship with school attendance.

In the Philippines, family support systems have an impact on students'

attendance at school in addition to personal traits. Academic performance and

school attendance have been demonstrated to be significantly impacted by

parental support, which includes encouragement, the provision of school supplies,

and participation in school activities (Marzano, 2003). Parental participation is

anticipated to be essential for families participating in the 4Ps program to fulfill

program requirements, which can then affect students' attendance at school.

According to Herman and Herman (2016), parental school support has been

found to reduce student absenteeism and tardiness, decrease student discipline

issues, lower student dropout rates, improve the overall school environment,

increase student graduation rates, and improve student achievement scores on

standardized tests. The academic performance of students is crucial as it reflects

their level of engagement and involvement in classroom activities, as well as their

overall achievement as shown in their report cards. Grades serve as tangible proof

of students' learning. This highlights the essential partnership between parents

and schools in creating a supportive and enriching environment for students to

thrive academically. The collaboration between parents, educators, and students

is fundamental in ensuring a holistic approach to learning that nurtures academic

growth and overall well-being.

 3

This study investigated the relationship between school attendance and

parental support among Grade 10 students who receive the 4Ps. By

comprehending this relationship, the study hopes to shed light on how parental

participation can improve the program's educational results and support the

general efficacy of measures to reduce poverty.

This study hypothesized that among Grade 10 students who receive the

4Ps, there was a positive relationship between parental support and school

attendance, indicating that higher levels of parental involvement may result in

higher attendance rates. The results may offer helpful suggestions for

strengthening family support systems as part of the 4Ps program's larger goals.
 4

Theoretical Background

This study is anchored on a combination of Maslow’s Hierarchy of

Needs, Bourdieu’s Social Capital Theory, Bronfenbrenner’s Ecological

Systems Theory, and Ajzen’s Theory of Planned Behavior, each offering a

unique perspective on the relationship between parental support and school

attendance among 4P’s beneficiaries.

Maslow’s Hierarchy of Needs (1943) posits that individuals must first

satisfy basic physiological and safety needs before they can focus on higher-order

goals, such as education. For children in the 4P’s program, parental support is

crucial in ensuring that basic needs like food, shelter, and security are met. Once

these needs are fulfilled, children are more likely to be able to attend school

regularly and focus on their academic development. This theory underscores the

importance of addressing the socio-economic conditions of families, which is the

core purpose of the 4P’s program.

Bourdieu’s Social Capital Theory (1986) highlights the importance of

social networks and resources available through family and community

connections. In the context of the 4P’s program, parental support can be viewed

as a form of social capital that influences the child’s educational opportunities.

Parents who are actively engaged in their child’s education can provide guidance,

emotional support, and access to additional resources (e.g., tutoring, and school

materials) that enhance the child’s chances of attending school regularly. This
 5

theory helps explain how family networks and the broader social environment can

directly impact school attendance.

Bronfenbrenner’s Ecological Systems Theory (1979) focuses on the

interconnected systems that shape an individual’s development, from the family

unit to broader social institutions like schools and communities. This framework

allows for the exploration of how multiple levels of influence—such as parental

support, school policies, and community resources—interact to affect a child’s

school attendance. For 4P’s beneficiaries, this theory emphasizes that parental

support does not operate in isolation; it is influenced by and interacts with broader

ecological systems, including the educational environment and the financial

assistance provided by the government.

Finally, Ajzen’s Theory of Planned Behavior (1991) offers insight into

the psychological factors that motivate behavior, such as school attendance. This

theory suggests that parental behavior, including support for education, is

influenced by their attitudes toward education, societal expectations (subjective

norms), and their perceived control over their child’s behavior. For 4P’s families,

parents’ attitudes toward education and their perception of the importance of

school attendance may directly influence their involvement in ensuring that their

children attend school regularly. Additionally, the program’s financial incentives

may increase their perceived control, making them more likely to support their

children’s education.
 6

By integrating these four theories, this study will examine how parental

support influences school attendance among Grade 10 4P’s beneficiaries,

considering the socio-economic, social, ecological, and psychological factors at

play. The theories together provide a comprehensive framework that

acknowledges the complexity of factors affecting school attendance, including

material resources, social networks, family dynamics, and individual motivations.

Understanding these interrelationships can help refine policies and interventions

aimed at improving educational outcomes for 4P’s beneficiaries.

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Maslow's (1943)
Hierarchy of needs

Bourdieu’s Social Bronfenbrenner’s

Ajzen’s Theory of
Capital Theory Ecological Systems
Planned Behavior
(1986) Theory (1979)
(1991)

ATTENDANCE AND PARENTAL SUPPORT AMONG GRADE 10

4P’S BENEFICIARIES

PROPOSED RECOMMENDATION

Figure 1.

Theoretical Framework of the Study

 8

THE PROBLEM

Statement of the Problem

This study investigated the relationship between attendance and parental

support among Grade 10 4 P’s beneficiaries in Sibonga National High School for

the School Year 2023-2024 as the basis for the recommendation plan.

Specifically, this study sought to answer the following questions:

1. To what extent do parents provide home-related support, school–related

support and implement parental practices to aid the education of 4P’s

students?

2. Is there a significant relationship between attendance and parental support

among 4P’s beneficiaries?

3. What are the perceived barriers to regular school attendance among 4Ps

students?

4. Based on the findings, what strategies or recommendations can be made

to improve parental support and student attendance?

Statement of Null Hypothesis

𝐻𝑜: There is no significant relationship between attendance and parental support

among 4P’s beneficiaries.

 9

Significance of the Study

This study determined the correlation between attendance and parental

support among Grade 10 4Ps beneficiaries, with potential implications for the

following:

Students. This study helped students understand the link between regular

school attendance and academic success. Additionally, the findings underscored

the importance of government support for their academic pursuits and the role of

their dedication to achieving academic excellence.

Teachers. The study supported educators in developing and improving

creative teaching approaches to aid students in their academic advancement.

Regardless of whether students received government assistance, the research

stressed the need for equal guidance and encouragement to help students thrive

in school.

Department of Education. This study served as a basis for creating and

implementing advanced educational tools to assist teachers in efficiently tracking

and assessing students' progress. Government funding played a vital role in

supporting children's education, and the findings provided insights for further

enhancement.

Department of Social Welfare and Development. This was significant

for the department, as it held the responsibility of supervising the 4Ps program.

The study offered valuable insights for improving the conditions for distributing

cash grants and ensuring the program's effectiveness.

 10

Parents. The study emphasized the significance of parental guidance in

influencing students' academic performance. It highlighted the pivotal role parents

played in supporting their children’s education.

Researchers. The study paved the way for future research and exploration

in related fields. It uncovered gaps in current research and identified opportunities

to enhance management practices within educational institutions.

Future Researchers. This study provided a solid foundation for future

researchers to delve deeper into the factors influencing academic performance

among students in the 4Ps program. The findings helped foster a deeper

understanding of the complex dynamics affecting student outcomes.

Scope and Delimitation

This scope and delimitation of the study entitled “Examining the

Relationship Between Attendance and Parental Support among Grade 10 4Ps

Beneficiaries” specifically investigates the relationship between attendance and

parental support, excluding other factors affecting academic performance focusing

only on school attendance and parental support. The study is delimited only to

grade 10 students in the public school at Sibonga National High School. The

research will utilize a mixed methods approach. An adopted research questionnaire

will be administered to collect data on attendance and parental support.

 11

RESEARCH METHODOLOGY

This chapter outlines the techniques used for data collection. This

encompasses the geographical area where the research was conducted, the

individuals who took part in the study, the method used to respondents, the tool

used to collect data, the process of administering the tool, the method of scoring

the collected data, and the approach used to analyze the data.

Research Design

This study employs a mixed methods research approach that combines

qualitative and quantitative methods within a single study or program of inquiry.

This approach is used to provide a more complete understanding of a research

problem than either approach alone can achieve. In the quantitative method, the

researchers employed a descriptive-correlational technique to investigate the

correlation between attendance and parental support. The descriptive method can

accurately depict and emphasize the existing reality, such as the present situation.

Conditions, practices, situations, or any phenomena.

Quantitative Component: Questions 1 and 2 in the statement of the problem

focus on gathering numerical data through surveys to measure the extent of

parental support and the correlation between support and school attendance.

Statistical analysis will be used to evaluate the relationships.

Qualitative Component: Questions 3 and 4 in the statement of the problem

involve collecting qualitative data through interviews or focus groups. These

questions explore the personal experiences, perceptions, and suggestions of

 12

parents, students, and teachers, providing deeper insight into the barriers and

potential strategies to enhance parental involvement.

According to Freud (1939), the initial step in any scientific process involves

describing an occurrence or events based on observation. These observations

serve as the foundation for developing theories that can subsequently explain the

observed phenomena. On the other hand, correlation is intended to uncover

connections between variables and enable the forecasting of future events based

on current understanding. Shuttleworth (2008) endorsed Freud's assertion and

proposed that the aforementioned approach would be employed to gain a

comprehensive understanding of the research. On the other hand, the researchers

will employ qualitative design in analyzing themes specifically inductive thematic

analysis on the implications of parental support on educational outcomes,

particularly in terms of school attendance, among 4Ps students. And also describes

the perceived barriers to regular school attendance among 4Ps students, and how

parental support mitigates these barriers.

The Flow of the Study

In order to enhance comprehension of the research, Figure 2 is constructed

to illustrate the sequential progression of the task, including the input, process,

and output stages in the flow of the study.

The Input includes profiling respondents based on sex, age, family

relationship status, recent general weighted average, and the needed data on

students’ absences.
 13

In the process, it starts with a receipt of permission for data gathering

through the transmittal letter. The needed data will be collected, tabulated,

computed, analyzed, and interpreted. These data will be treated using frequency

count and percentage, weighted mean, and Spearman Rhou.

The Output is the proposed recommendation plan anchored from the

findings of the study. The outcome can be utilized as input for educational

institutions and policymakers to improve parental participation, tackle obstacles to

school attendance, and foster a climate of consistent attendance and academic

achievement among 4Ps students.

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INPUT PROCESS OUTPUT

• Demographic profile of • Asking approval • Proposed

the respondents at • Data gathering Recommendation

Sibonga National High • Analyzing of Data

School • Interpretation of

• Extent do parents Data

provide home-related • Formulating

support, and findings,

implement parental conclusion, and

practices to aid the recommendations

education of 4P’s • A

students. s

• Perceived barriers to k

regular school i

attendance. n

• Relationship between g

attendance and a

parental support. p

r
Figure 2.
o
The Flow of the Study
v

• D
 15

Environment

The locale of the study will be Sibonga National High School, a secondary

public school in Sibonga, Cebu Province, Central Visayas. Sibonga is bordered to

the north by the city of Carcar, to the west are the towns of Barili and Dumanjug,

to the east is the Cebu Strait, and to the south is the town of Argao. It is 50

kilometers (31 mi) from Cebu City.

Sibonga National High School has one (1) school head, sixty-eight (68)

teachers, and ten (10) non-teaching staff. It has around one-thousand one

hundred (1,100) Junior High School students, and around eight- hundred (800)

Senior High School Students. Sibonga National High School is situated close to the

church Our Lady of the Pilar Parish church and Sibonga Heritage Park. The fact

that the school is surrounded by these important landmarks contributes to the

historically and culturally diverse nature of the surrounding area.

Given the substantial enrollment of students from Sibonga National High

School in the 4Ps program, the researchers choose to prioritize their investigation

on this institution. Consequently, it is an optimal location for students to engage

in studying and achieve their academic goals.

 16

Figure 3.

Figure 3.

Location Map of the Research Environment

 17

Respondents

The respondents in this study consist of 40 Grade 10 junior high school

students who are enrolled in Sibonga National High School, Poblacion, Cebu during

the School Year 2023-2024. These students are beneficiaries of the 4Ps program.

The researcher utilizes a simple random sampling technique to select 40

respondents for the study. This sampling technique uses a random selection of

respondents from the total population, ensuring that each individual has a fair

chance of being chosen. The researcher utilized this methodology to gather a

sample of Grade 10 students from various demographics who are recipients of the

Pantawid Pamilyang Pilipino Program (4Ps).

Table 1.

Respondents of the Study

Department Population Sample Size

Grade 10 4ps Beneficiaries 40 40

Total 40 40

Instrument

An adopted instrument by Janssen Pascual (2018) entitled “The Parental

Involvement in the Academic Performance of the General Academic Strand of

Polytechnic University of the Philippines Senior High School Student” was

employed to assess the relationship between student attendance and parental

support among Grade 10 students at Sibonga National High School during the
 18

school year 2023-2024 offered a systematic method to collect valuable

information. The questionnaire includes a series of thoughtfully crafted items that

prompted students to provide extensive information about the extent of parental

support they get. The utilization of a 4-point Likert scale in the survey enables the

assessment of the perceived influence of parental participation on student

attendance, hence facilitating a thorough examination of the correlation between

these factors.

Ultimately, the researcher employs the statistical method known as

Spearman rho Correlation to find a significant relationship between attendance

and parental support. To enhance the outcomes of the study, an interview will be

done to collect more authentic data and provide extra substantiation for the

interpretation of the findings. By utilizing this test, we can guarantee that parental

support is constantly and accurately assessed. This is because the instrument has

already been employed and verified in a comparable environment.

RESEARCH PROCEDURES

Data Gathering Procedures

The researchers conduct data collection and evaluation by following specific

procedures:

Preliminary Preparation: Following the successful design hearing and

approval from the panel list committee, the researcher seeks permission from the

Office of the principal and the student’s adviser of Sibonga National High School
 19

to carry out the study with Grade 10 students who are beneficiaries of the Pantawid

Pamilyang Pilipino Program (4Ps).

Administration and Collection of Data: The study will proceed as

planned, with the researchers distributing their selected questionnaire at the

designated time and date. The researchers will provide detailed instructions to the

respondents, ensuring that they fully comprehend how to accurately complete the

questionnaire, thus minimizing any possible confusion.

Analysis and Interpretation of Data: After gathering all the required

data, it was time to compile, organize, scrutinize, and make sense of the findings.

Through careful analysis and interpretation, valuable insights will be derived,

forming the basis for the researcher's proposed output - a comprehensive

recommendation plan.

Statistical Treatment

The data that were gathered in the conduct of this study were subjected to the

following statistical treatment.

1. Frequency count and percentage. The percentage was calculated

by dividing the frequency of each category by the total number of

respondents. The result was multiplied by 100. This will find the profile

of the respondents in terms of sex, age, family relationship status, and

recent general weighted average.

2. Weighted Mean. This was used to assess the level of parental

support such as parental practice, home-related support and school

 20

related support correlate with the school attendance rates of 4Ps

students.

3. Spearman rho. By utilizing spearman rho, the study guarantees a

comprehensive analysis of the linear connections between attendance

and parental support among Grade 10 students. This study provides

valuable insights into the strength and direction of these relationships,

contributing to a comprehensive understanding of how they impact

academic success among 4Ps beneficiaries.

Ethical Considerations

The researchers will ensure that the study maintains ethical standards

throughout its conduction. As a result, the respondents will be well-informed

about the ethical considerations through open discussions.

1. Informed Consent

The respondents are informed that their participation in this study is

completely voluntary, and they have the freedom to choose whether or not

to participate if they feel it may be harmful to their interests. In addition, it

is important to inform the participants that the study is being conducted for

academic purposes only and that any data collected from them will be used

solely for such purposes.

2. Confidentiality Pledge

The researcher guarantees the utmost confidentiality of the collected

data regarding the personal information of the participants in this study. It

 21

will not be shared with the public under any circumstances. This can be

ensured by the following activities:

• Codes will be used to replace the names of the respondents.

• The sheet with the names of the respondents will be discarded or

destroyed once it is no longer necessary for the research.

• The researcher will be granted exclusive access to the code's master

list.

• Measures should be taken to ensure the security of files containing

research data, such as implementing password protection and

encryption.

3. Authorization to Access Private Information

The respondents' interests are safeguarded by Republic Act 1073, also

known as the Data Privacy Act of 2012. Consequently, any relevant data or

information from the respondents in this study will not be accessed,

transported, or copied without the approval and consent of the Regional

Research Committee.

4. Fair and unbiased treatment

The researchers prioritize fair and unbiased treatment of the

respondents. It is important to refrain from any form of discrimination or

favoritism, regardless of someone's race, ethnicity, gender, or socio-

economic status.
 22

DEFINITION OF TERMS

For clarity and precision, the researchers defined the following terms

according to how it was used in the study.

Academic Performance is the result of education, reflecting the level of

achievement of students, teachers, or institutions in reaching their educational

objectives. The final grade earned in the course is a measure of performance.

Conditional Cash Transfer or CCT is a strategy of the 4Ps that provides

financial support to disadvantaged households, with the expectation that they will

invest in the education and well-being of their children.

Home-related support pertains to the assistance, environment, and

resources that parents provide within the home setting to facilitate their children's

academic and personal development. This may include creating a conducive study

space, offering help with homework, fostering a positive learning atmosphere, and

promoting healthy habits and routines.

Pantawid Pamilyang Pilipino Program (4Ps) is a program that is

implemented by the Department of Social Welfare and Development (DSWD). It

provides Conditional Cash Grants to disadvantaged households to enhance health,

nutrition, and education for children aged 0-18.

Parental Practices refer to the behaviors, strategies, and approaches that

parent employ in raising and nurturing their children. These practices can include

discipline methods, communication styles, involvement in children's education, and

the establishment of routines and expectations within the family.

 23

Parental Support refers to the various forms of assistance, guidance,

involvement, and care that parent provide to their children to promote their well-

being, development, and success. This support can encompass emotional

encouragement, academic assistance, financial resources, and involvement in

school activities.

School Attendance is the act of regularly attending and participating in

educational activities, classes, and programs at a school or educational institution.

It reflects a student's commitment to learning and engagement in academic

endeavors.

School-related support involves the actions, involvement, and

contributions that parents make to support their children's educational endeavors

within the school setting. This can include attending parent-teacher meetings,

volunteering at school events, participating in school activities, and collaborating

with teachers to enhance student learning and success.

Study Habits are the way students approach their studies can greatly

impact their academic success.

4Ps Beneficiaries are households that have been chosen by the

Department of Social Welfare and Development to participate in the program.

 24

CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter presents an extensive compilation of literature, both foreign

and local, as well as studies that strongly endorse the objectives of this research.

The study will draw upon related literature from a variety of sources, including

writers, books, unpublished theses, websites, and other references, which have

been used as a standard for comparison.

Foreign Literature

According to López and Valdés' book on Rural Poverty in Latin America,

poverty has become a prominent concern in the field of development economics

due to its widespread impact on people worldwide. For many years, development

economics primarily focused on analyzing policies and programs that could

stimulate faster economic growth, rather than prioritizing poverty reduction. There

was an underlying assumption that poverty was mainly linked to economic

stagnation and that if developing countries could achieve faster growth, poverty

would naturally decrease. The study of economic development and policy debate

has increasingly focused on the economics of poverty. This shift is driven by the

historical experience of developing countries, which has demonstrated a

concerning trend of growing poverty rates over time. Additionally, the availability

of data on poverty around the world has further contributed to the significance of

this topic.

According to the National Center for Health Statistics, individuals assess

their health using categories such as excellent, very good, good, fair, or bad.
 25

Reported health status is a strong indicator of critical health outcomes, including

mortality, morbidity, and functional status. It is considered a comprehensive

assessment of an individual's overall welfare.

According to Espinoza (2008), the Pantawid Pamilyang Pilipino Program was

initiated in 2008 and has been implemented extensively under the Aquino

Administration. However, there are certain provisions within this program that

remain unclear to education officials and teachers. The government is currently

spending a significant amount of money each year to sustain the program,

contributing to the growing national debt. The program was funded by the

Philippine government, which received millions from the World Bank and the Asian

Development Bank to administer it.

As a result, the government explores different options to assist eligible

individuals, taking into account various factors that affect their living conditions to

fairly determine who qualifies for support. The program's poverty targeting

database, which contains information on 75% of the country's population, is

currently one of the largest databases globally.

According to Britto (2005), conditional cash transfers (CCTs) have become

increasingly popular in poverty reduction policy. Despite the variations in policy

designs, CCT programs implemented in Latin America (LA), Africa, Asia, and even

the United States since the mid-1990s have three common features: 1) The

assistance provided is in the form of cash transfers, rather than in-kind support.

2) It is targeted towards individuals who are considered to be very poor, with a

 26

broad definition of poverty. 3) Recipients are required to fulfill certain conditions,

such as ensuring their children attend school or regularly attend medical checkups.

In a study conducted by Philipp (2022), it was found that the

implementation of the Pantawid Pamilyang Pilipino Program in the Philippines has

led to a significant increase in the utilization of health and education services. The

program aims to break poverty cycles by providing resources and services

necessary for growth and development, which decreases the likelihood of children

becoming impoverished as adults. By 2022, the 4Ps program is projected to

provide support to more than 800,000 families who are classified as poor or near-

poor according to the Standardized Targeting System. Additionally, as reported by

Herald Express (2018), the 4Ps program has effectively addressed the disparity

between poverty and enhanced living conditions for those it serves.

School attendance is recognized as contributing to academic achievement

and the development of social and work-related skills (Skedgell & Kearney 2018).

This research confirms that school absenteeism can be linked to lower academic

achievement and engagement and also affects social development (Balkis, Arslan

&Duru 2016). Being always absent in higher education is not an uncommon

problem. Previous studies reported among factors that contributed to this

phenomenon were teaching method, competency of the teacher and student-

teacher interaction (Lopez Bonilla2013), weekend scheduled classes and graded

assignment completion (Khong, Dunn, Lim, & Yap 2016), and lack of motivation

(Balkis, Arslan, & Duru 2016).

 27

Student absenteeism, academic achievement, parent’s education level, and

socioeconomic status family (Ingul et al., 2012). Different views exist on the

relationships between absenteeism and academic achievement. Some authors

noted that students who attend school regularly have higher academic

achievement than students with high absences. The other group of authors

believed that students with low levels of academic achievement were more likely

to have a higher rate of school absence. It may be expected that there is a

reciprocal relationship between academic achievement and student absenteeism.

In other words, while student absenteeism may affect academic achievement,

academic achievement may affect student absenteeism as well. Thus, it is

hypothesized that previous absenteeism would predict previous academic

achievement in turn previous academic achievement would predict current

absenteeism.

The relationship between parental involvement and student absences is

well-documented in educational research, consistently showing that engaged

parents lead to better attendance rates for their children. Studies like those by

Sheldon and Epstein (2004) highlight that schools with robust parental

involvement programs see a significant decrease in chronic absenteeism. Parental

involvement can be categorized into home-based activities, such as helping with

homework and setting academic expectations, and school-based activities, like

attending parent-teacher conferences and volunteering. Both types of involvement

 28

foster a supportive environment that emphasizes the importance of regular

attendance and academic success.

However, several barriers can hinder effective parental involvement. Socio-

economic status, work commitments, and cultural differences often limit parents'

ability to engage fully in their child's education (Hornby & Lafaele, 2011). Families

with lower socio-economic status may lack the resources or time necessary for

active participation, while immigrant families may face language and cultural

barriers. Single-parent households also struggle with balancing multiple

responsibilities, making consistent involvement challenging. Addressing these

barriers is crucial for enhancing parental engagement and reducing student

absences.

To overcome these challenges, schools can implement various strategies

aimed at increasing parental involvement. Epstein et al. (2009) suggest developing

parent engagement programs that offer resources and training, as well as creating

flexible opportunities for participation, such as virtual meetings and home-based

activities. Improving communication between home and school and partnering

with community organizations can provide additional support to families. By

addressing the barriers to parental involvement, schools can promote a culture of

regular attendance and academic achievement, ultimately benefiting students'

educational outcomes.

Research on the role of parental support in student attendance consistently

highlights its significance in enhancing academic outcomes. Numerous

 29

international studies have demonstrated that parental involvement is a crucial

factor in promoting regular school attendance. For instance, a study conducted in

the United States by Sheldon and Epstein (2004) found that schools that

implemented comprehensive parental engagement programs saw a significant

increase in student attendance rates. These programs included strategies such as

regular communication with parents, involving them in school activities, and

providing them with resources to support their children’s education at home. The

positive impact of parental involvement on attendance is not limited to the United

States; similar findings have been reported in various other countries, emphasizing

the universal importance of this factor.

In the United Kingdom, research by the Department for Education (2011)

underscores the critical role parents play in ensuring their children attend school

regularly. The study found that when parents were actively engaged in their

children’s education, attendance rates improved substantially. The research

highlighted that parental attitude towards education, their involvement in school

activities, and their support with homework and school-related matters were key

determinants of consistent school attendance. Schools that fostered strong

partnerships with parents through regular communication, workshops, and

community-building activities experienced fewer attendance issues, suggesting

that parental support is a vital component of effective attendance strategies.

Similarly, in Australia, research conducted by the Australian Institute of

Family Studies (2017) revealed that parental support and engagement were
 30

strongly linked to improved school attendance. The study found that children

whose parents were actively involved in their schooling were more likely to attend

regularly and perform better academically. The research highlighted that parental

support in terms of setting high educational expectations, providing a structured

home environment, and encouraging a positive attitude towards school

significantly influenced students' attendance patterns. These findings align with

global trends, reinforcing the notion that fostering parental involvement is a key

strategy for improving student attendance and overall academic success.

Local Literature

As per Palatino's research in 2022, the Philippine Statistics Authority

suggests that a significant portion of the Filipino population is believed to be living

below the poverty level, with the actual number potentially surpassing the

estimates. In addition, the PSA report also emphasized the significant difference

in poverty levels between urban and rural areas. The Bangsamoro Autonomous

Region in Muslim Mindanao has the highest poverty rate, while the Metro Manila

region has the lowest. According to the IBON Foundation (2022), the national

average daily poverty threshold of PHP79 per person per day is considered enough

to meet both food and non-food needs. For a family of five, the daily amount

comes to approximately PHP 396 (or PHP 12,030 per month). There was

immediate skepticism surrounding this, particularly due to the ongoing financial

struggles caused by the government's pandemic lockdowns and the increasing

prices of goods and services. In addition, the IBON Foundation (2022) explains
 31

that the Philippine Statistics Authority (PSA) predicts a rise in the poverty rate from

16.7% in 2018 to 18.1% in 2021. Approximately 20 million Filipinos in poverty fall

below the monthly income threshold of PHP 12,030 for a family of five. The

managers of the economy attribute the rise to the impact of the pandemic and

anticipate a reduction in poverty once business activity rebounds.

According to Alip (2022), there is a strong connection between education

and poverty. Although not all individuals without education experience extreme

poverty, a significant portion of those living in poverty do not possess a basic level

of education. Due to the demands of work, individuals from disadvantaged

backgrounds often have to forgo their education, resulting in a lack of essential

literacy and numeracy skills. Children are also at a higher risk of leaving school

prematurely because of their limited resources and income. This unfortunate

circumstance perpetuates a cycle of poverty that can span across generations

(Alip,2022). The mentioned articles highlight the dire poverty situation in the

Philippines. The statistical data from the Philippine Statistics Authority offers

valuable empirical information on the current situation of impoverished Filipinos,

while also considering the effectiveness of the Pantawid Pamilyang Pilipino

Program. In addition, these findings offer researchers a deeper understanding of

the factors that limit the potential of individuals in the Philippines, particularly

about poverty. The objective of the research is to gain insights into the poverty

crisis within the country. Therefore, the articles gathered hold significance in

contributing to the overall study.

 32

According to LaRocque (2004), education holds significant value for Filipino

parents as they strive to pass it on to their children as a valuable legacy. They

believe that pursuing a higher level of education opens doors to opportunities for

personal growth and a brighter future, ultimately enabling them to break free from

the cycle of poverty. Consequently, individuals are willing to make substantial

compromises to ensure their children receive an education. However, due to the

limited financial resources of a disadvantaged family, necessities such as food and

shelter often become the top priority over education. Furthermore, it is highly

unlikely that the family will be able to break free from the cycle of poverty.

Therefore, it is essential to guarantee that less fortunate individuals have equitable

opportunities to receive an education.

Building upon this groundwork, the government initiated the Pantawid

Pamilyang Pilipino Program, commonly referred to as the 4Ps, to achieve universal

primary education. The Pantawid Pamilyang Pilipino Program (4Ps) goes beyond

being a mere welfare program. It focuses on tackling the underlying inequalities

in society and fostering the growth of the less fortunate human potential,

ultimately putting an end to the cycle of poverty that spans across generations.

According to Sen. Miriam Defensor Santiago's Explanatory Note on the

Constitution, parents are required to fulfill certain obligations to receive grants.

These obligations include attending workshops on effective parenting, ensuring

their children receive proper medical care, and ensuring regular school attendance.

The initiative guarantees ample resources for the education, nutrition, and health
 33

of the children. According to the educational outcomes in the Philippines, the

Pantawid Pamilyang Pilipino Program has the objective of boosting enrollment

rates in primary, secondary, and kindergarten education for children. One of the

core goals of the Pantawid Pamilyang Pilipino Program is to achieve this. As per

the conditionality, it is required for all children to maintain a school attendance

rate of at least 85% to receive positive outcomes and benefits.

According to Torre (2016), it is evident that retention rates in educational

institutions experienced a significant decline, reaching as low as zero percent in

certain instances. The retention rate is the measure of students who need to

repeat the year. This decrease is an extremely unfavorable outcome. This also

increased awareness and the program's beneficiaries were provided with a clearer

understanding of the risks involved. The study also suggests that the Pantawid

Pamilyang Pilipino Program provided valuable support to both its recipients and

the institutions that participated in 4Ps. In order to ensure the achievement of the

education program's objectives, it is recommended to maintain its continuity while

striving for improvement.

According to a study by Reyes and Tabunga (2012), the 4Ps program aims

to address the issue of limited access to education in the long run. According to

the experiences of other nations that have implemented the CCT, the 4Ps program

holds significant potential for enhancing nutrition and health outcomes, as well as

educational achievement. Addressing the rising dropout rates is one of the key

concerns in the educational system that the 4Ps program aims to tackle.
 34

Furthermore, a pressing issue in the field of education is the rise in teenage

pregnancies, which often results in students opting to halt their studies and facing

financial constraints in pursuing further education.

In the Philippines, inequality and poverty have long been persistent

challenges. Throughout the last four decades, there has been a gradual and

uneven decrease in the number of impoverished households. However, the rate of

poverty reduction has been significantly slower compared to neighboring

Southeast Asian countries such as Vietnam, Indonesia, and Thailand (Asia

Development Bank, 2009). Given the significant number of Filipinos relying on

agriculture as their primary source of income and the prevailing wealth disparity,

a staggering 17.6 million individuals face immense challenges in meeting their

basic needs.

According to Yap (2019), the report on the Pantawid Pamilyang Pilipino

Program by the Department of Social Welfare and Development was inspired by

the Conditional Cash Transfer program implemented in Latin American countries.

This program has proven to be effective in enhancing the development of human

capital among impoverished households. It has been demonstrated to be

successful in the fields of education, healthcare, and providing nutritious meals for

the family. This program provides financial incentives to households that comply

with its requirements. Many individuals, both young and old, are navigating

through life without a clear sense of what the future holds. Access to education,

regular health checkups, and three meals a day of food are luxuries that elude
 35

many impoverished Filipino families. The Pantawid Pamilyang Pilipino Program was

established with a specific purpose in mind.

According to Republic Act 11310, also referred to as the act institutionalizing

the Pantawid Pamilyang Pilipino Program Section III, the Pantawid Pamilyang

Pilipino Program is a comprehensive national initiative aimed at alleviating poverty

and promoting human development. It offers conditional cash transfers for health

and education to eligible recipients, serving as an investment in their well-being

and future. Additionally, according to Yap's statement in 2019, President Gloria

Macapagal Arroyo initiated this program in 2007 with the support of former DSWD

Secretary Esperanza Cabral. The program targeted 4,589 families from six of the

most impoverished cities and municipalities in the country. The Pantawid

Pamilyang Pilipino Program was officially launched the following year, offering

services to 320,000 households in 160 municipalities across 27 provinces in six

regions. In 2010, President Benigno Aquino III significantly expanded the coverage

of the Pantawid Pamilyang Pilipino Program, reaching all 17 regions of the nation.

This expansion has benefited numerous provinces, cities, and municipalities,

providing support to a wide range of communities. In 2016, a significant number

of individuals were beneficiaries. According to the Department of Social Welfare

and Development, the Pantawid Pamilyang Pilipino Program has two main goals.

The first is to provide social assistance by giving cash assistance to impoverished

Filipino families, enabling them to meet their basic needs. The second goal is to

promote social development by investing in the health and education of

 36

underprivileged children through a range of programs, to break the cycle of

intergenerational poverty.

According to Cudis (2022), the Pantawid Pamilyang Pilipino Program (4Ps)

has been found to consistently support participants in becoming self-sufficient,

enabling them to eventually graduate from the program and overcome poverty, as

reported by the Department of Social Welfare and Development (DSWD).

According to the data, a significant number of 4Ps families were removed from the

program in 2018, while only a slightly smaller number were deemed self-sufficient

in 2019. Currently, the program provides support to over 800,000 households who

are classified as poor or near-poor based on the Standardized Targeting System

and the Philippine Statistics Authority's poverty definition. Since its launch in 2008,

the initiative has already made a significant impact by assisting 5,220,953 low-

income households across the nation. The 4Ps program, known for its strict

attendance requirements and financial support for education, has played a

significant role in increasing school attendance rates. According to Manzano

(2018), the 4Ps program effectively helped its beneficiaries transition from poverty

to a better quality of life. The article also discusses the impact of the 4Ps on

learners' behavior and attitude towards learning, highlighting its positive effects

on low-performing students' academic performance.

According to Mercado (2022), the Department of Social Welfare and

Development (DSWD) is currently assessing the eligibility of grantees under the

Pantawid Pamilyang Pilipino Program (4Ps) to determine if they still meet the
 37

criteria for assistance. As a result, it is anticipated that approximately 1.3 million

beneficiaries may no longer be included in the program. The P15 billion can now

be allocated to other deserving individuals, who can now be included in the 4Ps

program.
 38

CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the collected data, analyzes the findings, and

interprets the results in alignment with the study’s objectives. The data is

systematically organized in tables, charts, and narratives to provide a clear

understanding of the research findings.

Demographic Profile of the Respondents

Table number 2 below shows the demographic profile of the respondents

as to gender, frequency, and percentage.

Table 2. Gender of Respondents

Gender Frequency Percentage

Female 19 47.5

Male 21 52.5

Total 40 100

The gender distribution of the respondents at table number 2 reveals a

slightly higher representation of males compared to females. Among the 40

participants, 52.5% (21 respondents) are male, while 47.5% (19 respondents) are

female. This indicates a relatively balanced gender ratio, with males making up a

slight majority. The data suggests that both genders are well-represented in the

study, ensuring diverse perspectives and experiences. The nearly equal

distribution also supports the generalizability of the findings across gender groups,
 39

providing a comprehensive understanding of the challenges and support systems

experienced by 4P’s students, regardless of gender.

Attendance of Students in School

Attendance is a crucial factor in determining students’ academic

performance and engagement in school activities. Regular attendance ensures that

students fully participate in lessons and activities essential for their learning and

development.

The table number 3 and 4 below present the attendance data of students

in terms of their days present and absent within a month.

Table 3: Attendance of Students in School (Present)

Attendance in a Month (Present) Frequency Percentage

9 1 2.5
11 2 5
13 1 2.5
15 3 7.5
16 3 7.5
17 5 12.5
18 12 30
20 13 32.5
Total 40 100

The data presented in the table number 3 shows the frequency and

percentage of student’s attendance in school. A majority of the students attended

school for 20 days in a month, comprising 32.5% of the respondents. This is

followed by 18 days of attendance, with 30% of the respondents. A smaller

proportion of students attended school for 17 days (12.5%), while attendance for
 40

15 and 16 days accounted for 7.5% each. The lowest attendance recorded was 9

and 13 days, each with 2.5%. These results suggest that most students maintain

regular attendance, with a significant portion achieving nearly full participation for

the month. However, the presence of students with lower attendance highlights

the need to address potential barriers such as health issues, financial constraints,

or lack of motivation, which may prevent consistent school participation.

Table 4: Attendance of students in School (Absent)

Attendance in a Month Frequency Percentage

(Absent)
0 12 30
2 13 32.5
3 5 12.5
4 3 7.5
5 3 7.5
7 1 2.5
9 2 5
11 1 2.5
Total 40 100

The data illustrates the frequency and percentage of student absences in a

month. Notably, 30% of students reported having no absences, indicating

consistent attendance. Additionally, 32.5% reported being absent for only two

days, suggesting a commendable level of regularity. On the other hand, 12.5%

had three days of absence, while smaller percentages were recorded for four

(7.5%), five (7.5%), and seven (2.5%) days of absence. The highest number of

absences recorded was 11 days, accounting for 2.5%.

 41

This distribution shows that most students have minimal absences, which

reflects positively on their commitment to attending school. However, the presence

of students with higher absences suggests the need for intervention programs or

additional support systems to ensure that students facing challenges are given the

assistance necessary to improve their attendance.

Extent Do Parents Provide Home Related Support, School Related

Support and Implement Parental Practices to Aid the Education Among
4 P’s Students
To examine the extent of parental involvement in the education of 4P’s
students, an analysis was conducted focusing on three main areas: home-related
support, school-related support, and the implementation of parental practices. The
following tables below provide a comprehensive overview of these key areas,
highlighting the various forms of support and practices that parents engage in to
enhance their children's educational experiences.
Table number 5 below shows the home-related support as to mean and

frequency descriptors.

Table 5. Home- Related Support

Home related support Mean Frequency Descriptors

Our financial stability affects my involvement in 3.00 Most of the time

school activities.
My parents do not oblige me to perform 2.75 Most of the time
household chores during the study period.
My parents keep a place at home to make 2.83 Most of the time
various reading materials like newspapers
available.
 42

My parents always give me enough time to 2.70 Most of the time

study the past lessons.

My parents guide and monitor my 2.48 Sometimes

accomplishment of assignments or homework.

My parents ensure that I have enough materials 2.70 Most of the time
for school projects or activities.

My parents inspire me to exert more effort in 2.75 Most of the time

my studies.
My parents provide me with my daily allowance 2.78 Most of the time
for school expenses.
My parents praise me when I get a high grade. 2.78 Most of the time

My parent looks for ways for the continuity of 2.73 Most of the time
finances and material support for my education.
Overall 2.75 Most of the time

Legend: 4-3.25 =Always 2.49-1.75= Sometimes

3.24-2.50= Most of the Time 1.74- 1.00= Never

The table number 5 on home-related support indicates that parents of 4P’s

students generally provide adequate support to aid their children’s education. With

an overall mean of 2.75, verbally described as “Most of the time,” parents

demonstrate consistent involvement in ensuring a conducive learning

environment. The highest-rated item, with a mean of 3.00, highlights how financial

stability significantly impacts students’ participation in school activities. This

reflects the critical role of economic resources in supporting education. However,

the relatively lower mean of 2.48 for monitoring assignments suggests that while

parents provide financial and material assistance, there is less engagement in

academic follow-up at home.

 43

Table number 6 below shows the school related support as to mean and

frequency descriptors.
Table 6. School Related Support

School related support Mean Frequency

Descriptors
My parents offer to help in certain school 2.88 Most of the time
activities such as the feeding program,
brigada eskwela, and parade.
My parent always ready every time there is 2.80 Most of the time
a need to contribute funds for school
projects or activities.
My parents actively attend every PTA 3.00 Most of the time
meeting.
My parents communicated with my teacher 2.93 Most of the time
about how to be involved in my education
and were willing to do it.
My parent ensures that they will continue to 2.95 Most of the time
participate and perform the tasks given by
the school.
My parents are aware of the programs and 2.75 Most of the time
organizations at my school.
My parents pay the school requirements 2.80 Most of the time
(such as miscellaneous fees) on time.
My parents are the ones who get my report 2.98 Most of the time
card.
My parents inquire about my performance in 2.90 Most of the time
the classroom.
My parent gives full support to me 2.93 Most of the time
whenever I join a contest.
Overall 2.89 Most of the time
Legend: 4-3.25 =Always 2.49-1.75= Sometimes
3.24-2.50= Most of the Time 1.74- 1.00= Never

Table number 6 showed that in terms of school-related support, parents

show an even higher level of engagement, with an overall mean of 2.89, described

as “Most of the time.” The highest-rated item, with a mean of 3.00, emphasizes
 44

the willingness of parents to communicate with teachers about their children’s

education and actively participate in school tasks. Parents also consistently attend

meetings, provide financial contributions for school-related activities, and inquire

about their children’s academic performance, as seen in the consistently high

means across all items. This suggests that parents of 4P’s students recognize the

importance of active involvement in their children’s school life.

Table number 7 below shows the parental practices as to mean and

frequency descriptors.

Table 7. Parental Practices

Parental Practices Mean Frequency

Descriptors

As I was growing up, once the family 2.50 Most of the time
policy had been established, my Parent
discussed the reasoning behind the
policy with the children in the family.
My Parent has always encouraged verbal 2.73 Most of the time
give-and-take whenever I have felt that
family rules and restrictions were
unreasonable.
As I was growing up, I knew what my 2.63 Most of the time
Parent expected of me in my family, but
I also felt free to discuss those
expectations with my Parent when I felt
that they were unreasonable.
As the children in my family were 2.40 Sometimes
growing up, my Parents consistently
gave us direction and guidance in
rational and objective ways.
My Parent gave me direction for my 2.85 Most of the time
behavior and activities as I was growing
up and she expected me to follow her
direction, but she was always willing to
 45

listen to my concerns and to discuss that

direction.

When I started school, they chose the 2.53 Most of the time
profession for me.

My parents always choose what I’ll do in 2.83 Most of the time

school.
As I was growing up, my parents 2.73 Most of the time
dictated what I’ll going to do.

My parents always expect higher in my 2.73 Most of the time

school
performance.
My parent shows effort in attending 2.78 Most of the time
school events, meeting, and discussion.
Overall 2.67 Most of the
time
Legend: 4-3.25 =Always 2.49-1.75= Sometimes
3.24-2.50= Most of the Time 1.74- 1.00= Never

Table number 7 exhibited on parental practices show a slightly lower

overall mean of 2.67, though still described as “Most of the time.” Parents often

guide their children rationally and provide direction, as seen in items with a means

of 2.73. However, the relatively lower mean of 2.50 for discussing family policies

with their children indicates a gap in communication regarding family expectations

and rules. Moreover, the moderate mean of 2.40 for providing consistent guidance

suggests some inconsistency in how parents implement these practices. Despite

this, parents generally maintain high expectations and show interest in their

children’s academic and extracurricular activities.

 46

Significant Relationship Between Attendance and Parental Support

Among 4P’s Beneficiaries
The table number 8 below presents the findings, illustrating how various

forms of parental support correlate with the attendance rates of 4P’s students.

This analysis provides valuable insights into the crucial role that parental

involvement plays in enhancing their children's educational journey.

Table 8. Relationship Between Attendance and Parental Support Among 4P’s Beneficiaries

rho P Relationship Direction Interpretation Decision

value

Attendance 0.219 0.175 Weak positive There is a weak Fail to

As to positive reject the
relationship, but null
Parental
it is not hypothesis.
practices statistically
significant (p >
0.05).
Attendance 0.193 0.232 Weak positive There is a weak Fail to
As to Home positive reject the
relationship, but null
related
it is not hypothesis.
support statistically
significant (p >
0.05).
Attendance 0.474 0.002 Moderate positive There is a Reject the
As to moderate null
positive hypothesis.
School
relationship,
related and it is
support statistically
significant (p <
0.05).
+1: Perfect positive correlation (as one variable increases, the other increases), 0: No correlation. -1: Perfect negative
correlation (as one variable increases, the other decreases)
 47

0.00 to 0.19: Very weak correlation, 0.20 to 0.39: Weak correlation, 0.40 to 0.59: Moderate correlation, 0.60 to 0.79: Strong
correlation0.80 to 1.0: Very strong correlation

Table number 8 illustrates the relationship between different types of

parental support and school attendance among 4Ps beneficiaries. The analysis

uses the Spearman rho correlation to determine the strength and significance of

these relationships.

The rho value of 0.219 indicates a weak positive relationship between

parental practice and school attendance. However, with a p-value of 0.175 (p >

0.05), this relationship is not statistically significant. This suggests that while

parental practices may have a minimal positive influence on attendance, it is not

a decisive factor in this context.

Similarly, the rho value for home-related support is 0.193, indicating a weak

positive relationship with school attendance. The p-value of 0.232 (p > 0.05)

signifies that this relationship is also not statistically significant. Although home-

related support provides some level of influence, it does not strongly determine

attendance patterns among the respondents.

The rho value of 0.474 signifies a moderate positive relationship between

school-related support and school attendance. The p-value of 0.002 (p < 0.05)

indicates that this relationship is statistically significant. This result highlights that

school-related support, such as parental involvement in school activities and

ensuring financial readiness for school needs, plays a significant role in improving

attendance among 4Ps students.

 48

The findings suggest that while parental practices and home-related

support have minimal and statistically insignificant effects, school-related support

emerges as a critical and significant factor influencing school attendance. This

emphasizes the importance of active parental involvement in school-related

activities and financial readiness to sustain regular attendance.

Perceived Barriers to Regular School Attendance Among 4P’s Students

Based on the research data collected, the participants' responses indicate

several significant themes concerning the obstacles that 4P’s students encounter

in maintaining regular school attendance.

Financial Constraints

A participant narrated “Financial barriers depending on how they manage

their money, health problems also can be a barrier towards attending school”. The

most prominent challenge is financial constraints, which were mentioned by most

respondents. This includes the lack of funds for transportation, school supplies,

food, and uniforms. Financial struggles not only affect their ability to meet basic

educational needs but also create feelings of inferiority among students who

perceive themselves as being viewed poorly by others due to their economic

status.

Lack of Resources and Materials

Another major obstacle is the shortage of essential resources and materials

required for school, such as books and educational supplies. This shortage severely

hampers students' ability to fully engage in their learning activities. One participant
 49

shared their experience, saying, “First lack of materials that are needed in school

and most of the time financial struggle hit so hard and possibly one of the barriers

or challenges that every student faces nowadays. Participants emphasized that the

unavailability of these critical school materials significantly impedes regular school

attendance.

Distance and Transportation Issues

In addition to financial and material constraints, geographical and logistical

challenges also play a significant role in hindering regular school attendance. One

participant mentioned, “Some students live far from school and struggle with the

lack of allowances for transportation, making regular attendance challenging”.

Distance and transportation issues pose a challenge for students who live far from

school and lack allowances for travel. These geographical and logistical obstacles

significantly hinder students' ability to attend school regularly, adding another layer

of complexity to their educational journey.

Household Responsibilities and Family Issues

Household responsibilities and family issues exacerbate these challenges,

with some students having to skip school to take care of chores or address family

matters. Finally, emotional and social factors, such as feelings of inferiority, worsen

these barriers and make it harder for students to maintain consistent school

attendance.
 50

CHAPTER 4
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the key points of the study, discusses the

significant findings derived from the data, draws conclusions based on the results,

and offers practical recommendations to address the identified issues or improve

the subject of the research.

Summary

This study explored the relationship between parental support and school

attendance among 4Ps beneficiaries, focusing on three key areas: parental

practices, home-related support, and school-related support. Data were collected

from 40 respondents through surveys, and the findings were analyzed using

descriptive statistics and Spearman rho correlation.

The study revealed that school-related support had the highest impact,

showing a moderate positive relationship with school attendance, which was

statistically significant (p < 0.05). In contrast, parental practices and home-related

support exhibited weak positive relationships with attendance, but these were not

statistically significant. The study also highlighted challenges faced by 4Ps

students, including financial constraints, lack of resources, and limited parental

engagement.

The findings emphasize the critical role of school-related support in

enhancing attendance, emphasizing the need for active parental involvement in

school activities, financial preparation, and fostering a supportive learning

environment for 4Ps beneficiaries.

 51

Findings

The findings of the study are the following:

1. Parental practices were rated as being provided “most of the time,” with

a mean score of 2.67. Home-related support was also rated “most of the

time,” with a mean score of 2.75. School-related support was the most

evident, with a mean score of 2.89, also described as “most of the time.”

2. Respondents identified financial difficulties, lack of resources, and the

feeling of inferiority as primary challenges affecting school attendance.

3. School-related support showed a moderate positive relationship with

attendance, which was statistically significant (rho = 0.474, p = 0.002).

Parental practices and home-related support demonstrated weak

positive relationships with attendance, but these were not statistically

significant (rho = 0.219, p = 0.175; rho = 0.193, p = 0.232, respectively).

These findings emphasize the importance of school-related parental support in

promoting regular attendance among 4Ps beneficiaries.

Conclusions

This study investigated the relationship between attendance and parental

support among Grade 10 4P’s beneficiaries in Sibonga National High School for the

School Year 2023-2024 as the basis for the recommendation plan. A substantial

positive correlation was discovered between student attendance and parental

support, particularly support related to school. The primary obstacles to consistent

attendance were identified as financial constraints and restrictions on resources.

The results emphasize the significance of parental support, particularly in school-

 52

related areas, in enhancing student attendance. They also suggest that addressing

financial and resource-related challenges could further enhance parental

involvement and result in improved educational outcomes.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are proposed:

1. For Parents: Strengthen involvement in school-related activities, such

as attending PTA meetings, communicating with teachers, and ensuring

timely provision of school needs. These actions can significantly improve

the attendance and academic engagement of 4Ps beneficiaries.

2. For Students: Develop self-discipline and time management skills to

prioritize attendance and academic responsibilities. Students are

encouraged to communicate with teachers and parents about challenges

they face and to take proactive steps, such as joining peer support

groups or seeking additional academic help, to address difficulties in

their studies.

3. For Schools: Develop programs that encourage parental participation,

such as workshops on effective parental practices and initiatives that

foster collaboration between parents and teachers. Schools may also

consider implementing support systems for students facing financial and

emotional challenges.
 53

4. For the 4Ps Program Administrators: Provide additional training for

beneficiaries on effective parenting practices and strategies to manage

resources better. Consider expanding financial aid or subsidies to

address barriers like transportation, school materials, and daily

allowances.

5. For Future Researchers: Explore other factors influencing attendance

among 4Ps students, such as peer relationships, teacher support, or

community involvement, to provide a more holistic understanding of

their challenges and needs.

These recommendations aim to improve the educational experiences of 4Ps

beneficiaries, ensuring they have the support necessary to succeed in school and

beyond.
 54

CHAPTER 5
OUTPUT OF THE STUDY

This chapter highlights the final output of the study, showcasing the

proposed solutions developed based on the research findings. It emphasizes how

the output addresses the research problem and contributes to the field of study.

Rationale of the Output of the Study

The output of the study, which consists of Program recommendations, was

developed to address the identified challenges and barriers faced by 4Ps

beneficiaries in maintaining consistent school attendance. These recommendations

aim to strengthen parental support at home and in school-related activities,

improve school engagement with parents, and enhance the 4Ps program’s

effectiveness in fostering student success.

By providing actionable suggestions for parents, schools, program

administrators, and future researchers, the recommendations serve as a practical

guide to mitigate issues such as financial constraints, lack of resources, and limited

parental involvement. This output ensures that the findings of the study are not

only informative but also impactful, offering solutions that can create a supportive

environment conducive to the academic growth and well-being of 4Ps students.

Program Objective:

To foster a strong partnership between schools and parents, encouraging

active parental involvement in the educational development of 4Ps students,

particularly focusing on improving school attendance and academic performance.

Enabling Objectives:
 55

1. To establish consistent and effective communication between parents and

teachers.

2. To provide a space for in-person or virtual discussions on student progress,

challenges, and ways to support learning.

3. To equip parents with the tools and skills needed to support their children’s

learning at home.

4. To encourage parents to take an active role in school activities and decision-

making.

5. To provide tailored support for families facing significant barriers to

attendance and engagement.

6. To provide tailored support for families facing significant barriers to

attendance and engagement.

7. To closely track student attendance and work collaboratively with parents

to address attendance challenges.

8. To motivate both students and parents to prioritize school attendance and

academic performance.
 56

Matrix of the Proposed Program for Sibonga National High School

Key Program Objectives Action Steps Timeline Expected Outcomes

Components
Parent-Teacher To establish 1. Develop or implement a digital platform Phase 1 (Months 1-3): Improved
Communication consistent and (e.g., a mobile app or website) where Setup and introduction communication between
Platform effective teachers and parents can share of the program. This parents and teachers.
communication information about the child’s progress, includes developing the
between parents school events, attendance records, and communication Increased parental
and teachers. areas that need attention. platform, holding the involvement in school
2. Train parents and teachers on how to first parent-teacher activities and academic
use the platform effectively. meeting, and support.
3. Encourage regular updates on scheduling the first
academic progress, behavior, and round of workshops. Higher school attendance
attendance to keep parents informed. rates and academic
performance among 4Ps
students.

A strengthened
partnership between
families and schools
fosters a supportive
learning environment.
Monthly To provide a space 1. Schedule monthly meetings where
Parent-Teacher for in-person or parents can meet with teachers to
Meetings virtual discussions discuss academic performance,
on student progress, attendance issues, and strategies to
challenges, and support the student. Phase 2 (Months 4-6):
ways to support 2. Offer flexibility in meeting times Increase parental
learning. (evenings or weekends) to participation with home
accommodate working parents. visits and volunteering
3. Provide meeting agendas in advance, programs. Begin
highlighting key discussion points recognition programs
 57

(attendance, schoolwork, behavioral for students with

concerns, etc.). improved attendance.
Parent To equip parents 1. Organize workshops focused on
Workshops on with the tools and practical ways parents can assist with
Supporting skills needed to homework, create conducive study
Education support their environments, and encourage regular
children’s learning attendance.
at home 2. Topics could include “How to Create a
Positive Learning Environment at
Home,” “Helping Your Child with
Homework,” and “The Importance of Phase 3 (Months 7-12):
Consistent School Attendance.” Evaluate the program's
3. Offer workshops in different languages effectiveness through
if needed to ensure accessibility for all feedback surveys,
parents. attendance data, and
School-Parent To encourage 1. Create volunteering opportunities student performance Improved
Volunteering parents to take an where parents can participate in school results. Adjust the communication between
Opportunities active role in school events, such as field trips, sports program as necessary parents and teachers.
activities and activities, or extracurricular programs. based on evaluation
decision-making. 2. Form a school-parent advisory group, results. Increased parental
where parents can provide input on involvement in school
school activities, events, and policies. activities and academic
3. Recognize and appreciate parent support.
volunteers in school newsletters or
during school events to build a sense of Higher school attendance
community and encourage further rates and academic
involvement. performance among 4Ps
students.

A strengthened
partnership between
families and schools
fosters a supportive
learning environment.
 58

Home Visits To provide tailored 1. Organize home visits by teachers, Improved

and Support support for families counselors, or community outreach communication between
for Challenged facing significant staff to check on families facing parents and teachers.
Families barriers to challenges such as financial difficulties
attendance and or lack of resources. Increased parental
engagement. 2. Offer practical assistance, such as involvement in school
guidance on accessing community activities and academic
resources, providing school supplies, or support.
connecting families with financial aid
programs. Higher school attendance
3. Foster trust and understanding rates and academic
between parents and schools by performance among 4Ps
showing genuine care for the well- students.
being of the student and their families.
A strengthened
partnership between
families and schools
fosters a supportive
learning environment.
Attendance To closely track 1. Implement an early-warning system Improved
Monitoring and student attendance that notifies parents of attendance communication between
Support and work issues, such as unexplained absences parents and teachers.
collaboratively with or repeated tardiness.
parents to address 2. Schedule follow-up calls or meetings Increased parental
attendance with parents of students who show involvement in school
challenges. patterns of poor attendance to discuss activities and academic
solutions and provide support (e.g., support.
transportation help, flexible
scheduling). Higher school
3. Celebrate and acknowledge attendance rates and
improvements in attendance through academic performance
rewards or recognition programs. among 4Ps students.

A strengthened
partnership between
 59

families and schools

fosters a supportive
learning environment.
Student To motivate both 1. Create a “Student of the Month” Improved
Achievement students and program or recognition certificates for communication between
and Progress parents to prioritize consistent attendance and academic parents and teachers.
Recognition school attendance achievements, inviting parents to
and academic attend the ceremony. Increased parental
performance. 2. Celebrate improvements in both involvement in school
attendance and academic activities and academic
performance, highlighting the support.
importance of school commitment in a
positive, encouraging way. Higher school attendance
3. Host an annual school event (e.g., end- rates and academic
of-year awards ceremony) where performance among 4Ps
parents and students are celebrated for students.
their achievements.
A strengthened
partnership between
families and schools
fosters a supportive
learning environment.
Program To monitor and Parental Feedback: Phase 3 (Months 7-12): A strengthened
Evaluation evaluate the success • Conduct regular surveys to assess Evaluate the program's partnership between
of the parental satisfaction with the effectiveness through families and schools
implementation of program and gather feedback on feedback surveys, fosters a supportive
the proposed how to improve communication attendance data, and learning environment.
program. and involvement. student performance
Attendance Data: results. Adjust the Improve Attendance in
• Track attendance rates of program as necessary School
participating families before and based on evaluation
after implementing the program to results.
assess the impact on student
attendance.
Student Performance:
 60

• Analyze academic progress and

identify whether students show
improvement in their academic
performance and school
engagement.
Teacher Feedback: Gather feedback from
teachers regarding changes in parental
involvement and the impact on student
behavior, attendance, and academic
success.

By implementing this School-Parent Collaboration Program, schools can empower parents to be active partners

in their children’s education, overcome attendance barriers, and ultimately contribute to the academic success of 4Ps

students.
 61

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 65

APPENDIX A
Transmittal Letter Request to the College Administrator of
Sibonga Community College

Republic of the Philippines

Municipality of Sibonga
Sibonga Community College
Poblacion, Sibonga, Cebu 6020
sibonga.college.cebu@gmail.com

October 4, 2024

ATTY. EDWARD MAGLUCOT, Ph.D.

College Administrator
Sibonga Community College
Poblacion, Sibonga, Cebu

Sir:
Greetings of love, peace, and joy!
May we have the honor to ask permission from your good office to conduct
a research survey in Sibonga National High School. This is in partial fulfillment
of the requirement for our subject Research 2 (Undergraduate Thesis), for
Academic Year 2024-2025.
Your most favorable action on this request is anticipated with gratitude and
appreciation.

Respectfully yours,
 66

APPENDIX B
Transmittal Letter Addressed to School Principal
Republic of the Philippines
Municipality of Sibonga
Sibonga Community College
Poblacion, Sibonga, Cebu 6020
sibonga.college.cebu@gmail.com

October 5, 2024

EMMA C. OLANDRIA
School Principal
Sibonga National High School
Poblacion, Sibonga, Cebu

Ma’am:

Greetings of love, peace, and joy!

The third-year students from Sibonga Community College are currently conducting a
research study entitled "Examining the Relationship Between Attendance and Parental
Support among Grade 10 4ps Beneficiaries”. As partial fulfillment of the subject Research
2 (Undergraduate Thesis). The researchers desire to ask permission from your good office
to allow us to field the research checklist survey questionnaire to all Grade 10 students
who are 4Ps beneficiaries as respondents in the data collection of the study.

Rest assured that all information will be kept in utmost confidentiality and will be strictly
used only for academic purposes.

Your most favorable action on this request is anticipated with gratitude and appreciation.

Respectfully yours,
 67

APPENDIX C
RESEARCH QUESTIONNAIRE

Republic of the Philippines

Municipality of Sibonga
Sibonga Community College
Poblacion, Sibonga, Cebu 6020
sibonga.college.cebu@gmail.com

“EXAMINING THE RELATIONSHIP BETWEEN ATTENDANCE AND

PARENTAL SUPPORT AMONG GRADE 10 4P’s BENEFICIARIES”

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Direction: Please check (√) and complete the empty fields with relevant
information for certain items.
Name: (Optional) ________________________ Sex: __ Male __ Female
Age: ____ Recent GWA: _____
Family Relationship Status: ___________
PART II. SCHOOL ATTENDANCE

1. How many school days have you attended in the past month?

__________

2. On average, how many school days do you miss in a typical month?

__________

3. What are the primary reasons you might miss school? (Check all that

apply)

__ Household responsibilities __ Others, please specify: __________

__ Lack of transportation

PART III. PARENTAL SUPPORT

Direction: Put a check (√) mark in the box that corresponds to the information
asked in the following category.
4- Always
3- Most of the time
 68

2- Sometimes
1- Never
PARENTAL PRACTICES ALW MOST OF SOMETIM NEVE

AYS THE ES R

TIME

1 As I was growing up, once the family policy had been

established, my Parent discussed the reasoning
behind the policy with the children in the family.
2 My Parent has always encouraged verbal give-and-
take whenever I have felt that family rules and
restrictions were unreasonable.
3 As I was growing up, I knew what my parents
expected of me in my family, but I also felt free to
discuss those expectations with my Parent when I felt
that they were unreasonable.
4 As the children in my family were growing up, my
parents consistently gave us direction and guidance in
rational and objective ways.
5 My Parent gave me direction for my behavior and
activities as I was growing up and she expected me
to follow her direction, but she was always willing to
listen to my concerns and to discuss that direction.
6 When I started school, they chose the profession for
me.
7 My parents always choose what I’ll do in school.

8 As I was growing up, my parents dictated what I

was going to do.
9 My parents always expect higher in my school
performance.
10 My parent shows effort in attending school events,
meetings, and discussions.
HOME-RELATED SUPPORT

1 Our financial stability affects my involvement in

school activities.
2 My parents do not oblige me to perform household
chores during study periods.
3 My parents keep a place at home to make various
reading materials like newspapers available.
 69

4 My parents always give me enough time to study the

past lessons.
5 My parents would guide and monitor my
accomplishment of assignments or homework.
6 My parents ensure that I have enough materials for
school projects or activities.
7 My parents inspire me to exert more effort in my
studies.
8 My parents provide me with my daily allowance for
school expenses.
9 My parents praise me when I get a high grade.

10 My parent looks for ways for the continuity of

financial and material support for my education.
SCHOOL- RELATED SUPPORT

1 My parents offer to help in certain school activities

such as feeding programs, brigada eskwela, and
parades.
2 My parents are always ready every time there is a
need to contribute funds for school projects or
activities.
3 My parents actively attend every PTA meeting.

4 My parents communicated to my teacher how to be

involved in my education and were willing to do it.
5. My parent ensures that they will continue to
participate and perform the tasks given by the
school.
6. My parents are aware of the programs and
organizations at my school.
7 My parents pay the school requirements (such as
miscellaneous fees) on time.
8 My parents are the ones who get my report card.

9 My parents inquire about my performance in the

classroom.
10 My parent gives full support to me whenever I join a
contest.
 70

Part IV: Perceived barriers to regular school attendance among 4Ps

students, and how does parental support mitigate these barriers?

1. What are the main challenges or barriers that 4Ps students face in

attending school regularly?

2. What are the perceptions of 4Ps parents regarding the importance of

attendance of their children in school?

3. How do 4Ps students themselves perceive the factors that contribute to

irregular school attendance?

Thank you for participating in this research. Your input

will help us understand how parental support impacts
school attendance among 4Ps beneficiaries. Your
responses will be kept confidential.
 71

APPENDIX D
Certification of the Research Tool

Sibonga Community College

POBLACION,

SIBONGA, CEBU

411 – 0409

CERTIFICATION
This is to certify that the undersigned has read, reviewed, edited and

validated the research questionnaire of Cristel Jean Quisimundo, Venus

Gelaga, Brian Alcomendras, Liezel Fe Morales, and Jessa Tampos entitled

“Examining the Relationship Between Attendance and Parental Support

among Grade 10 4P’s Beneficiaries” in partial fulfillment of the requirements

for the Degree Bachelor of Elementary Education Major in General Education

at Sibonga Community College.

This certification is issued to the aforementioned author for English Critic

requirements.

Issued this October 4, 2024

 72

APPENDIX E
Raw Data
Demographic Profile of the Respondents
Respondents Age Sex Family GWA
Relationship Status
1 15 Male Mother 88
2 15 Male Mother 90
3 16 Female Mother 86
4 16 Male Mother 95
5 15 Female Guardian 92
6 15 Male Mother 93
7 17 Male Father 90
8 15 Male Mother 87
9 16 Female Guardian 89
10 15 Male Mother 86
11 17 Female Guardian 88
12 15 Male Mother 89
13 15 Female Father 91
14 15 Female Father 84
15 15 Female Mother 91
16 16 Male Guardian 80
17 16 Female Mother 87
18 15 Male Guardian 89
19 15 Female Mother 89
20 15 Female Father 93
21 15 Male Father 92
22 16 Male Mother 91
23 15 Male Mother 89
24 15 Female Guardian 83
25 16 Female Mother 91
26 15 Male Father 92
27 15 Female Mother 90
28 16 Male Mother 89
29 15 Female Mother 89
30 15 Female Mother 87
31 16 Male Guardian 84
32 15 Male Guardian 86
33 15 Female Guardian 84
34 15 Male Mother 89
35 15 Female Mother 92
36 15 Male Father 88
 73

37 15 Male Guardian 90
38 15 Male Mother 89
39 15 Female Mother 88
40 15 Female Guardian 86

School Attendance
Respondents Question 1 Question 2 Question 3
1 18 days 2 days Household Responsibilities
2 20 days 0 days Health Condition
3 17 days 3 days Household Responsibilities
4 20 days 0 days Lack of Transportation
5 20 days 0 days Financial Support
6 20 days 2 days Lack of Transportation
7 18 days 2 days Household Responsibilities
8 16 days 4 days Health Condition
9 18 days 2 days Household Responsibilities
10 17 days 3 days Lack of Transportation
11 18 days 2 days Financial Support
12 20 days 0 days Household Responsibilities
13 20 days 0 days Health Condition
14 15 days 5 days Lack of Transportation
15 20 days 0 days Health Condition
16 9 days 11 days Financial Support
17 15 days 5 days Financial Support
18 18 days 2 days Household Responsibilities
19 18 days 2 days Financial Support
20 20 days 0 days Health Condition
21 20 days 0 days Financial Support
22 20 days 0 days Lack of Transportation
23 18 days 2 days Lack of Transportation
24 15 days 5 days Household Responsibilities
25 20 days 0 days Health Condition
26 20 days 0 days Lack of Transportation
27 18 days 2 days Household Responsibilities
28 18 days 2 days Household Responsibilities
29 17 days 3 days Financial Support
30 16 days 4 days Financial Support
31 13 days 7 days Financial Support
32 11 days 9 days Financial Support
33 11 days 9 days Health Condition
34 17 days 3 days Lack of Transportation
 74

35 18 days 2 days Lack of Transportation

36 18 days 2 days Household Responsibilities
37 20 days 0 days Lack of Transportation
38 18 days 2 days Lack of Transportation
39 17 days 3 days Health Condition
40 16 days 4 days Financial Support

Extent Do Parents Provide Home Related Support, School Related

Support and Implement Parental Practices to Aid the Education Among
4 P’s Students
Respondents Home-Related Support
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
1 3 4 3 3 3 3 2 3 4 3
2 4 3 2 3 3 4 3 2 3 4
3 3 3 4 2 2 2 3 2 2 3
4 2 4 3 3 2 3 4 3 3 2
5 4 3 2 3 2 2 3 4 3 3
6 3 2 4 4 3 4 3 3 2 3
7 2 3 3 3 4 3 2 2 2 3
8 4 2 2 2 3 2 3 3 3 2
9 3 3 3 3 2 4 4 2 4 3
10 2 2 3 4 2 3 3 4 3 2
11 3 2 4 3 3 2 2 3 2 3
12 3 3 4 2 2 2 2 3 4 2
13 3 4 3 3 1 3 3 3 3 3
14 4 3 4 3 3 2 4 2 2 4
15 4 2 2 3 2 3 3 4 4 2
16 3 3 2 2 1 2 1 2 1 2
17 2 2 2 3 2 3 3 4 2 3
18 4 3 3 2 3 2 3 3 2 2
19 3 2 3 1 2 3 4 2 3 4
20 2 1 2 4 3 2 3 3 4 3
21 3 3 3 3 2 3 2 3 3 2
22 3 4 2 2 3 2 3 2 2 3
23 4 3 3 1 2 3 3 4 3 2
24 3 3 2 3 4 4 3 3 4 2
25 4 2 2 2 3 3 2 4 3 3
26 2 2 3 4 2 3 2 2 2 4
27 3 3 2 1 2 2 2 3 3 3
28 4 2 3 3 2 4 3 2 2 2
 75

29 3 4 4 2 2 3 4 3 4 3
30 2 3 3 4 4 2 3 2 3 3
31 4 2 2 3 3 2 2 3 2 2
32 3 3 3 3 2 3 3 2 3 3
33 2 4 3 2 1 2 3 2 2 2
34 3 3 4 3 3 3 2 4 4 2
35 3 3 2 3 2 2 3 3 3 3
36 3 2 3 2 3 3 2 2 2 4
37 2 3 2 3 4 2 3 2 3 3
38 1 2 3 3 2 3 2 3 2 2
39 4 3 4 2 3 2 3 3 2 3
40 3 2 2 3 2 3 2 2 3 2

Respondents School-Related Support

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
1 4 3 2 4 3 3 3 3 2 3
2 3 3 4 3 4 3 4 3 3 3
3 3 2 3 3 3 2 3 2 3 2
4 3 3 4 3 3 3 2 3 3 3
5 2 3 3 3 2 2 4 4 2 3
6 3 4 4 2 2 3 3 3 2 2
7 2 3 3 3 2 4 3 2 3 4
8 3 3 2 3 3 3 3 3 2 3
9 3 2 3 3 4 2 3 4 4 4
10 2 3 2 2 3 3 2 3 3 3
11 3 3 3 3 3 4 2 3 3 4
12 4 2 4 3 4 3 3 3 3 3
13 4 3 3 2 3 2 4 3 3 3
14 3 3 2 3 3 2 3 2 4 2
15 4 2 2 4 3 3 3 3 3 3
16 1 2 2 3 2 2 2 2 3 2
17 3 3 4 2 3 2 3 3 2 3
18 3 3 2 3 3 4 2 2 3 4
19 4 4 3 3 2 3 3 3 4 3
20 3 3 2 3 4 2 2 3 3 2
21 2 3 4 4 3 3 3 4 3 3
22 3 3 3 3 2 3 3 3 2 3
23 3 2 4 2 3 3 3 4 4 4
24 4 3 3 2 4 2 3 3 3 2
25 3 3 3 3 3 3 2 4 2 3
26 3 2 2 3 3 2 4 3 3 4
 76

27 2 3 3 4 3 3 3 3 4 3
28 2 3 3 3 4 3 2 3 3 3
29 3 2 3 4 3 2 3 3 2 2
30 2 3 4 3 2 3 2 2 3 3
31 2 3 3 3 4 3 3 3 3 4
32 3 2 4 2 3 2 2 4 3 3
33 3 3 3 3 2 3 3 3 3 2
34 3 2 2 2 3 2 2 2 2 3
35 3 3 4 3 2 3 3 3 3 2
36 3 2 3 2 3 4 4 4 2 3
37 2 3 3 3 4 3 3 4 3 3
38 3 3 2 4 3 3 3 2 4 3
39 3 4 4 3 2 2 2 3 3 2
40 3 3 3 3 3 3 2 2 3 3

Respondents Parental Practices

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

1 4 4 3 4 4 3 3 2 3 3

2 3 2 3 3 3 2 3 4 3 2

3 3 2 2 3 2 2 2 3 2 3

4 2 3 4 2 4 3 3 4 4 3

5 2 3 1 2 3 2 4 3 3 3

6 4 4 3 1 2 3 2 2 3 2

7 1 4 2 2 4 2 4 3 3 4

8 1 3 2 3 3 3 2 3 2 3

9 4 3 2 3 2 4 3 3 2 2

10 3 2 4 3 3 2 1 2 3 4

11 2 1 2 3 4 3 3 4 3 3

12 2 1 3 2 3 2 4 2 3 2

13 4 3 2 2 3 2 2 3 4 3

14 4 2 4 1 2 3 4 1 2 2

15 3 2 3 1 4 4 3 3 2 3
 77

16 2 2 2 2 2 3 2 3 2 1

17 3 3 1 4 3 2 4 3 4 4

18 3 2 2 2 4 2 3 4 3 3

19 2 2 4 2 2 3 2 4 2 2

20 3 2 2 3 3 4 4 2 3 3

21 1 4 3 2 3 2 3 3 4 2

22 1 2 4 3 4 1 3 2 3 2

23 2 3 3 2 2 3 2 3 2 3

24 2 4 2 1 2 2 3 2 1 4

25 3 3 1 3 3 4 3 3 3 2

26 2 2 4 2 3 3 2 2 3 3

27 2 4 3 2 1 2 2 4 4 3

28 2 3 2 4 2 2 3 2 2 4

29 1 2 3 3 3 1 4 3 2 2

30 4 3 2 1 2 3 3 2 3 3

31 3 2 4 2 2 4 2 1 3 4

32 4 2 3 4 3 3 2 1 3 2

33 1 2 2 1 4 2 3 2 4 3

34 3 3 3 4 3 1 4 3 2 4

35 3 4 1 3 3 3 2 3 3 2

36 2 4 3 2 4 2 2 2 2 3

37 2 3 2 2 3 2 3 3 1 3

38 2 2 3 3 1 3 2 3 3 2

39 3 3 4 2 2 2 3 4 3 2

40 2 4 2 2 4 2 4 3 2 3

Legend:
4- Always 3- Most of the time 2- Sometimes 1- Never
 78

APPENDIX F
THEMATIC ANALYSIS

Perceived barriers to regular school attendance among 4Ps students

Respondents Transcription Codes Sub- Themes

Themes
1 Financial barrier Financial Financial Barriers to
depending on how barrier, health Constraints, school
they manage their problems health issues attendance
money health
problems also can
be a barrier towards
attending school.
2 Some students live Distance, Distance and Barriers to
far from school have transportation, Transportation school
no allowance for lack of issues, attendance
food or travel or allowance, household
transportation or tired chores
feel tired because of
extra work at home.
3 First lack of Lack of Lack of Barriers to
materials that is materials, Resources and school
need in school and financial Materials, attendance
most of the time struggle Financial
financial struggle hit Constraints
so hard and possible
one of the barriers
or challenges that
every students face
nowadays.
4 Sometimes they skip Lack of Financial Barriers to
school because of money, Constraints, school
lack of money for chores, family Household attendance
snacks fair or issues Responsibilities
uniforms other time
chores and home in
family issues.
5 Lack of resources Lack of Lack of Barriers to
and financial resources, Resources and school
financial Materials, and attendance
Financial
Constraints
6 Lack of resources Lack of Lack of Barriers to
resources Resources and school
Materials, attendance
 79

7 Lack of materials Lack of Lack of Barriers to

and support system materials, lack Resources and school
of support Materials, attendance
Emotional
Support
8 From the basis of Feeling of Emotional and Barriers to
my experiences it's inferiority, Social Factors, school
the feeling of financial Financial attendance
inferiority is people Constraints
perceive as poorly
and being lack
financially.
9 Financial support Financial Financial Barriers to
Support Constraints school
attendance
10 Maintaining Consistent Attendance Barriers to
consistent school Attendance Issues school
attendance attendance
 80

APPENDIX G
Gantt Chart

MONTHS
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

Research
Preparation
(Chapters 1
& 2)
Research
Design
Hearing

Chapter 1 &
2 revisions

Data
Collection

Data
Analysis

Writing
Chapters 3-
5

Final
Defense

Final
Submission
 81

APPENDIX H
Pre- Oral Defense

Republic of the Philippines

Municipality of Sibonga
Sibonga Community College
Poblacion, Sibonga, Cebu 6020
sibonga.college.cebu@gmail.com
 82

APPENDIX I
Oral Defense
Republic of the Philippines
Municipality of Sibonga
Sibonga Community College
Poblacion, Sibonga, Cebu 6020
sibonga.college.cebu@gmail.com
 83

CURRICULUM VITAE

Name: : Liezel Fe Morales

Email Address : moralesfe04@gmail.com
Contact Number : 09124-893-724
Date of Birth : August 10, 2002
Place of Birth : Poblacion, Sibonga, Cebu
Age : 21
Sex : Female
Religion : Roman Catholic
Citizenship : Filipino
Weight : 62
Height : 5’4
Mother’s Name : Estrella Morales
Father’s Name : Victor Morales
Civil Status : Single

College Level : Sibonga Community College

(2021-2024 present)
Senior High School : Sibonga National High School
Junior High School : Sibonga National High School
Elementary Level : Cansantic Elementary School
 84

Name: : Venus Gelaga

Email Address : gelagavenus3@gmail.com
Contact Number : 09310-660-716
Date of Birth : June 23, 2001
Place of Birth : Taloot, Argao, Cebu
Age : 23
Sex : Female
Religion : Roman Catholic
Citizenship : Filipino
Weight : 45
Height : 5’3
Mother’s Name : Nena Gelaga
Father’s Name : Oscar Gelaga
Civil Status : Single

College Level : Sibonga Community College

(2021-2024 present)
Senior High School : Ramon E. Bacaltos National High School
Junior High School : Ramon E. Bacaltos National High School
Elementary Level : Taloot Integrated School
 85

Name: : Jessa Tampos

Email Address : tamposjessa123@gmail.com
Contact Number : 09319-588-393
Date of Birth : November 06, 2001
Place of Birth : Bulasa, Argao, Cebu
Age : 22
Sex : Female
Religion : Roman Catholic
Citizenship : Filipino
Weight : 54
Height : 4’11
Mother’s Name : Marilou Tampos
Father’s Name : N/A
Civil Status : Single

College Level : Sibonga Community College

(2022-2024 present)
Senior High School : University of Cebu
Junior High School : Bulasa National High School
Elementary Level : Bulasa Elementary School
 86

Name: : Brian Alcomendras

Email Address : alcomendrasbrian@gmail.com
Contact Number : 09058-537-243
Date of Birth : July 05, 2003
Place of Birth : Sayao, Sibonga, Cebu
Age : 21
Sex : Male
Religion : Roman Catholic
Citizenship : Filipino
Weight : 56
Height : 5’9
Mother’s Name : Marlita Alcomendras
Father’s Name : Esteban Alcomendras
Civil Status : Single

College Level : Sibonga Community College

(2021-2024 present)
Senior High School : Julian Enad Memorial National High School
Junior High School : Julian Enad Memorial National High School
Elementary Level : Sayao Elementary School
 87

Name: : Cristel Jean Quisimundo

Email Address : cristelabrenica@gmail.com
Contact Number : 09471-194-010
Date of Birth : January 11, 2003
Place of Birth : Bahay, Sibonga, Cebu
Age : 21
Sex : Female
Religion : Born Again Christian
Citizenship : Filipino
Weight : 46
Height : 5’7
Mother’s Name : May Quisimundo
Father’s Name : Noel Quisimundo
Civil Status : Single

College Level : Sibonga Community College

(2021-2024 present)
Senior High School : Our Lady of the Pillar Academy
Junior High School : Our Lady of the Pillar Academy
Elementary Level : Sibonga Central Elementary School