Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provides the data gathered for the study, as well as the findings of the

analyses performed and the interpretation of the findings. It gives a complete picture of the

perceptions of the respondents towards the effectiveness of the ABAKA Program, specifically on

how effective the financial aid it offers is, its role in ensuring academic success, and the

efficiency of its administrative operations. The results are presented in tables with accompanying

detailed discussion to emphasize trends, patterns, and interesting observations that answer the

research goals. The analyses seek to assess how the program aids the students in selected Lanao

del Sur A municipalities and provide insights for possible enhancements in its implementation.

Table 4.1
Frequency and Percentage Age Distribution of Respondents
Age Group Number of Respondents Percentage (%)
Below 20 years 2 2%
21–30 years 79 79%
31–40 years 19 19%
Total 100 Percentage (%)

The table presents the age distribution of 100 respondents who are beneficiaries of the

ABaKa Program of the selected municipalities of Lanao del Sur A. Most of the respondents

(79%) belong to the 21–30 years age group, which means that most of the beneficiaries are in

early adulthood. Moreover, 19% of the respondents belong to the age group of 31–40 years,

which suggests that the program also caters to older people who might be going back to school

or seeking delayed educational objectives. The comparatively small number of respondents (2%)

aged below 20 years implies that there is a lower rate of participation of the youth in the chosen
municipalities. This might account for the low rate of participation of youth beneficiaries in the

sample.

It should be noted that the data is merely a sample of the recipients of the ABaKa

Program and is limited to a subset of municipalities. Nonetheless, the findings present a

representative picture of the age structure of the target population of the program.

Table 4.2
Frequency and Percentage Distribution of Respondents According to Gender
Gender Number of Respondents Percentage (%)
Female 71 71%
Male 29 29%
Total 100 100%

The gender distribution of the study participants shows a noticeable difference in quantity

between male and female respondents. Out of the sample population, 29% is male and 71% is

female. This reflects the predominance of female study participants. The greater proportion of

female respondents means that the sample might more accurately represent female involvement

in the study population. Such an imbalance might have consequences for generalizability or

represent possible gender differences in program involvement or access.

Table 4.3
Frequency and Percentage Year-Level Distribution of Respondents
Year Level Number of Respondents Percentage (%)
First Year 29 29%
Second Year 32 32%
Third Year 28 28%
Fourth Year 11 11%

The distribution of the respondents by their year level is as follows: 29% are first years,

32% are second years, 28% are thirds, and 11% are fourth years.
 The highest proportion of the respondents are second years, followed by first years and

third years. Fourth years have the lowest number in the sample. This means that the majority of

ABaKa Program beneficiaries who responded to the survey are in the early to middle stage of

their college life.

It is important to consider the distribution by year level in ascertaining levels of

satisfaction because students by year of study may have had varying experiences with the ABaKa

Program. First and second-year students, for instance, may focus more on initial financial aid and

academic adaptation, while students in higher years may evaluate the program based on long-

term benefits and support towards graduation.

Table 4.4
Frequency and Percentage Academic Program Distribution of Respondents
Academic Program Number of Respondents Percentage (%)

Bachelor of Science in Social Work 30 30%

Engineering 12 12%
Agriculture 10 10%
Accountancy 9 9%
Nursing 9 9%
Bachelor of Elementary Education (BEED) 9 9%
Criminology 8 8%
Bachelor of Secondary Education (BSED) 6 6%
Others 7 7%
Total 100 100%

The respondents of the study are pursuing various academic programs under various

areas of specialization. From the data gathered, most of the respondents are pursuing Bachelor of
Science in Social Work, which comprises 30% of the sample. They are followed by students in

Engineering at 12%, Agriculture at 10%, and Accountancy, Nursing, and Bachelor of Elementary

Education (BEED), each of whom comprise 9% of the respondents. Criminology has 8%,

Bachelor of Secondary Education (BSED) has 6%, and the rest of the 7% is studying in other

courses that are not necessarily stated.

The existence of respondents from Social Work programs would suggest increased

participation or representation of ABaKa students in the profession, and it may be attributed to

student population, institutional programs, or program congruence of selected towns of Lanao

del Sur A. The observed participation of engineering, agriculture, and accountancy students also

indicates relatively stronger presence among ABaKa recipients.

Meanwhile, the distribution also includes a healthy representation of the other programs

such as nursing, education, criminology, and other courses. This diversification in academic

background is relevant to the research because it presents a broader window into the

beneficiaries' level of satisfaction from a diverse academic base. All of the programs would have

varying academic demands, economic needs, and support systems, all of which could influence

the respondents' experience and perception of the ABaKa Program.

Understanding the distribution of the course enables contextualization of the results of the

study in a manner that the recommendations and conclusions make reference to the specific

challenges and needs of students undertaking diverse academic programs.

Table 4.5
Frequency and Percentage Civil Status Distribution of Respondents
Civil Status Number of Respondents Percentage (%)

Single 98 98%
Married 2 2%
 Total 100 100%

From the information gathered, the majority of the respondents are unmarried, accounting

for 98% of the population, while 2% are married.

This breakdown reveals that most of the ABaKa Program recipients included in the study

are not married, typical of the college student profile among municipalities included in Lanao del

Sur A. The few married respondents might indeed be representative of the overall demographic

trend among tertiary-level students who are younger and more likely to keep their priorities on

academics and career building.

The respondents' marital status is a relevant demographic attribute, as it might affect their

priorities, financial needs, and levels of activity in scholarship. Married students, for instance,

may have different financial needs and obligations compared to unmarried students.

By considering civil status in the research, the study ensures a more profound

understanding of the manner in which personal circumstances might affect the level of

satisfaction among ABaKa Program beneficiaries.

Table 4.5
Mode and Frequency Distribution and Verbal Interpretation of the Respondents’ Satisfaction
with the Financial Assistance Provided by the ABAKA Program
Statement Strongly Agree Neutral Disagree Strongly Mode

Agree Disagree

The financial assistance 36 47 14 3 0 (0%) Agree

provided by the ABAKA
Program is sufficient to (33.33%) (43.52%) (12.96%) (2.78%)
cover my educational
expenses.
The amount of financial 30 44 22 4 0 (0%) Agree
 aid I received meets my (27.78%) (40.74%) (20.37%) (3.70%)
expectation.
The financial assistance 17 49 32 2 0 (0%) Agree
is distributed in a timely
manner. (15.74%) (45.37%) (29.63%) (1.85%)

The financial support 30 40 25 4 0 (0%) Agree

from the program helps
me focus on my studies (27.78%) (37.04%) (23.15%) (3.70%)
without financial stress.
I am satisfied with the 32 43 21 2 2 (1.85%) Agree
consistency of financial
aid disbursement. (29.63%) (39.81%) (19.44%) (1.85%)

The financial aid from 28 46 19 5 2 (1.85%) Agree

the ABAKA Program
helps cover essential (25.93%) (42.59%) (17.59%) (4.63%)
school-related expenses.
The program provides 20 44 24 12 0 (0%) Agree
clear guidelines on
financial assistance (18.52%) (40.74%) (22.22%) (11.11%)
eligibility and
requirements.
I feel that the financial 24 44 23 7 2 (1.85%) Agree
assistance process is fair
and equitable. (22.22%) (40.74%) (21.30%) (6.48%)

The ABAKA Program 28 50 18 4 0 (0%) Agree

considers the actual
financial needs of its (25.93%) (46.30%) (16.67%) (3.70%)
beneficiaries when
providing assistance.
I am satisfied with the 27 48 21 2 2 (1.85%) Agree
financial aid provided by
the ABAKA Program. (25.00%) (44.44%) (19.44%) (1.85%)

Table 4.5 presents the respondents’ level of satisfaction with the financial assistance

provided by the ABAKA Program. In all ten statements, the most frequent response (mode) is
“Agree,” indicating a generally positive perception among beneficiaries regarding the program’s

financial support across the selected municipalities of Lanao del Sur.

The statement “The financial assistance provided by the ABAKA Program is sufficient to

cover my educational expenses” received the strongest support, with 43.52% agreeing and

33.33% strongly agreeing, showing that most students find the aid adequate for their academic

needs. Similarly, the perception that “The amount of financial aid meets my expectation” was

affirmed by 68.52% of respondents, reinforcing that the program aligns well with beneficiary

expectations.

Regarding disbursement timeliness, 45.37% agreed, but 29.63% remained neutral,

indicating that while many find the aid punctual, some may have experienced delays or

inconsistent distribution. In terms of the aid’s impact on stress reduction and academic focus,

64.82% expressed agreement or strong agreement, emphasizing the program’s role in improving

students’ ability to concentrate on their studies.

Statements about the reliability of disbursements and coverage of essential expenses also

drew positive responses, with over 65% affirming that the support consistently helps meet

school-related costs like supplies and transportation.

While most respondents (40.74%) agreed that the program guidelines are clear, 11.11%

disagreed, suggesting that communication about eligibility and requirements may not be

uniformly understood. Regarding fairness, 40.74% of respondents agreed the program operates

justly, and 46.30% felt that it appropriately considers students' actual financial needs, indicating

that the program is seen as equitable by the majority.

 Lastly, overall satisfaction with the financial assistance component was high, with

69.44% either agreeing or strongly agreeing. Only a small number of respondents expressed

dissatisfaction, confirming widespread approval.

In summary, findings from Table 4.5 show that the ABAKA Program’s financial

assistance is well-received, with students appreciating the adequacy, consistency, and fairness of

support. However, some concerns regarding guideline clarity and disbursement timing suggest

opportunities for improvement in program communication and delivery.

Table 4.6
Mode and Frequency Distribution and Verbal Interpretation of the Respondents’ Contribution of
the Program to the Academic Success of Recipients
Statement Strongly Agree Neutral Disagree Strongly Mode
Agree Disagree

The ABAKA Program 32 49 18 1 0 (0%) Agree

has positively influenced
my academic (29.63%) (45.37%) (16.67%) (0.93%)
performance.
The financial support 22 50 28 0 (0%) 0 (0%) Agree
from the program allows
me to focus more on my (20.37%) (46.30%) (25.93%)
studies.
Because of the ABAKA 29 48 18 5 0 (0%) Agree
Program, I can afford
necessary educational (26.85%) (44.44%) (16.67%) (4.63%)
materials.
The program helps me 29 43 23 5 0 (0%) Agree
stay motivated to
complete my education. (26.85%) (39.81%) (21.30%) (4.63%)

The financial assistance 24 50 22 4 0 (0%) Agree

enables me to participate
in academic activities (22.22%) (46.30%) (20.37%) (3.70%)
without worrying about
expenses.
The ABAKA Program 22 50 23 4 1 (0.93%) Agree
has contributed to my
ability to attend school (20.37%) (46.30%) (21.30%) (3.70%)
regularly.
 The program provides 21 49 26 4 0 (0%) Agree
additional support that
benefits my academic (19.44%) (45.37%) (24.07%) (3.70%)
journey.
I am more confident in 23 52 22 3 0 (0%) Agree
achieving my educational
goals because of the (21.30%) (48.15%) (20.37%) (2.78%)
ABAKA Program.
The financial assistance 20 44 28 8 0 (0%) Agree
helps me balance
academics and (18.52%) (40.74%) (25.93%) (7.41%)
extracurricular activities.
The ABAKA Program 15 54 26 3 2 (1.85%) Agree
plays a significant role in
my overall academic (13.89%) (50.00%) (24.07%) (2.78%)
success.

Table 4.6 illustrates the beneficiaries’ perceptions of the ABAKA Program’s contribution

to their academic success. Across all ten statements, the mode is “Agree,” reflecting a consistent

and positive perception of the program’s impact on academic performance in the selected

municipalities of Lanao del Sur.

A majority of respondents believe the program has positively influenced their academic

performance, with 45.37% agreeing and 29.63% strongly agreeing. Similarly, the statement

about the financial support allowing students to focus more on studies garnered unanimous

agreement, highlighting the program’s role in minimizing financial distractions.

The ability to afford educational materials because of the program was affirmed by

77.29% of respondents, while statements on motivation to complete education and participation

in academic activities without financial worry also received strong positive feedback. These

findings suggest that the program not only alleviates financial pressure but also creates an

environment that encourages academic persistence.

 In terms of school attendance, 66.67% of respondents agreed that the program enables

regular attendance, suggesting it helps reduce absenteeism linked to financial constraints.

Likewise, the program’s additional support was recognized by 45.37% of respondents, indicating

perceived benefits beyond monetary aid.

Regarding confidence in achieving educational goals, nearly 70% of students felt more

empowered due to the program. While the statement on balancing academics and extracurricular

activities reflected a more moderate sentiment (40.74% agree, 25.93% neutral), the overall trend

remained positive.

The highest agreement was recorded for the statement that the ABAKA Program plays a

significant role in overall academic success, with half of the respondents affirming its

importance.

In summary, the data confirms that the ABAKA Program significantly contributes to

student academic success by easing financial burdens, increasing access to resources, and

boosting motivation and confidence. Although a minority expressed neutral views on certain

aspects, the consistently positive responses underscore the program’s effectiveness in supporting

students’ educational journeys.

Table 4.7
Mode and Frequency Distribution and Verbal Interpretation of the Respondents’ Perception of
the Efficiency of the Program’s Administrative Services
Statement Strongly Agree Neutral Disagree Strongly Mode
Agree Disagree
The application process 27 49 19 5 0 (0%) Agree
for the ABAKA Program (25.00%) (45.37%) (17.59%) (4.63%)
is easy to understand and
follow.
The program 25 49 22 4 0 (0%) Agree
administrators are (23.15%) (45.37%) (20.37%) (3.70%)
approachable and
 responsive to inquiries.
The communication from 22 48 27 2 1 (0.93%) Agree
the ABAKA Program (20.37%) (44.44%) (25.00%) (1.85%)
regarding financial aid
updates is clear and
timely.
The renewal or 21 44 26 7 0 (0%) Agree
continuation process for (19.44%) (40.74%) (24.07%) (6.48%)
financial aid is well-
structured and efficient.
I receive adequate 21 50 21 8 0 (0%) Agree
support and guidance (19.44%) (46.30%) (19.44%) (7.41%)
from the program staff
regarding my concern.
The program operates in 23 51 21 5 0 (0%) Agree
a fair and transparent (21.30%) (47.22%) (19.44%) (4.63%)
manner when selecting
beneficiaries.
The ABAKA Program 18 56 18 8 0 (0%) Agree
staff provide assistance (16.67%) (51.85%) (16.67%) (7.41%)
when issues arise with
financial aid distribution.
I feel that my concerns 15 45 19 18 3 (2.78%) Agree
and feedback about the (13.89%) (41.67%) (17.59%) (16.67%)
program are taken
seriously.
The program has an 19 48 30 3 0 (0%) Agree
efficient grievance or (17.59%) (44.44%) (27.78%) (2.78%)
appeals process for
students facing financial
aid issues.
I am satisfied with the 25 52 17 5 1 (0.93%) Agree
management and (23.15%) (48.15%) (15.74%) (4.63%)
administration of the
ABAKA Program.

Table 4.7 presents the respondents’ perceptions of the ABAKA Program’s administrative

service efficiency. The mode for all items is "Agree," indicating overall satisfaction with the

program's administrative processes in the selected municipalities of Lanao del Sur.

Most respondents (45.37% agreed; 25.00% strongly agreed) found the application process clear

and easy to follow, though 17.59% remained neutral, hinting at areas needing simplification or

clearer guidance.

Respondents also viewed program administrators as approachable and responsive

(45.37% agreed; 23.15% strongly agreed), reflecting positive interaction with staff, though a

small portion remained neutral or dissatisfied.

The communication of financial aid updates was considered clear and timely by 44.44%

(agree) and 20.37% (strongly agree). However, a notable 25.00% neutral response suggests

occasional lapses or opportunities for improved consistency.

For the renewal process, 40.74% agreed and 19.44% strongly agreed that it is well-

structured and efficient, but mixed responses imply that some students may find it less

streamlined.

In terms of support and guidance, 46.30% agreed and 19.44% strongly agreed they receive

adequate help from program staff, though a few respondents indicated gaps in support.

The program’s fairness and transparency in selecting beneficiaries was affirmed by

47.22% (agree) and 21.30% (strongly agree), though a minority questioned the selection process.

When financial aid issues arise, 51.85% agreed and 16.67% strongly agreed that staff are helpful,

reflecting strong satisfaction in this area.

Regarding whether feedback is taken seriously, 41.67% agreed, while 16.67% disagreed,

suggesting a need for improved responsiveness to student concerns.

 The grievance process was seen as efficient by 44.44% (agree), but the 27.78% neutral

response suggests limited awareness or access.

Finally, 48.15% agreed and 23.15% strongly agreed that they are satisfied with the overall

management and administration, reinforcing the program’s positive reception.

In summary, the findings suggest that beneficiaries view the ABAKA Program’s

administrative services as accessible, fair, and responsive. While most respondents express

satisfaction, areas such as communication, grievance procedures, and responsiveness to feedback

present opportunities for continuous improvement.

Overall Agreement with the ABaKA Program Across Categories
Figure 3.
 The data presented in the graph reflects the overall level of satisfaction of the respondents

with the ABAKA Program, specifically in three key areas: satisfaction with financial assistance,

contribution to academic success, and efficiency of administrative services. Among these, the

highest average level of agreement was recorded in the efficiency of administrative services

(45.56%), followed closely by contribution to academic success (45.2%), and satisfaction with

financial assistance (42.13%). The consistent mode of “Agree” across all items indicates a

generally positive level of satisfaction among beneficiaries. This finding aligns with the updated

application of the Expectancy-Disconfirmation Theory (EDT), which suggests that satisfaction

arises when actual program performance meets or exceeds the expectations of beneficiaries

(Datu & Valdez, 2021; Nguyen et al., 2023). Furthermore, the results support the Self-

Determination Theory (Ryan & Deci, as expanded by Ali et al., 2023), which emphasizes that

financial security enhances students’ intrinsic motivation and academic engagement by meeting

their psychological needs. Additionally, recent research on student-centered financial aid

models (Lopez & Serrano, 2022; Huang et al., 2024) highlights the importance of adequacy,

timeliness, and clarity in financial aid services to enhance student satisfaction. While the

ABAKA Program has been effective in delivering its services and supporting students

academically, the slightly lower satisfaction score in financial assistance suggests that some

students may perceive the aid as insufficient or inconsistently disbursed.

Therefore, although the respondents expressed a favorable evaluation of the program,

there remains a need for improvement, particularly in reassessing the amount of aid provided and

ensuring more timely disbursement. Addressing these areas will help the program better align

with the current needs of its beneficiaries and further enhance its overall impact.