The Effects of Conditional Cash Transfer Program (4P’s) to the Academic Performance among SHS Learners

Abstract

This study examined the effects of the Conditional Cash Transfer Program, locally known as the Pantawid Pamilyang Pilipino Program (4Ps), on the academic performance of Senior High School learners. It was conceptually anchored in human capital development, equal educational opportunity, human dignity, and social rights, emphasizing education as a means of reducing poverty and improving future opportunities. The study employed a descriptive-phenomenological qualitative research design involving thirty 4Ps students and thirty parents selected through the Purposive Random Technique. Data were gathered using researcher-developed questionnaires and audio-recorded interviews that underwent preliminary validation and reliability procedures. Collaizi’s phenomenological method was used to extract significant statements, formulate meanings, organize themes, and interpret the participants’ experiences. The findings revealed that 4Ps had both positive and negative effects on learners’ academic participation and performance. Financial assistance reduced school-related expenses, supported access to supplies, transportation, food, healthcare, and nutrition, and encouraged compliance with school-attendance requirements. However, assistance did not consistently result in improved academic performance. Some beneficiaries continued to experience absenteeism, poor achievement, limited motivation, financial dependence, and school dropout due to persistent poverty, household responsibilities, inadequate parental guidance, and improper grant utilization. The relationship between 4Ps assistance and academic performance therefore depended on beneficiary responsibility, parental support, teacher involvement, and effective program monitoring. The study concluded that financial assistance alone was insufficient to guarantee satisfactory educational outcomes. It recommended responsible grant management, active student participation, strengthened parental guidance, closer teacher monitoring, improved government implementation, and further research. The study supports SDG 1 - No Poverty, SDG 3 - Good Health and Well-Being, SDG 4 - Quality Education, SDG 5 - Gender Equality, and SDG 10 - Reduced Inequalities. Its sustainability impact lies in promoting responsible program implementation, educational continuity, family participation, equitable access to services, and long-term poverty reduction.