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com

Applied SENIOR
HIGH
Economics SCHOOL

Self-Learning
Module

Minimizing and Maximizing Business’s

Impact: Cost-effective Analysis
18
662
Quarter 4
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Applied Economics
Quarter 4 – Self-Learning Module 18: Minimizing and Maximizing Business’s
Impact: Cost-effective Analysis
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Emmanuel B. Penetrante
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Applied SENIOR
HIGH

Economics
SCHOOL

Self-Learning
Module

18
Quarter 4

Minimizing and Maximizing Business’s

Impact: Cost-effective Analysis
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Introductory Message

For the facilitator:

Welcome to the Senior High School – Applied Economics Self Learning Module
on Minimizing and Maximizing Business’s Impact: Cost-effective Analysis!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:

Welcome to the Applied Economics Self Learning Module on Minimizing and

Maximizing Business’s Impact: Cost-effective Analysis!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
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EXPECTATIONS

After going through this module, you are expected to:

1. define cost-effective analysis; and
2. identify the importance of cost-effective analysis.

PRETEST

Directions: Choose the letter of the best answer and write it on a separate sheet of
paper.

1. Which of the following is TRUE about the cost-effective analysis?

A. Cost-effectiveness analysis is an alternative to cost-benefit analysis.
B. Cost-effectiveness analysis compares the relative costs to the
outcomes (effects) of two or more courses of action.
C. Cost-effectiveness analysis measures the costs in a common
monetary value and the effectiveness of an option in terms of
physical units.
D. All of the above
2. Which of the following statements is NOT TRUE?
A. The best cost-effectiveness analysis takes a broad view of costs and
benefits, not direct indirect but has longer-term effects.
B. Information on costs, benefits, and risks is rarely known with
certainty, especially when one looks to the future.
C. Cost-effectiveness analysis allows the comparison of the cost-
effectiveness of one policy to other policies.
D. None of the above
3. Which of the following inputs is INCLUDED in the cost-effective analysis?
A. Net cost is the intervention costs minus averted materials and
production costs.
B. The changes in health outcomes are outcomes with the intervention
in place minus outcomes without the intervention in place.
C. Both A and B
D. None of the above
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4. Cost-effective analysis is commonly used in __________.

A. transportation
B. healthcare
C. employment
D. poverty
5. Which of the following statements does not describe the cost-effective
analysis?
A. Cost-effective analysis facilitates a comparison between different
treatment strategies and supports users in administration of
resources.
B. Cost-effectiveness analysis helps identify ways to redirect resources
to achieve more.
C. Cost-effectiveness analysis demonstrates only the utility of allocating
resources as effective interventions.
D. None of the above

RECAP

Word Hunt
Directions: Find the words that are related to cost-benefit analysis in the puzzle
below. Encircle the 5 terms in the word search box.
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LESSON

Cost-effective Analysis
Cost-effectiveness analysis (CEA) is an alternative to cost-benefit analysis. The
technique compares the relative costs to the outcomes (effects) of two or more courses
of action.

CEA is most useful when analysts face constraints that prevent them from
conducting a cost-benefit analysis. The most common constraint is the inability of
analysts to monetize benefits. CEA is commonly used in healthcare, for example,
where it is difficult to put a value on outcomes, but where outcomes themselves can
be counted and compared, e.g. ‘the number of lives saved’.

CEA measures costs in a common monetary value and the effectiveness of an

option in terms of physical units. Because the two are incommensurable, they cannot
be added or subtracted to obtain a single criterion measure. One can only compute
the ratio of costs to effectiveness in the following ways:

CE ratio = C1/E1

EC ratio = E1/C1

where: C1 = the cost of option 1 (in monetary value)

E1 = the effectiveness of option 1 (in physical units).

The first equation above represents the cost per unit of effectiveness (e.g. pesos
spent per life saved). Projects can be rank ordered by the CE ratio from lowest to
highest. The most cost-effective project has the lowest CE ratio. The second equation
is the effectiveness per unit of cost (e.g. lives saved per peso spent). Projects should
be ranked from highest to lowest EC ratios.

The outputs to be ranked by cost-effectiveness analysis will often be social or

environmental. For example, work in health economics looking at the cost-
effectiveness of different treatments.

What output does a cost-effectiveness analysis provide?

CEA provides information on the health and costs impacts of an intervention

compared to an alternative intervention (or the status quo). If the net costs of an
intervention are positive (which means a more effective intervention is more costly),
the results are presented as a cost-effectiveness ratio. A cost-effectiveness ratio is the
net cost divided by changes in health outcomes. Examples include cost per case of
disease prevented or cost per death averted. However, if the net costs are negative
(which means a more effective intervention is less costly), the results are reported as
net cost savings.
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Application of Cost-effectiveness Analysis

The example was conducted by the Centers for Disease Control and Prevention
in the US. They compare the childhood vaccination program to the status quo of no
vaccination program. The costs of implementing the program are less than the
medical and productivity costs averted. Because the intervention is cost-saving, the
results are not presented as a cost-effectiveness ratio. Instead, they are presented as
net cost savings. Thus, the intervention is more effective and less costly.

Source: Office of the Associate Director for Policy and Strategy, Centers for Disease Control and
Prevention, U.S. Department of Health & Human Services

ACTIVITIES

Activity: My Cost-Benefit Analysis

Directions: Observe and analyze the scenarios in the community. Think of one (1)
project that you want to study using a cost-effective analysis.

Scenario Details of the Project Reasons for the

conduct
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WRAP-UP

To summarize what you have learned in the lesson, answer the following
questions:
1. What is a cost-effective analysis?
2. What is the importance of cost-effective analysis?

VALUING

Reflect on this!

“It’s easier and more cost-effective to maintain good health than to regain it once it’s
lost.” — Kenneth H. Cooper

POSTTEST

Directions: Read each statement carefully. Write T if the statement is correct,

otherwise write F.

____________1. If the net costs of an intervention are positive, the results are
presented as a cost-effectiveness ratio.

____________2. A cost-effectiveness ratio is the net cost divided by changes in health

outcomes.

____________3. If the net costs are negative, the results are reported as net cost
savings.

____________4. A more effective intervention is more costly, if the net costs are
negative.

____________5. A more effective intervention is less costly, if the net costs are positive.
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KEY TO CORRECTION

5. C 5. DIRECT COST 5. F
4. B 4. INDIRECT COST 4. F
3. C 3. DISCOUNT RATE 3. T
2. A 2. COST BENEFIT 2. T
1. D 1. NET PRESENT VALUE 1. T
PRETEST RECAP: POSTTEST:

References
Josiah Kaplan Oxford University. Oxford. "Cost Effectiveness Analysis."
BetterEvaluation. January 13, 2014. Accessed August 28, 2020.
https://www.betterevaluation.org/en/evaluation-
options/CostEffectivenessAnalysis.

"Cost-Effectiveness Analysis." Centers for Disease Control and Prevention. January 02,
2019. https://www.cdc.gov/policy/polaris/economics/cost-effectiveness.html.

"Kenneth H. Cooper Quote: "It's Easier and More Cost Effective to Maintain Good
Health, than to Regain It Once It's Lost."" Quotefancy. Accessed August 28, 2020.
https://quotefancy.com/quote/1145670/Kenneth-H-Cooper-It-s-easier-and-
more-cost-effective-to-maintain-good-health-than-to.

Zhou F, Shefer A, Wenger J, Messonnier M, Wang LY, Lopez A, et al. Economic

evaluation of the routine childhood immunization program in the United States,
2009. Accessed August 28, 2020. Pediatrics. 2014;133(4):577-585.
http://www.ncbi.nlm.nih.gov/ pubmed/24590750external icon