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CHAPTER I. The Problem and its Setting

INTRODUCTION

In today’s ever-changing economy and highly competitive labor market, the


Philippine school system is challenged to produce appropriately educated college
scholars necessary to ensure continuity in the country’s development. Education is
key towards progress as it hastens power to liberate citizens from the grips of
illiteracy, ignorance and poverty. The Philippines, being one of the under developed
countries in Asia is aware that it is also the best escape route from poverty.
Since then, CHED Student Financial Assistance Program (StuFAP) was
established to help students with financial difficulties. This study discusses the
experiences of the student-grantees and how this assistance help their studies.

STATEMENT OF THE PROBLEM

This research was geared towards the CHED StuFAP-grantees in Abuyog


Community College, their experiences and relevance of their academic
performances.

Specifically, this sought to answer the following questions:

1. What are the profile of the respondents with regard to:

1.1 Gender
1.2 Age

2. What are the course of StuFAP-grantees respondents?

3. Why they are studying and what their goals are?

4. Why they have applied for scholarship/ financial assistance?

5. If they deserve on a scholarship/government assistance.

6. If the grant will help the respondents in their studies.

7. How they plan to use the scholarship money?

8. What is their advantage being Ched scholar?

9. What job they want in the future and why?


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10. What will you propose to improve the Student Financial Assistance Program
(StuFAP)?

ASSUMPTION HYPOTHESES

Ho: There is no significant difference between CHED StuFAP grantees and non-
scholar students.

Ha: There is a difference between the two samples

SIGNIFICANCE OF THE STUDY


This research deals with the CHED StuFAP-grantees in Abuyog
Community College.
Moreover, this study geared towards the weaknesses and strengths of CHED
scholar through their academic performances.
The relevant data which will be gathered in this research study will be of
value to the following:

Dean and Instructors/Faculty


 The Dean and Instructors may use the result of this research to measure the
quality and relevance of what they have been teaching.

Parents and the Community


 The information derived from this study help parents became aware that their
investments with their children’s education are paying off, while community
benefits with better trained students.

Researchers
 The researchers will benefit from the results of this study because the research
methodology, statistical tools, as well as the findings, conclusions and
recommendations can be used as their basis when conducting similar or
related studies in the future.

CHED StuFAP Grantees


 The end-product of this research will help the aspiring StuFAP-grantees
discover the quality of the curriculum, adequacy of school facilities, and the
competency of academic instructors of the school in preparing the students.
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DEFINITION OF TERMS

The following have been used as follows:

CHED Scholars
 It refers to a person/s who is/are grantees of this program.

CHED StuFAP
 It refers to a person/scholar students who are the beneficiary of this financial
assistance.

Curriculum
 This refers to the formal and informal content and process by which learners
gain knowledge and understanding, develop skills and attitude, appreciation
and values.

Relevance and Responsiveness


 Refers to the extent to which the guarantees are able to obtain their
responsibility as a scholar.

ACRONYM:

CHED- Commission on Higher Education

SCOPE AND DELIMITATIONS OF THE STUDY

This study was delimited to the following:


The Setting
 The study was focused on the CHED StuFAP-grantees in Abuyog
Community College, as of 2nd semester, A.Y 2017-2018.
The Subject Content
 The study was anchored on the aspects of the experiences of CHED scholar
guarantees.
The Respondents
 The respondents of the study were all the CHED StuFAP-grantees of the
school.
The Timeframe
 The study was conducted during the semester of Academic Year 2017-2018.
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CONCEPTUAL FRAMEWORK

The Input-Process-Output (IPO) model will be used as the Conceptual


Framework for this study. In the IPO model, a process is viewed as a series of boxes
(processing elements) connected by inputs and outputs. Information or material
objects flow through a series of tasks or activities based on a set of rules or decision
points. (Harris & Taylor, 1997) Flow charts and process diagrams are often used to
represent the process. (Harris & Taylor, 1997) What goes in is the input; what
causes the change is the process; what comes out is the output. In this case, the input
is the Statement of the Problem (SOP); the process is the questionnaire/survey; and
output the recommendations.

INPUT PROCESS OUTPUT


SSSS
Statement of the Questionnaire/Survey Recommendations
Problems
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CHAPTER II. Background of the Study


(Review of Related Literature and Studies)

According to Philippine Institute for Development Studies (PIDS) consultant


(Denise Valerie Silfverberg), as a form of affirmative action, Students Grants-in-
Aid Program for Poverty Alleviation (SGP-PA) provides financially constrained
but deserving students the opportunity to obtain college degrees and “break the
cycle of poverty”. A related PIDS study published in 2013 found that the higher a
person’s educational attainment, the better are his chances to get employed and earn
higher wages.

Commission on Higher Education (CHED) and Department of Social


Welfare and Development (DSWD) plan to expand the number of the programs
recipients to 36,000 from the current 4,000 in the current academic year. Since the
program was first implemented in S.Y. 2012-2013, CHED selected the SGP-PA
candidates from the DSWD’s list of Pantawid Pamilyang Pilipino Program (4Ps)
households.
The complex challenges to the SGP-PA’s success become more obvious
when the selection process was put under the discretion of the state universities and
colleges (SUCs).
Comparison between the household characteristics of grant recipients and
ordinary tertiary students clearly reveal that the grantees abilities to perform well
and finish their schooling.
The figures of grantees that dropped out their college programs so far
revealed the limits and complex challenges of the SGP-PA program. One reason,
which is within the control of CHED and SUCs, included the consequence of
financial difficulties due to the fact that grantees did not receive their stipends on
time.
Grantees have to be well-adjusted academically and otherwise, which would
the lead to a considerably higher likelihood of completing tertiary education.
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CHAPTER III. Methods of Research and Procedures

METHODOLOGY OF RESEARCH

The descriptive method was used in this study. This method was used to
gather information from our respondents, as it had a data-gathering procedure,
which had worked best for the benefits of the researchers. It was a method which
involved gathering, interpreting, and analyzing data from the CHED Scholars of the
study.
The information gathered answered the questions in, and also those related to
the study.
Qualitative Research were also used in this study. Burns and Grove (2003:19)
describe a qualitative approach as “a systematic subjective approach used to
describe life experiences and situations to give them meaning”. Parahoo (1997:59)
states that qualitative research focuses on the experiences of people as well as
stressing uniqueness of the individual. Researchers use the qualitative approach to
explore the behaviour, perspectives, experiences and feelings of people and
emphasise the understanding of these elements.

RESPONDENTS OF THE STUDY


The respondents of the study were the students of Abuyog Community
College who are CHED Scholars-grantees from academic year 2017-2018 totalling
465 comprised the research population. A total of 27 respondents composed the
research sample, or a total of 6% of the whole population.

Table 1
Distribution of Respondents Relative to the CHED StuFAP-grantees

Academic Year Total number of StuFAP - Number of sample


grantees respondents

2017-2018 465 27
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SAMPLING DESIGN

The researchers made use of the Purposive sampling. Purposive sampling (also
known as judgment, selective or subjective sampling) is a sampling technique in which
researcher relies on his or her own judgment when choosing members of population to
participate in the study.

Purposive sampling is a non-probability sampling method and it occurs when


“elements selected for the sample are chosen by the judgment of the researcher.
Researchers often believe that they can obtain a representative sample by using a sound
judgment, which will result in saving time and money”. Sampling was done by:

1. Getting a list of the total population or universe;

2. Going to their room’s schedules or calling, texting randomly, those from the list
with contact information. In cases where respondents are unavailable or unwilling
to cooperate, others were chosen using the same procedure, repeating the process
until ample responses were collected.

RESEARCH INSTRUMENT

Questionnaire

The major instrument used in gathering the data was the questionnaire. The
instrument was used on the presumption that respondents are literate, and clearly
motivated and willing to participate.

The reasons of the researchers for using the questionnaire are:

1. It is a less expensive procedure, requiring less skill to administer and could be


administered to a large number of respondents simultaneously;

2. It ensures some amount of uniformity from one measurement situation to another


because of its standardized wording, order of questions and instructions for
recording responses;

3. In completing questionnaires, respondents have confidence in their anonymity so


that they will be free to express their views; and

4. It exerts less pressure on the respondents to provide immediate response.


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Internet

Some information was taken from different websites on the internet.

VALIDATION OF INSTRUMENT

This instrument for the research study had been validated through the
following:

1. The survey questionnaire was first submitted to the adviser for corrections,
comments and suggestions.
2. The survey questionnaire was then shown to the research instructor for approval.
Corrections were made by the researchers as per instruction of the research
instructor.

DATA-GATHERING PROCEDURE

The following procedures had been undertaken in gathering data after the
validation of the instrument:

1. Distributed questionnaires using the master list obtained from the Scholarship
coordinator.

2. handed out questionnaires to respondents personally;

3. sought the help of the present students to help facilitate the distribution of the
questionnaires;

4. collected the answered instrument;

5. Scanned, sorted and tallied the responses;

6. Tabulated arid computed the data gathered with the assistance of the research
instructor;

7. Analyzed and interpreted the data; and

8. Presented the data in textual and tabular presentation with due consideration of
the sub-problems and hypothesis of the study.
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STATISTICAL TREATMENT OF DATA

The following statistical procedures were used to attain an in-depth analysis of


data:
1. Frequency count. This determined the number belonging to a group.
2. Percentage. This was used to determine the magnitude of a portion of a variable
to the whole, following the formula:

Percentage: % = f x 100
n
Where:

f = the frequency
n = the sample size

3. Ranking. This was used to determine the category of responses depending on the
magnitude of the variable. The method of ranking comprised of assigning numbers
(or rank) according to their value relative to the others in the array. The greatest
value is ranked as ‘1’, the next, ‘2’, and so forth. For variables that share the same
rank (duplicate ranks), the subsequent rank adjusts down according to the total
duplicate ranks.
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CHAPTER IV. Analysis, Presentation, and Interpretation of Data

This chapter presents, analyzes and interprets the data. Discussions were
organized based on the statement of the problem of this study.

Sub-problem No.1- What are the personal information of respondents


with regard to:
1.1 Gender
1.2 Age

Table 2
Gender

Frequency Percentage Rank


Female 22 81.48% 1
Male 5 18.52% 2

TOTAL 27 100%

Table 2 summarizes the frequency, percentage distribution and ranking according


to gender. As a gleaned from the table, it is obvious that it is dominated by females,
with a frequency of 22 or 81.48 percent and with only 5 0r 18.52 percent as male
respondents.

Table 3
Age

Frequency Percentage Rank

18-20 years old 20 74.07% 1

21-23 years old 4 14.82% 2

24-26 years old 1 3.70% 4

Over 26 years old 2 7.41% 3

TOTAL 27 100%

Table 3 depicts the distribution according to age. It reveals that those in the 18-20
years old ranked first with a frequency of 20 or 74.07 percent; those in the 21-23
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years old ranked at 2nd with a frequency of 4 or 14.82 percent; those 24-26 years old
ranked 4th with a frequency of 1 or 3.70 percent; and those over 26 years old ranking
3rd with a frequency of 2 or 7.41 percent.

Sub-problem No.2-What are the course of the StuFAP-grantees


respondents:
Table 4
Course of StuFAP grantees
Course Frequency Percentage Rank
BSENTREP 16 59.26% 1
BSED 6 22.22% 2
BSIT 4 14.82% 3
BEED 1 3.70% 4
BSCRIM - - -
BSHRM - - -
BSACT - - -

TOTAL 27 100%

Table 4 presents that the course of BSENTREP ranked 1st with a frequency of 16 or
59.26 percent of the StuFAP-grantees respondents; the BSED ranked 2nd with a
frequency of 6 or 22.22 percent; the BSIT ranked at 3rd with a frequency of 4 or 14.82
percent; and the BEED ranking 4th with a frequency of 1 or 3.70 percent while the
BSCRIM, BSHRM, and BSACT are 0 frequency and 0 percent.

Sub-problem No. 3-Why are you studying and what your goals are:

Table 5
Goals of StuFAP grantees

Frequency Percentage Rank


To become successful 15 38.46% 1
To help my family 13 33.33% 2
To have an stable job 11 28.21% 3
Others - - -
TOTAL 39 100%
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Table 5 presents the goals of the StuFAP grantees, to become successful ranked 1st
with a frequency of 15 or 38.46 percent; to help my family ranked 2 nd with a
frequency of 13 or 33.33 percent; to have an stable job ranked 3rd with a frequency
of 11 or 28.21 percent; and others with a frequency of 0 or 0 percent.

Sub-problem No.4-Why have you applied for scholarship or financial


assistance:

Table 6
Reasons why they have applied StuFAP Scholarship

Frequency Percentage Rank


Lack of income of family 16 59.26% 1
Poverty 6 22.22% 2
Incapable to finance education 5 18.52% 3
Others - - -
TOTAL 27 100%

Table 6 indicates the reason why they have applied scholarship. It reveals that lack
of income of family ranked 1st with a frequency of 16 or 59.26 percent; poverty
ranked 2nd with a frequency of 6 or 22.22 percentage; incapable to finance education
ranked 3rd with a frequency of 5 or 18.52 percent; and others with a frequency of 0
or 0 percent.

Sub-problem No.5-Do you think you deserve a scholarship or


government assistance:

Table 7
If they deserve a scholarship/government assistance

Frequency Percentage Rank


Yes 25 92.59% 1
No - - -
Maybe 2 7.41% 2
Others - - -
27 100%
TOTAL
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Table 7 presents if those StuFAP grantees deserving of this financial assistance. It


reveals that answered yes ranked 1st with a frequency of 25 or 92.59 percent; those
answered maybe with a frequency of 2 or 7.41 percent; and no & others with a
frequency 0 and 0 percent.

Sub-problem No. 6-Do you think the grant will help you in your studies:

Table 8
If the grant will help in their studies

Frequency Percentage Rank


Yes 26 96.30 1
No - - -
Maybe 1 3.70% 2
Others - - -
27 100%
Total

Table 8 shows that with a frequency of 26 or 96.30 percent answered yes that the
grant will help in their studies ranked 1st; a frequency of 1 or 3.70 percent answered
no ranked 2nd; and 0 frequency or 0 percent for no & maybe.

Sub-problem No.7-How do you plan to use the scholarship money:

Table 9
Their plan to use the scholarship money

Frequency Percentage Rank


Tuition fees 27 93.10% 1
Personal needs - - -
Basic needs 2 6.90% 2
Others - - -
TOTAL 29 100%

Table 9 shows that the scholarship money use in tuition fees ranked 1st with a
frequency of 27 or 93.10 percent; use in basic needs ranked 2nd with a frequency of
2 or 6.90 percent; and 0 frequency or 0 percent for the use of personal needs and
others.
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Sub-problem No.8-What is your advantage of being a CHED Scholar:

Table 10
Advantage of the CHED StuFAP grantees

Frequency Percentage Rank


It reduces the pressure of financial 14 41.18% 1
concerns
It strengthen my opportunity to finish my 13 38.23% 2
degree
Allow me to focus on my studies rather 7 20.59% 3
than to worry in paying my school fees
Others - -
TOTAL 34 100%

TABLE 10 shows that the advantage of being a CHED StuFAP grantees, It reveals
that answered It reduces the pressure of financial concerns ranked 1st with a
frequency of 14 or 41.18 percent; those answered It strengthen my opportunity to
finish my degree ranked 2nd with a frequency of 13 or 38.23 percent; those answered
Allow me to focus on my studies rather than to worry in paying my school fees
ranked 3rd with a frequency of 7 or 20.59 percent; and 0 frequency or 0 percent for
others.

Sub-problem No.9-What job do you want in the future and why:

1.1 To become a successful call center agent.


1.2 To become a Frontrow millionaire.
1.3 To become one of the professional.
1.4 To have a stable job.
1.5 To work in the office.
1.6 To become an entrepreneur.
1.7To work as computer programmer.
1.8To become a teacher, because since I was a child it was my dream.
1.9 To become a businesswoman.
2.0 To become a successful BSED-Teacher earning master’s degree.
2.1 To be an employee in company under accounting department to enhance my
skills and knowledge in acctg. And to contribute all my skills and knowledge in a
company.
2.2 To become an employee in a company.
2.3 To become an employee of Municipality of Javier, because it was my dream to
be part of their organization.
2.4 To become a professional teacher.
2.5 To have a stable job.
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2.6 To become an Information technology technician, because it is the field I


studied for and my dream job.
2.7 To become a successful/professional teacher.
2.8 To have a stable job.
2.9 To become a successful entrepreneur.
3.0To have a stable job.
3.1 To have my own business.
3.2 To become a competent teacher in the field because I want to impart my
knowledge towards my students and I strongly believe that through education we
will be able to fight the spirit of ignorance that is already rampant in our society.
3.3 To become a businessman.
3.4 To build my own business.
3.5 To have a stable job, to help my family and to become successful.

As observed, there was indeed want to become successful in their future,


since the respondents are most ENTREP students to be a successful entrepreneur or
own a business and become an employee in a company ranked first as the most
wanted job in their future; 2nd is to become a professional teacher for the educations;
3rd is to work as an IT related job for the field where they have studied.

Sub-problem No. 10-Any recommendations/suggestions for the


improvement of CHED scholarships program or StuFAP:

1.1 I think they have to increase their financial assistance.


1.2 Not to late at releasing.
1.3 Continue to support who needed financial assistance.
1.4 Full Merit all the StuFAP students.
1.5 Release the money provided by CHED on time.
1.6 Increase the scholarship financial assistance.
1.7 Monitor the student progress when it comes to academic performance if there
is improvement.
1.8 I highly recommend and suggest to increase the financial grant in our school so
that we can pay our tuition fee complete.
1.9 Increase the financial grant.
2.0 Increase the financial support to beneficiaries for sufficiency.
2.1 I suggest thatched must check every CHED scholars if they are really doing
their responsibility in following the roles.
2.2 No delay in giving/releasing the financial assistance.
2.3 Continue the CHED scholarship in ACC.
2.4 Don’t delayed the financial assistance.
2.5 Don’t delay and increase the financial assistance.

In explaining this result, it can be stated that increasing the financial


assistance ranked as the highest recommendations/suggestions for the improvement
of CHED Scholarship/StuFAP; 2nd is to not late at releasing or delay the financial
assistance; 3rd is to continue the StuFAP in ACC
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Chapter V. Summary of Findings, Conclusions, and


Recommendations

This chapter presents the summary of findings, conclusions and


recommendations of the study.
Tis study was undertaken to determine the experiences of CHED StuFAP-
grantees in ACC from A.Y 2017-2018.
Specifically, this study sought answers to the following questions:

1. What the personal information of CHED StuFAP-grantees with regard to:

1.1 Gender
1.2 Age

2. What are the course of the StuFAP-grantees respondents?

3. What are the respondents studying and what their goals are?

4. Why the respondents applied for scholarships or financial assistance?

5. If the respondents deserve on a scholarship/government assistance?

6. If the grant will help the respondents in their studies?

7. How the respondents plan to use the scholarship money?

8. What are the advantage of the respondents being a CHED Scholar?

9. What job the respondents want and why?

10. What suggestions /recommendations may be forwarded to further improve the


CHED Scholarship?

The researcher’s utilized the Descriptive and Qualitative method of research.


According to Calderon and Gonzales (1993, 61), descriptive studies are purposive
processes of gathering, analyzing, classifying and tabulating data about prevailing
conditions, practices, processes, trends and cause-effect relationships and then
making adequate and accurate interpretation about such data with or without the aid
of statistical tool.

Holloway and Wheeler (2002:30) refer to qualitative research as “a form of


social enquiry that focuses on the way people interpret and make sense of their
experience and the world in which they live”.
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The primary aim of the study was to determine the Experiences of CHED
StuFAP-grantees; why they need scholarship; and, to confirm if those on a
scholarship program benefited in their studies in terms of financial concerns.
A total of TWENTY-SEVEN (27) respondents, representing CHED StuFAP-
grantees as of 2nd semester Academic Year 2017-2018 were involved in the study.

SUMMARY OF FINDINGS

The statement of the problem and the researchers’ hypothesis served as the
frame of reference in presenting the salient findings of this research.

1. What are the personal information of CHED StuFAP-grantees with regard


to gender and age:

The respondents are represented mostly by females consisting of 22 or 81.48


percent out of 27. They are also predominantly in the 18-20 years old age with 20
or 74.07 percent.

2. What are the course of StuFAP-grantees respondents; why they are studying
and what their goals are; why they applied for scholarships or financial
assistance; if they think they deserve on a scholarship or government
assistance; if the grant will help in their studies; how they plan to use their
scholarship money; what is their advantage being CHED scholar:

The respondents are mostly pursuing a Bachelor of Entrepreneurship degree


at a frequency of 16 or 59.26 percent. As to their reasons they are studying and their
goals are, to become successful is the most widely reason at a frequency of 15 or
38.46 percent. Their primary reason for applying StuFAP Scholarship is that
because of lack of income of their family (frequency of 16 or 59.26 percent).

Most of the respondents answered that they deserve for the


scholarship/government assistance at a frequency of 25 or 92.59 percent. Most of
them also answered that the grant will help in their studies at a frequency of 26 or
96.30 percent.

The vast majority of the respondents at a frequency of 27 or 93.10 percent


indicated that they will use their scholarship money for their tuition fees. The
resulting responses from the respondents show that it reduces the pressure of
financial concerns ranks first in their advantage of being a CHED Scholar at 14 or
41.18 percent of the 34 total responses.
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3. What job the respondents want and why:

When asked what job they want in the future, most of the respondents are
ENTREP students so they answered that they want to become an entrepreneur,
successful businessman/woman, and employee in a company. For the Education
students they wanted to become a professional successful teacher, and for the BSIT
students they want a job related to their course or in the field where they have
studied.

4. What suggestions/ recommendations may be forwarded to further improve


the CHED scholarship program/StuFAP:

As to suggestions on how to further improve the CHED scholarship program/


StuFAP, the respondents ranked to increase the financial assistance and not delay
releasing of it.

CONCLUSIONS

Based on the findings, the following conclusions are drawn:

The StuFAP-grantees are mostly females who are in 18-20 years old of age.
Many of them are pursuing Bachelor of Science in Entrepreneurship degree. The
most widely reason they are studying and their goals is to become successful.

Their primary reason for applying StuFAP scholarship is that because of lack
of income of their family. Most of them think that they deserve on the
scholarship/government assistance and most answered that the grant will help in
their studies. The StuFAP-grantees will use the scholarship money for their tuition
fees. The majority reduces their pressure regarding to financial concerns as their
advantage being a Ched Scholar.

Entrep Students want to become a successful entrepreneur or own a business,


Education Students want to be a professional teacher/educator in the future, and IT
students want to have a job related in the field where they have studied.

As to suggestions/recommendations on how to further improve the Student


Financial Assistance Program (StuFAP), the most frequent suggested by the
respondents is to increase the financial assistance and release earlier.
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RECOMMENDATIONS

1. ACC should monitor the students’ progress by the end of the semester when it
comes to academic performance if there is improvement.

2. Being the top suggestions from the respondents for improving the scholarship
program, CHED StuFAP should release the money on time before the examination
or not delaying in releasing the money provided by CHED for the grantees.

3. CHED StuFAP should increase the financial assistance and continue to offer
more financial support for those indigent students.
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REFERENCES

UNPUBLISHED MATERIALS

Bajada, Dolores R. (1980), “A Follow-up Study of the Education Graduates


of Bataan State College from 1992-1995” Unpublished Masters Thesis,
Virgen delos Remedios College Division of Graduates Studies and
Research.

Beringa, Virgilio Jr. A..(2010) “A Five Year Tracer Study of the BS


Criminology Graduates, Unpublished Masters Thesis, PCCr, Manila.

Magcamit, Romeo M. (1988) “Effectiveness of BSIE Programs of the


Marinduque Institute of Science and Technology.” Unpublished Masters
Thesis, TUP, Manila.

Menorca, Natividad L. (1997) “Employability of Graduates of BSIE-HE of


Marinduque State College: Implication to Curricular Improvement”
Unpublished Master’s Thesis, PWU, Manila.

Eustaquio, Nicomedes M. (2000) “A Five Year Tracer Study of the BS


Criminology Graduates, Unpublished Masters Thesis, PCCr, Manila.

PERIODICALS

Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business
Students” 6th edition, Pearson Education Limited

Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business
Students” 6th edition, Pearson Education Limited p.288

ELECTRONIC REFERENCE

Black, K. (2010) “Business Statistics: Contemporary Decision Making” 6th edition, John
Wiley & Sons from https://research-methodology.net/sampling-in-primary-data-
collection/purposive-sampling/

Harris & Taylor (1997) Flow charts and process diagrams from
http://philthesis.blogspot.com/2008/06/sample-thesis-chapter-1.html

Silfverberg, Denise Marie Philippine Institute for Development Studies (PIDS)


consultant cited “How should income-based grantees in tertiary education be
chosen?” from https://www.pids.gov.ph/press-releases/190
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Appendix “A”

ABUYOG COMMUNITY COLLEGE


Abuyog, Leyte

March 12, 2018

Mrs. Asuncion Villote


The Scholarship Coordinator
ACC, Abuyog, Leyte

Dear Ma’am,

The undersigned students taking up BS-ENTREPRENEURSHIP, will be


conducting an interview on the Experiences of CHED scholars here in ACC.
We would like to ask the master list of CHED StuFAP grantees.
Thank you.

Sincerely yours,

Almerez Jenelyn

Barcelon, Anna Christine


The Researchers

Approved by:

Asuncion Villote
Scholarship Coordinator
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Appendix “B”

ABUYOG COMMUNITY COLLEGE


Abuyog, Leyte

Date:

Dear Respondents,
The undersigned ENTREP students is conducting a research entitled “The
Experiences of CHED scholars in ACC”.
We have chosen you as one of our respondent, because we believe that you could
contribute much to the success of our study.
We hope for your kind consideration, support and cooperation.
Thank You.

Sincerely yours,
Almerez, Jenelyn
Barcelon, Anna Christine
The Researchers
Survey Questionnaire:
I. Personal Information
Name:
Age:
Sex:

Direction: Please put a check ( ) on the box that corresponds to your answer.
1. What is your course?
BSED BSHR M BSACT
BEED BSENTREP
BSCRIM BSIT
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2. Why are you studying and what your goals are?


To become successful To help my family
To have an stable job others:
3. Why have you applied for scholarship/financial assistance?
Poverty Incapable to finance education
Lack of income of family others:
4. Do you think you deserve a scholarship/government assistance?
Yes Maybe
No others:
5. Do you think the grant will help you in your studies?
Yes Maybe
No others:
6. How do you plan to use the scholarship money?
Tuition fees Basic needs
Personal needs others:
7. What is your advantage of being a CHED scholar?
Allow me to focus on my studies rather than worry in paying my school fees.
It strengthen my opportunity to finish my degree
It reduces the pressure of financial concerns
Others:
8. What job do you want in the future? Why?

.
9. Any recommendations/suggestions for the improvement of CHED scholarship
program/Student Financial Assistance Program (StuFAP)?

.
24

Master list of CHED StuFAP-grantees respondents:


1. Asa, Jude B.
2. Atienza, Spencer T.
3. Entero, Rex
4. Lopos, Teodoro Jr. F.
5. Mestiola, German Ralph
6. Bayo, Mary Joy C.
7. Bernat, Joane A.
8. Calunia, Angelica
9. Carrozo, Anna Queen E.
10. Chavez, Rachel B.
11. Colares, Maricel D.
12. Colobong, Cyrel Belle C.
13. Costamero, Mary Joy
14. Diaz, Nicole
15. Dioso, Arvic B.
16. Joven, Liezl B.
17. Macatumbas, Arleth D.
18. Malasaga, Joy M.
19. Merano, Maricris T.
20. Reyes, Jaysiel C.
21. Robin, Katherine G.
22. Sabundo, Shiela Mae R.
23. Soniega, Jenelyn
24. Surabia, Jeselle
25. Tapales, Shaira
26. Tomboc, Ma. Luz E.
27. Uraga, Elaisa A.
25

CURRICULUM VITAE

Jenelyn L. Almerez
Cell No: 09152771198

Email: almerez_jenelyn08@gmail.com

Brgy. San Isidro Abuyog, Leyte


EDUCATIONAL BACKGROUND

ELEMENTARY: San Isidro elem. School (2000-2006)

SECONDARY: Abuyog National High School (2007-2012)

COLLEGE: Abuyog Community College (Bachelor of Science of


Entrepreneurship)

PERSONAL DETAILS

Name: Jenelyn L. Almerez

Address: Brgy. San Isidro Abuyog, Leyte

Date of birth: June 15, 1994

Nationality: Filipino

Religion: Roman Catholic

Marital status: Married

Computer skill: Computer literate


26

CURRICULUM VITAE

Anna Christine G. Barcelon


Cell No: 09098226948

Email: annkristinbarcelon@gmail.com

Brgy. Libertad Abuyog, Leyte


EDUCATION BACKGROUND

ELEMENTARY: Sta Fe elem. School (2006-2011)

SECONDARY: Abuyog National High School (2011-2015)

COLLEGE: Abuyog Community College (Bachelor of Science of


Entrepreneurship)

PERSONAL DETAILS

Name: Anna Christine G. Barcelon

Address: Brgy. Libertad Abuyog, Leyte

Date of birth: Feb 19, 1999

Nationality: Filipino

Religion: Pentecostal

Marital status: Single

Computer skill: Computer literate