Effects of Pantawid Pamilyang Pilipino Program on Academic Performance (Grade 12- Pr 2 PDF)

Effects of Pantawid Pamilyang Pilipino Program on the Academic Performance of Learner Beneficiaries **Chapter 1** **INTRODUCTION** **Background of the Study** Poverty has been one of the major issues and societal concerns in the country. It is a condition in which people lack the basic things in...

Effects of Pantawid Pamilyang Pilipino Program on the Academic Performance of Learner Beneficiaries **Chapter 1** **INTRODUCTION** **Background of the Study** Poverty has been one of the major issues and societal concerns in the country. It is a condition in which people lack the basic things in order to survive such as food, shelter, water, clothes and education (Aranas et al., 2021). As the famous quotation of Dr. Jose Rizal says, \"children are the hopes of our country\", it is just right to support and provide children their needs to help them become the best of what they can be in the future. But how can the children help the country when they themselves cannot afford to have quality education? Filipinos have deep regard when it comes to education. The right to education here in the Philippines has been hindered by poverty. Filipino families who are deprived from their basic needs tends to let their children stop from school and instead help them find job to make a living (Udtog, 2021). According to the 1987 constitution, \"The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all\". And with this as the ground, the Philippine government initiated a version of CCT or conditional cash transfer that is called Pantawid Pamilyang Pilipino Program or 4P's. (Udtog, 2021). The Pantawid Pamilyang Pilipino Program (4Ps), launched in 2008 and institutionalized in 2019 by Republic Act No. 11310 or the 4P's Act, is the national poverty reduction strategy and human capital investment program that provides conditional cash transfer to poor households for a maximum period of seven years, to improve health, nutrition and education (DSWD, 2019). Same with most of the Conditional Cash Transfer Programs being implemented in different countries, it is among the targets of the Philippine 4Ps to break the cycle of poverty and address the needs of the marginalized by supplementing the household beneficiaries' financial resource through the cash grant (Flores et al., 2019). Nevertheless, the 4P's have general and specific objectives, such as social assistance, which provides cash assistance to address short-term financial needs, and social development, which involves investing in capability building so that they will be able to break the intergenerational poverty cycle (Maunga et al., 2023). Thus, this study was conducted to determine the effects of Pantawid Pamilyang Pilipino Program on the academic performance of learner beneficiaries at Desiderio C. Gange National High School,S.Y. 2024-2025. **Statement of the Problem** This study was conducted to determine the effects of pantawid pamilyang pilipino program on the academic performance of learner beneficiaries in Desiderio C. Gange National High School S.Y. 2024-2025. Specifically, it sought answers to the following questions: 1. What are the effects of Pantawid Pamilyang Pilipino Program on the academic performance of learner beneficiaries when taken as a whole and classified according to socioeconomic status and parent's monthly income? 2. Are there significant effects of Pantawid Pamilyang Pilipino Program on the academic performance of learner beneficiaries classified according to Parent's Monthly Income? **Hypothesis** There are significant effects of Pantawid Pamilyang Pilipino Program on the academic performance of learner beneficiaries classified according to socioeconomic status and parent's monthly income. **Conceptual Framework** This study aimed to determine the effects of socioeconomic status on academic performance of 4P's beneficiary Senior High School learners. Where the independent variables are the socioeconomic status, and parent's monthly income. The dependent variable is the academic performance of 4p's beneficiary Senior High School learners. The relationship between the independent and dependent variables is for understanding how the effects of socioeconomic status contribute to the development of academic performance among Senior High School learners. These hypothesized relationships among the study variables are depicted in the schematic diagram, for better understanding for the reader. **SCHEMATIC DIAGRAM** **Independent Variable Dependent Variable** **Profile of Respondents** - **Socioeconomic status** - **Parent's monthly** **Income** - **Parent's Educational** **Scope and Delimitation** The scope of this study is to examine the effects of Pantawid Pamilyang Pilipino Program on the Academic Performance of Learner Beneficiaries at Desiderio C. Gange National High School. The study focuses on students from grade 11 to grade 12, with a total of 40 respondents selected through cluster sampling. The independent variables include socioeconomic status, and parent\'s monthly income, while the dependent variable is academic performance. The study utilizes a quantitative research method, specifically descriptive analysis, to analyze the data collected. The study is limited to the Senior High School students at Desiderio C. Gange National High School in order to provide a focused analysis of the effects of socioeconomic status on academic performance. The findings of the study may not be generalized to other schools or populations. The data collection process will adhere to ethical guidelines and permissions will be obtained from the school principal and section advisers. The researchers will ensure the confidentiality and anonymity of the participants throughout the study. **Significance of the Study** The result of this study will be beneficial to the following: **Learners.** This study helps 4P's beneficiary students understand how their family\'s financial situation affects their school performance. By knowing this, they can find ways to improve their learning and seek support when needed. **Teachers.** Teachers will learn more about the challenges that 4P's students face because of their socioeconomic status. This will help them adjust their teaching methods to better support these students in the classroom. **Readers.** Readers will gain insights into how being a 4P's beneficiary affects students\' education. This understanding can lead to more support for students in need. **Community.** The study will inform the community about the challenges 4P's students face. This can lead to more community support and initiatives to help these students succeed. **Definition of Terms** The following terms were defined in the study for clarity and understanding used. **Academic Performance.** academic performance is the term that indicates a student\'s achievement after completing a course or subject from an institution. (IGI Global) As used on this study, "academic performance'' refers to how well students who are beneficiaries of the 4Ps program do in their schoolwork. **Beneficiary**. a person or thing that receives help or an advantage from something : one that benefits from something (Merriam-Webster Dictionary) As used on this study, "beneficiary'' refers to students who receive support from the 4Ps program. **Learner.** especially: one who attends a school. (Merriam-Webster Dictionary) As used on this study, "learner'' refers to the students who are part of the education system and are also beneficiaries of the 4Ps program. **Pantawid Pamilyang Pilipino Program.** is the national poverty reduction strategy of the government as stated under the Republic Act No. 11310 or "An Act institutionalizing Pantawid Pamilyang Pilipino Program (4P's)". (Department of Social Welfare and Development) As used on this study, "4P's" refers to this government program and its effect on student beneficiaries. **Chapter 2** **Review of Related Literature** This chapter will encompass a summary of related studies that were previously made, with common variables that are similar to this topic. It will institute a few previous studies that are significant for the research, "Effects of Pantawid Pamilyang Pilipino Program on the Academic Performance of Learners Benerficiaries''. **Related Studies** **Foreign Studies** Attanasio, O., et al. (2015) In their study titled \"Familias en Acción\" is Colombia\'s flagship Conditional Cash Transfer (CCT) program, designed to encourage low-income families to invest in their children\'s education and health. By providing financial incentives, the program aims to alleviate economic barriers that hinder families from accessing essential services. This review synthesizes key findings from the literature, particularly focusing on the impact of the program on educational outcomes and health indicators. Conducted a comprehensive evaluation of \"Familias en Acción\" and found that the program significantly increased school attendance rates among beneficiaries. The financial support provided under the program was pivotal in reducing economic barriers to education. Families receiving cash transfers were better positioned to afford school-related expenses, which led to higher enrollment and attendance rates in both primary and secondary schools. In addition to improving attendance, the program has been associated with enhancements in academic performance. The study highlighted that children from participating families exhibited better academic outcomes compared to their peers who were not enrolled in the program. This suggests that the combination of financial support and the encouragement of educational investment can lead to long-term benefits for children\'s educational trajectories. Program also places a strong emphasis on health, requiring families to meet certain health-related conditions to receive financial assistance. Studies have shown that participation in \"Familias en Acción\" is linked to improved health outcomes, including increased vaccinations and better nutritional practices among children. These health improvements are essential for ensuring that children can fully benefit from educational opportunities. The literature surrounding \"Familias en Acción\" underscores the program\'s effectiveness in promoting education and health among low-income families in Colombia. By addressing economic barriers and incentivizing positive behaviors, the program has made significant strides in enhancing the well-being of children and their families. In addition, Paiva's (2021) In his study titled \"The Effects of Conditionality Monitoring on Educational Outcomes: Evidence from Brazil's Bolsa Família Programme,\" in 2021 which investigates the relationship between conditionality monitoring within conditional cash transfer (CCT) programs and their impact on educational achievement. Paiva\'s study specifically focuses on Brazil\'s Bolsa Família program, a large-scale CCT initiative aimed at poverty reduction through targeted cash transfers contingent upon specific conditions, primarily related to health and education. The central question explored is whether the monitoring and enforcement of these educational conditionalities significantly influence educational outcomes, such as dropout rates and school progression. This essay will delve into the methodology employed by Paiva, the key findings, and the broader implications of the research for understanding the effectiveness of CCT programs and the role of conditionality monitoring in achieving their objectives. Conditional cash transfer (CCT) programs have become increasingly prevalent in developing countries as a strategy for poverty alleviation and human development. These programs typically provide cash transfers to eligible families, conditional upon their adherence to specific requirements, often concerning their children\'s health, nutrition, and education. While the overall effectiveness of CCTs in reducing poverty is widely acknowledged, the independent contribution of conditionalities to improvements in health and education outcomes remains a subject of ongoing debate. Proponents argue that conditionalities incentivize positive behavioral changes, leading to better health and educational outcomes. However, critics raise concerns about the administrative burden, potential for exclusionary effects, and the overall cost-effectiveness of imposing conditionalities. The literature reveals mixed findings regarding the impact of conditionalities, with some studies showing positive effects while others find no significant impact or even negative consequences depending on the specific context and program design. This highlights the need for rigorous empirical investigation to disentangle the complex interplay between conditionalities, monitoring mechanisms, and actual improvements in educational attainment. Paiva\'s study employs an ecological design, utilizing municipal-level data to analyze the relationship between Bolsa Família program coverage (as a proxy for cash transfers) and the monitoring and enforcement of educational conditionalities. A crucial aspect of the study\'s design is the recognition that program coverage and conditionality monitoring are not perfectly correlated at the municipal level, allowing for a more nuanced analysis of their independent effects. The study employs ordinary least squares (OLS) regression and growth-curve models to assess the impact of program coverage and conditionality monitoring on dropout rates and school progression rates in public schools. A range of covariates are included in the models to control for other factors that might influence educational outcomes, providing a more robust estimation of the effects of interest. Paiva's findings reveal a complex picture. While the study did not find a significant association between Bolsa Família coverage (cash transfers) and dropout or progression rates, a significant relationship emerged between the monitoring of school attendance and educational outcomes. Specifically, stronger monitoring of school attendance was negatively associated with dropout rates and positively associated with school progression, at least within the OLS models and the initial status of the growth-curve models. However, the association between attendance monitoring and the rate of change in educational indicators was less consistent across the different models, suggesting that the positive effects of monitoring might not be strong enough to overcome broader trends affecting educational attainment in Brazil. This highlights the importance of considering the broader socio-economic context and the limitations of relying solely on conditionality monitoring as a driver of educational improvement. Paiva\'s research offers valuable insights into the effectiveness of conditionality monitoring within the context of Brazil\'s Bolsa Família program. The findings suggest that while simply providing cash transfers may not directly translate into improved educational outcomes, the active monitoring and enforcement of educational conditionalities, particularly related to school attendance, can have a positive impact. However, the study also cautions against overestimating the transformative power of conditionality monitoring in isolation. The results underscore the need for a more holistic approach to improving educational outcomes, one that addresses broader systemic issues within the education system and considers the complexities of the socio-economic context. Further research could explore the mechanisms through which conditionality monitoring influences educational outcomes, the optimal intensity of monitoring, and the potential for tailoring conditionalities to specific local contexts. Ultimately, Paiva\'s work contributes significantly to our understanding of the challenges and potential benefits of using conditionalities within CCT programs for achieving positive developmental outcomes. Furthermore, Parker et al. (2012) In their study titled \"The Oportunidades program\" In the study The Oportunidades program in Mexico, which has evolved into Prospera, has been extensively studied for its impact on education. The program\'s effects and found that it led to significant improvements in children\'s educational attainment and reduced dropout rates. The study highlighted that the conditions tied to cash transfers, such as regular school attendance, played a crucial role in enhancing academic performance. In this paper they challenge the theory of change behind the Mexican Conditional Cash Transfer Programme Oportunidades , by questioning whether it sufficiently addresses the structural factors that prevent its poorest group of beneficiaries, indigenous people, from climbing out of poverty. Conditional cash transfer programmes like Oportunidades make cash transfers conditional upon school attendance and accessing health care services. The theory of change is based on the human capital theory and predicated on individualistic understandings of poverty, assuming that higher levels of education will ultimately translate into higher salaries and better jobs and thus break the intergenerational transmission of poverty. They argue that the particular situation of indigenous people poses programme‐specific and structural constraints on the 'one‐size‐fits‐all' application of Oportunidades and challenges its theory of change, thereby they compromise its effectiveness in both the short‐term and long‐run. The remoteness of indigenous communities and the higher levels of marginalisation compromise Oportunidades \' performance in terms of coverage, outreach and targeting for indigenous people and may exacerbate and reinforce the groups\' marginalised and disadvantaged positions in comparison to the non‐indigenous population. One of the shortcomings of the programme\'s theory of change is an insufficient focus on constraining factors in the market, unequal access to good quality education and health care services, as well as different capital and asset levels of individuals who enter the job market. Higher levels of human capital can be an important condition to achieve higher levels of income, but unequal opportunity structures may seriously inhibit the successful progression out of poverty for different groups of poor people. Oportunidades has had remarkable positive impacts, such as increasing school attendance and facilitating access to health care services for the poor. But in order to be transformative, it needs to be responsive to particular vulnerabilities and it needs to address the underlying causes of poverty. Moreover, Ring, H., Rothbard, V., & Seidenfeld, D. (2020). In their research titled \"Conditional Cash Transfer for Education (CCTE) for Syrians and Other Refugees in Turkey\" The Conditional Cash Transfer for Education (CCTE) program has emerged as a vital initiative designed to enhance educational access and retention among Syrian and other refugee children in Turkey. As Turkey hosts one of the largest refugee populations globally, particularly from Syria, evaluating the effectiveness of the CCTE program is essential to understanding its impact on education. The Final Evaluation Report published in September 2020 by Hannah Ring, Victoria Rothbard, and David Seidenfeld provides a comprehensive analysis of the program\'s objectives, methodologies, findings, and implications for future educational policies. The CCTE program was introduced to alleviate financial barriers that hinder refugee families from accessing education. By providing cash transfers contingent upon regular school attendance, the initiative aims not only to improve educational outcomes but also to reduce dropout rates among vulnerable populations. This program aligns with Turkey\'s broader educational policies and reflects international commitments to support refugee education, highlighting the intersection of humanitarian assistance and educational equity. The primary objectives of the evaluation were threefold: first, to assess the impact of the CCTE program on school attendance; second, to evaluate educational outcomes among beneficiaries; and third, to gauge beneficiary satisfaction regarding the program\'s influence on their children\'s education and overall well-being. By addressing these objectives, the evaluation sought to provide a nuanced understanding of the program\'s effectiveness. To achieve these objectives, the evaluation utilized a mixed-methods approach, integrating both quantitative and qualitative data. Surveys were conducted among beneficiaries and control groups to measure attendance and educational outcomes, providing robust statistical evidence of the program's impact. In-depth interviews with families, educators, and program implementers offered qualitative insights, while focus group discussions facilitated community engagement and captured diverse perspectives on the CCTE program\'s effectiveness. The evaluation revealed a statistically significant increase in school attendance among children from families receiving cash transfers compared to those who did not participate in the program. This finding underscores the effectiveness of financial support in mitigating barriers to education, thereby promoting higher attendance rates. However, the report also highlighted mixed results regarding academic performance. While some beneficiaries demonstrated enhanced engagement and improved performance, others faced challenges such as language barriers, trauma, and socio-economic conditions that hindered their educational progress. These complexities illustrate the multifaceted nature of educational outcomes in refugee contexts. Beneficiary satisfaction emerged as another critical aspect of the evaluation. Feedback from families indicated a generally positive perception of the CCTE program\'s impact on their children's education. Many families reported that the cash transfers alleviated financial stress, allowing them to prioritize schooling. However, some expressed concerns about the adequacy of support and the need for additional educational resources, revealing areas for improvement in program implementation. The evaluation of the CCTE program indicated that it successfully increased school attendance among refugee children in Turkey. However, to maximize its educational impact, the report provided several recommendations. Enhancing support services, such as providing additional resources like language classes and psychological support, is crucial to addressing the diverse needs of refugee students. Furthermore, implementing continuous monitoring and evaluation mechanisms is essential to adapt the program based on the evolving needs and challenges faced by beneficiaries. Finally, strengthening community engagement can foster a supportive educational environment, ultimately enhancing the program\'s overall effectiveness. The CCTE program represents a significant step towards addressing educational disparities faced by Syrian refugees in Turkey. As such, ongoing support and adaptation of educational interventions are necessary to ensure long-term success and equity in education for this vulnerable population. Lastly, Gertler, P. J., et al. (2012), In their study entitled \"Honduras\' Programa de Asignación Familiar (PRAF)\" The Programa de Asignación Familiar (PRAF) in Honduras is a significant initiative aimed at alleviating poverty and promoting educational outcomes through Conditional Cash Transfers (CCT). This program was designed to address the pervasive issues of poverty and educational access faced by low-income families in Honduras. The evaluation of PRAF conducted by Gertler et al. (2012) provides a comprehensive assessment of the program\'s impact, particularly focusing on educational outcomes and child development. CCT programs like PRAF have gained traction in various developing countries as effective strategies to mitigate poverty. The underlying premise of these programs is to provide financial incentives to families, encouraging them to invest in their children\'s education and health. PRAF specifically targets low-income households, offering conditional cash transfers contingent upon children\'s school attendance and regular health check-ups. This approach not only addresses immediate financial constraints but also promotes long-term investments in human capital, which are essential for breaking the cycle of poverty. The findings from Gertler et al. (2012) reveal that PRAF has significantly improved school attendance and retention rates among the targeted populations. Children enrolled in the program showed higher rates of school attendance compared to their peers who did not participate. This enhancement in attendance rates underscores the effectiveness of financial incentives in motivating families to prioritize education. By alleviating some of the economic pressures that families face, PRAF fosters a culture of learning and academic engagement within low-income households. Moreover, the evaluation indicates that children participating in PRAF exhibited better academic performance than those not enrolled in the initiative. This improvement can be attributed to the program\'s multifaceted approach, which combines financial support with educational resources. The provision of cash transfers alleviates financial burdens, enabling families to invest in educational materials and school-related expenses. Consequently, children benefit from enhanced learning environments, which contribute to their overall academic success. In addition to its impact on educational outcomes, PRAF also plays a crucial role in child development. The program\'s emphasis on health check-ups ensures that children receive necessary medical care, which is vital for their physical and cognitive development. By addressing both educational and health needs, PRAF adopts a holistic approach to child development, recognizing that health and education are interlinked factors that significantly influence a child\'s ability to learn and thrive. In conclusion, the evaluation of Honduras\' PRAF by Gertler et al. (2012) provides compelling evidence of the program\'s success in improving educational outcomes and child development among low-income families. The findings highlight the effectiveness of combining financial incentives with educational support services, leading to notable advancements in school attendance, retention rates, and academic performance. As such, PRAF serves as an important case study for the efficacy of CCT programs in promoting education and combating poverty in developing countries. Further research could build on these findings to explore the long-term impacts of such initiatives on socio-economic mobility and community development. **Local Studies** Flores et al. (2019) in their study entitled \"Pantawid Pamilyang Pilipino Program (4Ps): Its effect on the academic performance of student-beneficiaries in Calaba National High School in the Philippines\",This study measured and evaluated the effect of Pantawid Pamilyang Pilipino Program (4Ps) on the academic performance of the student-beneficiaries of Calaba National High School, Calaba, San Isidro, Nueva Ecija in the Philippines. Survey questionnaires were distributed to ninety five 4Ps student beneficiaries who were purposively selected based on the following criteria: 4Ps beneficiary, enrolled in Calaba National High School at the time of data gathering, and willingness to participate in the study. Analysis of all collected data revealed the significant effect of the program to the performance of student beneficiaries especially in motivating students to attend classes. The result also supports Vroom's Expectancy Theory which assumes that the students' efforts, performance, and behavior are influenced by the importance they place on the desired outcome. In this case, to satisfy the conditionalities and remain eligible for the cash grant which have positive effect on the socio-economic status of their family. Based on the findings, it is therefore recommended that the scope of the program be extended especially that two years have been added to the secondary education; livelihood programs be intensified to provide family-beneficiaries with additional income; and for the concerned agencies and authorities to review the existing budget and disbursement schemes to prevent delay in the release of grants. The increase in the school attendance of students and the diminished drop-out rate indicates the program's positive effect on the lives of the beneficiaries. In addition, Aranas et al. (2021) in their study entitled \"Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District\" This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries. Employing documentary, descriptive-correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson-r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students\' academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of (4Ps) beneficiaries. Furthermore, (Colinares, 2024) in his study \"Implementation of the Pantawid Pamilyang Pilipino Program (4Ps) on the Academic Achievement among Learner-Beneficiaries\" This study assessed the implementation of the Pantawid Pamilyang Pilipino Program (4Ps) on academic achievement among learner-beneficiaries. This research utilized a descriptive correlational method conducted at Agsuwao Elementary School with the learner-beneficiaries as respondents. The researcher used adapted questionnaires to gather the data. The researcher treated the collected data using the Percentage formula, Weighted Mean, and Chi-Square Test of Independence. Results revealed that most teacher-respondents were in the age range of 37-43, females, had attained master's units and bachelor's degrees, had 16-20 years of teaching, and had attended a GAD-based training. Also, most learner-respondents were eight years old, females, grade 3 level, had normal nutritional status, had Php 1,400 -- Php 1 499 monthly incomes, and had a Very Satisfactory Academic Average Grade. Also, the implementation of the 4Ps reached a very high level. Meanwhile, the perceived effects of the 4Ps learner beneficiaries were High. Moreover, the learner beneficiaries perceived the factors affecting their academic performance with a 3.74 mean rating, interpreting them at the Observed level. Additionally, the implementation of the 4Ps yielded a significant impact on the academic achievement of learner beneficiaries. Lastly, the study discovered that perceived factors such as home environment, learning skills, study habits, and intellectual interaction did not correlate with academic performance. The findings indicate that academic performance was not dependent on these perceived factors. Hence, the researcher concluded that 4Ps significantly improved the learners' academic performances. Thus, the researcher generated an intervention plan to enhance the academic performance of learner beneficiaries further. Moreover, DSWD (2020) in their study entitled "The Pantawid Pamilyang Pilipino Program (Pantawid Pamilya) Third Wave Impact Evaluation (IE Wave 3) Regression Discontinuity Report'' is a conditional cash transfer program launched by the Philippine Government under the Department of Social Welfare and Development in 2008. It stands as the main social protection strategy of the government, the main objective of which is to break the intergenerational transfer of poverty by investing in the health, and education of children from poor households. Previous impact evaluation studies on the impact of the program show that Pantawid Pamilya has been successful in keeping children healthy and in school. The program has improved education outcomes such as school enrollment, school attendance, and likewise increased access to key maternal and child health care services among the beneficiary households. However, there are also some findings and observations that need to be looked at more closely, such as the lack of impact on mean per capita consumption, childhood immunization coverage, and the persistent incidence of child labor among the beneficiary households. In addition, the findings of the RCT cohort analysis have shown mixed results in terms of the program outcomes measured. The third impact evaluation (IE Wave 3) aims to reassess the program impact on short term and intermediate outcomes on health, education, household welfare, and other socio-behavioral domains. The evaluation examines program impacts following key design modifications that the program has undergone after the last rigorous evaluation done in 2014. The study sampled 10 municipalities per major island cluster (i.e. Luzon, Visayas, and Mindanao), covering a total of 6,775 households across 180 barangays. This includes beneficiaries that were registered from 2008 to 2014, thereby having at least two years of exposure to the program. 4. Like the second wave of impact evaluation of the Pantawid Pamilya program, this evaluation employs regression discontinuity design to analyze program impact. Regression discontinuity design is a quasi-experimental method which creates a valid counterfactual by comparing households near a pre-determined cutoff. In this case, households are ranked according to their PMT scores and their assignment to treatment and comparison groups depends on whether their PMT scores are below or above respective provincial poverty threshold and whether the household has children aged 0- 18 years old or pregnant household members. Results of the evaluation show that: Pantawid Pamilya raises awareness and use of modern family planning methods among program beneficiaries. Program beneficiaries have higher awareness of modern family planning methods. Moreover, a larger proportion of beneficiaries reported having used a modern family planning method at least once, although there is not enough evidence of sustained use of these commodities among beneficiaries. Increased awareness of modern family planning methods among beneficiaries may be due to attendance to Family Development Sessions and family planning counseling in health facilities. Supply conditions, previous experience in use of FP methods, decision-making between husband and wife, and other factors may explain discontinued use of these methods and should be studied. Pantawid Pamilya increases the availment of prenatal care services and skilled birth attendance. Availment of prenatal care services at least 4 times during pregnancy is higher among Pantawid mothers compared to non-Pantawid. The program, however, has no impact on the availment of postnatal care services within 72 hours, postnatal care from a skilled professional, and in a health facility. This suggests that beneficiary women do not give equal importance to prenatal and postnatal care, which is concerning, given that these are both program conditionalities. This finding needs to be investigated further by qualitative studies. The program increased Pantawid deliveries assisted by a doctor or nurse in urban areas and midwife-assisted deliveries in rural areas. The program also increased facility-based deliveries in urban areas. These results suggest that availability and access to health facilities and resources influence the usage of maternal health care services. Pantawid Pamilya increases access to child health care services but shows mixed impacts on nutrient supplementation and nutrition outcomes. Provision of deworming pills at least twice is higher among beneficiary children 6 to 14 years old. The program has also increased vitamin A supplementation, but, similar to previous evaluations, the program still does not have any impact on complete immunization of children. More Pantawid Pamilya children 0 to 5 years old visit health facilities for weight monitoring. These mixed results on child health service utilization may be due to supply-side factors---such as the absence of health facilities in certain areas or lack of medical supplies---or gaps in updating of household composition and compliance monitoring. These need to be validated by further qualitative studies. In terms of nutrition outcomes, the study finds negative program impact on the prevalence on stunting of children 0 to 5 years old. This is inconsistent with findings of the RCT cohort study of the 3rd wave evaluation which observed that receipt of program benefits during the first 1000 days of life results in improved nutrition outcomes. It is possible that negative impact on nutrition is not due to current child care and dietary practices, but due to past practices and other factors which accumulated starting from conception. Mixed results in health can also be explained by the ineffective enforcement of program conditions and insufficient monitoring of young children and pregnant women due to gaps in updating. These nuances need to be investigated further in order to confirm this negative finding and understand possible contributing factors. Program impact in education is more pronounced among older children but education outcomes for elementary-aged children remain at satisfactory rates. The program has improved education outcomes of older children, possibly due to the extension of age coverage in 2014 that included older children 15 to 18 years old and provided higher grants for high school students. Specifically, the program has increased school enrollment of beneficiary children aged 12-17 and improved outcomes such as age-appropriate enrollment in junior high school, and lower dropout rates. Although very minimal program impact was observed on younger 3 children, enrollment and attendance rates of elementary-aged children are high for both beneficiaries and non-beneficiaries. Monitoring status is also a factor affecting education outcomes, with monitored children, particularly those in older age groups, having better education outcomes. Higher expenditures on education was also observed among children beneficiaries who were enrolled in the last school year, compared to non-Pantawid children. Given the larger benefits and higher risk of dropout among older children, the program should consider ways of refocusing education interventions, or concentrate efforts of monitoring among older children. Pantawid Pamilya no longer affects child labor either in terms of incidence or duration. Unlike in the previous evaluation, the study finds no program impact on the incidence and the number of days spent by children 10 to 14 years old in paid and unpaid labor. However, the proportion of working children among Pantawid beneficiaries decreased since the previous evaluation. The current data also shows that 90% of children who are working are also attending school. This indicates that children are not dropping out despite financial concerns---and that additional income is used to supplement the cash grant to cover costs of education. The program needs to reassess the amount of grant and examine the opportunity costs of forgoing child labor among Pantawid children. Pantawid Pamilya improves household welfare. The study finds that the program grants increase the household per capita income significantly. Beneficiaries spend more on clothing and footwear compared to non-beneficiaries, but no strong program impact was noted on other expenditure items. In terms of food security, less Pantawid Pamilya households experienced hunger compared to non-Pantawid households. However, the frequency of episodes of food insecurity or hunger for those that experienced it is unaffected by the program. Subgroup analysis revealed that program impact on income, and other household welfare indicators are significantly large in urban areas. The impact on income in urban areas is retained even if cash grants are excluded in the equation, which can largely be attributed to positive program impact on per capita income from salary and wages of urban beneficiaries. Program does not increase expenditure on vice goods. Consistent with earlier findings and international literature on, Pantawid beneficiaries do not have higher spending on vice goods such as alcohol, tobacco, and gambling compared to non-beneficiaries. This is both in terms of share of expenditures on vice goods to total household expenditures and average per capita expenditures. This also holds true in the urban/rural subgroup analysis. Program does not encourage dependency. Beneficiaries are equally likely to be in the labor market although beneficiaries have lower likelihood of being employed. However, once employed, beneficiaries work more hours and, in more jobs, compared to non-beneficiaries. The study also did not find significant difference between the proportion of unemployed looking for work among beneficiaries and non-beneficiaries of Pantawid implying that they are equally eager to look for work when unemployed as their counterparts among non-beneficiaries. Program increases participation in the community and community development of adults but has limited impact on locus of control and future expectations. More Pantawid Pamilya beneficiaries participate in community organizations and voluntary community activities. They also display better disaster preparedness, There is very little impact of the program on the outlook or expectations of parents about the future of their children; and on locus of control among Pantawid women. Beneficiary children have higher grit. Pantawid Pamilya children have more determination, compared to their counterparts, to complete and succeed in schoolwork despite challenges. Future studies should attempt to unpack these results and the program should consider systematically developing interventions on this front. 6. Generally, the results of the evaluation indicate that the program shows desirable impacts on most of the target education and health outcomes of children and pregnant women. In addition, the program has shown positive impacts on household welfare such as income and food security; large positive impacts on community participation, and awareness of basic means to mitigate vulnerabilities such as disaster preparedness among adults; and, strong impact on "grit" or determination of children. Nevertheless, some results of the study are also unexpected and are inconsistent with previous evaluations. The results on the negative impact on nutrition, particularly on the incidence of stunting, provide strong motivation to refocus health interventions and compliance monitoring on pregnant mothers and young children during critical growth periods such as the first 1000 days' window. More study should be done to understand the discrepancies in the utilization of health services such as immunization, and iron supplementation. The program can also benefit from monitoring the type and quality of services accessed by beneficiaries to ensure that they are able to fully maximize utilization of the interventions available. The findings on education may also indicate the need to concentrate efforts on improving outcomes of older children since younger children are already able to achieve satisfactory enrollment and attendance rates even without the program. The lack of impact on child labor calls for a thoughtful examination of the opportunity costs incurred by working children when they study, as well as the corresponding adjustment in the policies or incentives that the program provides---particularly in terms of reevaluating the value of the cash grant. Interventions such as employment facilitation can be useful in increasing employment rates among working age members of beneficiary households. Lastly, the program, and the Government should take full advantage of the positive program impacts on the behavior of children and adults as a model and/or platform for other interventions. Lastly, Kireeva, A., & Digido Financial Writers Team. (2024) in their study entitled \"Middle Class in the Philippines: Defining and Income Ranges\" explained that a middle-class family or income earner is based on the salary of the household or per capita. Below is a table that shows how the PSA segregates classes. **Income Class** **Cluster** **Family income in PHP per month** **% of families in brackets** ------------------ -------------------------------- ------------------------------------ ------------------------------- LOW Poor Less than 9,100 16.5 Low Income 9,100 to 18,200 34.4 MIDDLE Lower Middle 18,200 to 36,400 29.2 Middle Middle 36,400 to 63,700 12.7 Upper middle class Philippines 63,700 to 109,200 4.9 HIGH Upper Class 109,200 to 182,000 1.7 Rich Above 182,000 0.6 **Chapter III** **RESEARCH METHODOLOGY** This chapter consist of three parts: (1) Study and Research Design, (2) Method, (3) Statistical Data Analysis Procedure. The First Part, Research Design, restates the main problem and the research design of the study. The Second Part, Method, describes the participants, the data-gathering instruments, and the data-gathering procedure used. **Research Design** **Methods** **Respondents of the Study** **Data-Gathering Instrument** **Data Gathering Procedure** **Data Analysis Procedure**