1

CHAPTER 1

THE PROBLEM

Introduction

Education accords empowerment to individuals to speak out their views, to

become aware of their realities, and to ameliorate themselves into being a socially

mindful personage. It likewise creates a huge influence on the quality of life of an

individual, with the amount of opportunities it could offer for a better living— this could

alleviate a person to prevent poverty, to establish harmony and democratic society.

Moreover, education is conventionally seen as the foundation of society for its ability to

pilot social prosperity, economic wealth, and political stability (Idris et al., 2012).

It is a compelling agent in upbringing well-informed and proficient humans that

contributes to the improvement of livelihood, health, and in society in general. Likewise,

institutions of tertiary-level education serve as an avenue in producing qualified

individuals that are capable of providing solutions for real problems that society faces.

Albeit, the promising furtherance brought by education, it is quite a long term process to

enhance the knowledge, values, attitudes, and mastery of students, as they are presumed

to invest their time and endeavors to graduate with a degree (Tadese et al., 2022).

In the Philippines, it is in fact stipulated in Article XIV of the 1987 Constitution

the responsibility of the State to promote education among Filipinos. It lays the

foundation of the education system in the country, as well as the responsibility of the

State to protect the rights of every Filipino to quality education in all levels. Section 1 of

the stated Article stipulates “the State shall protect and promote the right of all citizens to
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quality education at all levels, and shall take appropriate steps to make such education

accessible to all.” Paragraph 3 of Section 2 of the same Article also states that “The State

shall establish and maintain a system of scholarship grants, student loan programs,

subsidies, and other incentives which shall be available to deserving students in both

public and private schools, especially to the under-privileged.”

With these provisions, the role of the government is emphasized in making

avenues for Filipinos to have access to quality education by providing educational

assistance to those who are in need and worthy, and to ascertain that every Filipino has

the opportunity to experience education at all levels. One of the initiatives of the State is

the enactment of Republic Act No. 10931 also known as the Universal Access to Quality

Tertiary Education Act. It is stated in its title that it is “An act promoting universal access

to quality tertiary education by providing for free tuition and other school fees in state

universities and colleges, local universities and colleges and state-run

technical-vocational institutions, establishing the tertiary education subsidy and student

loan program, strengthening the unified student financial assistance system for tertiary

education, and appropriating therefor.” (R.A. 10931, 2017).

However, according to the Annual Poverty Indicator Surveys of Philippine

Statistics Authority in 2020, one in every four (24.2%) persons aged 6 to 24 years old are

not anymore attending school. Among the reasons stated is the high cost of education in

the country. Likewise, during Academic Year 2019-2020, a percentage of 3.6 of the

population aged 15 to 24 years old had applied and availed the free tuition fee and

Tertiary Education Subsidy (TES) under UAQTE.

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Statistics show that only a small percentage of the population of youth are able to

step in college and finish their education. And due to the emergence of COVID 19,

detrimental effects were seen in the lives of thousands of people. Its impacts on higher

education in the Philippines caused adjustments in terms of face to face class interactions.

Remote teaching modalities were utilized to compromise with the impacts of the

pandemic; however, due to the uneven socioeconomic status of the students, it created a

gap between those who have the access to the new modalities of learning and those who

have not (Simbulan, 2020).

Furthermore, financial assistance to students is a significant aid to provide

opportunities to competent students to earn a college degree and be a change agent in the

society afterwards. Student loans and scholarships are offered in numerous institutions in

the tertiary level to promote education among students. In addition, aside from the

educational assistance provided by the government, education in college can also be

funded through the support of private foundations and corporations (Ferrolino, 2019).

Nonetheless, it is imperative to state that college scholarships provided to its

grantees also have its issues that tarnishes the notion of it. According to Zhou (2018),

over-funding dependence, lack of rationality in using funds of the students, absence of

student dedication, self-reliance and diligence, and the imperfect qualification

examinations of student grantees are some of the negative concerns regarding

scholarships. As its primary objective, which is to provide aid to underprivileged

students, scholarships ought to help students to finish their studies by giving them

subsidies, however, with the flawed system in examining the student applicants, there is

the impossibility of having accurate information regarding the situation of the students,
 4

on whether or not they can be truly classified as ‘impoverished’. Aside from that, with

the students obtaining funds, there is also no assurance that such subsidies are spent on a

great cause that is related to their academics provided that some has a shortfall in

budgeting. Moreover, with its core principle to help others, some scholars become

dependent and fail to develop their sense of economic pressure.

Still and all, a truly distinguishing characteristic of a first-rate university is its

pursuit of academic proficiency and innovation in the face of intense competition while

adhering to international standards. As an institution that promotes Scholarship,

Leadership, Character, and Service as its core values, the Bicol University is known to be

a premier institution in the Bicol Region for its excellence in providing quality education.

The university had left an enduring legacy towards the region and the student community

amidst significant obstacles of diverse nature it had faced. And among the 112 state

universities and colleges, it was onced recognized as part of the top 10 in terms of

government funding (Bicol University British Council, n.d.).

The University is geared towards eminence with its vision of being “A University

for humanity characterized by productive scholarship, transformative leadership,

collaborative service, and distinctive character for sustainable societies.” It is prompt to

form progressive students and competent individuals and leaders by inculcating the four

pillars of the University. It offers to its students opportunities by providing Institutional

Student Programs and Services such as scholarships and financial assistance to deserving

students. The Office of Student Affairs and Services (OSAS) administers the provision of

the Institutional Student Programs and Services offered by the Higher Education

Institutions to supervise the delivery of essential services to the students. Furthermore,

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the OSAS set forth Scholarship Categories and other Financial Aids together with the

General Policies to be followed by interested students from different campuses in

applying to any scholarships and financial assistance programs that could help ease the

financial burden of the students (Bicol University Student Handbook, 2019, pp. 30-31).

In connection therewith, Bicol University had provided University scholarships

throughout the years. Thus, this study will know the level of effectiveness of Scholarship

Programs offered in Bicol University.

Statement of the Problem

The goal of this study is to determine the effectiveness of the scholarship programs in

Bicol University. This study aims to answer the following questions:

1.​ What are the different scholarship programs implemented by Bicol University?

2.​ What is the level of effectiveness of the scholarship programs in Bicol University,

in terms of:

a.​ Financial Assistance

b.​ Academic Performance

c.​ Social and Personal Development

3.​ What are the challenges encountered by the implementers and scholars in relation

to scholarship programs?

4.​ What are the measures suggested by the implementers and scholars to address the

challenges encountered?
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Scope and Delimitation

This study was focused on assessing the effectiveness of scholarship programs in

Bicol University during the Academic Year 2022-2023. The research investigated the

different scholarship programs offered by Bicol University, which examined the

categories of scholarships available and the specific colleges where these scholarships

will be awarded. The evaluation delved into the number of grantees benefiting from these

programs. Additionally, the research evaluated the level of effectiveness of the

scholarship programs in Bicol University in terms of financial, academic performance,

and social and personal development. The research likewise explored the challenges

faced by both scholars and implementers in the context of scholarship programs at Bicol

University. These challenges may include but are not limited to financial constraints,

academic pressure, and personal difficulties.

Furthermore, the study examined the recommendations provided by the Office of

Student Affairs and Services and the student scholars as direct respondents of this study.

These recommendations were analyzed for their potential to enhance the scholarship

programs and their implementation within Bicol University.

The research was limited to the Academic Year 2022-2023, and did not extend

beyond this timeframe. The findings and conclusions drawn from this study provided

valuable insights into the effectiveness of scholarship programs at Bicol University,

offering recommendations for improvement and potential areas for further research and

development.

The research conducted in Academic Year 2022-2023 at the Bicol University have

specifically concentrated on the following undergraduate academic units within Bicol

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University: College of Business Economics and Management (CBEM), College of Social

Sciences and Philosophy (CSSP), College of Education (CE), Institute of Physical

Education, Sports, and Recreation (IPESR), College of Arts and Letters (CAL), College

of Sciences (CS), College of Nursing (CN), College of Industrial Technology (CIT),

College of Engineering (CENG), and Institute of Design and Architecture (IDEA/IA).

Two hundred fifty nine (259) undergraduate scholar-respondents from the Eight hundred

sixty three (863) total identified and named scholars were from the different colleges of

Bicol University. However, it is important to note that this study excluded the satisfaction

level data from other satellite campuses and graduate students due to constraints related

to data availability and recommendation in the information provided by the implementers

of the university scholarships. Consequently, the research focused solely on the

aforementioned institutes and respective colleges within the Main Campus, East Campus,

and Daraga Campus of Bicol University.

Significance of the Study

The study aimed to determine the effectiveness of the existing Scholarship

Programs administered by the Office of the Student Affairs and Services in Bicol

University. Furthermore, this study was considered to be beneficial to the following

persons and offices:

Bicol University. Being an educational institution that promotes excellence and

scholarship, this study will benefit the university in terms of considering the potential of

expanding the form and scope of student scholarships provided and endorsed by the

University. This study will also be a source of data of the University regarding the
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effectiveness of the various scholarship programs that are implemented in different

campuses offered to the students.

Government. As the governing body of the society that protects and promotes

quality education to its citizens, this study will be of help to ensure that the student

grantees of government subsidies and/or scholarships have undergone processes

regarding their application as beneficiaries in the University.

Office of the Student Affairs and Services. As the implementer, this study will

serve as an advisory body on affairs related to the University scholarships. This will help

the OSAS to operate and improve their implementation process of the University

Scholarship Programs efficiently.

Different Colleges of Bicol University. This study can be of help to the different

colleges for this can be an avenue for them to further promote the availability of

scholarships in the University. The study can also be a basis of the different colleges with

regards to the effectiveness of scholarship programs to the student grantees enrolled in

them respectively.

Political Science Department. The findings of this study will be beneficial

provided that it can be used as a reference for future research within the department

parallel to this study. This will serve as an essential data assessing the effectiveness of the

University scholarships in the University, may it be internal or external scholarship

programs.

Political Science Students. This study will be beneficial for the students of

Political Science as this can be a source of information with regards to the effectiveness
 9

of University scholarship programs. This study can also be helpful for their research in

the future.

University Scholars. As the main recipient of this study, University scholars will

have a further understanding of the effectiveness of the various scholarship programs in

different aspects of their experiences as scholars. This study can serve as a motivation for

them to further be dedicated to their academic performance.

Incoming University Students. This study will be of help to those incoming

students of the university who are seeking assistance in their education. This can be their

guide in understanding the procedures done by the scholars enrolled in their respective

colleges and in assessing the scholarships implemented in the university that best fit

them.

Future Researchers. The findings of this study can be a guide and reference

material of future researchers.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This part of the study presents the discussion on the review of related literature

and studies that accompanies the same ground of coverage for the current problem.

Amongst the analogy is concerned, a firm pillar for the establishment of deeper

understanding from all the studies and literature found had put forth an expanded

relationship from between and the interior of this study and the other reviewed papers.

This chapter also included the following: the synthesis of the state of the art, the research

gap, theoretical framework, conceptual framework, and definition of terms that are all

particularly used to complete this chapter of the study, concepts and operations that were

done were contained in this chapter.

Review of Related Literature

The right to education has been recognized and guaranteed by various legal laws

and international agreements. As far back as 1952, the Article 2 of the first protocol of

the European Convention on Human Rights acknowledged the basic right to education.

This was further supported by Article 13 of the United Nations’ International Covenant

on Economic, Social and Cultural Rights of 1966 (United Nations, 1966). Despite the

absence of a guaranteed level of education quality, the right to education remains an

important aspect of global reputability.

​ Jose Rizal, a national hero of the Philippines, advocated for the liberation of

Filipino youth from ignorance and illiteracy. He believed that education was necessary

for genuine change and to improve the nation's reputation. However, despite his idealism,
 11

many out-of-school youth and learners do not prioritize education due to the immediate

demands of poverty. This compromises long-term nation-building efforts as practicality

often takes precedence over education. Therefore, policies that provide opportunities for

education, such as scholarships, are crucial. Rizal's literary works serve as a reminder of

the importance of education and the need to extend it to all areas of the country.

​ The advancement of both people and the nation depends heavily on education.

The Philippine Constitution establishes the foundation for other laws to be made and is

considered to be the supreme law of the state. Scholarships offer chances for social,

political, and educational equality and justice for people from all regions of the country.

Scholarships are frequently seen as a privilege even though state education is a right.

Successful scholarship recipients have a duty to advocate for and defend educational

opportunities for people from all backgrounds, regardless of their sexual orientation,

gender identity, or political allegiances. Their contributions come in the form of idealistic

beliefs that support providing equal educational opportunities.

Reyes (2019) discussed the effectiveness of scholarship programs in aiding

disadvantaged youth and hopeful learners in establishing a firmer platform amidst social

and economic discordance within an ethno-diverse nation. The study emphasized the

importance of feedback and impact studies in evaluating the implementation of

scholarship programs. Reyes classified these impact studies as summative and evaluative

in nature, measuring the program's success in meeting standards and expectations of

implementers and availing consumers. The article suggested that feedback enhances the

productivity and order of scholarship organizations, enabling continuous service for

learners and potential achievers.

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Scholarship programs vary in their approach, extending aid not only to the poorest

of the poor or lower to middle class, but also to individuals with expertise and

specialization in specific fields. Some forms of scholarships offer encouragement and

honor, motivating scholars to achieve excellence in their academic pursuits. The Bicol

University Office of Student Affairs and Services has partnered with similar scholarship

programs to provide financial assistance to students in exchange for consistent and

high-quality performance in their respective fields. Non-formal education programs in the

Philippines also exist, which emphasize research, extension, and theoretical and

operational instruction. These programs have an overarching goal of facilitating student

success.

Donors from various communities aspire to help disadvantaged yet productive

students through funding government and non-government foundations that offer

scholarships. These scholarships serve as an opportunity for students to showcase their

merits and gain acceptance into prestigious universities. Bozick et al. (2015) studied the

effectiveness of merit-based scholarship programs, such as the Pittsburgh Promise, which

aims to ease the transition of local youth from high school to college. The evaluation of

these programs determines their capacity, ability, and influence on the postsecondary

opportunities and decisions of high school students. Scholarships are intended to promote

economic development by increasing college enrollment rates and improving schools,

which is possible if universities properly implement scholarship programs. Bicol

University offers various scholarships, including those for athletics and performing arts.

External scholarships are also acknowledged by the university, and students should be

aware of related policies to provide feedback for improvement.

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Everything, even the education and its system, should cater functional output in a

way that is efficiently adequate and competent for the satisfactory of the people to serve

and provide activities on it and in return as a complimentary act, acquire the

well-deserved sufficient-caliber service, as through the ages that education has provided

its importance and functions on different parts of the globe, it has also, to keep up,

advanced and forged its own way to innovation because of the ever changing structure

and environment of political, economic, linguistic, juridical, cultural and social

integrating differences or perplexed influences which should not be the case that removes

the very essence of a living learner and be an outcast of men themselves.

The provision of internally and externally funded scholarships by schools,

corporations, and the government, despite social and economic issues brought about by

political indifferences, state economic regression, and the pandemic, demonstrates a

decline in access to higher education for students with merit. Caraga State University,

particularly the Cabadbaran Campus (CSUCC), created in accordance with the Republic

Act 9854 of 2009, is mandated to provide externally and internally funded scholarships,

financial assistance, and affirmative action programs to ensure that deserving students

who are poor but have merits to present can qualify for admission to the university and

benefit from its quality education. Bicol University shares the same goal (Castillo,

Castillon, & Bermudez, 2012).

Curry, Cadiogan, and Guigliano (2013) discussed the implementation of

Conditional Cash Transfer (CCT) programs in Latin America and their replication in

various Asian countries, including the Philippines. These programs provide direct cash

payments to beneficiaries who meet the health and education standards set by the
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program, particularly for mothers and children. The World Bank and other international

financial institutions have been heavily involved in research, extension, feedback

gathering, and implementation of these programs, sponsorships, or scholarships, which

greatly assisted in the social, financial, and educational sustenance, protection, and

awareness of the students and normal citizens. The authors noted that the Philippines'

CCT program, called "4Ps," was established in the mid-2000s and aimed to promote

investments in human capital, health, and education among poor households. The study

provided insights into South-South cooperation for social protection, and the authors

emphasized the importance of institutional arrangements, human resource capacity, and

policy innovation to ensure the effectiveness and sustainability of CCT programs.

In the ever-evolving landscape of education, technological advancements have

paved the way for new opportunities for students, including e-scholarships. Scholarships

play an integral role in providing access to education for deserving students, particularly

those facing social and economic challenges. The Bicol Region is no exception to this

need, and this study aimed to explore the effectiveness of scholarship programs offered

and implemented by Bicol University in providing accessible services and financial

assistance to its students. In a similar vein, the state scholarship board in Niger

implemented an E-Scholarship system to streamline their scholarship processing and

enable students from across the country to apply online. Drawing from related literature,

this study focused on identifying the effectiveness of scholarship programs in Bicol

University by determining the different scholarship programs implemented by the

university, the level of effectiveness of the scholarship programs in terms of financial

assistance, academic performance, and social and personal development, the challenges
 15

encountered by the implementers and scholars in relation to scholarship programs, and

the measures suggested to improve both by the implementers and scholars pertaining to

the challenges.

At a regional university in Taiwan, Phan, and Liu (2022) performed qualitative

research to examine the importance of scholarship programs for internationally graduate

students. Ten participants from Indonesia, Vietnam, and India—three of the largest

foreign student populations of the university were interviewed using the “push-pull”

paradigm for this study. Based on their majors and departments, scholarship rules differ

in how they affect the international graduate students academic and financial adaptations,

according to the study of semi-structured interviews. The research covered the benefits

and drawbacks of existing scholarship programs and offered suggestions for retention and

recruiting tactics, particularly for Taiwanese regional colleges hoping to increase the

number of international students they enroll. The study offers significant insights for

policymakers and university administrators to better understand how scholarship

regulations affect graduate students from abroad and to increase their efforts in student

retention and recruiting.

The National Graduate Education Comprehensive Fees Policy in China, which

has been in place since the autumn semester of 2014, was evaluated by Yuan and Zhang

(2020) in their study. To evaluate the implementation impact, they looked at the caliber

and number of publications published. The study used GF University as a case study,

looking at the award and scholarship program of the institution and doing a quantitative

analysis of the graduate students published academic articles. The results showed that the

scholarship system implementation effect was insignificant. In response, the authors

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examined the causes of this discovery and suggested appropriate countermeasures. Their

analysis offers insightful information on how awards and grants affect the ability to do

scientific research after 2014 in China. It serves as a basis for analyzing the problems and

making suggestions for potential remedies to improve the implementation of award and

scholarship systems in the context of scientific research, highlighting the inefficiency of

the scholarship program at GF University.

The causal impacts of Pell grants, the biggest means-tested financial aid program

for postsecondary students in the United States, on student persistence after their first

year of college are investigated in Bettinger (2004) working paper. The author employs a

discontinuity technique to calculate the impacts of the voucher by using student-level

data from all public universities in Ohio and tiny discontinuities in the Pell grant

calculation. The findings complement prior research on the link between need-based aid

and college completion by indicating that Pell grants dramatically lower college drop-out

behavior. The research of Bettinger, which makes use of sound techniques and empirical

evidence supporting Pell grants' beneficial effects on student persistence after the first

year, offers insightful information about the efficiency of financial aid programs in

encouraging college persistence.

The study by Firoozi (2022) investigates the effects of post-admission merit

scholarships on enrollment choices and degree completion. The study reveals that the

scholarships significantly attract underrepresented students away from comparable

in-state public universities by using administrative data from a big public university.

Graduation rates, however, are not significantly impacted. Advantaged students, on the

other hand, encounter only modest setbacks in their decision-making about enrollment
 17

and degree completion. This variability raises the argument for basing eligibility

restrictions on socioeconomic position. The study also shows that students may

deliberately utilize the scholarships to bargain for lower offers from other colleges.

Overall, the study adds to the understanding of the post-admission merit scholarship's

recruitment advantages, potential drawbacks, and strategic behavior by highlighting the

need for means-testing to increase effectiveness and encourage a more equitable

distribution of educational opportunities.

In Colombia, Laajaj, Moya, and Sánchez (2021) investigated the motivating

impact of a national merit- and need-based scholarship on the academic results of

low-income students. The study indicates that the possibility of receiving the scholarship

considerably raises test results on the national high school exit exam, especially among

high-achieving low-income students, using a differences-in-discontinuity methodology.

Eligibility for the scholarship at the 90th percentile narrows the socioeconomic

achievement gap. Furthermore, the study shows that the scholarship opportunity raises

post-secondary enrollment rates of low-income students even among non-scholarship

recipients, indicating a cascading impact and improved access to higher education. The

study also shows that 9th grade youths and younger test results are positively impacted,

emphasizing the value of early introduction to scholarship options. The results highlight

the importance of giving all people the same chances for social mobility through

scholarships, promoting better academic results, decreasing achievement gaps, and

increasing access to higher education for students from low-income families, ultimately

helping to break the cycle of poverty and inequality.

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While in the Philippines, the study of Cagasan et al. (2019, 99) focused on the

roles of scholarship grants in providing aid to the academic success and career

development of graduate students. Its objective is to explore the perceived contribution of

scholarship grants to the academic success of graduate students in the Philippines. It aims

to collect information with regards to how scholarship grants assisted the graduate

student grantees in their academic pursuit. The shared experiences by the respondents of

the study indicated that the scholarship grants had provided continual motivation for

students to persevere and perform well in their academic studies. It contributed to the

improvement of their competencies in their field of specialization, to stimulate their

confidence, and open better opportunities for career establishment and/or advancement.

This study proposes that investments of the government and other institutions in

scholarship programs are a worthy undertaking.

The goal of the study by Cosentino et al. (2019) was to evaluate how well the

Mastercard Foundation Scholars Program provides equal access to top-notch higher

education. To calculate the effect of the scholarship program on impoverished African

youth's access to higher education, propensity score matching was used in the study. The

findings show that the scholarship significantly and favorably affects the ability of

students to attend higher education, as seen by rising enrolment in bachelor's degree

programs and international study. In addition, the survey discovered that half of students

who studied abroad returned to Africa within (18) months of their studies, and one-third

of scholarship winners pursued graduate degrees within that time frame. According to the

authors, the collaborative strategy of the Program has potential for scaling up initiatives

to promote the involvement of disadvantaged youth in higher education in Africa and

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other countries. In general, the study adds to the body of knowledge about how well

scholarship programs support equal access to high-quality education, particularly for

underprivileged groups.

Halili (2014) discussed the structures and procedures for student loans and grants.

The study also pinpoints the advantages and disadvantages of the regulatory system for

student grants. The research is an examination of the current practices and oversight

mechanisms for policies relating to scholarships and grants-in-aid is a crucial step. This

paper can clarify the factors that influence how effectively or ineffectively a public

benefit is managed. However, testing is not widely observed by all agencies; the main

implementers of tertiary scholarships and grants-in-aid in the country under the

Government Appropriations Act (GAA) are the (CHED), Department of Science and

Technology (DOST), and SUCs by virtue of approved provisions included in their

budgets of funds for this purpose. They ensure that the student is ready and able to

complete tertiary education. More importantly, the result of this study shows much can be

improved in the institutionalization of policies that would strengthen transparency, and

accountability and would reduce conflict of interest and vulnerabilities to unethical

behavior.

Through a descriptive and quantitative research approach, Purigay (2020)

assessed the effects of the Tertiary Education Subsidy (TES) program put in place by the

UniFAST Board under the "Universal Access to Quality Tertiary Education Act." The

study explores the effects of TES on persistence of students, academic performance, and

financial capacity. The results show that the TES program has a beneficial effect on

academic achievement of students, tenacity in completing their college degree, and

 20

financial requirements. However, the report also highlights significant implementation

issues that the majority of beneficiaries in various higher education institutions are

facing. To close the gap between the goal and actual execution of the program, the author

created an action plan to solve these problems and improve the implementation of TES

Program.

Capistrano, Sario, and Robielos (2020), discusses the significance of higher

education for the progress of a country, especially in terms of producing more scientists

and researchers who can aid in the solution of scientific and economic issues. In support

of the scholars, the Department of Science and Technology - Science Education Institute

(DOST-SEI) provides scholarship programs to deserving students to pursue their studies

and contribute to the development of the country. The paper aims to explore the impact of

the tracer study data using Analytical Hierarchy Process (AHP) and Decision Hierarchy

Table to support the decision-making process and policy recommendations. The study

seeks to determine indicators that will be most appropriate to assess the success of the

scholars in three different levels of development: Individual or Scholar Level,

Institutional or Work Level, and Society or Country Level. Moreover, the study

concludes that the use of AHP and Decision Hierarchy Tables is applicable in ranking

and validating the indicators in the impact assessment of the DOST-SEI undergraduate

scholarship programs. The researchers found the model to be effective in assessing

specific group or other scholarship programs of DOST-SEI for decision-making process

and policy recommendations.

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Review of Related Studies

The following studies have bearing to the present undertaking and are useful in the

pursuit of the research:

Briz et al. (2015) conducted a study on the effectiveness of the internally-funded

scholarship at Bicol University. The study aimed to identify the factors affecting the

academic performance and extracurricular involvement of students who received the

internally-funded scholarship, as well as the challenges encountered by the scholars and

recommended measures to address these challenges. The findings of the study revealed

that the merit system and the poor financial or economic background of students were

factors that facilitated easier access to the scholarship program.

This study is relevant to the current research as it also investigates the

effectiveness of scholarships in promoting overall productivity and development of both

the university and its students. The findings of the study provided valuable insights into

the factors that influence scholarship effectiveness, and may inform the development of

policies and administrative measures that address the challenges encountered by scholars,

through assessing both the external and internal scholarships’ effectiveness in terms of

financial, academic performance, and social and personal development.

Daz et al. (2016) conducted a study on the impact of the scholarship program on

grade 11 students at the University of the East-Caloocan. The study aimed to investigate

the effects of the scholarship program on the student beneficiaries and their parents or

guardians. The objectives of the study were aligned with determining the positive or

negative effects of the program and the importance of the program to the students and

their guardians.
 22

This study is related to the present research as it also examines the impact of

scholarship programs and their objectives as a guide for qualified or aspiring scholars.

Similar to the findings of Daz et al. (2016), scholarship programs are known to provide

financial assistance to both scholars and their guardians. However, the study also

revealed that opinions and perceptions of scholars towards scholarship programs were

varied and influenced by the value they placed on their scholarship grants. The findings

suggest that the effectiveness of scholarship programs depends on the qualifications set

by the program organizers, and anyone can apply for the scholarship programs.

Esplana and Marchan (n.d.) conducted a study on the effectiveness of the

Pantawid Pamilyang Pilipino Program in reducing poverty incidence in the Municipality

of Castilla, Sorsogon. The study aimed to determine the perceived effectiveness of the

program among direct and indirect beneficiaries. It highlighted the strengths of the

program, including its positive impact on education.

This study is relevant to the current research since Pantawid Pamilyang Pilipino is

one of the widely known scholarships granted to scholars in State Universities. It

explores the effectiveness and importance of the program in promoting education and

providing additional support to scholars. However, the scope of the two studies may

differ in some aspects such as it is municipality based, while the current undertaking

focused on the direct beneficiaries and its implementers.

Orbeta and Abrigo (2013) conducted a study titled “Assessment of TESDA

Scholarship Programs” which evaluated the effectiveness of the major scholarship

programs of the Technical Education and Skills Development Authority (TESDA): the

Training for Work Scholarship Program (TWSP) and the Private Education Student
 23

Financial Assistance (PESFA). The study utilized administrative data from the

implementing units of the scholarship programs and was commissioned by the

Department of Budget and Management to provide input for the improvement of the

policy basis and result orientation of the budgeting process.

This study is relevant to the present research as it is found that the scholarship

programs, particularly the (PESFA) program, resulted in slightly better employment

outcomes for scholars compared to non-scholars, indicating the effectiveness of the

policies implemented for scholarship recipients. However, while the study emphasizes

the importance of being a scholar, it is limited in scope and does not fully address the

objectives of the present research.

Abarrientos and Riñon (2016) conducted a study that explored the effectiveness of

programs implemented by the Bicol University College Student Councils for Academic

Years within 2009 to 2013. The study aimed to determine the level of effectiveness of the

programs and assessed them based on the perceptions of the students.

This study is similar to the present study as both aimed to determine the

effectiveness of a program as perceived by the respondents. However, the focus of the

previous study was on the programs implemented by the Bicol University College

Student Councils (BUCSCs), while the present study focuses on the effectiveness of the

scholarship programs in Bicol University and it delves into the beneficiaries of the Main

Campus and its colleges rather than the (BUCSCs). Additionally, the previous study was

conducted in 2009 to 2013, while the present study was conducted in the academic year

2022-2023.
 24

Synthesis of the State-of-the-Art

The reviewed related literature and studies assisted in the apprehensive

conceptualization of the current presented study.

​ The reviewed related materials, journals, articles, and physical books were

significant as it all favored on the ideas, questions, and knowledge that are of best

necessity to be of adequate help in the present undertaking. The myriad of the collected

studies was seemingly supportive of the current study of the researchers, and the present

study as there are inevitably cited differences among its or other related studies also

proved that there are commonalities that enhanced its ground for an extensive learning

and forming of additional questions as variables. Furthermore, most of the studies found

were also about the implementation, and the effectiveness of its implementation of the

program, and the underlying or interconnected values that varied on a number of factors.

And for this reason, most of it, although similar to the preceding claim, differed on the

part of locality and focus that were conducted.

​ Abarrientos and Riñon with its relative study to Orbeta and Abrigo, and Daz et.,

al. studies were found to have the common grounds and have similar relations to the

current presented study of the researchers. Notwithstanding the commonalities, their

study of the effectiveness of university policies in implementing scholarships is different

on the fact that the locale, focus of the study; such as the effectiveness of the scholarships

itself in terms of the financial, academic performance, and special and personal

development, and the type of scholarship taken has not been studied yet. Furthermore, the

studies all explored the idea and expounded the statements regarding the promotion and

necessity of education to all the lives of every individual as well as the factors of the
 25

proper implementation and effectiveness of it. While on the other hand, in the study of

Briz et al., they studied the effectiveness of the scholars who availed the

Internally-Funded scholarship in relation to their academic performance and involvement

in extracurricular activities and challenges encountered as an internally-funded scholar as

well as the measures recommended to address the said challenges.

​ Whereas, the study of Esplana and Merchan focused on describing the

effectiveness of the Pantawid Pamilyang Pilipino Program in so far alleviating or

reducing poverty incidence in the Municipality of Castilla, Sorsogon, based on the

satisfaction of the direct and indirect beneficiaries of the program, and that in the findings

the focus leaned more on to the importance of education for the beneficiaries on the

program instead of the program itself in the study.

Gap Bridged by the Study

The review of the related studies that were found presented that nearly all of the

studies had its involvement of effectiveness relative to the concepts of education and

scholarship. In spite of the fact that there was commonality, and that in some aspects the

variables and topics were parallel in the former study. There is still no study that was

conducted corresponding to the currently presented study with regards to the locality,

university scholarships, overall dynamics of both external and internal scholarships and

its effectiveness, and the factors that correspond with the level of effectiveness.

Moreover, it is believed that the immediate scope and local respondents are unique to the

studies in terms of the external scholars, since there has been still no research which

handled a topic which focuses on the effectiveness in terms of the financial, academic
 26

performance, and social and personal development, the challenges and recommendations

from the challenges of the scholarship programs both internal and external in Bicol

University. In addition, the present study contained comprehensive identification of the

variety of the different scholarship programs implemented at Bicol University; The

investigation of the effectiveness of these programs by assessing its impact on financial

assistance, academic performance, and social and personal development among scholars;

The exploration of the challenges faced by both program implementers and scholars; and

Gathering of the recommendations for enhancing the overall effectiveness of the

scholarship programs. By addressing these critical gaps in the existing literature, this

research aims to contribute valuable insights for the improvement and optimization of

scholarship initiatives at Bicol University and similar educational institutions, this is the

gap the study has to bridge.

Theoretical Framework

This research is grounded on the Theory of Human Capital by Theodore Schultz

and Gary Beckert, Theory of Social Mobility of Pierre Bourdieu, and Theory of Social

Justice of John Rawl.

The Theory of Human Capital posits that education and training are investments

in individuals that can increase their productivity and earnings. This is because education

and training provide individuals with the knowledge and skills they need to be more

productive workers.

This theory is based on the following assumptions: Education and training are

productive inputs, individuals invest in education and training to increase their future
 27

earnings, education and training increase the productivity of an individual by providing

them with the knowledge and skills they need to be more productive workers. It has a

number of implications for policymakers and educators. First, the theory suggests that

investing in education and training is a good way to increase economic productivity.

Second, the theory suggests that policymakers should design policies that encourage

individuals to invest in education and training. Third, the theory suggests that educators

should focus on developing programs that provide individuals with the knowledge and

skills they need to succeed in the workforce.

The Theory of Social Mobility suggests that social class is not fixed and that

individuals can move up or down the social ladder through education and other means.

This is because education provides individuals with the opportunity to acquire the

knowledge and skills they need to succeed in the workforce and society at large.

This theory is based on the following assumptions: Social class is not fixed,

individuals can move up or down the social ladder through education and other means,

education provides individuals with the opportunity to acquire the knowledge and skills

they need to succeed in the workforce and society at large. It has a number of

implications for policymakers and educators. First, the theory suggests that investing in

education is a good way to promote social mobility. Second, the theory suggests that

policymakers should design policies that encourage individuals from all backgrounds to

invest in education. Third, the theory suggests that educators should focus on developing

programs that help students from all backgrounds to succeed.

 28

The Theory of Social Justice suggests that society should be structured in a way

that ensures fairness and equality for all individuals. This means that everyone should

have an equal opportunity to succeed, regardless of their background or circumstances.

This theory is based on the following assumptions: All individuals are created

equal, everyone should have an equal opportunity to succeed, society should be

structured in a way that promotes fairness and equality. It has a number of implications

for policymakers and educators. First, the theory suggests that policymakers should

design policies that promote fairness and equality in education. Second, the theory

suggests that policymakers should invest in programs that help students from all

backgrounds to succeed. Third, the theory suggests that educators should focus on

developing programs that promote fairness and equality in the classroom.

The theoretical framework of this research is grounded on the theories of human

capital, social mobility, and social justice because these theories provide insights into the

potential benefits of scholarship programs for both individuals and society as a whole.

By examining the effectiveness of scholarship programs in Bicol University, the

researchers can assess the impact of these programs on the academic performance,

financial well-being, and social and personal development of the student grantees. This

information can be used to design and implement scholarship programs that are more

effective in promoting human capital, social mobility, and social justice.

The Theoretical Paradigm is presented on the following page for a

comprehensible understanding of the study.

 29

Figure 1

Theoretical Paradigm
 30

Conceptual Framework

This study aimed to identify the Effectiveness of Scholarship Programs in Bicol

University A.Y 2022-2023 by determining the different scholarship programs

implemented by Bicol University, the level of effectiveness of the scholarship programs

in the University in terms of financial assistance, academic performance, and social and

personal development, the challenges encountered by the implementers and scholars in

relation to scholarship programs, and the measures suggested to improve both by the

implementers and scholars pertaining to the challenges.

The provision of scholarships is a crucial aspect of educational accessibility, and

Bicol University offers internally-funded scholarships to financially-challenged yet

deserving students. However, there are also external scholarship programs that are

government-funded and/or privatized, which can provide equal assistance to students

who come from under-privileged backgrounds but possess excellent academic merit.

Bicol University recognizes the importance of partnering with these external scholarship

programs to combat illiteracy and ignorance through proper information dissemination

and administrative insights, in order to provide a more consistent and fluid offer of basic

education that meets the standards of every citizen's right to education.

The Office of Student Affairs and Services (OSAS) is responsible for

administering the policies and facilitating the implementation of provisions for students,

both internally-funded and external scholarship beneficiaries, however some

externally-funded scholarships have their own policies and provisions to which the OSAS

will only act as the facilitator to assist that all these policies, and requirements are met by

the scholars. The OSAS works with other academic colleges and units to ensure that
 31

students receive an all-embracing welfare and achieve holistic fulfillment of the mission

of the University, as well as the society and mission of the state to provide equal and

unbiased educational opportunities.

To determine the effectiveness of the scholarship programs implemented in Bicol

University, the study examined the perspective and opinions of students who availed of

University scholarships, their experiences in entering the University without impediments

as co-equals of internally-funded or BU-dependent scholars, and the implementers of the

university scholarships in the Bicol University. Additionally, the challenges faced by

university scholarship beneficiaries as well as the Office of Student Affairs and Services

as implementers under its administration and other scholarship agencies will be

evaluated, along with recommendations to improve the implementation of University

scholarships.
 32

Figure 2

Conceptual Paradigm
 33

Definition of Terms

The following terms are present to the current undertaking and are useful in the

pursuit of the research:

Academic Performance. The extent to which a student, teacher, or institution has

attained their short or long-term educational goals and is measured either by continuous

assessment or cumulative grade point average (CGPA) (Sansgiry, 2012, 27(2):243-8). In

this study, it refers to the measurement of competence of the student grantees in terms of

their academic accomplishments, and is one of the variables that will measure the level of

effectiveness of scholarship programs to the respondents within the University.

Bicol University. A Premier state university established in Region V by virtue of

RA 5521 that promoted Scholarship, Leadership, Character, and Service as its core values

(Bicol University Student Handbook 2019, pp. 1-3). In this study, it refers to the setting

where the study will be conducted, which is mainly composed of different Colleges.

Challenges. The situation of being faced with something that needs great mental

or physical effort in order to be done successfully and therefore tests the ability of a

person. (Cambridge English Dictionary, 2022). In this study, challenges refers to the

difficulties experienced by the student grantees in their school performance to maintain

their scholarships, and the drawbacks encountered by the Office of the Student Affairs

and Services as the implementers of the scholarship programs in the University.

Effectiveness. The fact or quality of producing the intended or desired result.

(Jaffe, n.d.). Effectiveness, in this study, refers to the degree how operative the different

scholarship programs offered are to the students and the implementers. This will be
 34

measured through the answers of the respondents to the given questions using a

three-point measure Likert Scale.

Financial Assistance. The official help given to a person or organization in the

form of money, loans, reduced taxes, etc. (Cambridge English Dictionary, n.d.). In this

study, financial assistance is the monetary aid provided by any internal and external

agencies. It is one of the variables to determine the level of effectiveness of scholarship

programs in the University.

Measures. An action planned or taken to achieve a desired result (Merriam

Webster Dictionary, n.d.). In this study, measure is defined as the actions and/or means

taken by the respondents, the scholars and the implementers, to cope with the challenges

encountered.

Personal Development. The lifelong pursuit of self-actualization, self-mastery,

and personal transformation, where it is a holistic process which involves setting and

pursuing personal goals, cultivating self-awareness, embracing lifelong learning, and

adapting to changes and challenges (Menguin, n.d.). In this study, it encompasses

enhancements in emotional intelligence, self-awareness, confidence, and adaptability.

These dimensions collectively reflect the growth of students beyond academic and

financial realms, providing a comprehensive assessment of the impact of scholarship

programs at Bicol University

Scholarship Programs. A financial support that aims to make education

available for every student despite their financial status, where it is provided on the basis

of the academic excellence, sports, arts, and skills of students (Ravi, 2021). In this study,

scholarship programs refer to the financial assistance programs open for interested
 35

college students which is designed to provide aid in the cost or expenses in their

education in the University.

Social Development. The broad and somewhat elusive concept connoting the

well-being of people, community, and society (Lough, 2013). In the context of this study,

it refers to the measurable improvement of the interpersonal skills, teamwork abilities,

and communication proficiency of students.

University scholarships. The management of, generation and/or allocation of

funds for scholarship and financial aid to deserving students (Bicol University Student

Handbook 2019, pp. 30). In this study, university scholarships refers to the

internally-funded and externally-funded scholarships that are implemented by the Office

of the Student Affairs and Services offered to interested students.

Scholarships that are internally supported are those that are awarded by the

University or college, as opposed to those that are externally sponsored, which come

from sources other than the institution. The impact of University scholarships, whether

internal or external, on the academic progress and general well-being of students may be

used to assess the efficacy of both internal and external University scholarships. The

standards for measuring the efficacy of University scholarships in their specific context

shall be determined by Bicol University rules.

 36

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the method and procedure that are applied in conducting this

study. This includes the research design, sources of data, respondents of the study, data

gathering procedure, research instrument, and the statistical treatment that will be used in

this study.

Research Methodology

This study used the descriptive-quantitative method which refers to the method

that attempts to collect quantifiable information for statistical analysis of the population

sample. A popular research tool that allows researchers to collect and describe the

demographic segment’s nature (QuestionPro, n.d.). It enables researchers to precisely

characterize and comprehend responses. By explaining and expressing what, and how

beneficial the aforementioned scholarship programs are, the researchers were able to

gauge the perceived effectiveness of the scholarship programs in Bicol University from

its direct beneficiaries along with its implements.

This approach focused primarily on the current circumstances to properly evaluate

how effective scholarship programs are implemented in the Bicol University. This design

was seen to be the most suitable since it is adaptable and precise, enabling the researchers

to concentrate on their objectives. This approach also seeks to collect data without

falsification with the results. On the other hand, it is thought to be particularly effective

for examining a wide group of participants due to the data collecting and analysis

methods (e.g. Online Digital Survey Form) it may utilize. Researchers were able to
 37

determine the recommendations of the respondents through the descriptive-quantitative

method. The innovation and development of the effectiveness of scholarship programs in

the Bicol University may be based on this.

Source of Data

The primary source of data of this research were the responses of the recipient of

different scholarship programs and its implementers from the Office of Student Affairs

and Services (OSAS) in Bicol University through a questionnaire formulated by the

researchers. Pertinent documents provided by the OSAS such as the list of scholarship

programs in the university and the profile of the recipient scholars were also used in this

research. Moreover, the list of the identified and known scholars were gathered through a

provided letter addressed to the aforementioned office, and interview answers from the

implementers of the scholarship programs were also utilized, recorded, and transcribed

with their consent. Likewise, books, thesis, digital references, and other materials served

as a secondary source of data.

Respondents of the Study

The respondents of the study were the University Scholars from Bicol University

Main Campus, Daraga Campus, and East Campus enrolled in the academic year

2022-2023, first and second semester based on the given official list of grantees of

University scholarships, and selected employees from the Office of Student Affairs and

Services who were in-charge in the processing and administration of scholarship

programs. The quota sampling was used in determining the respondents among the
 38

selected Bicol University campuses. Two hundred fifty nine (259) undergraduate

scholar-respondents from the Eight hundred sixty three (863) total identified and named

scholars were from the different colleges of Bicol University: College of Business

Economics and Management (CBEM), College of Social Sciences and Philosophy

(CSSP), College of Education (CE), Institute of Physical Education, Sports, and

Recreation (IPESR), College of Arts and Letters (CAL), College of Sciences (CS),

College of Nursing (CN), College of Industrial Technology (CIT), College of

Engineering (CENG), and Institute of Design and Architecture (IDEA/IA). The

specificity of numbers per college departments were also included.

A method of Stratified Random Sampling was utilized to select participants for

this study. This particular approach was implemented in order to guarantee a relatively

even distribution of the variables. Stratification was carried out based on a specified list

of scholarship program beneficiaries at Bicol University for the Academic Year

2022-2023. As stated by Cresswell (2012, p.143), each individual was given an equal

likelihood of being selected as a respondent. Consequently, scholars from each of the

designated Colleges were included in the research. It was determined that there were a

total of Eight hundred Sixty Three (863) scholar-respondents within the academic year

2022-2023. Following the guidance of Arikunto (2010: p. 112), when the number of

respondents exceeds One hundred (100), a sample size of Ten to Fifteen Percent

(10-15%) or Twenty to Twenty Five Percent (20-25%) or more of the total population can

be taken. In connection, this particular study, the researchers opted for Thirty Percent

(30%) of the scholars’ population, resulting in Two hundred Fifty Nine (259)

scholar-respondents selected for participation.

 39

Table A

Number of Identified Scholars for Both Semesters of Academic Year 2022-2023

Name of Colleges Number of scholars/ Thirty Percent (30%) of

grantees per college the number of scholars/
(1st and 2nd Semester S.Y. grantees
2022-2023)

BUCBEM 34 10

BUCSSP 49 15

BUCE 55 17

BUIPESR 3 1

BUCAL 5 2

BUCS 261 78

BUCN 8 2

BUCIT 17 5

BUCENG 370 111

BUIA 61 18

TOTAL: 863 TOTAL: 259

Research Instrument

The primary research instrument that was used in this study was an Online Digital

Survey Form and an Onsite Interview for the implementer-respondents. The use of

technology and the internet were integrated into gathering the data for a more accessible,

practical, and faster accommodation of information for both the respondents and the

researchers. Furthermore, the questions under the survey form were guided by the

statement of the problem of this study. It consisted of multiple sections to gather

 40

information related to the Effectiveness of the Scholarship Programs in Bicol University

for the A.Y. 2022-2023 answered by the scholar-respondents.

First part of the questionnaire-checklist aimed to gather data regarding the

implementation of university scholarships and included the following aspects: (a)

Number of scholars who availed per semester, (b) Colleges who availed, and (c) Types of

Scholarships. Respondents were likewise given the option to indicate their scholarship

which may not be included in the list provided.

Relative to assessing the level of effectiveness of the scholarship programs in

Bicol University, a Three-Point Likert Scale was used to measure the answers of the

scholars as follows:

SCALE Description

3 Very effective The effectiveness indicator

is perceived to be very
effective

2 Effective The effectiveness indicator

is perceived to be effective

1 Not effective The effectiveness indicator

is perceived to be not
effective

Using a rating scale, the weighted mean was converted into the corresponding

adjectival description. This scale served as the foundation for analyzing and interpreting

results, as well as for formulating conclusions.

For the analysis and interpretation of the ratings, the following statistical rating

limits and quantitative interpretations were applied:

 41

SCALE ADJECTIVAL
DESCRIPTION

3 2.34 - 3.00 Very effective

2 1.67 - 2.33 Effective

1 1.00 - 1.66 Not effective

The third part of the questionnaire aimed to identify the challenges faced by the

scholars of the scholarship programs. Included on the checkbox of Four (4)

predetermined challenges to gather quantitative data on the difficulties encountered by

the respondents. Said respondents were also given the chance to specify their other

concerns and challenges that were not included in the checkboxes.

Moreover, the fourth part of the questionnaire collected suggestions and

recommendations from the scholars to address the challenges identified in the previous

section. Four (4) checkboxes of suggested measures were given to the respondents to

provide their insights in overcoming their identified challenges. The said respondents

were given a chance to specify other concerns and challenges they have.

Interview questionnaires were also utilized for the interviews to the

implementer-respondents. The questions included were guided by statement of the

problem number three and four, which reflects the challenges encountered by the

implementers and their suggestions and recommendations. This was parallel to the Part 3

and Part 4 of the questionnaire for the scholar-respondents. The interview questionnaire

consisted of questions to gather information related to the Effectiveness of the

Scholarship Programs in Bicol University for the A.Y. 2022-2023.

 42

Part 1 of the interview questionnaire aimed to identify the challenges faced by the

implementers on the scholarship programs that were provided from the preliminary

interview for documentary analysis, the provided list of scholarships answers the first

Statement of the Problem. It included four (4) predetermined challenges to gather

qualitative data on the difficulties encountered by the implementer-respondents.

However, said respondents were given a chance to specify other concerns and challenges

that are not provided.

Part 2 of the interview questionnaire collected suggestions and recommendations

from the implementers to address the challenges identified in the previous section. Four

(4) suggested measures were given to the respondents to provide their insights in

overcoming their identified challenges. The said respondents were also given a chance to

specify other suggestions and recommendations that they deem appropriate.

The questionnaire was reviewed by the adviser of the study and other experts for

feedback, corrections, and suggestions to ensure its content validity.

Data Gathering Procedure

The researchers formally requested approval from the research adviser to initiate

the study, seeking the necessary ethical and academic authorization. Upon receiving

consent, a meticulously crafted formal letter delineating the purpose and objectives of the

preliminary interview was addressed to the Office of Student Affairs and Services. This

document was meticulously reviewed and signed by the assigned thesis adviser to ensure

adherence to the ethical standards and protocols. Then, a formal data gathering letter was

crafted, and accompanying correspondence aimed to extract essential information

 43

pertaining to the name of the scholarship programs and scholars at Bicol University were

made to elucidate the diverse types of university scholarships offered, and discern the

originating colleges of the scholarship recipients. The purpose of this inquiry was to

conduct a Documentary Analysis for the scholarly advancement of the research study.

Subsequently, the researchers meticulously conducted an onsite interview

questionnaire with the Implementers lodged at the Office of Student Affairs and

Services, and the online survey questionnaire for the scholars through the use of Online

Digital Survey Forms. This questionnaire underwent rigorous validation procedures

supervised by the research adviser and concerned personnel from OSAS, ensuring its

scholarly rigor, relevance, and ethical soundness. The researchers duly sought formal

authorization from the Office of Student Affairs and Services to access and procure the

official list of identified and known grantees of university scholarships enrolled in the

Academic Year 2022-2023.

Strict adherence to legal and institutional regulations were maintained throughout

this process. It is imperative to underscore that the survey and evaluation process was

entirely voluntary. This assurance of voluntary involvement underscored the commitment

to ethical research practices and upholds the rights and autonomy of the participants

involved in the study.

Statistical Treatment of Data

The researchers utilized the following statistical technique which made easier conduct

of a reliable and accurate analysis and interpretation of the data collected:

 44

Frequency Count. This was used in tallying the actual numbered quantifiable

response of the respondents, particularly the challenges and measures suggested by the

scholar-respondents from the retrieved Online Digital Survey Forms.

Percentage. This tool was used to know the proportion of a group for every

hundred parts of the whole group of samples.

P = Fx 100 ​ Where:

N​ P - Percentage

F - Frequency

N- Total number of responses

Likert Scale. This is a rating scale used to measure opinions, attitudes, or

behaviors. It consists of a statement or a question, respondents choose the option that best

corresponds with how they feel about the statement or question. For this, the researchers

used a 3-Point Likert Scale for the scholar-respondents.

Weighted Mean. This method assigns different levels of importance to responses,

providing a more detailed analysis by considering the significance of each answer in the

overall result.

Weighted Mean = (Σ (r × w))

​ n

Assigned weights:​ Where:

Very Effective (3) - 3 points​ n - Total received responses

Effective (2) - 2 points​ w - Assigned weights

Not Effective (1) - 1 point​ r - Number of responses

Σ - Represents the sum/total

 45

CHAPTER 4

THE EFFECTIVENESS OF SCHOLARSHIP PROGRAMS IN BICOL

UNIVERSITY

This chapter addresses the presentation, analysis, and interpretation of the data

collected in the study entitled “The Effectiveness of Scholarship Programs in Bicol

University”. The data that was produced and obtained through the use of interviews from

the implementers of the recognized scholarship programs lodged at the Office of Student

Affairs and Services (OSAS), and the online survey questionnaire for the scholars

through the use of Online Digital Survey Forms, which underwent a rigorous validation

process supervised by the research adviser, thesis panels, and concerned personnels from

the Office of Student Affairs and Services. The questionnaire was distributed to and

completed by the official list of identified grantees of University Scholarships enrolled in

the Academic Year 2022-2023, using an Online Digital Survey Form sent to their

respective BU email addresses. The gathering process strictly adhered to legal and

institutional regulations.

In the presentation of data, the utilization of tables and the transcription of

statements and data were employed to enhance the presentation and comprehension of the

results. These data representations were meticulously derived from responses obtained,

capturing the perspectives of beneficiaries or scholars of the programs. The collected data

underwent a comprehensive analysis, ensuring a meticulous and unbiased treatment in the

process of interpretation.

The presentation of results followed the structure that is stately provided in the

statement of the problem: (1) the different scholarship programs implemented by Bicol
 46

University; (2) the level of effectiveness of the scholarship programs in Bicol University,

in terms of: (a) Financial Assistance, (b) Academic Performance, (c) Social and Personal

Development; (3) the challenges encountered by the implementers and scholars in

relation to scholarship programs; (4) the measures suggested by the implementers and

scholars to address the challenges encountered; as well as the necessary documents and

data that can be derived from the findings and its implications, given by Office of the

Student Affairs and Services (OSAS) as implementers, and the students as scholars.

1. Different scholarship programs implemented by Bicol University

The data for the identified Scholarship Programs were gathered from letter

requests provided to the (OSAS), and were given as a response of the

implementer-respondents for documentary analysis. Such Table 1 presents the different

scholarship programs implemented by the Bicol University administered by the Office of

Student Affairs and Services (OSAS), it presented the Government Grant Scholarships

which were: CHED-Student Assistance Program (CHED-STUFAPs), Tulong Dunong

Program-TES Grantees, Department of Science and Technology (DOST), National Grid

Corporation of the Philippines (NGCP). Additionally, the Externally-Funded

Scholarships are the following: Legazpi Education Assistance Program (LEAP), Luis Co

Chi Kiat Foundation, Inc. (LCCKFI), Philippine Geothermal Production Company, Inc.

(PGC-CHEVRON), PLDT-SMART Scholarship Program, Social Action Center-SEDP,

and Gokongwei Group Stem Scholarship for Excellence.

From the accumulated responses of the student-scholars in contrast to the data for

document analysis from the implementer-respondents, there have been additional data

that were gathered from the survey questionnaires. There are other scholarship programs
 47

implemented in the Bicol University that were not included in the collected lists of

scholarship recipients, and these are as follows: Overseas Workers Welfare

Administration (OWWA), Tzu Chi Foundation, Government Service Insurance System

(GSIS) Educational Subsidy Program, and the Camarines Norte Provincial Scholarship.

The table presented below indicates the included and identified different scholarships

implemented by Bicol University for the Academic Year 2022-2023.

Table 1

Scholarship Programs in Bicol University

Scholarships

a.​ Department of Science and Technology (DOST)

b.​ CHED-StuFAPs

c.​ Philippine Geothermal Production Company, Inc. (PGC-CHEVRON)

d.​ Tulong Dunong Program-Tertiary Education Subsidy (TDP-TES)

e.​ Social Action Center-SEDP

f.​ Gokongwei Group Stem Scholarship for Excellence

g.​ PLDT-SMART Scholarship Program

h.​ National Grid Corporation of the Philippines (NGCP)

i.​ Legazpi Educational Assistance Program (LEAP)

j.​ Luis Co Chi Kiat Foundation, Inc. (LCCKFI)

k.​ Overseas Workers Welfare Administration (OWWA) or OFW Dependent Scholarship

Program (ODSP)

l.​ Tzu Chi Buddhist Compassion Foundation

m. Government Service Insurance System (GSIS) Educational Subsidy Program

n. Camarines Norte Provincial Scholarship

 48

The table shows the fourteen (14) identified Scholarship Programs with their

respective grantees from a total of two hundred and sixty-six (266) respondents garnered

from the survey. Where the data gathered from OSAS categorized it into two (2), the

Government and Externally/Private funded scholarship programs; the

Government-funded Department of Science and Technology (DOST) scholarship has

remarkably gained the most number of grantees with an amount of two hundred and two

(202) scholars. Succeedingly, the Commission on Higher Education-Student Financial

Assistance Programs (CHED-StuFAPs) encompassed twenty-six (26) grantees. Coming

in third is the Overseas Workers Welfare Administration (OWWA or the OFW Dependent

Scholarship Program (ODSP), which has fifteen (15) grantees. The Tulong Dunong

Program-Tertiary Education Subsidy (TDP-TES) Scholarship program by (CHED)

follows, with Four (4) respondents. And lastly, sharing the same quantity, the National

Grid Corporation of the Philippines (NGCP), Government Service Insurance System

(GSIS), and the Camarines Norte Provincial Scholarship only have one (1) respondent

each.

Subsequently, eight (8) more externally funded Scholarships and their

corresponding frequency are manifested in the table. The Philippine Geothermal

Production Company, Inc. (PGC-CHEVRON) has five (5) grantees; the Social Action

Center-SEDP is also represented by three (3) respondents. Other scholarship programs

are tied with the Gokongwei Group Stem Scholarship for Excellence, PLDT-SMART

Scholarship, and the Tzu Chi Foundation, each represented by two (2) respondents. The

Legazpi Educational Assistance Program (LEAP) and Luis Co Chi Kiat Foundation, Inc.

(LCCKFI) both represented by one (1) respondent.

 49

Four (4) other scholarship programs were found based on the response of the

scholar-respondents that were not identified: Overseas Workers Welfare Administration

(OWWA) having fifteen (15) grantees, Tzu Chi Foundation having represented by two

(2) respondents, Government Service Insurance System (GSIS) Educational Subsidy

Program, and the Camarines Norte Provincial Scholarship both only having one (1)

respondent each, from their respective categorization.

This reveals a clear dominance of the Department of Science and Technology

(DOST) scholarship program regarding the number of grantees despite its target specific

demographic or socioeconomic groups, which suggests a strong emphasis on science and

technology education within the Philippine scholarship landscape. CHED-StuFAPs and

programs like TDP-TES cater to a broader range of students with substantial support. The

existence of OWWA also suggests the significance of scholarships catered to qualified

dependent relatives of overseas Filipino workers, which indicates support from the

government for overseas-dependent families and the growing trend in student scholars

who might pursue careers abroad for their future families.

Additionally, specialized scholarships from organizations like NGCP and GSIS

suggest a diversified approach to funding education, potentially addressing niche needs or

priorities within the educational landscape. This distribution of grantees across different

scholarship programs raises several questions and implications. Firstly, it is essential to

understand the rationale behind the significant disparity in grantees between DOST and

other programs. It is necessary to comprehend if there are specific eligibility criteria for

selection processes that favor applicants in science and technology fields. Additionally,
 50

examining the effectiveness of outreach and information dissemination efforts for various

scholarship programs is crucial to ensure equitable access to educational opportunities.

Furthermore, the data suggests potential areas for improvement regarding

program scope and reach. While the dominance of DOST may be attributed to its

established reputation and extensive network, other programs might need to expand their

reach and attract a wider pool of qualified applicants. This could involve diversifying

scholarship offerings, streamlining application processes, and enhancing outreach efforts

to reach underserved possible scholars.

The analysis of government grant scholarship grantees presented in this table

underscores the importance of critical evaluation and strategic program development. By

understanding the factors contributing to grantee distribution and identifying

improvement areas, university implementers and program administrators can work

towards ensuring equitable access to educational opportunities and a more diverse and

inclusive scholarship landscape in the Philippines.

Moreover, the distribution of Externally-Funded Scholarships illustrates a diverse

landscape of financial support opportunities for scholars. The presence of

PGC-CHEVRON highlights the role of private industries in supporting education,

potentially as part of corporate social responsibility initiatives. The tie among Social

Action Center-SEDP, Gokongwei Group Stem Scholarship for Excellence,

PLDT-SMART Scholarship, and Tzu Chi Foundation showcases comparable

attractiveness or accessibility, signifying potential areas of improvement from their

somewhat similar and average practices among these organizations. The lower
 51

representation of LEAP and LCCKFI might suggest a more specialized or limited scope

of eligibility criteria. The result emphasizes the need for ongoing assessment and

adaptation of scholarship offerings to align with the evolving needs and preferences of

the student population.

2. Level of effectiveness of the scholarship programs in Bicol University

The Level of effectiveness of the scholarship programs in Bicol University, in

terms of: (a) Financial Assistance, (b) Academic Performance, (c) Social and Personal

Development are determined through the variety of the table presentations that are

indicated below. Table 2.1 presents the Level of effectiveness of the Scholarship

programs in Bicol University in terms of its Financial Assistance; Table 2.2 shows the

Level of effectiveness of the Scholarship programs in Bicol University in terms of the

Academic Performance of the scholars; And finally, Table 2.3 depicts the Level of

effectiveness of the Scholarship programs in Bicol University in terms of the Social and

Personal Development of the scholars.

Table 2.1

Level of effectiveness of the Scholarship programs in Bicol University in terms of its

Financial Assistance

Level of Effectiveness
Indicators Weighted Adjectival
VE E NE Mean Description

Supports students’ educational 160 106 0 2.60 Very

expenses Effective

Alleviates financial burdens of the Very

 52

recipients 129 134 3 2.47 Effective

The scholarship programs cover

miscellaneous fees, books and other Very
educational related expenses 151 113 2 2.56 Effective
(graduation, thesis, cards, forms.)

Initially meets the financial needs 138 127 1 Very

of the scholars. 2.52 Effective

Effectively meets the expectations Very

of the scholars financially in the 124 136 6 2.44 Effective
long term.

GENERAL WEIGHTED MEAN = 2.52 Very

Effective
Notes: (3) Very Effective 2.34-3.00;​ (2) Effective 1.67-2.33;

(1) Not Effective 1.00-1.66;​ n = 266

The data above signifies a positive perception of the scholarship program grantees

on the level of effectiveness of scholarship programs in terms of its financial assistance,

as seen unanimously on their responses to the Five (5) indicators which lean more

towards adjectival description of “Very Effective”, moreover the indicators rated are the

following: Supports students’ educational expenses; Alleviates financial burdens of the

recipients; The scholarship programs cover miscellaneous fees, books and other

educational related expenses (graduation, thesis, cards, forms.); Initially meets the

financial needs of the scholars; and Effectively meets the expectations of the scholars

financially in the long term.

The consistently affirmative perception across all five indicators implies a

commendable alignment between the scholarship programs offered by Bicol university

and the financial need and expectations of the scholars. This alignment suggests that the

financial assistance provided is not only perceived as effective in meeting the immediate
 53

educational expenses but also in alleviating non-academic financial burdens, showcasing

a comprehensive approach to support.

The high rating for the adequacy of coverage for academic fees, books, and other

educational expenses indicates that the scholarship programs are designed to address

various aspects of financial needs, contributing to a holistic educational support system.

The positive evaluation of the consistency of these programs further emphasizes their

reliability in meeting the ongoing financial requirements of eligible students, which also

aligns to the study of Reyes (2019) discussed the effectiveness of scholarship programs in

aiding disadvantaged youth and hopeful learners in establishing a firmer platform amidst

social and economic discordance within an ethno-diverse nation. The study emphasized

the importance of feedback and impact studies in evaluating the implementation of

scholarship programs. This aligns with the data drawn regarding the commitment of

Bicol University to support students throughout the academic year and ensuring

consistent financial support for scholars, which is crucial for their academic success and

retention. The emphasis on feedback and impact studies underscores the importance of

assessing the effectiveness of scholarship programs, which resonates with the need for

streamlined financial disbursement processes that will be discussed in the third part of

these findings. This perception holds significant implications for Bicol University,

suggesting that the scholarship programs that are implemented are not only effective but

also consistently reliable and aligned with the expectations of the scholars. This feedback

can contribute to the reputation of the institution and potentially attract more applicants

for their scholarship programs. It also highlights the importance of maintaining and

potentially expanding these effective programs to continue providing robust financial

 54

support for the education of eligible students. Additionally, the insights derived from

these indicators can guide other educational institutions in enhancing the design and

implementation of their own scholarship programs to better meet the financial needs of

deserving scholars.

Table 2.2

Level of effectiveness of the Scholarship programs in Bicol University in terms of

the Academic Performance

Level of Effectiveness
Indicators Weighted Adjectival
VE E NE Mean Description

Initial effectiveness of the

implemented scholarships in 126 138 2 2.47 Very Effective
influencing the academic
performance of the recipients

Consistent long-term effectiveness

contribution of scholarship Very Effective
programs to improve grades and 145 120 1 2.54
academic achievement among the
scholars

Effectiveness to the notable

differences in academic Very Effective
performance between scholarship 114 139 13 2.38
recipients and non-recipients

Consistent long-term effectiveness

of the scholarships in not having a Very Effective
negative impact on the academic 121 144 1 2.45
performance of the students

Effectiveness of scholarship
mechanisms and support in boosting Very Effective
non-academic or extracurricular 111 147 8 2.39
papers

GENERAL WEIGHTED MEAN = 2.45 Very

Effective
 55

Notes: (3) Very Effective 2.34-3.00;​ (2) Effective 1.67-2.33;

(1) Not Effective 1.00-1.66;​ ​ n = 266

This table conveys that the generality of the total number of respondents views

the level of effectiveness of scholarship programs in terms of the Academic Performance

of the scholars highly remarkable, considering the great quantity of scholarship grantees

that answered “Very Effective” in the Five (5) indicators above. Consequently, the Five

(5) indicators that were rated are as follows: Initial effectiveness of the implemented

scholarships in influencing the academic performance of the recipients; Consistent

long-term effectiveness contribution of scholarship programs to improve grades and

academic achievement among the scholars; Effectiveness to the notable differences in

academic performance between scholarship recipients and non-recipients; Consistent

long-term effectiveness of the scholarships in not having a negative impact on the

academic performance of the students; and Effectiveness of scholarship mechanisms and

support in boosting non-academic or extracurricular papers.

With the consistency of favorable responses in the indicators above, this denotes

that the Bicol University scholarship programs have an upside not only to the provided

financial assistance but also contribute significantly to the overall academic development

and achievement of the grantees. Consequently, this evinces that scholarships are a

significant reinforcement in influencing academic growth. This indication of the

scholarship programs reflects positively on the reputation and image of Bicol University

as an institution committed to academic excellence and student support. This can attract

prospective students and donors, further strengthening the position and impact of the

University. This is parallel to the study through a descriptive and quantitative research
 56

approach of Purigay (2020) which assessed the effects of the Tertiary Education Subsidy

(TES) program put in place by the UniFAST Board under the "Universal Access to

Quality Tertiary Education Act.” The study explores the effects of (TES) on persistence

of students, academic performance, and financial capacity. The results show that the

(TES) program has a beneficial effect on the academic achievement of students, tenacity

in completing their college degree, and financial requirements.

This study provides evidence supporting the positive impact of scholarship

programs on academic performance and financial assistance, which aligns with the data

drawn regarding the positive perception of scholarship programs in terms of financial

assistance and high ratings in academic performance indicators. Whilst, recognizing the

influence of scholarships on academic performance highlights the need for ongoing

evaluation and improvement of scholarship programs to maximize their effectiveness.

This may involve refining selection criteria, enhancing support services, and improving a

conducive academic environment for scholarship recipients.

Table 2.3

Level of effectiveness of the Scholarship programs in Bicol University in terms of

the Social and Personal Development

Level of Effectiveness
Indicators Weighted Adjectival
VE E NE Mean Description
Effectiveness of scholarships to the
confidence in running for 102 155 9 2.35 Very
officerships in the different Effective
organizations
Joined several accredited
Very
organizations in and out of the 103 154 9 2.35
Effective
 57

university
Initial effectiveness of scholarship
mechanisms and support in boosting 103 154 9 2.35 Very
interpersonal skills and personal Effective
development
Consistent long-term effectiveness
of the scholarships in not having a
negative impact on the social and 99 156 11 2.33 Effective
personal development of the
students
Effectiveness to the notable
differences in social and personal
development between scholarship 81 170 15 2.25 Effective
recipients and non-recipients
GENERAL WEIGHTED MEAN = 2.35 Very
Effective
Notes: (3) Very Effective 2.34-3.00;​ (2) Effective 1.67-2.33;

(1) Not Effective 1.00-1.66;​ ​ n = 266

In terms of the Level of effectiveness of the scholarship programs in Bicol

University concerning the social and personal development of scholars, the table above

indicates that the Two Hundred and Sixty-Six (266) respondents were able to sustain and

develop their social and personal skills. This is reflected in the General Weighted Mean

of Two point Thirty Five (2.35), which is slightly lower than the weighted mean from the

two preceding indicators: Financial Assistance with a mean of Two point Fifty-Two

(2.52), and Academic Performance with a mean of Two point Forty-Five (2.45).

However, this does not discount the result, as it still shows an adequate rating of

"Very Effective" from the majority of the student grantees. Continually, the Five (5)

indicators are the following: Effectiveness of scholarships to the confidence in running

for officerships in the different organizations; Joined several accredited organizations in

and out of the university; Initial effectiveness scholarship of mechanisms and support in
 58

boosting interpersonal skills and personal development; Consistent long-term

effectiveness of the scholarships in not having a negative impact on the social and

personal development of the students; and Effectiveness to the notable differences in

social and personal development between scholarship recipients and non-recipients.

The slightly lower average garnered in the Social and Personal Development

aspect, compared to financial assistance and academic performance, suggests that while

the scholarship programs are effective overall, there may be specific areas within social

and personal development that can be further studied by other researchers, and be further

enhanced by the implementers. This implies the need for a nuanced approach in

designing and implementing activities to address the diverse social and personal needs of

scholarship recipients. The consistently high rating of “Very Effective” across the

indicators signifies making a substantial positive impact that underscores the multifaceted

nature of scholarship benefits, extending beyond academic support to contribute

significantly to the holistic growth of individuals. It shed light on the specific areas where

the programs excel, such as exploring interpersonal skills and overall personal

development. This information is invaluable for refining and tailoring future programs to

maximize their positive influence on the social and personal aspects of student recipients.

The last indicator, comparing the social and personal development of scholarship

recipients and non-recipients, implies that the scholarship programs play a crucial role in

creating notable differences in their gradual communicative growth. This has broader

implications to the commitment for an enhanced support of the university, and

enrichment of the learning environment that goes beyond academic achievement.

 59

3. Challenges encountered by the scholars and implementers in relation to

scholarship programs

Irrefutably, the scholars or beneficiaries and implementers of these variety of

University scholarships can experience challenges that they can encounter while the

scholarship programs are being implemented in the Bicol University, and these are

greatly expressed in the answers that were produced, and were obtained through the use

of interviews from the implementers of the scholarship programs lodged at the Office of

Student Affairs and Services (OSAS), and the online survey questionnaire for the

scholars through the use of Online Digital Survey Forms. Further, in this part of the

survey questionnaire, the respondents were allowed to choose multiple options from the

predetermined experienced challenges, as scholarship grantees similar to the

implementers may face or have encountered not only one challenge but multifaceted

ones. The answers from the scholars are presented in the table:

Table 3.1

Challenges Encountered by Scholars

Challenges Frequency Percentage

Delays in the processing of scholarship stipend. 205 63%

Lack of communication/information with regards to 70 22%

maintaining scholarships.

Bureaucratic hurdles in scholarship application or 39 12%

renewal process.

Discrimination or bias within the scholarship 11 3%

program.

TOTAL 325 100%

 60

Table 3.1 manifests a total of Three hundred and Twenty-Four (324) responses

obtained due to the multiple selections made by each of the total of Two Hundred and

Sixty-Six (266) respondents. The Delays in the processing of scholarship stipend has a

predominance of response as the most encountered problem, with a percentage of

Sixty-Three point One percent (63%) represented by Two Hundred and Five (205)

responses. While the least encountered challenge has a percentage of Three point Four

percent (3%) involving Eleven (11) responses, namely the Discrimination or bias within

the scholarship program. Each respondent has been granted the freedom to select multiple

options from the listed challenges faced by scholars.

Based on the data collected, the Delays in the processing of scholarship stipend

was ranked first, which entails that setbacks were experienced during cash dispersal by

most of the students, causing inefficiencies especially to those who rely mostly on the

financial assistance for their educational and living expenses. Probable causes may

include the delay of disbursement from the main office or agency itself, deferral from the

administration of the University. Furthermore, other responses answered that delays of

the stipends were due to the late submission of grades from some professors. Ranked

second is the Lack of communication/information with regards to maintaining

scholarships which garnered a percentage of Twenty one point Five (22%) that involves

Seventy (70) responses. This challenge implies that often, there is perplexity in the

instructions, announcements, and other information that are cardinal in the process of

maintaining scholarships, and that it calls for an enhanced communication avenue

between the implementers and the grantees.

 61

Third in rank is the Bureaucratic hurdles in scholarship application or renewal

process with a Twelve percent (12%) or Thirty Nine (39) responses. It suggests that there

were students who experienced impediments in the application and renewal process of

scholarships in the university. Hence, it stipulates for a more refined procedure that

would be of assistance and work-saving to both the implementers and scholars. The least

cited challenges have shared the same quantity of response, which is the Discrimination

or bias within the scholarship programs. This presented the deficit number of scholars

experiencing prejudices regarding their scholarships, thus it can be assumed that there is

an equal treatment for most grantees within the academic community.

Finally, data gathered from scholar-respondents leans unto the studies of Curry,

Cadiogan, and Guigliano (2013) where they discussed the implementation of Conditional

Cash Transfer (CCT) programs in Latin America and their replication in various Asian

countries, including the Philippines. These programs provide direct cash payments to

beneficiaries who meet the health and education standards set by the program,

particularly for mothers and children. The study emphasized the importance of

institutional arrangements, human resource capacity, and policy innovation to ensure the

effectiveness and sustainability of CCT programs. This aligns with the challenges

highlighted regarding stipend delays and the need for streamlined financial disbursement

processes. The insights from this study can underscore the urgency of addressing

challenges related to financial disbursement to ensure consistent support for scholars

To gain a comprehensive understanding of the operational dynamics and

challenges faced by the Office of Student Affairs and Services (OSAS) at Bicol

University, the researchers conducted interviews with Three (3) key personnel involved
 62

in the scholarship implementation process. With their consent, the researchers have

meticulously transcribed their responses to questions pertaining to encountered

challenges, and later the suggestions, recommendations, or measures that were suggested

by the said implementers to address the challenges encountered. Challenges that were

encountered were identified based on the transcription of the responses of the

implementer-respondents. The interviewees, seasoned implementers within the office,

highlight instances where the expectations of external entities clash with the requirements

of the university. Through the lenses of these implementers, the researchers uncover the

complexity of managing scholarship programs and the implications of varied instructions

on the student body. Table 4 offer valuable insights into the intricate procedures of

scholarship management within the university context:

A.​ Interview Result on the Challenges Encountered by Implementers

The table below displayed the challenges encountered by the Bicol University

Office of Student Affairs and Services, the aforementioned implementers of this study,

with regards to scholarship programs. The primal challenges were identified based on the

responses of each interviewee.

Table 3.2

Challenges Encountered by Implementers

Implementers Challenges
●​ Lack of communication between partner/agency and the
University. Per protocol, communication letters regarding
University Scholarship scholarship programs should be addressed to the Office of
and Financial Grants the President.
In-aid Officer ●​ Delays in the processing and disbursement of scholarship
stipend due to the submission of incorrect and/or
deactivated ATM Card Number or Savings Account of
student-scholars.
 63

●​ Direct contact or information is given to student-scholars by

some Scholarship Grantors instead of imparting first to the
Administrative Aide University.
III ●​ Confusion on the end of the student-scholars caused by the
different instructions regarding the application process of
scholarships given by some Scholarship Grantors.
●​ Delays in the application process caused by the discrepancy
of instructions given to students by the Office of the Student
Affairs and Services and different Scholarship Grantors in
Administrative Aide IV terms of copies to be submitted.
●​ When it comes to choosing students qualified to avail the
scholarships, the OSAS does not have the capacity or power
to select scholars.

The prevalent issue of lack of communication and information highlights a

significant challenge in the coordination between various entities, such as the Office of

the Student Affairs and Services and external agencies. This implies a need for a more

streamlined and standardized communication protocol to avoid misunderstandings and

ensure a smoother scholarship administration process. The disparity in instructions

regarding document requirements, such as the number of copies needed, indicates a

potential source of confusion for students. This suggests the necessity for a unified set of

guidelines or a centralized platform where students can access consistent information

from all relevant entities. Standardizing procedures would not only reduce confusion but

also enhance the efficiency of the application and maintenance processes. The delay in

the administration and disbursement of scholarship stipends experienced by the scholars

in some instances was caused by the submission of nonfunctioning bank account or ATM

Card Number, as per the response of the implementer-respondent. This entails a rigorous

examination of application information being submitted to prevent further delays of the

administration and disbursement of stipends. Another implication concerns the selection

criteria for scholarship recipients. It is emphasized that the OSAS does not have the
 64

authority to select scholars based on gender identity; instead, the agency or grantor sets

the qualifications.

The challenges faced by OSAS, particularly in instances where external agencies

directly inform students without involving the university first, emphasize the importance

of clear communication channels and collaboration. Moreover, it is evident from the data

collected in this study that the lapses in scholarship programs should not be attributed to

the OSAS or the scholars themselves. Instead, the responsibility lies with the programs

that provide scholarships to students, particularly in terms of their requirements and the

expectation for them to stay informed about any sudden changes or updates related to

their availed programs. This implies a need for stronger partnerships and communication

protocols between scholarship providers, OSAS, and other relevant offices within the

university to ensure that all stakeholders are concordant. The contrast in instructions

between OSAS and external agencies, leading to students following the guidance of the

latter, underlines the potential impact on the application and processing timelines. This

has implications for the overall effectiveness of scholarship programs and the experience

of students. Establishing clear lines of communication and alignment in instructions

would contribute to smoother processes and reduce delays.

4. Measures suggested by the implementers and scholars to address the challenges

encountered

Within the realm of university scholarship programs at Bicol University, both

scholars and implementers confront an array of challenges. The insights gleaned from

interviews with implementers at the Office of Student Affairs and Services (OSAS) and
 65

responses collected through online survey questionnaires distributed to scholars via

Online Digital Survey Forms illuminate the diverse measures suggested to be put into

action. These strategic measures serve as a testament to the resourcefulness and

adaptability of the stakeholders involved in overcoming the multifaceted obstacles

inherent in the implementation of these scholarship programs. Likewise, the respondents,

both the scholars and implementers, were given the freedom to opt for multiple options

from the predetermined measures to be suggested while the latter may elucidate other

suggestions they deemed are needed, given that the respondents may possibly

recommend more than one measure. The ensuing tables encapsulates a comprehensive

overview of the dynamic measures suggested by scholars and implementers to navigate

and surmount the hurdles encountered throughout the course of these initiatives.

Table 4.1

Measures suggested by the scholars to address the challenges encountered

Suggestions and Recommendations Frequency Percentage

IMPROVED TIMELINES IN DISBURSEMENT OF

SCHOLARSHIP STIPENDS - Implement a streamlined and
efficient disbursement process for scholarship payments. This 210 44%
can include creating clear timelines for payment and
automating payment systems if feasible. Additionally, regular
communication with scholars about payment schedules can
help alleviate concerns.

IMPROVED COMMUNICATION AND INFORMATION

DISSEMINATION - Establish a well-structured
communication channel dedicated to scholarship recipients.
This channel should provide clear guidelines and instructions 139 29%
on maintaining scholarships, renewal procedures, and any
changes in scholarship policies. Regularly update scholars via
email, newsletters, or a dedicated website.
 66

STREAMLINED SCHOLARSHIP APPLICATION AND

RENEWAL PROCESS - Simplify the application and renewal
processes for scholarships to reduce bureaucratic hurdles.
Create a user-friendly online platform for applications and
renewals, and provide step-by-step guidance to ensure 83 17%
scholars understand the requirements and procedures. This
can reduce the administrative burden for both scholars and
the scholarship program staff.

ANTI-DISCRIMINATION AND BIAS MEASURES - Develop

a comprehensive anti-discrimination and bias policy for
scholarship programs at Bicol University. Conduct training
and awareness programs for both scholarship implementers
and scholars to promote a more inclusive and fairer 49 10%
environment. Establish clear reporting mechanisms for any
incidents of discrimination or bias, and ensure that they are
addressed promptly and appropriately.

TOTAL 481 100%

The table presented a variety of suggestions and recommendations for improving

the effectiveness of scholarship programs at Bicol University, along with the frequency

and percentage of respondents who endorsed each suggestion. A total of Four Hundred

and Eighty-One (481) responses were garnered for this section, as each of the Two

Hundred and Sixty-Six (266) scholar-respondents were given the freedom to select

multiple suggestions and recommendations.

The most frequent suggestion, endorsed by Forty-Three point Seven percent

(44%) represented by Two Hundred and Ten (210) responses, was the Improved

Timelines in Disbursement of Scholarship Stipends where it was defined as ‘to

implement a streamlined and efficient disbursement process for scholarship payments,

which can include creating clear timelines for payment and automating payment systems

if feasible. Additionally, regular communication such as with scholars about payment

schedules can help alleviate concerns. From the gathered responses, it is suggested for the
 67

University to be strict on administrative matters that cause delay, such as the late

submission of grades from some professors. Secondly, as accumulated into Twenty-Eight

point Nine percent (29%) represented by One Hundred and Thirty Nine (139)

respondents suggested that there should be Improved Communication And Information

Dissemination, emphasizing the establishment of a well-structured communication

channel dedicated to scholarship recipients. Where this channel should provide clear

guidelines and instructions on maintaining scholarships, renewal procedures, and any

changes in scholarship policies. Regularly update scholars via email, newsletters, or a

dedicated website.

Furthermore, having Seventeen point Three percent (17%) represented by

Eighty-Three (83) respondents suggested having a Streamlined Scholarship Application

and Renewal Process, to simplify the application and renewal processes for scholarships

to reduce bureaucratic hurdles. Create a user-friendly online platform for applications and

renewals, and provide step-by-step guidance to ensure scholars understand the

requirements and procedures. And to reduce the administrative burden for both scholars

and the scholarship program staff were all suggested by these respondents. While at the

minimum, Ten point Two percent (10%) represented by the Forty-nine (49) respondents

manifested that Anti-Discrimination and Bias Measures be implemented, expounded that

developing a comprehensive anti-discrimination and bias policy for scholarship programs

at Bicol University is needed. Conduct training and awareness programs for both

scholarship implementers and scholars to promote a more inclusive and fairer

environment, and establish clear reporting mechanisms for any incidents of

 68

discrimination or bias, and ensure that they are addressed promptly and appropriately in

the scholarship program is equally necessary for a proactive measure.

As part of the research inquiry and pursuit of understanding the dynamics of

scholarship administration at Bicol University, the researchers engaged in a dialogue with

the implementers intimately involved in shaping the landscape of student support

services, the interviews of the researchers with the same Three (3) key implementers

from the Office of Student Affairs and Services (OSAS) unraveled constructive insights

and recommendations. With their consent, the researcher presented a nuanced exploration

of the measures and suggestions proposed to enhance the efficacy of scholarship

management and overall student welfare. Through their transcribed responses, the

researchers aim to offer actionable insights for improving communication, streamlining

processes, and improving a conducive environment for student success within the

university ecosystem.

The recommendations and suggestions put forth by the Bicol University Office of

Student Affairs and Services or the aforementioned implementers of this study were

presented in the table below. The answers provided by them were transcribed verbatim

and subsequently translated into English.

Table 4.2

Measures suggested by the implementers to address the challenges encountered

Implementers Measures Suggested

●​ Communication letters should be formally addressed and
sent first directly to the University whenever the partner
agencies of OSAS have upcoming activities for the scholars,
University Scholarship and not through any Social Networking Sites of the students
and Financial Grants or concerned colleges.
In-aid Officer ●​ Student scholars are advised to ensure that the information
 69

they are imparting, especially those that concerns the

processing of their scholarship stipends such as the ATM
Number or savings account, are working and true. They can
also opt to receive their stipends through the University
Cashiers.
●​ Group chats and Facebook Groups or Pages are to be utilized
in the information dissemination of announcements on the
application and processing of scholarships, disbursement of
Administrative Aide stipends, and other related matters.
III ●​ In connection to the protocol, there should be a professional
communication with Scholarship Grantors by having letters
addressed to the University, then information will be
imparted to the Office of Student Affairs and Services
regarding matters concerning the administration of
scholarships and the scholars.
●​ Adherence to the consolidated instructions of the OSAS and
the Scholarship Programs by the grantees regarding the
processing of scholarship is better, to have a smooth
Administrative Aide IV administration and/or transaction of papers, especially on the
number of copies to be submitted.
●​ The agency or provider should continue to set the criteria for
who qualifies. Typically, select students for scholarships
based on their chosen degree program, hometown, or
connections.

The interviews shed light on various facets of the scholarship administration

process at Bicol University, specifically within the Office of Student Affairs and Services

(OSAS). The interviews highlight the importance of streamlined communication not only

between the university and student scholars, but also between the university and external

grantors. It is suggested to have formal communication letters and invitations addressed

directly to the University by the relevant entities, as per the protocol of the institution to

prevent any miscommunication and setbacks. Instances where scholarship-related

information is directly conveyed to students without involving the university, or where

invitations from external agencies are not properly addressed, indicate potential gaps in

communication protocols.
 70

Moreover, the interviews reveal the need for a comprehensive review of

submitted information or documents, especially on details that may cause the stall of

stipend disbursements. These issues range from ticking the wrong acceptance boxes to

differing opinions on the number of document copies required, reflecting a need for

clearer guidelines and communication protocols. Delays in the processing of scholarship

stipend are also attributed to issues such as submission of incorrect savings account

information, showcasing the critical role of accurate and up-to-date communication

channels in the financial aid process.

Additionally, the OSAS also suggested that the agency or provider should

continue to set the criteria for who qualifies. Typically, select students for scholarships

based on their chosen study program, hometown, or connections. This highlights the need

for transparency in the selection process and underscores the importance of adhering to

the criteria established by the grantors to ensure fairness and equity. The interpretations

drawn from these interviews point towards the centrality of effective communication,

streamlined protocols, comprehensive review of information, and adherence to grantor

criteria in ensuring the success and efficiency of scholarship programs. Addressing these

communication challenges and refining processes based on the insights gained can

contribute significantly to creating a more supportive, transparent, and accessible

scholarship environment at Bicol University.

Similarly, the studies found by Capistrano, Sario, and Robielos (2020) where it

discussed the significance of higher education for the progress of a country and the role

of scholarship programs in supporting students to pursue their studies, where its emphasis

on decision-making processes and policy recommendations aligns with the insights from
 71

implementers in our data gathered regarding the need for clearer guidelines and protocols

to address miscommunications and enhance scholarship administration or

implementation. Incorporating these insights from this study can provide further support

for improving communication channels and streamlining scholarship administration

processes. Lastly, a corresponding study by Halili (2014) which discussed the structures

and procedures for student loans and grants, pinpointing the advantages and

disadvantages of the regulatory system for student grants. The study emphasized the

importance of effective communication channels and standardized protocols in

scholarship administration to ensure transparency and efficiency. This supports the

conclusion regarding the need for improved communication channels between the

university, students, and external grantors to enhance the scholarship administration

process and address miscommunications effectively.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the overall summary of the study, the findings on the data

gathered in the previous chapter, the conclusion drawn, and the recommendation made as

the outgrowth of the study entitled “The Effectiveness of Scholarship Programs in Bicol

University.”
 72

Summary

The study conducted by the researchers appertains the Effectiveness of

Scholarship Programs in Bicol University of Academic Year 2022-2023 by determining

the different scholarship programs implemented by Bicol University, the level of

effectiveness of the scholarship programs in the University in terms of financial

assistance, academic performance, and social and personal development, the challenges

encountered by the implementers and scholars in relation to scholarship programs, and

the measures suggested to improve by both the implementers and scholars to address the

challenges encountered.

The research conducted have specifically concentrated on the following

undergraduate academic units within Bicol University: College of Business Economics

and Management (CBEM), College of Social Sciences and Philosophy (CSSP), College

of Education (CE), Institute of Physical Education, Sports, and Recreation (IPESR),

College of Arts and Letters (CAL), College of Sciences (CS), College of Nursing (CN),

College of Industrial Technology (CIT), College of Engineering (CENG), and Institute of

Design and Architecture (IDEA/IA). Two hundred fifty nine (259) undergraduate

scholar-respondents from the Eight hundred Sixty Three (863) total identified and named

scholars were from these different colleges of Bicol University.

The responses of the recipient of University scholarships in Bicol University

through a questionnaire, and interview answers or statements by the implementers from

OSAS were the source of data of this research formulated by the researchers. Pertinent

documents provided by the Office of Student Affairs and Services such as the list of

University Scholarships catered by the University and the profile of the recipient scholars
 73

were also used in this research. Likewise, books, thesis, digital references, and other

materials served as a source of data.

Findings

After the analysis of the data obtained, as a result, the following can be gleaned

from the study:

1.​ The data gathered reveal a comprehensive analysis of Fourteen (14)

identified scholarship programs. Gleaned from the data, the following are the different

scholarships: DOST scholarship, CHED-StuFAPs, OWWA or ODSP, TDP-TES by

CHED, NGCP, GSIS, and Camarines Norte Provincial Scholarship, PGC-CHEVRON,

Social Action Center-SEDP, Gokongwei Group Stem Scholarship for Excellence,

PLDT-SMART Scholarship, and the Tzu Chi Foundation, LEAP, and LCCKFI.

2.​ The scholarship programs at Bicol University were assessed in terms of

financial assistance, academic performance, and social/personal development. Financial

assistance was perceived positively by grantees as "Very Effective" (Table 2.1).

Academic performance was also seen as "Very Effective" by grantees (Table 2.2) with

subsequent data supporting this rating. Social and personal development aspects were

perceived as "Very Effective" by grantees as well (Table 2.3), with all indicators

receiving a similar rating.

3.​ The data gathered from the Challenges Encountered by Scholars (see

Table 3.1) revealed that the most common issue faced by scholarship recipients was

Delays in the processing of scholarship stipends. Lack of communication/information

regarding maintaining scholarships, followed by Bureaucratic hurdles in scholarship

 74

application or renewal process, and the discrimination or bias within the scholarship

program. For the Challenges Encountered by the Implementers, data identified

insufficient communication between partner agencies and the university. Challenges with

direct communication between grantors and student-scholars, as well as confusion from

conflicting instructions on application procedures, and issues with delays in the

application process due to inconsistencies in communication from the OSAS and

grantors.

4.​ The data found for the Measures suggested by the scholars (see Table 4.1)

section indicates that the Improvement of Timelines in Payment of Services, particularly

regarding the reimbursement of scholarship stipends, was the most commonly suggested

area for enhancement. Following closely, Improvement of Communication and

Information Dissemination, Streamlined Scholarship Application and Renewal Process,

and Anti-Discrimination and Bias Measures. These results were derived from four

hundred eighty-one (481) multiple-answer surveys. For the Measures suggested by the

implementers to address the challenges encountered (refer to Table 4.2), essential

suggestions included directing all activities from Scholarship Agency providers to the

University President, utilizing professional communication methods for relaying

information, and adhering strictly to instructions provided by the Office of Student

Affairs and Services. It was recommended to maintain criteria for selecting scholars

based on degree program, hometown, or affiliations.

 75

Conclusions

Based on the analysis of the foregoing findings, the following conclusions were

drawn:

1.​ Bicol University as an institution is entrusted to offer a comprehensive

diverse range of scholarship programs, including those offered by government agencies

and private corporations. Based on the findings, it can be concluded that the university

did have scholarships other than the ones partnered and recognized by them. Such

scholarships that were found in this study are the following: ODSP under OWWA

Scholarship, Tzu Chi Buddhist Compassion Foundation, GSIS Educational Subsidy

Program, and Camarines Norte Provincial Scholarship; the university did not fail to fulfill

their duties in providing excellent educational services and opportunities for

assistantship.

2.​ The level of effectiveness of scholarship programs at Bicol University in

terms of Financial Assistance, Academic Performance, and Social and Personal

Development were perceived as Very Effective. However, Social and Personal

Development was rated slightly lower than the other two indicators. Overall, the

scholarships were found to be effective, and supports the promotion of education access

and holistic development among students.

3.​ The challenges in scholarship programs were identified. Notable

challenges by the scholars were delays in stipend processing, communication gaps in

maintaining the scholarships and insufficient, bureaucratic hurdles in application and

renewal processes, and bias or discrimination. Implementers also experience

communication difficulties and inconsistencies with scholars and partner agencies,

 76

leading to conflicting directions and delays in administration. It can be drawn from the

findings that these challenges noticeably affect the level of effectiveness of the

scholarship programs.

4.​ The suggested measures were given to resolve some challenges. These

challenges have been existing since for a long time and require more than just a short

term solution. In terms of payment timelines, communication, application processes,

addressing discrimination and bias, the recommendations include centralizing activities

under the University President, following instructions from the Office of Student Affairs

and Services, maintaining constant and transparent selection criteria for scholars,

evaluation and enhancement of scholarship programs to better support the social and

personal development of students, especially on leadership or atleast membership on

various university and college organizations of the scholarship beneficiaries.

Recommendations

Based from the findings and conclusions, the following recommendations are

presented:

1.​ Bicol University should enhance and further conduct regular evaluations

for each scholarship program to assess their effectiveness in meeting their objectives and

fulfilling the needs of beneficiaries. Constant monitoring and reassessment of scholarship

programs being availed by scholars is also recommended, as a means for the OSAS to

ensure that all scholarship opportunities are incorporated in their official list, in which

they could possibly collaborate with other agencies not included to widen the scope of
 77

recipients. Likewise, efforts should be doubled to enhance the accessibility and clarity of

scholarship-related information, application processes, and eligibility criteria to ensure

fair access for all qualified individuals.

2.​ Implementers and scholarship grantors should continuously implement

and expand scholarship programs in the University that financially, academically, socially

and personally support and develop the eligible students. This motivates the scholars to

maintain their scholarships, excel in their academic standing, and holistically grow as an

individual.

3.​ The Bicol University should establish a clear, updated timeline for the

disbursement of scholarship funds to students, ensuring adherence to deadlines and

providing advance notice of any potential delays. Likewise, the university should

promptly address issues contributing to delays, such as submission of grades behind

deadline and nonfunctional bank accounts. Additionally, the Office of Student Affairs and

Services (OSAS) should streamline the application and management process for

scholarships, improving communication with both students and grantors to minimize

misunderstandings. External agencies should collaborate with the university to offer skill

development opportunities for scholars through workshops and extracurricular activities.

And finally, students are encouraged to report any discrimination to ensure a fair and

inclusive academic environment, with swift action taken to address such concerns.

4.​ To further promote the commitment of Bicol University to academic

excellence and scholarship, the researchers suggest for the OSAS to have feedback forms

which includes the identification of challenges encountered by the scholars and their

suggested measures to semesterly assess it, in which this paper posits possible solutions
 78

that can be recommended to the university. Likewise, the OSAS should also initiate a

direct contact with the external agencies or scholarship grantors posthaste to forestall

repetitive and/or contradicting announcements to scholars. The grantees on the other

hand, as recipients of scholarship programs, should then reliably cooperate with the

OSAS in conveying their concerns regarding the process and maintenance of their

scholarships.

Other Recommendations:

a.​ Forging more partnerships with external entities or linkages, including

government bodies, private firms, and charitable organizations, is suggested to broaden

scholarship opportunities and bolster support mechanisms for students.

b.​ Offering supplementary services such as mentoring, career guidance, and

academic support is suggested by the researchers to enrich the overall experience and

success rates of scholarship recipients.

c.​ Initiating College-based help desks regarding scholarship matters that

would aid the implementer-respondents and scholar-respondents in the onsite direct

communication and fieldwork connections. Also, a wider dissemination with a much

publicized social media platform as online information assistance is recommended to

fully utilize the concerns and other matters related to the implementation of the

scholarship programs.
 79

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 88

APPENDICES
 89

Appendix A

LETTER REQUEST OF LIST OF SCHOLARSHIP PROGRAMS IN BICOL

UNIVERSITY FOR ACADEMIC YEAR 2022-2023
90
 91

Appendix B

LETTER TO CONDUCT SURVEY-INTERVIEW

Bicol University
College of Social Sciences and Philosophy
Political Science Department
Daraga, Albay

November 23, 2023

PROF. DAVES L. TONGA, MAEd
Dean, BU OSAS
Bicol University, Legazpi City

Dear Prof. Daves L. Tonga,

Greetings of Peace!

We, the undersigned fourth year college students of Bicol University College of Social
Sciences and Philosophy are currently working on our undergraduate thesis entitled
“EFFECTIVENESS OF SCHOLARSHIP PROGRAMS IN BICOL UNIVERSITY” as
part of our partial fulfillment for the degree of Political Science Department.

The aim of this study is to determine the effectiveness of the scholarship programs in
Bicol University in terms of financial assistance, academic performance, and social and
personal development, the challenges encountered by the implementers and scholars, and
the measures adopted by the implementers and scholars to address the challenges
encountered.

In connection with this, may we be allowed to conduct a survey-interview to the relevant

personnel, as implementers from OSAS, and to the scholarship grantees of Academic
Year 2022-2023 as part of our data gathering process. We are humbly asking for your
approval and consent regarding this matter. Further, Google Forms will be utilized to
have an accessible, practical, and faster accommodation of information for both the
respondents and the interviewers.
 92

Rest assured that all the data gathered herein are subject to the provisions of the Data
Privacy Act of 2012 (Republic Act No. 10173) and other related laws. By participating in
this survey-interview, the acknowledgement and consent to the collection, processing,
and storage of the information for research purposes only will be treated with utmost
confidentiality and will only be used in accordance with the law.

Should you have questions regarding this request, feel free to contact us through these
following details:
Leonyl C. Ramos
Email: [email protected]
Facebook: Leo Ramos
Mobile: +63 915 008 4785

Hoping for your support and favorable response on this matter. Thank you and more
power!

Respectfully yours,
(SGD.)
Mendez, Feline Kyra Q.
Ramos, Leonyl C.
Sermona, Wayne Nesverlie
Researchers

Noted:
(SGD.)
PROF. PETER ADAM G. DAET
Thesis Adviser

(SGD.)
PROF. AMR SOLON S. SISON, M.A.
Department Chairperson

Approved:
(SGD.)
PROF. DAVES L. TONGA, MAEd
Dean, BU OSAS
 93

Appendix C

LETTER REQUEST OF LIST OF NAMES OF SCHOLARSHIP GRANTEES

Bicol University
College of Social Sciences and Philosophy
Political Science Department
Daraga, Albay

November 27, 2023

PROF. DAVES L. TONGA, MAEd

Dean, BU OSAS
Bicol University, Legazpi City

Dear Prof. Daves L. Tonga,

Greetings of Peace!

We, the undersigned fourth year college students of Bicol University College of Social
Sciences and Philosophy are currently working on our undergraduate thesis entitled
“EFFECTIVENESS OF SCHOLARSHIP PROGRAMS IN BICOL UNIVERSITY” as part
of our partial fulfillment for the degree of Political Science Department.

The aim of this study is to determine the effectiveness of the scholarship programs in
Bicol University in terms of financial assistance, academic performance, and social and
personal development, the challenges encountered by the implementers and scholars, and
the measures adopted by the implementers and scholars to address the challenges
encountered.

In connection with this, may we request for the List of Names of the Scholarship
Grantees exclusively from the 1st Semester and 2nd Semester only of Academic Year
2022-2023 as part of our data gathering process. We are humbly asking for your approval
and consent regarding this matter. Further, Google Forms will be utilized to have an
accessible, practical, and faster accommodation of information for both the respondents
and researchers.
 94

Rest assured that all the data gathered herein are subject to the provisions of the Data
Privacy Act of 2012 (Republic Act No. 10173) and other related laws. By participating in
this survey-interview, the acknowledgement and consent to the collection, processing,
and storage of the information for research purposes only will be treated with utmost
confidentiality and will only be used in accordance with the law.

Should you have questions regarding this request, feel free to contact us through these
following details:
Leonyl C. Ramos
Email: [email protected]
Facebook: Leo Ramos
Mobile: +63 915 008 4785

Hoping for your support and favorable response on this matter. Thank you and more
power!

Respectfully yours,
(SGD.)
Mendez, Feline Kyra Q.
Ramos, Leonyl C.
Sermona, Wayne Nesverlie
Researchers

Noted:
(SGD.)
PROF. PETER ADAM G. DAET
Thesis Adviser

(SGD.)
PROF. AMR SOLON S. SISON, M.A.
Department Chairperson

Approved:
(SGD.)
PROF. DAVES L. TONGA, MAEd
Dean, BU OSAS
 95

Appendix D

QUESTIONNAIRE FRAMEWORK

Survey Questionnaire (for Scholars)

[Call for Scholars!]

Note: Kindly disregard this survey questionnaire form if you are not a scholar. Thank
you!

EFFECTIVENESS OF SCHOLARSHIP PROGRAMS IN BICOL UNIVERSITY

Greetings!

We, the fourth year AB Political Science students of Bicol University College of Social
Sciences and Philosophy, are currently looking for possible respondents of our research
entitled “Effectiveness of Scholarship Programs in Bicol University” of Academic Year
2022-2023.

We humbly request your utmost participation in our survey by answering the

questionnaire attached earnestly, which will aid us in locating potential participants in our
research, and will take a big help to the researchers and University. Please know that all
information received from you will be handled with the strictest discretion.

Respectfully,

Mendez, Feline Kyra Q.

Ramos, Leonyl C.
Sermona, Wayne Nesverlie S.
Researchers

Part I: Identification of Scholarship Programs and its Grantees

1.​ Grantee of what Semester, AY 2022-2023
​ 1st Semester, AY 2022-2023
​ 2nd Semester, AY 2022-2023
​ Both Semester, AY 2022-2023
 96

2.​ Please specify from what college you are currently enrolled to:
​ BUCBEM
​ BUCSSP
​ BUCE
​ BUIPESR
​ BUCAL
​ BUCS
​ BUCN
​ BUCIT
​ BUCENG
​ BUIA/BUIDEA

3.​ Which type of scholarship have you availed, if applicable?

​ Government Grant
​ CHED-STUFAP
​ Tulong Dunong Program-TES Grantees
​ Department of Science and Technology (DOST)
​ National Grid Corporation of the Philippines (NGCP)
​ Overseas Workers Welfare Administration (OWWA)
​ Others: ________________
​ Externally-Funded
​ Legazpi Education Assistance Program (LEAP)
​ Luis Co Chi Kiat Foundation, Inc. (LCCKFI)
​ Philippine Geothermal Production Company, Inc.
(PGC-CHEVRON)
​ PLDT-SMART Scholarship Program
​ Social Action Center-SEDP
​ Gokongwei Group Stem Scholarship for Excellence
​ Others:_______________
 97

PART II: Level of Effectiveness of the Scholarship Programs

Please rate the level of effectiveness of the scholarship programs at Bicol University for
A.Y. 2022-2023 based on the following statement:

In terms of Financial:

INDICATORS Very Effective Not Effective

Effective (2) (1)
(3)

1.​ Supports students’ educational

expenses

2.​ Alleviates financial burdens of

the recipients

3.​ The scholarship programs cover

miscellaneous fees, books and
other educational related
expenses (graduation, thesis,
cards, forms.)

4.​ Initially meets the financial needs

of the scholars.

5.​ Effectively meets the

expectations of the scholars
financially in the long term.

In terms of Academic Performance:

INDICATORS Very Effective Not Effective

Effective (2) (1)
(3)

1.​ Initial effectiveness of the

implemented scholarships in
influencing the academic
performance of the recipients

2.​ Consistent long-term

effectiveness contribution of
scholarship programs to improve
 98

grades and academic

achievement among the scholars

3.​ Effectiveness to the notable

differences in academic
performance between
scholarship recipients and
non-recipients

4.​ Consistent long-term

effectiveness of the scholarships
in not having a negative impact
on the academic performance of
the students

5.​ Effectiveness of scholarship

mechanisms and support in
boosting non-academic or
extracurricular papers

In terms of Social and Personal Development:

INDICATORS Very Effective Not Effective

Effective (2) (1)
(3)

1.​ Effectiveness of scholarships to

the confidence in running for
officerships in the different
organizations

2.​ Joined several accredited

organizations in and out of the
university

3.​ Initial effectiveness of

scholarship mechanisms and
support in boosting interpersonal
skills and personal development

4.​ Consistent long-term

effectiveness of the scholarships
in not having a negative impact
 99

on the social and personal

development of the students

5.​ Effectiveness to the notable

differences in social and personal
development between
scholarship recipients and
non-recipients

PART III: Challenges Encountered by Scholars

Kindly indicate whether you have faced the following challenges as a scholar at Bicol
University for the A.Y. 2022-2023.
Please select all that applies to your experienced challenges.

​ Delays in the processing of scholarship stipends

​ Lack of communication/information with regards to maintaining scholarships
​ Bureaucratic hurdles in scholarship application of renewal process
​ Discrimination or bias within the scholarship program
​ Others: _____________

PART IV: Suggestions and Recommendations

Kindly check the suggested measures to the scholarship programs at Bicol University.
Your feedback is invaluable in helping us improve the effectiveness and overall
experience of the scholarship initiatives.
Please select all that applies to your suggestions and recommendations.
​ IMPROVED TIMELINES IN DISBURSEMENT OF SCHOLARSHIP
STIPENDS - Implement a streamlined and efficient disbursement process for
scholarship payments. This can include creating clear timelines for payment and
automating payment systems if feasible. Additionally, regular communication
with scholars about payment schedules can help alleviate concerns.
​ IMPROVED COMMUNICATION AND INFORMATION
DISSEMINATION - Establish a well-structured communication channel
dedicated to scholarship recipients. This channel should provide clear guidelines
and instructions on maintaining scholarships, renewal procedures, and any
changes in scholarship policies. Regularly update scholars via email, newsletters,
or a dedicated website.
​ STREAMLINED SCHOLARSHIP APPLICATION AND RENEWAL
PROCESS - Simplify the application and renewal processes for scholarships to
reduce bureaucratic hurdles. Create a user-friendly online platform for
applications and renewals, and provide step-by-step guidance to ensure scholars
 100

understand the requirements and procedures. This can reduce the administrative
burden for both scholars and the scholarship program staff.
​ ANTI-DISCRIMINATION AND BIAS MEASURES - Develop a
comprehensive anti-discrimination and bias policy for scholarship programs at
Bicol University. Conduct training and awareness programs for both scholarship
implementers and scholars to promote a more inclusive and fairer environment.
Establish clear reporting mechanisms for any incidents of discrimination or bias,
and ensure that they are addressed promptly and appropriately.
​ Others: __________
 101

Appendix E

INTERVIEW GUIDE FOR IMPLEMENTERS

I.​ Challenges Encountered by the implementers

1.​ Have you encountered the following challenges in the application, processing,

and/or implementation of scholarship programs in Bicol University? What were

your experiences regarding each challenge if you have one? You may include

challenges that are not specified below.

a.​ Delays in the processing of scholarship stipend

b.​ Lack of communication/information with regards to maintaining

scholarships

c.​ Bureaucratic hurdles in scholarship application or renewal process

d.​ Discrimination or bias within the scholarship program

II.​ Suggestions and Recommendations of the Implementers

1.​ What are the measures suggested to address the challenges encountered in the

application, processing, and/or implementation of scholarship programs in Bicol

University? If none, what recommendations based on the Four (4) suggested

measures given can be done by the implementers to provide insights in

overcoming identified challenges?

a.​ IMPROVED TIMELINES IN PAYMENT OF SERVICES - Implement a

streamlined and efficient disbursement process for scholarship payments.

This can include creating clear timelines for payment and automating
 102

payment systems if feasible. Additionally, regular communication with

scholars about payment schedules can help alleviate concerns.

b.​ IMPROVED COMMUNICATION AND INFORMATION

DISSEMINATION - Establish a well-structured communication channel

dedicated to scholarship recipients. This channel should provide clear

guidelines and instructions on maintaining scholarships, renewal

procedures, and any changes in scholarship policies. Regularly update

scholars via email, newsletters, or a dedicated website.

c.​ STREAMLINED SCHOLARSHIP APPLICATION AND RENEWAL

PROCESS - Simplify the application and renewal processes for

scholarships to reduce bureaucratic hurdles. Create a user-friendly online

platform for applications and renewals, and provide step-by-step guidance

to ensure scholars understand the requirements and procedures. This can

reduce the administrative burden for both scholars and the scholarship

program staff.

d.​ ANTI-DISCRIMINATION AND BIAS MEASURES - Develop a

comprehensive anti-discrimination and bias policy for scholarship

programs at Bicol University. Conduct training and awareness programs

for both scholarship implementers and scholars to promote a more

inclusive and fairer environment. Establish clear reporting mechanisms

for any incidents of discrimination or bias, and ensure that they are

addressed promptly and appropriately.

 103

Appendix F

GENERAL POLICIES IMPLEMENTED FOR THE UNIVERSITY

SCHOLARSHIPS AND FINANCIAL ASSISTANCE BY BICOL UNIVERSITY

Bicol University offers scholarships and financial assistance to its students, and the

following general policies apply to all categories:

1. Scholarship applicants must submit a completed application to the BU Office of

Student Affairs and Services (BU-OSAS). This requirement applies to those seeking

enrollment privilege or educational financial assistance.

2. Only applications with complete requirements will be considered by the BU-OSAS.

3. Scholars may apply for other scholarships with better benefits, but if awarded, they

must reimburse the tuition fee discount granted. They can also apply for additional

scholarships as long as the benefits complement their current scholarship.

4. BU Scholarships are renewed every semester based on criteria such as not obtaining

failing or incomplete marks, carrying the regular workload, and meeting specific

scholarship requirements.

The scholarships offered by Bicol University include the following categories:

1. Academic Recognition: Students who achieve high average ratings for consecutive

terms or a preceding semester receive a medal and a Certificate of Recognition.

 104

2. Academic Distinctions: Non-graduating students without a grade lower than 2.4

receive the following distinctions based on their general ratings:

- President's Lister: 1.00 ≤ Grade ≤ 1.45

- Dean's Lister: 1.45 < Grade ≤ 1.75

3. University Athletes: Students who have enrolled in BU for at least one semester and

have represented the University in national/regional/city/provincial meets are entitled to

this privilege. They need to be recommended by the Director of the University Sports and

Development Program and apply for the privilege through the Office of Student Affairs

and Services.

4. Members of the University Band: Students who have been enrolled in BU for at least

one semester and have been part of the University or College Band for one year receive a

75% tuition fee waiver. They must be recommended by the In-charge of the BU Band.

5. Members of the University Cultural Groups: Active officers and members of any of the

University Cultural Groups under the Culture and Arts Program of OSAS, with a passing

grade and annual benefits not exceeding Php 15,000.00, are entitled to incentives.

6. Tertiary Education Subsidy (TES): This subsidy is available to Bicol University

students who are part of the DSWD Listahanan 2.0. It covers allowances for books,

supplies, transportation, miscellaneous personal expenses, computer/laptop rental or

purchase, and room and board costs.

 105

7. Scholarship Privileges for Graduate School and College of Medicine: Exceptional

academic performers in the postgraduate program/College of Medicine receive special

scholarship privileges. The scholarship covers 75% free tuition for one semester and can

be continued in subsequent semesters based on qualifying criteria.

8. Externally-Funded Scholarships: These scholarships are funded by private individuals

or organizations, and they follow specific rules and regulations.

Bicol University also provides financial aid in the form of student assistantships, where

students can earn while studying:

The general qualification requirements for student assistantship include:

1. ​ being officially enrolled

2. ​ not being a dependent of BU personnel

3. ​ having good moral character

4. ​ not having failed or incomplete marks in the previous semester

5. ​ not being in the conduct phase of thesis/special problem/practicum

6. ​ and not exceeding Php 10,000.00 per semester in financial benefits or tuition fee

discounts if already a scholarship or grant recipient

 106

Appendix G

NUMBER OF SCHOLARSHIP GRANTEES, 1ST & 2ND SEMESTER OF

ACADEMIC YEAR 2022-2023​

107
108
109
 110

Appendix H

APPLICATION FOR SCHOLARSHIP/FINANCIAL GRANT

ACKNOWLEDGMENT
111
 112

Appendix I

TOTAL NUMBER OF IDENTIFIED/NAMED SCHOLARS FOR BOTH

SEMESTERS OF ACADEMIC YEAR 2022-2023

Total Number of IDENTIFIED/NAMED

Name of College Scholars BOTH 1st and 2nd Semester
CBEM 34
CE 55
IPESR 3
CS 261
CN 8
CENG 370
CIT 17
IDEA 61
CSSP 49
CAL 5
TOTAL: 863
 113

Appendix J

RESEARCH INTERVIEW TRANSCRIPTION OF THREE (3)

IMPLEMENTER-RESPONDENTS

Research Interviewers:

Mendez, Feline Kyra Q.

Ramos, Leonyl C.
Sermona, Wayne Nesverlie S.

Implementer-Respondents:

University Scholarship and Financial Grants In-aid Officer (Interviewee 1)

Administrative Aide III (Interviewee 2)
Administrative Aide IV (Interviewee 3)

INTERVIEWEE 1

Researcher: Good day Madam, we are the student-researchers from AB Political

Science. Our study is about the Effectiveness of Scholarship Programs in our University

of Academic Year 2022-2023, and we requested an interview for selected personnels of

OSAS as per the letter we sent. But before we start our interview, is it okay or can we ask

for consent to record the whole interview process for documentation and/or transcription

in the future?

Implementer: Yes, sure.

Researcher: But before we start our interview, we would like to orient you with what our

interview will be about. This will be about the challenges that the implementers of the

various scholarship programs have encountered, may it be in the administration,

processing, or even during the application process. Suggestions and recommendations

 114

will also be asked in connection with the challenges. We have here a list of possible

challenges and suggestions that may guide you, but you may still share your insights that

are not included.

Implementer: Okay. Can I see it first before we start?

Researcher: Sure, Madam. Here it is.

Researcher: Thank you, Madam. Now for our first question, may we inquire about the

challenges. Have you encountered the following challenges in the application,

processing, and/or implementation of scholarship programs in Bicol University? And

what were your experiences regarding each challenge if you have one?

Implementer: One challenge we encountered is when the grantors directly inform the

scholars, instead of informing us first. This is a communication problem. For instance,

recently, CHEVRON directly oriented the students separately without inviting any staff

from the University. Next, in our payment system, we have (..) timelines, we also have

options through cashiers and through ATMs. If the students submit their savings number,

then it is through an ATM. However, we encounter a problem if the student submitted a

closed or deactivated account, either because it was already maxed out or it was empty

for a while now. So BU is not anymore at fault.

Researcher: Next Ma’am, what are the measures you may suggest to address the

challenges encountered in the application, processing, and/or implementation of

scholarship programs in Bicol University? If none, what recommendations based on the

Five (5) suggested measures given can be done by the implementers to provide insights in

overcoming identified challenges?

 115

Implementer: With the problems in the delays of disbursement as I have mentioned

earlier, in terms of communication, the students are part of group chats or pages

depending on the coordinator that disseminates information regarding the disbursement.

We advise the students to recheck all the information they submit, especially the bank

accounts if they prefer to receive stipends through it. Next, per protocol, when an agency

that is a partner of OSAS has an activity, the letter should be addressed to the President

of the university and not send the letter through messenger only. For instance last week,

CHED sent an invitation addressed to the College of Medicine for the reason that the

participants will be from the said college, instead of addressing it to the University

President. In this case, there is a lack of communication between the school and the

partner/agency because they are informing the students directly without involving the

university.

Researcher: Thank you for your answers Ma’am, we appreciate your cooperation with

our research.

Implementer: Thank you as well. Good luck with your study.

 116

INTERVIEWEE 2

Research: Good day Madam, we are the AB Political Science student researchers and

our study is about the Effectiveness of Scholarship Programs in Bicol University of

Academic Year 2022-2023. Part of our respondents are implementers of Scholarship

programs, in which we requested an interview for selected personnels of OSAS as per the

letter we sent. But before we start our interview, can we ask for consent to record the

whole interview process for documentation and/or transcription in the future?

Implementer: Yes you may.

Research: Our interview will revolve around the challenges you have encountered as an

implementer, and suggestions you may give about it. We also have here a list of possible

challenges that the office encountered before, you can also share other challenges and

suggestions too that are not part of it.

Implementer: Sure, sure. I’ll check it first.

Researcher: Can we start our interview now, Madam?

Implementer: Sure, let’s start.

Researcher: So first, may we inquire about the challenges, Madam. Have you

encountered the following challenges in the application, processing, and/or

implementation of scholarship programs in Bicol University?

Implementer: The probable challenge that the OSAS encounters is option number three

(3), lack of communication or information with regards to maintaining scholarships.

Sometimes, some offices directly contact or inform students with matters concerning the

scholarship program without informing or inviting the concerned office or employees

from BU. Also, OSAS and other grantors provide different instructions regarding the
 117

application process and resubmission of requirements. For instance, our office asks

students to submit at least two (2) copies of their papers, while the direct advice of the

grantor is only one copy. Instances like this lead to confusion and hassle on the part of

the student.

Research Interviewers: Next Ma’am, what are the measures you can suggest to address

the challenges encountered in the application, processing, and/or implementation of

scholarship programs in Bicol University? If none, what recommendations based on the

four suggested measures given can be done by the implementers to provide insights in

overcoming identified challenges?

Implementer: Our office is in charge of the administration and processes involving

scholarship programs, that is why we also encounter communication problems with the

providers or agencies, as well as with the scholars themselves. There are already group

chats, even Facebook Pages or Groups where we post announcements. However,

misunderstanding or confusion on the end of the scholars does happen at times, and the

lack of direct communication with some scholarship grantors. We have encountered

instances where the students fails to submit 2 copies of their pertinent documents, for the

reason that it was the instruction of their grantor to submit only one copy of

requirements. But it is our policy to require them 2 copies, one for the OSAS and one for

the agency/grantor. So far, that’s it.

Research Interviewers: Thank you so much for your answers, Ma’am. We appreciate

your cooperation with us.

Implementer: No problem at all. Thank you, too.

 118

INTERVIEWEE 3

Research Interviewers: Good day Madam, we are the student-researchers from AB

Political Science. Our study is about the Effectiveness of Scholarship Programs in Bicol

University of Academic Year 2022-2023. In our letter, we requested an interview on

implementers or selected personnels of OSAS. But before we start our interview, is it okay

or can we ask for consent to record the whole interview process for documentation and/or

transcription in the future?

Implementer: Sure, no problem.

Researcher: The interview that we will have will be about the challenges that you, as an

implementer have encountered or by the OSAS in general in the implementation or

administration of scholarships and the suggestions that you may give. We also have here

with us a list of challenges and suggestions that may guide you, but you can still share

your insights about it later.

Implementer: Okay. Let me read it first before we start.

Researcher: Sure, Madam.

Researcher: For our first question, this is about challenges. Have you encountered the

following challenges in the application, processing, and/or implementation of scholarship

programs in Bicol University?

Implementer: The OSAS and a few agencies do sometimes give contrasting instructions,

in which the latter’s instructions are the ones being followed by the students. And because

of this, confusion arises causing delays on the application or other processes involved.

Also, the office does not select scholars depending on their gender identity. However, the

granting of scholarship depends on the degree program of the students and the grantor.
 119

For example, the PGC-CHEVRON prefers to provide scholarships to those who reside in

Tiwi, Albay. Masbate Gold prefers those that live in Aroroy or within the Masbate

province, and lastly, the Coconut Farmers and their Families Scholarship (CoSho)

prefers those that are from a family of coconut farmers that is duly registered to the

National Coconut Farmers Registry System (NCFRS). It is not really a ‘discrimination’

because it is the choice of the grantor, as long as the student is qualified to the

requirements. Mostly, they select or accept student scholars depending on their degree

program, hometown, or affiliation.

Research Interviewers: Next Ma’am, may we inquire about the measures suggested by

the implementers, what are the measures you, as an implementer, may suggest to address

the challenges encountered in the application, processing, and/or implementation of

scholarship programs in Bicol University? If none, what recommendations based on the

four suggested measures given can be done by the implementers to provide insights in

overcoming identified challenges?

Implementer: The OSAS sets up an easy way for students to apply for and renew

scholarships. All the scholars have to do is follow the instructions and give all the papers

their scholarship provider needs. With the selection of scholarships, I think it would be

best for the grantors to just continue in setting qualification criteria so that deserving

students will enjoy the scholarships. Typically, they pick students for scholarships based

on their chosen study program, hometown, or connections.

Research Interviewers: Thank you for your answers Ma’am. Your answers are deeply

appreciated.

Implementer: Sure, no problem. Good luck on your paper.

 120

Appendix K

Documentation
121
 122

Appendix L

CERTIFICATE OF ENGLISH CRITIQUE

 123

APPENDIX M

CURRICULUM VITAE

PERSONAL INFORMATION

Name ​ : Feline Kyra Quite Mendez

Address ​ : Santiago, Iriga City, Camarines Sur

Birthdate ​ : April 4, 2001

Age ​ : 23

Sex ​ : Female

Religion ​ : Roman Catholic

Parents ​ : Felipe A. Mendez Jr. (Father)

​ Marivic Q. Mendez (Mother)

EDUCATIONAL BACKGROUND

Tertiary Bicol University

College of Social Sciences and Philosophy 2020-2024
Bachelor of Arts in Political Science

Secondary Ateneo de Naga University 2018-2020

Senior High School
Humanities and Social Sciences (HUMSS)

University of Saint Anthony 2014-2018

Junior High School

Elementary Santiago Integrated School 2008-2014

 124

CURRICULUM VITAE

PERSONAL INFORMATION

Name ​ : Leonyl Cabrera Ramos

Address ​ : Tres Reyes, Bato, Camarines Sur

Birthdate ​ : May 28, 2001

Age ​ : 22

Sex ​ : Male

Religion ​ : Catholic

Parents ​ : Leo C. Ramos (Father)

​ Bennylyn P. Cabrera (Mother)

EDUCATIONAL BACKGROUND

Tertiary Bicol University

College of Social Sciences and Philosophy 2020-2024
Bachelor of Arts in Political Science

Secondary University of Saint Anthony 2018-2020

Senior High School
Humanities and Social Sciences (HUMSS)

Bato National High School 2014-2018

Junior High School

Elementary Modern Learning Center 2008-2014

 125

CURRICULUM VITAE

PERSONAL INFORMATION

Name ​ : Wayne Nesverlie Salazar Sermona

Address ​ : Sto. Domingo, Nabua, Camarines Sur

Birthdate ​ : September 2, 2001

Age ​ : 22

Sex ​ : Female

Religion ​ : Roman Catholic

Parents ​ : Nestor B. Sermona (Father)

​ Beverly S. Sermona (Mother)

EDUCATIONAL BACKGROUND

Tertiary Bicol University

College of Social Sciences and Philosophy 2020-2024
Bachelor of Arts in Political Science

Secondary University of Saint Anthony 2018-2020

Senior High School
Science, Technology, and Mathematics (STEM)

University of Saint Anthony 2014-2018

Junior High School

Elementary Holy Child Educational Center Inc. 2008-2014