Thesis Mock Defense File

MarcelinoFuleMemorialCollege
M.H.DelPilarSt.Brgy.1Alaminos,Laguna
EmailAdd:[email protected]/TelNo.(049)252-6960
MARCELINO FULE MEMORIAL COLLEGE STANDARDIZED

QUALIFICATIONS FOR TES GRANTEES AND THEIR
ACADEMIC PERFORMANCE: BASIS FOR
PROPOSED RE-DESIGN STANDARDIZED
QUALIFICATIONS
A Research Study
presented to
The college faculty of
MARCELINO FULE MEMORIAL COLLEGE
Alaminos, Laguna
In Partial Fulfillment of the Requirements for the Degree of Bachelor of

Elementary Education
Bautista, John Hero D.

Cailao, Verlyn D.
Capuno, Rechelle P.
Flores, Kyla Mari M.
Leyesa, ClueeMarie H.
Lorica, Julie Ann L.
2023
ii
APPROVAL SHEET
This research entitled, The Impact Of Curriculum-Based Standardized

qualifications On Non-Merit Scholarship's Academic Performance: Basis For
Proposed Re-Aligned Standardized Qualifications, prepared and submitted by:
Rechelle P. Capuno, Verlyn D. Cailao, Hero D. Bautista, Julie Ann Lorica,
Cluee Marie Leyesa, Kyla Mari Flores in partial fulfillment of the
Requirements for the Degree of Bachelor of Elementary Education, has been
examined and is recommended for approval for defense.
___________________________
Thesis Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination with the grade of _____
_________________________ _________________________
Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Elementary Education.
Marilyn Sumague, MAEM John Augustus Fule Robles

Subject Teacher School Administrator
Lota Baldemora, Ph.D

College Dean
iii
ACKNOWLEDGEMENT
The researchers would like to extend their genuine appreciation to the

following that have encouraged and inspired them to pursue this study:
I would like to express my sincere gratitude to God for granting me strength
and wisdom throughout this academic journey. I am also grateful to Professor
Marilyn Sumague for their valuable insights and contributions to this work.
I am profoundly thankful to my thesis adviser, Eric De Luna, for their expert
guidance, encouragement, and constructive feedback that significantly
contributed to the development of this research.
I extend my heartfelt appreciation to Dean Lota Baldera for providing
unwavering support and guidance throughout the completion of this thesis.
Special thanks to our dedicated Librarian, [Librarian's Full Name], for the
invaluable resources and assistance.
Lastly, I want to acknowledge the generous sponsors whose support made
this research possible. Your belief in the importance of education and research
has made a lasting impact on my academic endeavors.
iv
DEDICATION
This study is dedicated to:
To our unwavering pillars of support and love,
For Julie Ann L. Lorica:
I dedicate this thesis to my beloved Mother, Liza L. Lorica, whose strength and
love have been my guiding light, my Father, Jeonatan D. Lorica, for his
constant encouragement, and my dear Friend, Manuelito M. Ceria, for the
laughter that made the journey memorable. And to my aunt Jema L. Cornejo.
For Cluee Marie H. Leyesa:
This work is dedicated to my Mother, Marichu Leyesa, Father, Emanuel Leyesa,
Sister, Marineth Leyesa, Brother, CJay Leyesa - Eman Kyle Leyes - Julius De
Hitta, and my Friend, Charles Benedick Lumanlan, for being my pillars of
strength and inspiration.
For Kyla Mari M. Flores:
I express my gratitude to my Father, Arnel Flores, Sister, Krezette Flores, Aunt,
Charisma F. Almoro, and Cousin, CharizzaAlmoro, for their unwavering
support and encouragement.

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For Verlyn D. Cailao:
To my Verlyn Cailao, Christopher Cailao, QuezerieCailao, and Jan Wislee and
Jean Cloud Cailao – your support has been my foundation, and I dedicate this
thesis to you with heartfelt appreciation.
For John Hero D. Bautista:
I dedicate this work to my Sister, Mother, and Father – your encouragement and
belief in me has been my driving force.
For Rechelle P. Capuno:
To my husband, Airon Jonathan Mingua, church mates, daughters Ysabella
Erine Mingua and Amber Adelaide Mingua, and my closest friends – your
support has been my strength, and I dedicate this thesis to you all with deep
gratitude.
This thesis stands as a testament to the love, encouragement, and support we
have received from our cherished family and friends. Thank you for being our
constant inspiration.
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THESIS ABSTRACT
This thesis investigates the perception of respondents on the in-house
qualifying standards for Tertiary Education Subsidy (TES) at Marcelino Fule
Memorial College (MFMC) and their implications on the academic performance
of TES grantees. Utilizing survey data, the study reveals a neutral perception
among respondents regarding TES qualifying standards based on general average.
The analysis suggests a discrepancy between these perceptions and the clear,
predefined criteria outlined in existing literature.
Furthermore, the research explores teacher-respondents' perspectives on TES
grantees, considering academic achievement and class attendance. The findings
indicate a neutral stance among teachers, emphasizing the need for alignment
between standardized qualifications and indicators correlated with positive
academic outcomes.
The level of academic performance among TES grantees at Marcelino Fule
Memorial College is presented, showing a balanced distribution across various
performance categories. The study delves into the relationship between
respondents' perceptions on qualifying standards and academic performance,
revealing a weak correlation. However, the teacher's positive perceptions
demonstrate a strong positive correlation with both academic achievement and
class attendance.
In light of these findings, the thesis proposes a comprehensive re-design of
standardized qualifications for TES grantees at MFMC.

vii
Recommendations include clear and consistent standards, alignment with
academic success indicators, and incorporation of teacher feedback, consideration
of alternative assessments, and transparency in communication, continuous
evaluation, and encouragement of consistent class attendance.
This research contributes valuable insights to the ongoing discourse on
TES qualification standards, emphasizing the importance of a holistic approach
that considersbothquantitativeandqualitativefactors.Theproposedre-designaimsto
optimize the impact of financial assistance on TES grantees' academic journeys,
aligning with broader educational goals and fostering a supportive learning
environment.
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TABLE OF CONTENTS
Preliminaries Page
TITLE PAGE …………………………………………………………...... I
APPROVAL SHEET………………………………………………….….. II
ACKNOWLEDGEMENTS………………………………………………. III
DEDICATION……………………………………………………….…… IV
THESIS ABSTRACT……………………………………………...........… VI
TABLE OF CONTENTS…………………………………………………. VIII
LIST OF TABLES………………………………………………………... IX
LIST OF FIGURES………………………………………………………. X
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction………………………………………..……………..…………….1
Background of the Study…………………………..…………….......................4
Theoretical Framework………………………………………………………...5
Conceptual Framework………………………………………………………...6
Statement of the Problem………………………………………....................... 8
Research Hypothesis……………………………….......................................... 9
ix
Scope and Limitation of the Study………………………………………..….. 9
Significance of the Study……………………………………………..……..... 10
Definition of Terms………………………………………...……………….... 11
2 REVIEW OR RELATED LITERATURE AND STUDIES
Related Literature……………………………..……..……………………...... 13
Related Studies……………………………………..………..…….…………. 14
3 RESEARCH METHODOLOGY
Research Design……………………………………….……..…….……..….. 23
Respondents of the Study………………………………..……………….…… 24
Research Instrument……………………………………………….….............. 25
Research locale……….………………………………………….…....……... 26
Population and Sampling Techniques……………….……..…….……..…… 26
Data Gathering Procedure……………………………..……………….…… 26
Statistical Treatment of Data…………………………………….…....……... 27
4PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary…………………………………….……………..….…………….. 45
Conclusions…………………………………………………………………. 48
x
Recommendations………………………………………..………….………. 50
BIBLIOGRAPHY
Online Resources/Websites………………………..…………………………52
APPENDICES
A. Letter of Request……………………………….……….……….… 53
B. Survey Questionnaire…………………………….……….……….. 56
C. Curriculum Vitae………………………………....……………….. 63
LIST OF TABLES
Table No. Title Page
Perception of the Respondents on the In-House Qualifying Standards for

Tertiary Education Subsidy (TES) in Terms of General Average……........ 29
Perception of the teacher-respondents on Tertiary Education Subsidy (TES)

grantees in terms of academic achievement………………………………… 32
Perception of the teacher-respondents on Tertiary Education Subsidy (TES)

grantees in terms of class attendance……………………………………….. 34
Level of academic performance of Tertiary Education Subsidy (TES) Grantees at

Marcelino Fule Memorial College’s (MFMC’s)…………………………... 36
Relationship between perception of the respondents on the in-house qualifying

standards for Tertiary Education Subsidy (TES) in terms of general average and
the Academic Performance of TES grantees……………………………….. 38
xi
Relationship between level of Teacher’s Perceptionon Tertiary Education Subsidy

(TES) grantees and academic performance of Tertiary Education Subsidy (TES)
grantees?............................................................................................................. 40
TES Qualifications (UniFast) and the Proposed Standardized Qualifications… 43
LIST OF FIGURES
Figure No. Title Page
Research Paradigm………………………………………………………………… 7
1
Chapter 1
This chapter presents about the background of the study, the statement of
the problem, significance of the study, and scope and delimitation of the study.
Some other aspects like, theoretical framework and conceptual frameworks and
the hypothesis are likewise in this chapter.
Introduction
At Marcelino Fule Memorial College, most college students presently
benefit from TES grants. This widespread provision has piqued the interest of
researchers, becoming a focal point of this study. They are delving into the
necessity of qualifications for these grants and examining how these criteria
impact students aiming for this financial support. Recognizing the pivotal role of a
compelling introduction in engaging readers and reviewers, the researchers have
initiated extensive brainstorming sessions. These discussions have occurred in
both formal academic settings and informal gatherings, aiming to explore the
relevance and potential consequences of qualifications within the context of
scholarships at our institution.
These dialogues have become the foundation of the research introduction,
embodying shared insights and perspectives shaped by academic pursuits. They
not only ignite curiosity but also lay the groundwork for academic exploration,
firmly grounded in the experiences and aspirations of the student community. As
fourth-year undergraduates, this research opportunity provides a platform

to dissect issues influencing the academic landscape. It's an avenue to leverage
academic strengths and critical thinking skills, contributing significantly to
discussions surrounding grants and qualifications within the college certainly.
In these definitions, a "Grantee" is identified as the student who receives benefits
from a "Grant-in-Aid" program. This emphasizes the direct link between the
financial assistance and its intended beneficiary, the student.
Meanwhile, a "Grant-in-Aid" is characterized as a form of financial
support. Notably, it is tailored for economically disadvantage students. The use of
the term "modality" suggests a structured approach to providing aid. This financial
assistance is specifically aimed at helping students to complete tertiary education.
Importantly, the definition highlights that this assistance is not unconditional. It
"generally requires a minimum level of competence" from the recipients. This
criterion ensures that the aid is allocated to students who possess the necessary
academic abilities to make the most of the support and successfully navigate their
tertiary education.
In essence, the purpose of a Grant-in-Aid program is not only to alleviate
financial barriers but also to promote educational success by targeting students
who, despite facing economic challenges, demonstrate the competence needed to
benefit from higher education opportunities.
The student subsidies are essential since they impact their academic
performance and reduce stress due to government backing. According to
Importante et al. (2019), a few recipients are regarded as unsuccessful because of

numerous problems where they haven't finished their REAPs, or Re- Entry Action
Plans. Characteristics, inspiration, and assistance from the government are
regarded as their accomplishment for accomplishment. Not only are monetary
problems the qualities that make someone a scholar, however these are the list
you’ll have the following traits: commitment or excitement, putting equal
emphasis on their work or enthusiasm for it, and relationship with a company are
regarded as excellent academics.
Meanwhile, following Cagasan et al.'s (2019) methodology, many
academics are extremely appreciative of their financial assistance. It is among the
major contributions to their achievement in school. The monetary assistance they
obtained moreover influenced their drive to perform activities and do well
academically to complete their degree.
This thesis explores the relationship between standardized qualifications and
academic performance at Marcelino Fule Memorial College, a participant in the
Tertiary Education Subsidy (TES) program. The study aims to understand the
dynamics of the selection process and the impact on students' academic success.
Drawing on theories of human capital, achievement motivation, self-
determination, and educational policy, the research aims to provide insights for a
proposed re- design of standardized qualifications that aligns with the evolving
needs and aspirations of the student community. The research contributes to the
scholarly discourse on TES programs and provides actionable insights for policy
decisions and institutional practices.

dynamics of the selection process and the impact on students' academic success.
Drawing on theories of human capital, achievement motivation, self-
determination, and educational policy, the research aims to provide insights for a
proposed re- design of standardized qualifications that aligns with the evolving
needs and aspirations of the student community. The research contributes to the
scholarly discourse on TES programs and provides actionable insights for policy
decisions and institutional practices.
Background of the Study
As college students, delving into the background of this study on the
necessity of standardized qualifications for TES grantees at Marcelino Fule
Memorial College felt like unraveling a mystery in the academic landscape. The
exploration into understanding this background began with conversations among
the researchers, exchanging stories and experiences about the scholarship process.
During informal chats between classes or over lunch, questions arose regarding
the necessity of clear criteria or whether it remained somewhat taken for granted
by college students at Marcelino Fule Memorial College.
The disparities in tertiary students' academic achievement served as the
impetus for this research investigation. Students in postsecondary schools come
from a variety of social backgrounds and statuses, including wealthy families,
those who support themselves through part-time work they take on, and low-
income (poor) families. Scholarly research has established that students from low-
income families often outperform their wealthier counterparts, and occasionally

5
even outperform those who get financial aid in the form of loans or scholarships..
That being said, it is not the case for kids from low-income families or those who
do not receive financial help; in fact, these students often outperform their peers.
This curiosity prompted the researchers to explore official documentation
and existing research on scholarship policies, supplemented by casual discussions
during study breaks where they gathered firsthand accounts of students navigating
the scholarship application process. The background of the study gradually
formed from this combination of formal research and candid conversations. It
became evident that a gap existed between the available official information and
the practical understanding among students. As fourth-year undergraduates,
uncovering this background emphasized the significance of their investigation. It
underscored the need for clarity concerning scholarship qualifications, motivating
theirdeterminationtodelvedeeperintothistopicandilluminateanessentialaspect for
the student community at their college.
Theoretical Framework
This section presents theories regarding the influences on students' college
choices that beginning with a common idea about rational individuals making
decisions in the context of college financial aid on college students' efforts to
maximize utility in the face of incomplete information, uncertainty and a version
to risk.
Standard Economic Theory: We take it for granted that students maximize
utility and are reasonable. In particular, they decide whether to pursue a degree
and then earn a salary. To keep things simple, the cost of education is the same for
every student and is equal to the economic college manufacturing costs. For every
college-bound student, the government may provide financial aid in the form of a
fixed grant.
Human Capital Theory: Human capital theory suggests that education is an
investment in an individual's skills and knowledge, contributing to their overall
productivity. This emphasizes the importance of standardized qualifications in
enhancing the educational investment for students.
Achievement Motivation Theory: Drawing from achievement motivation theory,
the study can explore how TES grantees' motivation to succeed academically is
influenced by the perceived attainability of standardized qualifications. This
theory can provide insights into how specific criteria may impact students' drive
and commitment to excel.
Educational Policy Theories: Consideration of educational policy theories, such
as the policy implementation framework, can offer insights into how the proposed
re-design of standardized qualifications aligns with broader educational policies.
This theoretical perspective helps in understanding the potential impact on
institutional practices and educational outcomes.
The Conceptual Framework of the Study
A conceptual frame work illustrates the expected relationship between variables.

7
It defines the relevant objectives for research process and maps out how they
come together to draw coherent conclusions.
Below is the conceptual framework of the study. On the left frame are the
independent variables such as School’s qualifying standards for TES grantees and
Teacher’s Assessment on TES grantees and the major indicators which will be
tested in this study. Apparently, college institutions are just basing applicant
qualifications on the requirements set by the Commission on Higher Education.
The researchers see this as something in need of further study as evident by the
current issues observed that require bridging the gap.
On the right frame shows the dependent variable which states about TES
grantees academic performance: basis for qualification standardization, from
which the recommendations shall be concretized.
INDEPENDENT VARIABLES DEPENDENT VARIABLES
1. MFMC in house qualifying

standards for TES
Grantee’s in terms of:
1.1 TES applicant general average
grade
2. Teacher’s Perception on TES Grantees’ Academic
TES grantees in terms of: Performance
2.2 Class standing
2.3 Qualifying Entrance Exams
2.4Student’sclass attendance
Figure1.Research Paradigm
In this study, our focus revolves around the standardized qualifications for
TES (Tertiary Education Subsidy) grantees at Marcelino Fule Memorial College

(MFMC) and their subsequent academic performance. The independent variables
include MFMC's in-house qualifying standards, encompassing TES applicant
general average grade. Additionally, we examine teachers' perceptions of TES
grantees, considering class standing, qualifying entrance exams, and students'
class attendance. These variables are crucial in evaluating the factors influencing
TES grantees' academic performance. The intricate interplay of these components
seeks to provide a comprehensive basis for the proposed redesign of standardized
qualifications.
Statement of the Problem
1. What is the perception of the respondents on the in-house qualifying standards
for Tertiary Education Subsidy (TES) in terms of general average?
2. What is the perception of the teacher-respondents on Tertiary Education
Subsidy (TES) grantees in terms of:
2.1 Academic achievement
2.2 Class attendance
3. What is the level of academic performance of Marcelino Fule Memorial
College’s (MFMC’s) Tertiary Education Subsidy (TES) Grantees?
4. Is there a significant relationship between Marcelino Fule Memorial College’s
(MFMC’s) in house qualifying standards for Tertiary Education Subsidy (TES)
and their Academic performance of TES Grantees?

9
5. Is there a significant relationship between level of Teacher’s Perception on
Tertiary Education Subsidy (TES) grantees and academic performance of Tertiary
Education Subsidy (TES) grantees?
6. Based on the result, what is the proposed re-design standardized qualifications
for Tertiary Education Subsidy (TES) Grantees of Marcelino Fule Memorial
College (MFMC)?
Research Hypothesis:
Based on the queries previously presented, these hypotheses propose traces for
this study.
HO 1: There is no significant relationship between MFMC’s in house qualifying
standards for Tertiary Education Subsidy (TES) and academic performance of
TES Grantees.
HO 2: There is no significant relationship between level of Teacher’s Perception
on TES grantees and academic performance of TES Grantees.
Scope and Delimitation of the Study
This study is limited to the college students of Marcelino Fule Memorial
College, attending tertiary level, school year 2022 - 2023, who have been granted
a scholarship by the said school. This research will focus on TES grantees
students. This delimitation is necessary to examine theory standardized
qualifications specifically on TES grantees scholars' academic performance. The

10
study will focus on the impact of curriculum-based standardized qualifications on
the scholars' academic performance with in a specific time frame.
Significance of the Study
The result of this study would be significant to the following:
School Administrator: The study can be used by School Administrator to
improve curriculum design and assessment methods, aligning them with the
diverse needs of scholars. This study empowers administrators to create more
effective educational environments that support student success.
Teachers: Teachers will find this research invaluable as it offers insights into
enhancing non-major scholars' academic performance. By understanding the
impact of standardized qualifications, educators can adjust their teaching methods
and provide better support to engage students effectively.
Student: Findings of this study will benefit students by ensuring that standardized
qualifications are more aligned with their diverse academic interests, thus
providing them with a fairer and more inclusive education. Students can expect a
more equitable system that supports their learning needs and helps them perform
better academically.
Future Researchers: This research adds to the body of educational knowledge,
especially by focusing on a specific subgroup of students scholars. Other
researchers can use these findings as a foundation for future studies aimed at
improving educational practices and outcomes.

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Definition of Terms:
To support the reader of a clearer view of the study, the following terms
were operationally defined:
Academic Performance:
Encompasses the measurable achievements, grades, and educational outcomes of
TES grantees at MFMC, forming a critical component of the study's focus on
evaluating the impact of standardized qualifications on academic success.
Academic Achievement:
Academic achievement is the degree of success or achievement a person has in an
academic environment. It includes a wide range of elements, such as grades, test
results, research findings, and general academic achievement.
Basis for Proposed Re-Design:
Refers to the fundamental grounds, data, and insights derived from the study,
providing the rationale for suggesting modifications or improvements to the
existing standardized qualifications for TES grantees at MFMC.
Marcelino Fule Memorial College (MFMC):
In the context of this thesis, refers specifically to the educational institution under
consideration, serving as the focal point for the investigation into standardized
qualifications for TES (Tertiary Education Subsidy) grantees.
Standardized Qualification:
Pertains to predetermined criteria and requirements established by MFMC to
assess and measure the eligibility and suitability of TES grantees, ensuring
uniformity and consistency in the evaluation process.

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TES Grantees:
Individuals who have been awarded the Tertiary Education Subsidy. A
government-funded financial aid program aimed at supporting qualified Filipino
students pursuing higher education at MFMC.
Re-Design Standardized Qualifications:
In the context of this thesis, signifies the process of revisiting and restructuring the
established criteria for TES grantees with the aim of enhancing the effectiveness
and relevance of the qualification standards based on the findings and
recommendations of the study.

13
Chapter 2
RELATED LITERATURE AND STUDIES
This chapter exhibits the review and related literature and studies relative to the
study.
Related Literature
According to Important et al. (2019), the scholars believe that they have
numerous opportunities for professional growth, gain competence in their area of
expertise, and experience increased confidence. However, Ahmad et al. (2019)
notes that the increasing financial disparity between the rich and the poor has
resulted in a higher proportion of affluent students compared to those facing
financial difficulties, leading to a less developed higher education subsidy system.
The government is currently deliberating whether to continue or terminate the
scholarship program. New legislation is being considered, aiming to positively
impacthighereducationwithoutdisadvantagingthewealthy.Capinigetal. (2023)
conducted research on scholarship allocation, indicating its impact on 240 out of
246 recipients. However, Gonzales (2019) argues that more needs to be done in
terms of delivering free tuition and addressing the education crisis in the country.
It highlights that some scholarship recipients are considered unsuccessful due to
various reasons. These successful scholars believe that they have numerous
opportunities for professional growth, gain competence in their area of expertise,
and experience increased confidence. However, it is noted that there is an

14
increasing financial disparity between the rich and the poor, leading to a higher
proportion of affluent students compared to those facing financial difficulties.
This disparity has resulted in a less developed higher education subsidy system.
As a result, the government is currently deliberating whether to continue or
terminate the scholarship program. In this context, new legislation is being
considered to positively impact higher education without disadvantaging the
wealthy. The mention of conducted research on scholarship allocation indicates
that there has been some examination of the impact of scholarships on recipients.
The research focused on 240 out of 246 recipients, suggesting a comprehensive
analysis. However, the argument is made that more needs to be done in terms of
delivering free tuition and addressing the education crisis in the country.
The mention of ongoing government deliberations and proposed
legislation indicates the relevance of the topic and the need for potential re-
alignment of standardized qualifications. Furthermore, the acknowledgment that
more efforts are required to address the education crisis
suggeststhatthethesisshouldexplorepotentialsolutionsbeyondcurriculum-based
standardized qualifications to improve academic outcomes for non-merit
scholarship recipients.
The achievement of students was highly influenced by institutional
scholarships in every category: hours attempted, hours earned, and graduation
within six years after admission. Institutional scholarships really had a greater
impact than any other variable in any of the models, even though other rewards
for need-based aid and projected family contribution were also significant. It is
15
plausible that high test scorers feel freer to pursue other institutional possibilities
if they are unsuccessful at first, even though it is unclear why they are less likely
to succeed. The discovery that tops test performers who were awarded merit-based
scholarships were more likely to succeed than those who do not receive
assistance, could reflect the higher levels of motivation that scholarship recipients
possess the passage highlights that institutional scholarships have a significant
impact on student achievement across various categories, including the number of
credit hours attempted, credit hours earned, and graduation rates within six years
of admission. It suggests that institutional scholarships have a greater influence
compared to other variables, such as need-based aid and projected family
contribution. This finding implies that the availability of institutional financial aid
plays a crucial role in supporting students' academic progress and eventual
graduation. Nonetheless, the provision of institutional scholarship funds greatly
reduced the risk associated with high test scores, indicating that financial
assistance can mitigate the potential challenges faced by high-scoring students. In
relation to the thesis, this passage emphasizes the significance of institutional
scholarships in influencing non-merit scholarship recipients' academic
performance. It indicates that receiving institutional financial aid, specifically
scholarships, has a strong positive impact on student achievement.
The importance of entrance tests in a student's life cannot be overstated.
Entrance tests assess if a student is ready and prepared to succeed in a classroom
setting. These entrance tests determine a student's skill level and, as a result, offer
them a suitable job route throughout their lives. Entrance tests are also given to
16
determine the level a student should be placed in when they first enter a school. It
is in the best interests of both the students and the school for kids to be correctly
positioned within the school to reap the greatest educational benefits. (2022)
The information emphasizes the significance of entrance tests in a student's
educational journey. Entrance tests serve as assessments to determine if a student
is prepared and capable of succeeding in a classroom environment. These tests
evaluate a student's skill level and help determine the appropriate educational and
career path for them. Entrance tests are a form of standardized qualifications that
play a crucial role in placing students at the appropriate educational level within a
school. By correctly positioning students based on their skill levels, schools can
provide them with the best educational opportunities and maximize their academic
benefits. The study talks about the importance of curriculum-based standardized
qualifications such as entrance tests in influencing non-merit scholarship students'
academic performance. It suggests that the utilization of entrance tests as part of
the standardized qualifications can contribute to the proposed re-alignment of
standardized qualifications, ensuring that non-merit scholarship students are
correctly placed within the educational system to optimize their educational
outcomes.
The UniFAST Act (Republic Act No. 10687) is a new law that was passed
to boost the participation rate in postsecondary education and to give residents
complete access to high-quality education through proper finance. "On May 11,
2016, the Board adopted and signed the Unified Student Financial Assistance
System for Tertiary Education Act (R.A. No. 10687), which is the state's stated
17
policy to advance social justice.
The UniFAST Act is Stalinist early stages having only been approved in
May of 2016. However, the Board needs to create certain rules and regulations in
order forittobeimplementedproperlyandefficiently.Thismaybethestartingpointfor
the Philippines to follow the example set by Korea and Thailand and raise its
percentage of higher education participation. The secret of UniFAST's success is
yet unknown and the Board has a lot of work ahead of it before it becomes a
reality.
Regarded as the nation's preeminent think tank and an internationally
renowned policy research institution mentioned in a discussion paper published in
December that an assessment of the execution of the Universal Access to Quality
Tertiary Education Act (UAQTE), also known as Republic Act No. 10931, or the
Free Tuition Law, is required. "The study raises concerns that emerged from the
interviews and quantitative information and presents recommendations to
strengthen the law's implementation and enhance the chances of achieving its
desired outcomes," according to PIDS," duly recognizing that the law Is still in the
transition period of implementation."
The significance lies in understanding the landscape shaped by RA 10931.
The legislation's focus on increasing opportunities for under privileged students
align with the college's mission to enhance the academic performance of TES
(Tertiary Education Subsidy) grantees. By recognizing the legislative support for
accessible education, the college can tailor its standardized qualifications to
optimize the benefits provided by the law, contributing to the broader goal of
18
fostering educational equality and success.
The UniFAST Act is still in its early stages, having only been approved in
May of 2016. However, the Board needs to create certain rules and regulations for
it to be implemented properly and efficiently. This may be the starting point for
percentage of higher education participation. The secret of UniFAST's success is
yet unknown and the Board has a lot of work ahead of it before It becomes a
reality.
The study acknowledges the early stages of the UniFAST Act, approved in
May 2016, emphasizing the necessity for the Board to establish rules and
regulations for its effective implementation. The Act is considered a potential
catalyst for the Philippines to emulate the success of countries like Korea and
Thailand in increasing higher education participation rates. Despite UniFAST's
promising potential, the specific so fits success remain undisclosed, presenting
considerable work load for the Board to transform it into a tangible reality.
Understanding the Act's early implementation challenges and the
aspirations it holds for higher education participation informs the college's
approach. It implies that the development of standardized qualifications for TES
(Tertiary Education Subsidy) grantees should consider the evolving educational
landscape shaped by UniFAST, potentially aligning the college's strategies with
the Act's objectives to enhance academic performance and accessibility.
By providing the tools they need to pursue new knowledge and abilities
and feel comfortable working on their assignments and lessons, the benefits they
19
got allow them to participate in activities and lessons. The students did, however,
somewhat agree that because of TES, they are happy with their grades and are not
concerned about missing class. The advantages of UniFAST TES generally have
a significant impact on students 'academic achievement. Regarding the effect of
TES on the beneficiary student's financial capacity, the results of this study
indicated that participants firmly believed that their TES helped them meet their
educational needs, helped them make timely tuition payments, and lessened their
financial burden at school. It also gives them a motivation to spend prudently by
assisting them in realizing the worth of money.
This indicates that TES helps in meeting social needs, possibly implying
that the financial support provided by TES enables students to participate more
actively in social and academic activities without financial constraints. However,
it is noted that students somewhat agree that because of TES, they are happy with
their grades and are not concerned about missing class. This aspect could be
explored further in the thesis, potentially investigating the psychological impact of
financial support on students' academic attitudes and behavior.
May of 2016. However, the Board needs to create certain rules and regulations in
order for it to be implemented properly and efficiently. This may be the starting
point for the Philippines to follow the example set by Korea and Thailand and
raise its percentage of higher education participation. The secret of UniFAST's
success is yet unknown and the Board has a lot of work ahead of it before it
becomes reality.
20
Standardized testing is intended to support the establishment of precise
educational objectives and act as a gauge of accountability (i.e., the enforcement
of duties to achieve these objectives). These functions are thought to have an
impact on the opportunities, constraints, and incentives faced by those engaged in
"producing" education. This reasoning is partially derived from rational choice
theories of individual action, specifically from principal-agent models (Wößmann,
2005; Levačić, 2009
The information highlights the purpose and rationale behind standardized
testing in education. Standardized tests are designed to establish precise
educational objectives and serve a shame a sure of accountability. They are
intended to provide a framework for evaluating the performance of educational
institutions and individuals involved in the educational process. This framework is
influenced by rational choice theories, particularly principal-agent models.
Standardized testing, as one form of curriculum-based qualification, plays a role
in shaping the opportunities, constraints, and incentives faced by individuals
involved in education. It provides a standardized measure of academic
achievement and can influence the educational objectives and outcomes for
students.
Financial challenges did not seem to be a concern in this study, despite
previous studies in dictating that they are a significant contributing factors
students leaving college early (Department of Education, 2011, September 12;
Stripling, 1999). Enrollment and retention at The College climbed steadily over
the sample period, according to the data.

21
It's possible that enrollment and retention were unaffected by the increase despite
the lack of a single, clear cause, as over 90% of students at The College receive
federal tuition assistance, which essentially lessens the financial burden of paying
for their education. However, according to (Pascarellaetal., 2005;
Robertsetal.,2010; Department of Education,2011,September12;Turner,2012)
students who get government help are often twice as likely to leave college early
as those who do not. Furthermore, the students' immaturity and skewed perception
of college were demonstrated by their assertion that food and cash support were
among their most pressing needs. Therefore, officials at The College must
continuously check to make sure that reductions in government expenditure do not
negatively affect enrollment and retention rates. They also need to make sure that
students understand how financial aid works and what's needed to keep their
financial aid.
In the context it discusses the financial challenges faced by students and its
potential effect on enrollment and retention rates at The College. The passage
states that financial challenges were not a concern in the study, contrary to
previous research indicating that they contribute significantly to students leaving
college early. The enrollment and retention rates at The College increased steadily
during the sample period, despite the lack of a clear cause. One possible
explanation for this could be that over 90% of students at The College receive
federal tuition assistance, which reduces the financial burden of paying for their
education. This suggests that the availability of financial aid may have positively
influenced enrollment and retention rates, counteracting the negative impact of

22
financial challenges. However, it is important to note that according to Pascrell
(presumably a reference to a specific study or researcher), students who receive
government help are often twice as likely to leave college early compared to those
who do not. This suggests that financial aid alone may not be sufficient to ensure
long-term academic success and retention .Other factors, such as students'
maturity and perception of college, also play a role. The passage mentions that
students' assertion of food and cash support as their most pressing needs indicates
maturity and a skewed perception of college. Based on these findings, the passage
suggests that officials at The Colleges hold continuously monitor the impact of
reductions in government expenditure on enrollment and retention rates. This
implies that changes in financial aid policies or funding could potentially affect
students' decisions to stay in college. Additionally, it highlights the need for
proper communication and education regarding financial aid programs to ensure
that students understand how they work and the requirements to maintain their
eligibility. Overall, the passage emphasizes the importance of considering the
influence of financial challenges, student maturity, and perceptions of college
when evaluating the impact of curriculum-based standardized qualifications on
non-merit scholarship's academic performance. It underscores the
Need for a comprehensive approach that addresses both academic and financial
aspects to improve student outcomes and retention rates.
High academic performance in senior high education is a significant
concern in Ghana due to the government's substantial funding provided through
the progressive free senior high policy. The study collected data from 2011/2012
23
2016/2017 academic years, comparing academic performance during the period of
government funding (2014/2015 to 2016/2017) with a period of no funding
(2011/2012 to 2013/2014). A total of 40 students were sampled, with 20 students
in each group. The Mann Whitney U test was used to analyze the academic
performance of funded and non-funded students. The findings suggest that
government funding has a greater impact on students' academic performance.
The study examines the impact of government funding on non-merit
scholarship students' academic performance in Ghana's senior high education
system. It found that government funding, as a form of standardized qualification,
had a greater impact on students' academic performance. Curriculum-based
standardized qualifications, such as the progressive free senior high policy, can
positively influence non-merit scholarship students' academic performance. The
study suggests that prioritizing and enhancing curriculum-based funding
initiatives can further improve academic outcomes for non-merit scholarship
students.
RESEARCH METHODOLOGY
This chapter presents the research design method, subject of the study, the data
gathering instrument, data gathering procedures and the statistical tools utilized in
analyzing data.
Research Design
The study ran by integrating descriptive-correlation method. The aim of

24
descriptive research design was to obtain information for the result of a systematic
description of a phenomenon, a population, or a situation. It was directly mean
that its pacifically helps answering the questions what, where, when where and
how that was related to the research problems rather than the broad and inexact
question why (Voxco, 2021).To investigate and gather information regarding the
variables stated in the questions involving the descriptive method will also allow
the usage of other varieties of research method to increase the percentage of
concrete answers. As a matter of fact, it employs quantitative data predominantly
in qualitative data can be used for descriptive purposes sometimes. On the other
hand, correlation type of research design probes the connection of the variables
that was present without manipulation and control by the researcher with any of
the contents. It also shows the intensity and the direction of the significance
between more than one variable. The researcher used the mentioned method in
research considering the crucial part was known as the descriptive method has a
very helpful trait that will allow researcher to manipulate and control any
variables, unlike in other research method like experimental research that requires
only the identified, measured and observed variables. It also allows the researcher
to obtain first hand data from the respondents to formulate rational and sound
conclusions and recommendations for the study.
Respondents of the Study
One of the educational facilities in the Division of Laguna that provides
elementary, secondary, and post-secondary education is Marcelino Fule Memorial

25
College. It can be found at M.H. Brgy. Del Pilar St. 1 Laguna in Alaminos. Since
Marcelino Fule Memorial College's researchers are also students, the institution
was selected.
The respondents of this study are college professors. A total of 30 college
professors of Marcelino Fule Memorial College responded to our survey. The
respondents were college professors since they are the ones whose observe the
TES grantees in the room, and they are capable of answering honestly the question
regarding the study.
Research Instrument
To draw pertinent data and information needed to answer the problems, the
researcher employs descriptive- research utilizing questionnaire and google forms
as a data gathering instrument. The questionnaire has two pages, and each part
was composed of questions relevant to the researchers’ information needed.
Respondents were asked to put a mark on the answers that represent their
choice and others were simple asked to write the information asked. The
questionnaire was composed of two (2) parts: Part I consists of the respondent’s
profile and part II is about the respondents’ opinion about the stated TES grants,
experience in having the acquired TES grants, academic performance while
studying, the effect of the type of the TES grants they have or had and status in
life.
Lastly, the tool that was used get the result of the survey accurately is an
SPSS tool by using 0.05 level of confidence.

26
Research Locale
This study will be conducted at Marcelino Fule Memorial College that

found at
M.H Del Pilar St.Brgy.1Alaminos, Laguna. It is located between Brgy.3 and Brgy.
San Agustin Alaminos, Laguna. It is about a half hour walking to reach the
school. The school is composed of 276 officially enrolled college students for this
first semester 2023-2024.
Population and Sampling Techniques
A population is any group of people, things, or objects from which
measurements are made and samples are taken (Kombo 2017). This definition
related directly to the purpose of the study. The study focused to the college
professors of Marcelino Fule Memorial College whose handle the TES grantees.
The researchers utilized random sampling technique using the Fishbowl method.
Out of 39 professors, a sample of 30 was generated.
Data Gathering Procedure
The researchers of this study used survey questionnaires and google forms
in collecting the data. The questionnaires are self-made by the researchers. The
researchers made sure that the set of questions was enough to provide sufficient
data needed in the study. A survey questionnaires and Google forms are used
because it is convenient and more accessible to reach respondents. The researchers
examined each question and then created the survey, which was
27
distributed among the college professors of Marcelino Fule Memorial College,
which are randomly chosen using the Fishbowl method. In the survey, the
researchers made sure that the personal information and identity of respondents
remained confidential to maintain the accuracy and non-bias of the whole survey.
The researcher distributed the Google form questionnaires survey through social
media and giving the hard copy to let the college professors answering.
Statistical Treatment of Data
Collected data were categorized, tallied, organized, and tabulated.
Analyzed and interpret such data, frequency, percentage mean and standard
deviation were
usedfordescriptivequestions.Pearsonristhestatisticaltreatmentusedtomeasure the
effect of the linear correlation between two variables measured using ratio or
interval scales. It is limited to measuring the correlation between two normally
distributed variables to the student’s academic performance and success.

28
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter delineates the acquired data derived from the survey,
delineates the outcomes of the analysis, and provides an interpretation of the
findings. The subsequent tables are organized in accordance with the specific
research issues pertaining to the Standardized Qualifications for Tertiary
Education Subsidy (TES) Grantees and their Academic Performance at Marcelino
Fule Memorial College, forming the foundation for the re-designed standardized
qualifications.
MFMC in-house qualifying standards for TES Grantees
Table 1 shows the data and result of Perception of the Respondents on the
In-House Qualifying Standards for Tertiary Education Subsidy (TES) in Terms of
General Average. This table was computed with the use of statistical applications
such as Statistical Package for the Social Sciences (SPSS).

29
Table 1. Perception of the Respondents on the In-House Qualifying Standards
for Tertiary Education Subsidy (TES) in Terms of General Average
Indicators Mean SD Interpretation
1. MFMC establish an 2.93 1.82 Neutral
acceptable limit general average
grade from TES grantees
2. MFMC require student 3.00 1.76 Neutral
grantees to have a passing
general weighted average,
regardless of the passing grade
for each subject
3. There are provisions for 3.00 1.66 Neutral
alternative forms of assessment
or consideration for special
circumstances that may impact a
student's general average grade.
4. MFMC require an ideal 3.27 1.62 Neutral
General Weighted Average in
accepting TES applicants
5. MFMC give chance to 3.13 1.63 Neutral
applicants with
failing/incomplete
Average Mean 3.07 1.35 Neutral
Legend:
4.21 – 5.00 -Strongly agree
3.41-4.20 – Agree
2.61-3.40- Neutral
1.81-2.60-Disagree
1.00-1.80-Strongly Disagree
The results in Table 1 indicate a neutral perception among respondents
regarding the in-house qualifying standards for Tertiary Education Subsidy (TES)
based on general average. The overall mean of 3.07 and a standard deviation of
1.35 suggest that respondents neither strongly agree nor disagree with the
presented indicators. It implies a balanced sentiment among participants in the
survey regarding the established criteria by Marcelino Fule Memorial College for
TES grantees.
The contradiction arises as the Republic of the Philippines Unified Student

30
Financial Assistance System for Tertiary Education Memorandum Circular No,
02 Spies of 2022 outlines specific and straightforward requirements for TES
grantees, primarily focusing on income criteria and enrollment in recognized
educational institutions. According to the Republic of the Philippines Unified
Student Financial Assistance System for Tertiary Education MEMORANDUM
CIRCULAR NO, 02 Spies of 2022, the primary qualifications are related to
household gross income and enrollment in specified programs at State
Universities and Colleges (SUCs), Private HEIs, and CHED-Recognized LUCs.
Therefore, the survey results, indicating a neutral stance on various aspects of
TES qualification, seem inconsistent with the clear and predefined criteria
outlined in the literature review.
On the other hand, the importance of entrance tests in a student's life cannot
be overstated. Entrance tests assess if a student is ready and prepared to succeed
in a classroom setting. These entrance tests determine a student's skill level and,
as a result, offer them a suitable job route throughout their lives. Entrance tests are
also given to determine the level a student should be placed in when they first
enter a school. It is in the best interests of both the students and the school for kids
to be correctly positioned within the school to reap the greatest educational
benefits (2022).
The information emphasizes the significance of entrance tests in a student's
educational journey. Entrance tests serve as assessments to determine if a student
is prepared and capable of succeeding in a classroom environment. These tests
evaluate a student's skill level and help determine the appropriate educational and
career path for them.

31
Teacher’s Perception on TES grantees
The teacher-respondents were asked to indicate their perceptions on Tertiary
Education Subsidy (TES) grantees in terms of academic achievement and class
attendance.
1.1 Academic Achievement
Table 2 presents the perception of teacher-respondents on Tertiary Education
Subsidy (TES) grantees in terms of Academic achievement. Respondents’ rating
was based on the Likert’s scale using the scale from 4.21 – 5.00 -Strongly agree,
3.41, 4.20 – Agree, 2.61-3.40- Neutral, 1.81-2.60-Disagree, 1.00-1.80-Strongly
Disagree. Descriptive statistics resulting from are given in table 2. The table was
computed through Statistical Package for the Social Sciences (SPSS) usage for
processing and analyzing survey data.

32
Table 2. Perception of the teacher-respondents on Tertiary Education Subsidy
(TES) grantees in terms of academic achievement
1. MFMC considers individual 2.70 1.75 Neutral
subject performance trends or
improvements over time for
TES grant eligibility.
2. Specific criteria beyond 2.73 1.76 Neutral
grades that MFMC considers for
evaluating academic
achievement among TES
grantees.
3. The college track the long- 2.93 1.70 Neutral
term success of former TES
grantees to assess the impact of
the scholarship on their future
endeavours.
4. Mentorship or guidance 2.70 1.80 Neutral
programs offered to TES
grantees to enhance their
academic achievement
5. TES grantees are among 2.83 1.60 Neutral
students who get honours.
Legend:
3.41-4.20 – Agree
2.61-3.40- Neutral
1.81-2.60-Disagree
1.00-1.80-Strongly Disagree
Table 2 illustrates the teacher-respondents' perception of Tertiary Education
Subsidy (TES) grantees in terms of academic achievement. With a composite
mean of 2.78 and a standard deviation of 1.60, the interpretation suggests a
neutral stance among the teacher-respondents regarding various indicators related
to TES grantees' academic performance. The mean values ranging from 2.70 to
2.93, coupled with standard deviations, reflect a balanced viewpoint, indicating
neither strong agreement nor disagreement on the specified aspects, as outlined by
Marcelino Fule Memorial College.

33
MarcelioFule Memorial College abides with the Unified Student Financial
Assistance System for Tertiary Education Memorandum Circular No, 02 Spies of
2022. The specified aspects such above is not being implemented in Marcelino
Fule Memorial College.
The government's support not only aids their academic achievements but also
provides them with the drive and perseverance to complete their studies. The
scholars believe that they have numerous opportunities for professional growth,
gain competence in their area of expertise, and experience increased confidence.
However, Ahmad et al. (2019) notes that the increasing financial disparity
between the rich and the poor has resulted in a higher proportion of affluent
students compared to those facing financial difficulties, leading to a less
developed higher education subsidy system. The government is currently
deliberating whether to continue or terminate the scholarship program. New
legislation is being considered, aiming to positively impact higher education
without disadvantaging the wealthy.
1.2 Class Attendance
The table below shows the data and result of Perception of the teacher-
respondents on Tertiary Education Subsidy (TES) grantees in terms of class
attendance. The table was computed through Statistical Package for the Social
Sciences (SPSS) to process and analyze the survey data. Standard Deviation
was used to measure the distribution of the data related to the mean.
34
Table 3. Perception of the teacher-respondents on Tertiary Education Subsidy

(TES) grantees in terms of class attendance
1.TES grantees attend class 3.20 1.65 Neutral
regularly
2. Being present in class 3.60 1.57 Agree
improve TES applicant level of
intelligence.
3.Showing up in class puts TES 3.50 1.53 Agree
grantees in a good rank inside
the classroom
4.TES grantees prefer to be at 2.93 1.53 Neutral
school just to maintain their
grades
5. Showing up on class will 3.27 1.62 Neutral
make TES grantees grades
higher.
Legend:
3.41-4.20 – Agree
2.61-3.40- Neutral
1.81-2.60-Disagree
1.00-1.80-Strongly disagree.
Table 3 presents the teacher-respondents' perception of Tertiary Education
Subsidy (TES) grantees regarding class attendance. The composite means of 3.30,
with a standard deviation of 1.29, indicates a neutral viewpoint among teachers
regarding various indicators related to TES grantees' attendance. The mean values
ranging from 2.93 to 3.60 suggest a balanced stance on aspects such as regular
class attendance, the perceived improvement of intelligence through attendance,
and the association between class presence and academic rank. The neutral
interpretation implies that teacher-respondents neither strongly agree nor disagree
with the specified perceptions outlined in the survey.
From these findings, it seems that class involvement is characterized as the

35
fusion of attending class and participating actively, is a reliable indicator of how
well students will do. This would seem to be obvious, but currently where
students frequently put in long hours of work and/or are obligated to their
families, the significance of attending class and utilizing this time is important not
to undervalue productivity. By using the percentage of participation within the
overall, the course's point total can be beneficial as well. Encourage pupils to alter
their conduct in a favorable way.
The study above emphasizes the importance of class involvement, combining
attendance and active participation, as a reliable indicator of students' academic
success. This aligns with the positive perceptions in Table 3 regarding TES
grantees' class attendance, where indicators like "TES grantees attend class
regularly" and "Being present in class improves TES applicants' level of
intelligence" are positively acknowledged by teacher-respondents. The study's
emphasis on not undervaluing productivity and using participation percentages
within the course's point total aligns with the agreement in Table 3 on indicators
like "TES grantees prefer to be at school just to maintain their grades" and
"Showing up in class will make TES grantees' grades higher." This suggests that
active participation and attendance are perceived positively in the context of TES
grantees.
Level of Academic Performance of Tertiary Education Subsidy (TES)

Grantees
The teacher-respondents were asked to indicate the Level of Academic
Performance of Tertiary Education Subsidy Grantees and the response was as
provided in table below.

36
Table 4. Level of academic performance of Tertiary Education Subsidy
(TES) Grantees at Marcelino Fule Memorial College’s (MFMC’s)
Scores Frequency Percentage Level of Academic
Performance
41-50 10 33.3 Excellent Performance
31-40 7 23.3 Good Performance
21-30 10 33.3 Moderate Performance
11-20 3 10.0 Poor Performance
0-10 0 0.0 Failing Performance
Total 30 100.0
Legend:
41-50 -Excellent Performance
31-40 – Good Performance
21-30- Moderate Performance
11-20-Poor Performance
0-10-Failing Performance
Table 4 illustrates the level of academic performance among Tertiary
Education Subsidy (TES) grantees at Marcelino Fule Memorial College (MFMC).
The distribution of scores reveals that 33.3% of TES grantees achieved an
excellent performance (41-50), another 33.3% demonstrated a moderate
performance (21-30), and 23.3% attained a good performance (31-40).
Additionally, 10% of TES grantees had a poor performance (11-20), while none
fell into the failing performance category (0-10). The overall distribution signifies
a relatively balanced academic performance among the TES grantees at MFMC,
with the majority falling within the excellent and moderate performance
categories.
By providing the tools they need to pursue new knowledge and abilities and
feel comfortable working on their assignments and lessons, the benefits they got
allow them to participate in activities and lessons. The students did, however,
somewhat agree that because of TES, they are happy with their grades and are not
37
concerned about missing class. The advantages of UniFAST TES generally have a
significant impact on students' academic achievement.
The article suggests that students are satisfied with their grades and not
worried about missing class due to TES benefits, which may indicate
complacency. However, Table 4's objective performance metrics may contradict
this satisfaction. The article suggests that UniFAST TES positively impacts
students' academic achievement, despite potential contradictions between
subjective satisfaction and objective performance metrics.
Significant relationship between perception of the respondents on the in-

house qualifying standards for Tertiary Education Subsidy (TES) in terms
of general average and the Academic Performance of TES grantees
The fourth problem of this study dealt on the significant relationship
between significant relationship between perception of the respondents on the
in-house qualifying standards for Tertiary Education Subsidy (TES) in terms
of general average and the Academic Performance of TES grantees in
Marcelino Fule Memorial College as shown in table 5.The table was
computed by using Statistical Package for the Social Sciences (SPSS) for
processing and analyzing data.
\
38
Table 5. Relationship between perception of the respondents on the in-house
qualifying standards for Tertiary Education Subsidy (TES) in terms of
general average and the Academic Performance of TES grantees
In-house r p- Interpretation Decision Conclusion
qualifying value
standards for
(TES)
General average
Academic .276 .139 Weak FR NS
Performance correlation
Correlation is significant at the 0.05 level (2-tailed)
Legend:
FR-Failed to Reject
R-Reject
NS-Not Significant
S-Significant
Table 5 presents the relationship between the perception of respondents
regarding in-house qualifying standards for Tertiary Education Subsidy (TES) in
terms of general average and the Academic Performance of TES grantees. The
correlation coefficient (r) of 0.276 indicates a weak correlation between these two
variables. The p-value of 0.139 suggests that this correlation is not statistically
significant (NS). Therefore, the null hypothesis is not rejected. This means that
the teacher’s perception regarding in-house qualifying standards for Tertiary
Education Subsidy (TES) in terms of general average and the Academic
Performance of TES grantees has no relationship.
Daily grades are crucial for college admissions as they indicate academic
success and retention rates. Factors like test anxiety, lack of sleep, and
distractions can affect test scores, but they reflect commitment and focus during
high school(Collegiategateway, 2019).

39
The study on admissions officers emphasizes the importance of day-in-day-
out grades as a predictor of academic performance. However, Table 5 focuses on
respondents' perceptions of TES qualifying standards, which may not directly
correlate with the objective academic performance of TES grantees. The weak
correlation in Table 5 contradicts the idea that perception strongly aligns with
academic success. The study underscores the long-term focus demonstrated by
day-in-day-out grades, suggesting that persistence and focus throughout high
school predict success in college. In contrast, Table 5 deals with respondents'
perceptions, which might reflect short-term views on TES qualifying standards.
The weak correlation implies that these perceptions may not strongly relate to
TES grantees' academic outcomes.
The significant relationship between level of Teacher’s Perception on

Tertiary Education Subsidy (TES) grantees and academic performance of
Tertiary Education Subsidy (TES) grantees.
Table 6 shows if there is a significant relationship between level of
Teacher’s Perception on Tertiary Education Subsidy (TES) grantees and
academic performance of Tertiary Education Subsidy (TES) grantees in
Marcelino Fule Memorial College as shown in table 5. The table was
computed by using Statistical Package for the Social Sciences (SPSS) for
processing and analyzing data.

40
Table 6. Relationship between level of Teacher’s Perceptionon Tertiary
Education Subsidy (TES) grantees and academic performance of Tertiary
Education Subsidy (TES) grantees?
Academic p- value
R Interpretation Decision Conclusion
Performance
Academic Strong positive
.682 .000 R S
Achievement correlation
Strong positive
Class attendance .615 .000 R S
correlation
Correlation is significant at the 0.05 level (2-tailed)
Legend:
FR- Failed to Reject
R- Reject
NS- Not Significant
S- Significant
Table 6 examines the relationship between the level of Teacher's
Perception on Tertiary Education Subsidy (TES) grantees in terms of academic
achievement and attendance to their academic performance. The results reveal a
strong positive correlation between the Academic Achievement and academic
performance (r = 0.682, p-value = 0.000).
Academic achievement is the degree to which a learner or institution has
met short-or long-term learning objectives. Students' grade point averages can be
used to gauge achievement, while graduation rates can be used to gauge
achievement within institution. Academic performance considers elements like the
intellectual level, character, drive, aptitude, hobbies, study techniques, self-worth,
or the rapport between the instructor and the students.
Furthermore, there is a strong positive correlation between Class
Attendance and Academic Performance of TES Grantees (r = 0.615, p-value =
0.000). Class attendance is the act of showing up for class, an event, or a meeting.
Students in schools must keep their attendance up to a certain level whereas

41
Academic Performance is the term used to describe when a student's actual
performance differs from their expected performance in the classroom. A below-
expected performance in academics is considered an unsatisfactory performance.
It may occasionally have to do with instructional strategies.
The study found a strong positive correlation between Teacher's
Perceptionon Tertiary Education Subsidy (TES) grantees and their academic
performance. The correlation was r = 0.682, indicating a robust relationship
between teachers' perceptions and academic achievement. Additionally, the
correlation was r=0.615, indicating a significant positive effect on class
attendance. The null hypothesis was rejected, indicating that teachers' positive
perceptions may contribute to improved academic performance and attendance
among TES grantees.
May of 2016. However, the Board needs to create certain rules and regulations for
it to be implemented properly and efficiently. This may be the starting point for
percentage of higher education participation. The article discusses the early stages
of the UniFAST Act in the Philippines, emphasizing the need for rules and
regulations for its proper implementation. It suggests that the Philippines could
follow Korea and Thailand's example to increase higher education participation.
The weak correlation between in-house qualifying standards for Tertiary
Education Subsidy (TES) and academic performance could be attributed to the

42
lack of standardized qualifications. The article also suggests benchmarking against
successful models like Korea and Thailand to enhance the effectiveness of the
TES program. Addressing these aspects could potentially strengthen the
correlation in the future.
Proposed Re-Design Standardized Qualifications for Tertiary Education
Subsidy (TES) Grantees of Marcelino Fule Memorial College (MFMC)
Objectives
1. Enhance clarity in qualifying standards for Tertiary Education Subsidy
(TES) by improving communication channels and articulating standards clearly.
2. Optimize attendance monitoring procedures to positively impact
perceptions and align with academic success indicators.
3. Stress the significance of completing course requirements for academic

success.
Ensure clear communication of standardized qualifications to professors and
stakeholders, implementing strategies for effective information dissemination.
4. Aim to contribute to the development of TES or government-provided

subsidies.
5. Inspire grantees to be more productive in school, emphasizing
education as an investment that benefits the community by producing highly
educated individuals.
43
Table 7: TES Qualifications (UniFast) and the Proposed Standardized
Qualifications
TES Qualifications (UniFast) Proposed Standardized Qualifications
Must be a Filipino citizen with a

combined household (parents/guardian)
gross in come which shall not exceed
Four Hundred Thousand Pesos
(PhP400,000.00)
Grantee must be enrolled in any first
undergraduate degree in SUCs, CHED-
Recognized LUCs, and Private He1s
that are in the CHED Registry of
Programs and
Institutions
New applicants must submit through
their HEls an accomplished TDP-TES
Application Form (Annex 1).
Certificate
Registration/Enrolment(CORs/COEs)
as proof of enrollment
(Income Requirement).
Participating higher education
institutions (HEls) must submit, to the
respective CHED Regional Offices, a
certified true copy or electronically
generated copy of the list of enrolled
applicants with a total number of units
enrolled (see Annex 2), with the
attached certified electronically
generated.
New applicants shall submit a
Certificate of Indecency as proof of
income, duly issued by the Punong
Barangay where the applicant resides.
Good attendance record.
Complete course requirements.
Include an interview component to

gather qualitative information about
students.
44
Clear communication of standardized

qualifications to the professors and all
stakeholders.
Alignment with academic success

indicators and relevant benchmarks.
Adding qualifying standards with

specified general average.
45
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, conclusions and
recommendations based on the data analyzed in the previous chapter.
Summary
The research aimed to investigates the necessity and impact of
standardized qualifications in financial aid allocation, particularly the Tertiary
Education Subsidy (TES) at Marcelino Fule Memorial College. Objectives include
defining the college's in-house TES standards, assessing teachers' perceptions of
TES grantees' academics and attendance, evaluating grantees' academic
performance, analyzing the standards' correlation with academic achievement,
exploring the link between teachers' perceptions and grantees' performance, and
proposing redesigned qualifications based on the study's findings. Specifically,
this study sought to answer the following questions: What are Marcelino Fule
Memorial College’s (MFMC’s) in house qualifying standards for Tertiary
Education Subsidy (TES)?, What is the level of Teacher’s Assessment on Tertiary
Education Subsidy (TES) grantees in terms of: Student’s academic achievement in
tertiary level, Class attendance, and Academic Performance, What
is the level of academic performance of Marcelino Fule Memorial College’s (MFMC’s)
Tertiary Education Subsidy (TES) Grantees?, Is there a significant relationship between
Marcelino Fule Memorial College’s (MFMC’s) in house

46
qualifying standards for Tertiary Education Subsidy (TES) and academic
performance of TES Grantees? Is there significant relationship between level of
Teacher’s Perception on Tertiary Education Subsidy (TES) grantees and academic
performance of Tertiary Education Subsidy (TES) grantees? Based on the result,
what is the proposed re-design standardized qualifications for Tertiary Education
Subsidy (TES) Grantees of Marcelino Fule Memorial College (MFMC).
The study used a descriptive-correlational research design to analyze the
relationship between variables in TES grants at Marcelino Fule Memorial College.
It involved 30 college professors chosen for their close observation of TES
grantees. Data collection utilized Google Forms questionnaires covering profiles,
scholarship opinions, and academic experiences of respondents, including 276
enrolled college students. Employing the Fishbowl technique, this manageable
method selected participants for unbiased analysis. Collected data underwent
categorization, tabulation, and statistical treatments like frequency, percentage
mean, standard deviation, and Pearson r correlation coefficient to assess
scholarships' impact on academic performance.
The summary of the findings areas follows:
1. Respondents demonstrate a neutral perspective (mean=3.07,SD=1.35)
on the in-house qualifying standards for Tertiary Education Subsidy (TES),
suggesting a lack of clear consensus among stakeholders.
2. Teachers hold a neutral stance (composite mean = 2.78, SD = 1.60)
regarding Tertiary Education Subsidy grantees academic achievement, indicating

47
on the in-house qualifying standards for Tertiary Education Subsidy (TES),
suggesting a lack of clear consensus among stakeholders.Teachers hold a neutral
stance (composite mean = 2.78, SD = 1.60) regarding Tertiary Education Subsidy
grantees academic achievement, indicating a balanced view without strong
agreement or disagreement. The lack of a clear stance suggests the importance of
understanding factors influencing teachers’ perception and exploring ways to
enhance clarity in evaluating academic achievement.
3. Teachers express neutrality (mean=3.30, range = 2.93to3.60)
concerning TES grantees class attendance, suggesting a balanced perspective on
attendance, suggesting a balanced perspective on attendance, intelligence
improvement, and academic rank association. The balanced viewpoint indicates a
need to explore factors contributing to this neutrality and whether adjustments in
attendance monitoring may positively impact perceptions.
4. Most of the TES grantees belong to level of excellence performer
with 33.3% indicating more than quarter of the respondents thinks that TES
grantees are not excellent performers. 23.3 percent moderate and 10 percent for
poor and none failing. The distribution highlights a diverse academic landscape
among TES grantees, emphasizing the importance of understanding and
addressing factors contributing to varying performance level.
5. The study identifies a weak correlation (r-value = 0.276) between
teachers’ perception of in-house qualifying standards for TES and the
academic outcome.
48
6. A strong positive correlation is found between teachers’ perception
of TES grantees’ academic achievement and attendance, indicating a
significant impact on academic performance. The strong correlation
underscores the importance of consistent attendance in contributing to
favorable perceptions of academic achievement, suggesting a potential focus
area for intervention and improvement.
Conclusion
Based on the discussion of findings and results, the following conclusions were
drawn.
1. The data reflects a neutral stance among respondents regarding the in-
house qualifying standards for TES grantees' general average at MFMC. The
average scores around the neutral range suggest that respondents hold diverse
opinions or experiences regarding the college's criteria for TES qualification based
on general average. The deviation indicates a wide dispersion in opinions,
implying that individuals may perceive the standards differently or that there isn't
a unified understanding of these criteria.
2. Teachers' perceptions regarding the academic achievement of TES
grantees reflect a neutral outlook. The average scores indicate that there isn't a
clear consensus among educators on the specific criteria beyond grades that define
academic success for TES grantees. This neutrality suggests a lack of distinct
agreement or disagreement among teachers, signifying varying interpretations of
academic achievement among students benefiting from the subsidy.

49
3. The responses from teachers exhibited a mix of opinions concerning
class attendance among TES grantees. While teachers strongly agree that regular
class attendance positively influences intelligence levels, the neutral scores on
other factors, like impact on grades or classroom rankings, imply differing views
among respondents. This neutrality suggests that while teachers acknowledge the
importance of attendance, there are divergent opinions on its direct effects on
academic performance metrics.
4. The weak correlation between respondents' perceptions of in-house
standards and academic performance among TES grantees suggests that the
criteria established by MFMC for TES qualification may not strongly predict or
influence students' actual academic outcomes. This weak relationship indicates a
lack of significant impact of the existing standards on the students' academic
performances.
5. The strong positive correlation between teacher perceptions of
academic achievement and class attendance among TES grantees indicates a
significant association between these factors. This implies that teachers believe
class attendance plays a substantial role in influencing academic achievement. It
underscores the importance of attendance-related interventions or policies to
improve student outcomes.
6. A proposed Re-Design Standardized Qualifications for Tertiary
Education Subsidy (TES) Grantees of Marcelino Fule Memorial College (MFMC)
was presented.
50
Recommendations
Based on the findings of the study, the following recommendations are
proposed for the re-design of standardized qualifications for Tertiary Education
Subsidy (TES) grantees at Marcelino Fule Memorial College (MFMC):
1. TES grantees - To allay any doubts, TES grantees are encouraged to
ask questions about qualifying requirements. To increase understanding and
transparency, make the eligibility requirements for TES information easily
accessible and understandable.
2. Teachers / college faculty - Organize seminars or training sessions to
help educators comprehend the variables affecting how they view the academic
success of TES grantees. Examine ways to improve the clarity of the assessment
of academic performance to promote a more unified and knowledgeable
perspective.
3. School - To guarantee that teachers and TES grantees receive
consistent and accurate information, communication channels should be
improved. If you want to improve the overall learning environment and address
concerns, think about putting in place a feedback mechanism.
4. Administration - Examine and possibly modify the current TES
qualifying standards to better align them with academic goals. Work together with
faculty members to investigate strategies for improving teachers' opinions and
fostering a welcoming atmosphere for TES grantees.

51
5. Future researcher - Examine the elements that lead to the varied
academic environment among recipients of TES grants, offering suggestions for
future initiatives. Examine how perceptions of academic achievement are affected
by attendance monitoring to inform future changes to monitoring procedures.

52
BIBLIOGRAPHY
 Gerald D. Purigay TEACHER II – Gumaca National High School, Deped

Division of Quezon, Philippines Corresponding Author: Gerald D. Purigay
“Assessment on the Implementation of Unified Student Financial Assistance
System for Tertiary Education (UniFAST): Basis for a Proposed Action,”
www.al-kindipublisher.com/index.php/jbms
 Asuncion, E. V., &Tullao, T. S. (2018). “Evaluation of Unified Student Financial

Assistance System in Tertiary Education (UniFAST) in Addressing Capital
Market Imperfection in the Philippines.” Retrieved from
https://animorepository.dlsu.edu.ph/res_aki/39
 “The Quality of Life and Experiences of Tertiary Education Subsidy (TES)

Grantees Article” · February 2023 DOI: 10.5281/zenodo.7657596.
https://www.researchgate.net/publication/368822540
 Andrea Marie, "The Impact of Student Support Services on Academic Success at

a Select Historically Black College and University" (2014). UNF Graduate
Theses and Dissertations. 532. https://digitalcommons.unf.edu/etd/532
 Natasha M. Ganem, Michelle Manasse, "The Relationship between Scholarships

and Student Success: An Art and Design Case Study", Education Research
International, vol. 2011, Article ID 743120, 8 pages, 2011.
https://doi.org/10.1155/2011/743120
 Dr. (Smt) MahendraMehta&Ku. Avni Mishra “Scholarship a tool for motivating

students”
https://www.academia.edu/108079835/SCHOLARSHIP_A_TOOL_FOR_MOTI
VATING_STUDENTS
 Estacio Jr., Glicerio B., Arada Jr., Romulo B., Sta. Catalina, Marlon P.,
“CORRELATION BETWEEN STUDENTS’ ENTRANCE EXAM RESULT
AND ACADEMIC PERFORMANCE IN ENSCIMA” (PDF) CORRELATION
BETWEEN STUDENTS' ENTRANCE EXAM RESULT AND ACADEMIC
PERFORMANCE IN ENSCIMA | John King Antiporda - Academia.ed
 Nurudeen Abdul-Rahaman Wan Ming Abdul Basit Abdul Rahaman Latif Amadu
&Salma S. Abdul-Rahaman, “The Impact of Government Funding on Students’
Academic Performance in Ghana” (PDF) The Impact of Government Funding on
Students’ Academic Performance in Ghana | Nurudeen Abdul-Rahaman -
Academia.edu
 https://www.academia.edu/57347883/
_PDF_Academic_Performance_Questionnaire?ri_id=79769
53
DR. LOTA BALDEMORA

College Dean
Marcelino Fule Memorial College
Alaminos, Laguna
Dear Mrs. Baldemora,
We, students (BEED IV) of Marcelino Fule Memorial College are

currently working on our research study entitled “Marcelino Fule Memorial
College Standardized Qualifications for TES Grantees and Their
Academic Performance: Basis For Re-Designed Standardized
Qualifications”.
In this regard, we would like to request permission to allow us to conduct

the said study among college Professors from Marcelino Fule Memorial
College. Rest assures us that the information that will be obtained will be kept
with utmost confidentiality.
Your approval to conduct this study will be appreciated. Thank you

and God bless!
Respectfully yours,
The Researchers
Noted:
MRS. MARILYN G. SUMAGUE, MAEM

College Professor-Research 2
Approved by:
MRS. LOTA BALDEMORA, PH.D

College Dean
Alaminos, Laguna
54

Dear Ma’am,
We, the undersigned researchers, are humbly asking for your approval, for
us to conduct our survey among the college professors- respondents of
Marcelino Fule Memorial College in Alaminos, Laguna through
questionnaires.
The data that will be gathered will be used as basis and reference in our
research entitled
“Marcelino Fule Memorial College Standardized Qualifications for TES
Grantees and Their Academic Performance: Basis For Re-Designed
Standardized Qualifications”.
Your approval to conduct this study will be appreciated. Thank you and
God bless!
Sincerely Yours,
The Researchers
Approved:

55
Dear Ma’am\Sir,
Warmest greetings!
We, Bachelor of Elementary Education (BEED) IV students of Marcelino

Fule Memorial College, are currently conducting a research study entitled
“Marcelino Fule Memorial College Standardized Qualifications for TES Grantees
and Their Academic Performance: Basis for Re-Designed Standardized
Qualifications”, which is a Partial Fulfillment of the Requirements for the Degree
Bachelor of Elementary Education.
With your related knowledge and experience, we would like to request you
to be one of our respondents in our study. We hope that you will take time
answering the questions honestly. Rest assured that all data gathered will be
treated with utmost confidentiality and will be used for academic purposes only.
Thank you for your support and cooperation.
Truly Yours,
(Researchers)
Bautista, John Hero D. Capuno, Rechelle P.

Cailao, Verlyn D. Flores, Kyla Mari M.
Leyesa, Cluee Marie H.

Lorica, Julie Ann L.
56
MARCELINO FULE MEMORIAL COLLEGE STANDARDIZED

QUALIFICATIONS FOR TES GRANTEES AND THEIR
ACADEMICPERFORMANCE: BASISFOR
RE-DESIGNED STANDARDIZED
QUALIFICATIONS
Name: (Optional)________________________
Directions: Place a checkmark (/) on the column of your preferred answer. Be

certain to select only one response for each statement.
Scale:
5 = 4.21 – 5 .00 – Strongly Agree
4 = 3.41 - 4.20 - Agree
3 = 2.61 - 3.40 - Neutral
2 = 1.81 - 2.60 - Disagree
1 = 1.00 - 1.80 - Strongly Disagree
Part I.
A.Perception of the respondents on the in-house qualifying standards for Tertiary

Education Subsidy (TES) in terms of general average
Strongl Agre Neutra Disagre Strongly
y Agree e l e Disagre
Indicators (5) e
(4) (3) (2) (1)
1. MFMC establish an acceptable limit

general average grade from TES grantees
2. MFMC require student grantees to have
a passing general weighted average,
regardless of the passing grade for each
subject
3. There are provisions for alternative
forms of assessment or consideration for
special circumstances that may impact a
student's general average grade.
4. MFMC require an ideal General
Weighted Average in accepting TES
applicants
5. MFMC give chance to applicants with
failing/incomplete
57
B. Perception of the teacher-respondents on Tertiary Education Subsidy
(TES) grantees
Strongly Agree Neutral Disagree Strongly

Agree Disagree
Indicators
(5) (4) (3) (2) (1)
Academic Achievement
1.MFMC consider individual subject
performance trends or improvements over
time for TES grant eligibility.
2. Specific criteria beyond grades that

MFMC considers for evaluating academic
achievement among TES grantees.
3. The college track the long-term success
of former TES grantees to assess the
impact of the scholarship on their future
endeavors
4. Mentorship or guidance programs

offered to TES grantees to enhance their
academic achievement
5. TES grantees are among students who

get honors
Class Attendance
1.TES grantees attend class regularly
2.Being present in class improve TES

applicant level of intelligence.
3.Showing up in class puts TES grantees in

a good rank inside the classroom
4. TES grantees prefer to be at school just

to maintain their grades
5.Showing up on class will make TES

grantees grades higher.
58
Part II. Academic performance of Tertiary Education Subsidy
(TES)Grantees
Scale:
Ratin Description Score Verbal Interpretation
g
5 Strongly Agree 41-50 Excellent Performance
4 Agree 31-40 Good Performance

3 Neutral 21-30 Moderate Performance
2 Disagree 11-20 Poor Performance
1 Strongly 0-10 Failing Performance
Disagree
Strongl Agre Neutra Disagre Strongl

y Agree e l e y
(5) Disagre
Indicators
(4) (3) (2) e
(1)
1. Students made themselves ready in

all subjects.
2. Students pay attention and listen
during every discussion
3.TES grantees study harder to improve their
academic performance when they get low
grades.
4. Solving problems is a useful hobby
for TES grantees
5.TES grantees start papers and projects as
soon as they are assigned.
6.Students exert more effort when they do
difficult assignments.
7. Students has a positive attitude on a
daily basis
8. Students listen attentively to the
lecture of their teacher
9. TES grantees study and prepared
for quizzes and tests.
10.TES grantees do their assignments
regularly
59
APPENDICES E – SPSS OUTPUTS
SOP 1&2
Descriptive
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
GA1 30 1 5 2.93 1.818
GA2 30 1 5 3.00 1.762
GA3 30 1 5 3.00 1.661
GA4 30 1 5 3.27 1.617
GA5 30 1 5 3.13 1.634
Mean 30 1.00 5.00 3.0667 1.34558
EE1 30 1 5 3.10 1.845
EE2 30 1 5 2.93 1.818
EE3 30 1 5 3.00 1.682
EE4 30 1 5 2.80 1.648
EE5 30 1 5 2.63 1.712
Mean 30 1.00 5.00 2.8933 1.50927
MA1 30 1 5 3.10 1.807
MA2 30 1 5 3.00 1.819
MA3 30 1 5 3.03 1.810
MA4 30 1 5 2.90 1.768
MA5 30 1 5 2.73 1.818
Mean 30 1.00 5.00 2.9533 1.52558
AA1 30 1 5 2.70 1.745
AA2 30 1 5 2.73 1.760
AA3 30 1 5 2.93 1.701
AA4 30 1 5 2.70 1.803
AA5 30 1 5 2.83 1.599
Mean 30 1.00 5.00 2.7800 1.60461
CA1 30 1 5 3.20 1.648
CA2 30 1 5 3.60 1.567
CA3 30 1 5 3.50 1.526
CA4 30 1 5 2.93 1.530
CA5 30 1 5 3.27 1.617
60
Mean 30 1.00 5.00 3.3000 1.28948

AP1 30 1 5 3.10 1.583
AP2 30 1 5 2.97 1.671
AP3 30 1 5 3.30 1.725
AP4 30 1 5 3.03 1.771
AP5 30 1 5 3.33 1.561
Mean 30 1.00 5.00 3.1467 1.50945
AA1 30 1 5 3.40 1.545
AA2 30 1 5 3.37 1.402
AA3 30 1 5 3.50 1.456
AA4 30 1 5 3.17 1.487
AA5 30 1 5 3.30 1.393
AA6 30 1 5 3.70 1.149
AA7 30 1 5 3.27 1.530
AA8 30 2 5 4.17 .950
AA9 30 1 5 3.23 1.612
AA10 30 1 5 3.17 1.599
Mean 30 1.40 5.00 3.4267 1.13864
Valid N (listwise) 30
SOP 3
Frequencies
Statistics
Recoded_AcadPer
N Valid 30
Missing 0
Recoded_AcadPer
Cumulative
Frequency Percent Valid Percent Percent
Valid Poor Performance 3 10.0 10.0 10.0
Moderate Performance 10 33.3 33.3 43.3
Good Performance 7 23.3 23.3 66.7
Excellent Performance 10 33.3 33.3 100.0
Total 30 100.0 100.0
61
SOP 4&5
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
AP_Mean .181 30 .014 .868 30 .002
a. Lilliefors Significance Correction
Test for Normality of the Distribution:
Table abovedisplays the normality of data using Shapiro-Wilk. This provides us

the information that the probability values for Academic Performance (AP)
(0.002) is less than the alpha level of 0.05, which signifies that the data is not
normal. Thus, non-parametric test shall be utilized.
Nonparametric Correlations
Correlations
GA_Me EE_Me MA_Me AA_Me CA_Me AP_Me AAB_Me
an an an an an an an
Spearma GA_Me Correlati 1.000 .703** .749** .313 .523** .377* .276
n's rho an on
Coeffici
ent
Sig. (2- . .000 .000 .092 .003 .040 .139
tailed)
N 30 30 30 30 30 30 30
EE_Me Correlati .703** 1.000 .792** .414* .561** .424* .258
an on
Coeffici
ent
Sig. (2- .000 . .000 .023 .001 .019 .169
tailed)
N 30 30 30 30 30 30 30
** ** *
MA_Me Correlati .749 .792 1.000 .183 .415 .270 .134
an on
Coeffici
ent
62
Sig. (2-tailed) .000 .000 . .333 .023 .150 .481

N 30 30 30 30 30 30 30
AA_Mean Correlation .313 .414* .183 1.000 .775** .835** .682**
Coefficient
Sig. (2-tailed) .092 .023 .333 . .000 .000 .000
N 30 30 30 30 30 30 30
** ** * ** **
CA_Mean Correlation .523 .561 .415 .775 1.000 .903 .615**
Coefficient
Sig. (2-tailed) .003 .001 .023 .000 . .000 .000
N 30 30 30 30 30 30 30
* * ** **
AP_Mean Correlation .377 .424 .270 .835 .903 1.000 .657**
Coefficient
Sig. (2-tailed) .040 .019 .150 .000 .000 . .000
N 30 30 30 30 30 30 30
AAB_Mea Correlation .276 .258 .134 .682** .615** .657** 1.000
n Coefficient
Sig. (2-tailed) .139 .169 .481 .000 .000 .000 .
N 30 30 30 30 30 30 30
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
63
Lorica, Julie – ann L.

#280Brgy. II Del Pilar St. Alaminos, Laguna
Cellphone No. 09054810438
Email Address: [email protected]
PERSONAL PROFILE
Age : 21
Date of Birth : February 09, 2002
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Nationality : Filipino
Height : 5’3
Weight : 69 kg
Name of Mother : Liza L. Lorica
Occupation : Sewer
Contact No. : 09519147158
Name of Father : Jeonatan D. Lorica
Occupation : Utility
Contact No. : 09701310688
EDUCATIONAL BACKGROUND
Tertiary Education
M.H Del Pilar St. Brgy. 1 Alaminos, Laguna
2020-2024
Secondary Education
Senior High School
Alaminos Integrated National High School
D. Fandino St. Alaminos Laguna
2018 – 2020
Junior High School

D. Fandino St. Alaminos, Laguna
2014 – 2018
Alaminos Elementary School
2006-2014
I hereby certify that the above information is true and correct based on my knowledge
and belief.
64
Leyesa, Cluee Marie H,

#131 Brgy San Benito Alaminos, Laguna
PERSONAL PROFILE
Age : 22
Date of Birth : October 13, 2001
Gender : Female
Height : 5’4
Weight : 52 kg
Name of Mother : Marichu H. Leyesa
Occupation : N/A
Contact No. : 09667449296
Name of Father : Emmanuel B. Leyesa
Occupation : N/A
Contact No. : 09851219035
Tertiary Education
2020-2024
Secondary Education
Senior High School
St. Therese Montessori School
Brgy San Nicolas, San Pablo City
2018 – 2020
Junior High School

Buenaventura Y Fandialan Memorial Integrated National High School
Brgy San Agustin, Alaminos Laguna
2014 – 2018
San Benito Elementary School
Brgy San Benito, Alaminos, Laguna
2006-2014
and belief.
65
Capuno, Rechelle P.
#175 San Pedro St, Brgy III Alaminos, Laguna
PERSONAL PROFILE
Age : 22
Date of Birth : November 17, 2001
Gender : Female
Civil Status : Married
Religion : Christian
Height : 5’4
Weight : 56 kg
Name of Mother : Roda L. Perilla
Occupation : OFW
Contact No. : N/A
Name of Father : Roderick G. Capuno
Occupation : N/A
Contact No. : N/A
Tertiary Education
2020-2024
Secondary Education
Senior High School
N/A
Junior High School

San Bartolome National High School
Brgy San Bartolome, San Pablo City
2018 – 2020
Taytay Malaya Elementary School
Brgy Taytay Nagcarlan Laguna
2006-2014
and belief.
66
Bautista, John Hero G.

#119 Nuestra Seniora Del Pilar Vill. Brgy. II Alaminos, Laguna
Email Address:[email protected]
PERSONAL PROFILE
Age : 22
Date of Birth : July 31, 2001
Gender : Male
Height : 5’7
Weight : 47 kg
Name of Mother : Imelda D. Bautista
Occupation : N/A
Contact No. : N/A
Name of Father : Nestor M. Bautista
Occupation : School Facilitator
Contact No. : 09175787219
Tertiary Education
2020-2024
Secondary Education (2014-2020)

Senior High School
M.H Del Pilar St. Brgy. I Alaminos, Laguna
2018 – 2020
Junior High School

M.H Del Pilar St. Brgy. I Alaminos, Laguna
2014 – 2018
D. Fandino St. Brgy. I Alaminos, Laguna
2006-2014
and belief.
67
Cailao, Verlyn D.
#335 Brgy. II Del Pilar St. Alaminos, Laguna
PERSONAL PROFILE
Age : 22
Date of Birth : October 7, 2001
Gender : Female
Height : 5’1
Weight : 49 kg
Name of Mother : Jasmin D. Cailao
Occupation : Domestic Helper
Contact No. : N/A
Name of Father : Christopher P. Cailao
Occupation : N/A
Contact No. : 09636464402
Tertiary Education
2020-2024

Senior High School
Palm Valley Multiple Intelligence School
483 Denmark St.Alaminos Heights Subdivision Alaminos, Laguna
2018 – 2020
Junior High School


2014 – 2018
2006-2014
and belief.
68
Flores, Kyla Mari M.

# Del Pilar St. Brgy. IV Alaminos, Laguna
PERSONAL PROFILE
Age : 23
Date of Birth : November 4, 2000
Gender : Female
Religion : Iglesia Ni Cristo
Height : 5’2
Weight : 39 kg
Name of Mother : Melody M. Flores
Occupation : Deceased
Contact No. : N/A
Name of Father : Arnel M. Flores
Occupation : Carpenter
Contact No. : 09474646768
Tertiary Education
2020-2024

Senior High School (2018 – 2020)
2014 – 2018
Junior High School (2014 – 2018)


2014 – 2018
Bagong Silang Elementary School
Bagong Silang Alaminos, Laguna
2006-2014
and belief.

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MarcelinoFuleMemorialCollege

MARCELINO FULE MEMORIAL COLLEGE STANDARDIZED

In Partial Fulfillment of the Requirements for the Degree of Bachelor of

Bautista, John Hero D.

This research entitled, The Impact Of Curriculum-Based Standardized

Marilyn Sumague, MAEM John Augustus Fule Robles

Lota Baldemora, Ph.D

The researchers would like to extend their genuine appreciation to the

I would like to express my sincere gratitude to God for granting me strength

and wisdom throughout this academic journey. I am also grateful to Professor

I am profoundly thankful to my thesis adviser, Eric De Luna, for their expert

guidance, encouragement, and constructive feedback that significantly

contributed to the development of this research.

I extend my heartfelt appreciation to Dean Lota Baldera for providing

unwavering support and guidance throughout the completion of this thesis.

invaluable resources and assistance.

Lastly, I want to acknowledge the generous sponsors whose support made

has made a lasting impact on my academic endeavors.

This study is dedicated to:

To our unwavering pillars of support and love,

For Julie Ann L. Lorica:

constant encouragement, and my dear Friend, Manuelito M. Ceria, for the

For Cluee Marie H. Leyesa:

This work is dedicated to my Mother, Marichu Leyesa, Father, Emanuel Leyesa,

Hitta, and my Friend, Charles Benedick Lumanlan, for being my pillars of

strength and inspiration.

For Kyla Mari M. Flores:

I express my gratitude to my Father, Arnel Flores, Sister, Krezette Flores, Aunt,

Charisma F. Almoro, and Cousin, CharizzaAlmoro, for their unwavering

support and encouragement.

To my Verlyn Cailao, Christopher Cailao, QuezerieCailao, and Jan Wislee and

thesis to you with heartfelt appreciation.

For John Hero D. Bautista:

belief in me has been my driving force.

For Rechelle P. Capuno:

To my husband, Airon Jonathan Mingua, church mates, daughters Ysabella

This thesis stands as a testament to the love, encouragement, and support we

This thesis investigates the perception of respondents on the in-house

qualifying standards for Tertiary Education Subsidy (TES) at Marcelino Fule

Memorial College (MFMC) and their implications on the academic performance

among respondents regarding TES qualifying standards based on general average.

predefined criteria outlined in existing literature.

Furthermore, the research explores teacher-respondents' perspectives on TES

grantees, considering academic achievement and class attendance. The findings

between standardized qualifications and indicators correlated with positive

The level of academic performance among TES grantees at Marcelino Fule

Memorial College is presented, showing a balanced distribution across various

performance categories. The study delves into the relationship between

respondents' perceptions on qualifying standards and academic performance,

revealing a weak correlation. However, the teacher's positive perceptions

demonstrate a strong positive correlation with both academic achievement and

In light of these findings, the thesis proposes a comprehensive re-design of

standardized qualifications for TES grantees at MFMC.

academic success indicators, and incorporation of teacher feedback, consideration

of alternative assessments, and transparency in communication, continuous

evaluation, and encouragement of consistent class attendance.

This research contributes valuable insights to the ongoing discourse on

TES qualification standards, emphasizing the importance of a holistic approach