https://hdl.handle.net/20.500.14353/1052 Wed, 22 Apr 2026 23:08:00 GMT 2026-04-22T23:08:00Z https://repository.wvsu.edu.ph:443/bitstream/id/d04a6678-2f02-4626-a699-46bf2938e779/ https://hdl.handle.net/20.500.14353/1052 https://hdl.handle.net/20.500.14353/1014 Transforming families through free tertiary education grants in the Philippines Olapane, Elias; Contreras, Rosario Clarabel; Quindipan, Nelma Education is a fundamental right, yet access to tertiary education remains a challenge for marginalized communities worldwide. To address this, the Philippine government launched the Expanded Students’ Grant-in-Aid Program for Poverty Alleviation (ESGP-PA) in 2013, offering free college education to impoverished but academically inclined students. This qualitative case study explored the transformative effects of this program on selected graduate-grantees and their families. Findings reveal that economic hardship motivated participants to overcome challenges, supported by parents, friends, and strong faith. The program substantially improves their socio-economic conditions. It underscores how free tertiary education fosters social and economic empowerment for vulnerable populations. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/20.500.14353/1014 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/230 Self-esteem, self-regulation, educational aspirations and priority concerns of student grant's-in-aid program for poverty alleviation (SGP-PA) grantees Loyola, Ma. Lulu L.; Jalandoni, Nove D.; Robles, Baby Rose G. This study looked into the self-esteem, self-regulation, educational aspirations and priority concerns of the 226 SGP-PA grantees at West Visayas State University. Results revealed that the respondents had low self-esteem; mostly average self-regulation except those from the provinces of Antique and Guimaras who had poor self-regulation. Generally, they had moderate educational aspirations but high for those with average family size. Their topmost priority concern was their studies and the least was specific social issues. As to their studies, their topmost concern was: understanding their lessons and the least was working with classmates on projects. As regards self-development, planning their lives was topmost while knowing and understanding themselves was the least. As to family relationships, the topmost concern was improving their relationship with their siblings and least was teaching their parents how to handle their children effectively. In the area of social relationships, the topmost was developing their skills for starting/ maintaining friendships and the least was getting rid of their fear of social situations. On specific social issues, their topmost concern was handling adjustments caused by financial crises, and the least was learning more about sexual abuse/harassment. Finally, significant differences existed only in the level of educational aspirations according to grantees’ family size; none were observed in the level of self-esteem and self- regulation. As gleaned from these results, appropriate intervention program on self-development may be designed for the grantees of the program. Fri, 01 Jun 2018 00:00:00 GMT https://hdl.handle.net/20.500.14353/230 2018-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/869 What makes them aspire?: A study on the educational aspiration of the poor Padernilla, Andie P. The qualitative-constructivist study sought to comprehensively understand the social and economic circumstances affecting the "push" and "pull" factors that shaped the educational aspirations of the poor. With data collected through interview of seven (7) participants chosen through purposive sampling and certified as "poor" by the City Social Welfare and Development Office of Passi City, this study used inductive analytic procedure of thematic analysis or grounded theory. Results sowed that the educational aspirations of the poor are influenced by social circumstances which are: "no family support", large family orientation and "limited schooling of the household head", and economic circumstances which are "being poor", low earning capacity of parents" and "working at an early age." This are shaped by "push" factors which are "low earning potentials" and "lack of opportunities for advancements," and "pull" factors which are "high employment probability" and "better economic condition." Generally, the participants had high educational aspirations and viewed education as a gift, a way to help the family, and a means by which they could not to be taken advantage of by others. Discussions, implications, conclusions, and recommendations were made in the light of the themes that emerged in the course of the interview with the participants. Fri, 01 Mar 2013 00:00:00 GMT https://hdl.handle.net/20.500.14353/869 2013-03-01T00:00:00Z