Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the research conducted, the major findings based

on the data presented in Chapter 4, the conclusions drawn from these findings, and the

corresponding recommendations that aim to enhance the implementation of the ABAKA

Program in selected municipalities of Lanao del Sur A.

Summary

This study was conducted to evaluate the satisfaction level of college student

beneficiaries of the ABAKA Program in selected municipalities of Lanao del Sur A, with a focus

on three main areas: the effectiveness of financial assistance, its contribution to academic

success, and the efficiency of the program's administrative services. The data were gathered from

100 respondents through a structured survey, and results were presented using frequency and

percentage distribution, along with analysis and interpretation. The demographic profile revealed

that most respondents were between 21–30 years old, female, unmarried, and enrolled in the

earlier years of college. Respondents came from a diverse set of academic programs, with a

majority studying Social Work. The findings were analyzed across tables and grouped under

financial assistance, academic success, and administrative services.

Findings

1. Profile of Respondents:

 Age: A majority (79%) of the respondents were between 21–30 years, indicating that

most beneficiaries are within the typical age of college students.

representation.

 Year Level: Most students were in their second (32%) or first (29%) year of study, with

fourth-year students (11%) being the least represented.

 Course: Social Work had the highest number of respondents (30%), followed by

Engineering (12%), Agriculture (10%), and other programs.

 Marital Status: 98% of the respondents were unmarried, reflecting the common profile

of college-level students in the area.

2. Satisfaction with Financial Assistance (Table 4.5):

 The most common response was "Agree" across all statements.

 76.85% of respondents agreed or strongly agreed that the financial assistance was

sufficient to cover educational expenses.

 68.52% felt the aid met their expectations.

 While most found disbursement timely and reliable, 29.63% remained neutral about

timeliness.

 69.44% expressed overall satisfaction with the financial assistance component.

 Some respondents found the guidelines unclear (11.11% disagreed), suggesting a need for

improved communication.

3. Contribution to Academic Success (Table 4.6):

performance and motivation.

 77.29% affirmed that the aid helped them afford essential educational materials.

 70% reported that the program enhanced their confidence in reaching educational goals.

 The statement on balancing academics and extracurriculars received more moderate

support (40.74% agree, 25.93% neutral).

 The overall sentiment was strongly positive, with consistent agreement on the program's

contribution to academic success.

4. Administrative Service Efficiency (Table 4.7):

 Respondents generally agreed that the application and renewal processes were clear and

manageable.

 Most found program staff approachable and responsive, with 68.52% agreeing or

strongly agreeing.

 Feedback mechanisms and grievance procedures received less enthusiastic responses,

with many respondents remaining neutral or suggesting improvement is needed.

 71.3% expressed satisfaction with the overall management of the program.

Implications

The results indicate that although the ABAKA Program is serving its primary targets—

financial and academic assistance—the areas of functioning need to be further developed.

Consistent with recent research findings (e.g., Nguyen et al., 2023; Datu & Valdez, 2021; Ali et
al., 2023), effective scholarship schemes not only maximize academic quality but also rest

strongly on consistency, equitability, and administrative competence.

The neutral and disagree ratings for disbursement timing and program guideline clarity

reflect a communication and implementation gap. These are areas, if tackled, that would go a

long way in improving the student experience and the full potential of the program.

Conclusion

In conclusion, the ABaKa Program has been a useful tool for the students it benefits,

offering substantial financial and academic assistance. Nevertheless, the research has revealed a

number of areas for improvement, such as the necessity for improved communication of program

rules, more prompt disbursement of financial aid, and improved handling of feedback and

grievance procedures. To respond to these issues and further enhance the program, administrators

are advised to improve the consistency and clarity of communication, make timely

disbursements, and simplify the grievance and feedback mechanisms. Ongoing monitoring and

evaluation should also be put in place to evaluate the effectiveness of the program and respond to

emerging issues. By improving on these areas, the ABAKA Program can still assist students with

their academic performance and aid them in becoming successful in the long run.

Recommendations

Based on the findings and conclusions derived from this research, the following

recommendations are made to further enhance the implementation, management, and overall

effectiveness of the ABaKa Program in the chosen municipalities of Lanao del Sur A:
1. For Program Administrators

 Improve Program Communication: Administrators are advised to create more accessible

and complete communication plans. These can be orientations, revised program manuals,

and web-based FAQs to inform students clearly about the eligibility requirements,

disbursement processes, and their roles as recipients.

 Enhance the Grievance and Feedback Mechanisms: The research found neutral to

negative feedback for grievance systems. Program managers must institute a systematic

feedback system in which beneficiaries can voice concerns, make suggestions, and report

problems anonymously or in person, with promises of prompt resolution.

 Ensure Timely Disbursement of Financial Aid: In order to promote trust and program

satisfaction, administrators need to make the release of financial aid a priority and inform

students periodically of any delay or processing problem.

2. For Educational Institutions

 Strengthen Academic Support Systems: Schools and universities must provide additional

services like academic counseling, mentoring, and tutoring to ABaKa beneficiaries. This

will also enhance their academic performance and assist in academic stress management.

 Coordinate with Program Managers: Schools and universities must create direct lines of

communication with ABaKa administrators to facilitate document verification,

monitoring, and reporting processes, minimizing delays in application and renewal

processes.3. For Local Government Units (LGUs)

 support Outreach and Awareness Campaigns: LGUs can support conducting program

awareness drives, particularly to underserved groups like male students, upper-year

students, or students in remote areas to facilitate equal access to the ABaKa Program.
  Guarantee Budget Allocation and Transparency: LGUs should ensure appropriate budget

allocation for the program and exercise transparency in the management of funds to

ensure continued public trust and stakeholder support.

4. For Policy Makers and Program Designers

 Establish Institutionalized Monitoring and Evaluation Systems: Ongoing evaluations

should be institutionalized to measure student satisfaction, academic performance, and

operational effectiveness of the program. The mechanism will inform required changes

and ensure that the program adjusts according to evolving student needs.

 Encourage Inclusive Scholarship Policies: To promote fairness and equity, policymakers

should always scrutinize the program's policy and explore targeted interventions for those

underrepresented students, including males, older students, or students in higher year

levels.

5. For Student Beneficiaries

 Use Support Responsibly and Give Feedback: Students are urged to utilize the

scholarship aid in a responsible manner for their academic requirements and to actively

engage in evaluation and feedback mechanisms to aid in improving the program.

 Retain Academic Performance and Involvement: Beneficiaries ought to maintain their

level of academic performance and stay involved in their studies as a gesture of respect

for the support extended and to ensure optimum utilization of the program benefits.