Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation

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Bibliographic Information
Journal Conference Proceedings of Educational Paradigm, Systems and Strategies
Title Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation
Author(s) Semorlan, Ava Ann
Volume 1
Issue 1
Year 2014
Pages 52-60
DOI 10.21016/ICEPSS.2014.14033
Full Text Crystal Clear mimetype pdf.png
URL Link
Keywords Outreach Program, Personal Development, Beneficiaries, SICAP Foundation
Chicago 16th Semorlan, Ava Ann. "Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation." Conference Proceedings of Educational Paradigm, Systems and Strategies 1, no. 1 (2014).
APA 6th Semorlan, A. A. (2014). Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation. Conference Proceedings of Educational Paradigm, Systems and Strategies, 1(1).
MHRA Semorlan, Ava Ann. 2014. 'Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation', Conference Proceedings of Educational Paradigm, Systems and Strategies, 1.
MLA Semorlan, Ava Ann. "Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation." Conference Proceedings of Educational Paradigm, Systems and Strategies 1.1 (2014). Print.
Harvard SEMORLAN, A. A. 2014. Impact of Outreach Programs to the Personal Development of the Beneficiaries of the School of Saint Anthony, SICAP Foundation. Conference Proceedings of Educational Paradigm, Systems and Strategies, 1.

Abstract

The study determined the impact of the three programs of the School of Saint Anthony’s Socio Civic Action Programs to their recipients. The recipients involved in this study include the parents and pupils of the GABAY or Guidance and Basic Assistance for the Youth program (Saturday tutorial and feeding program), students enrolled in the school’s free vocational programs, and the less fortunate scholars of the Student Financial Aid program.  The survey approach was conducted to around 200 GABAY students and parents, 92 vocational students and 15 SICAP scholars. Data was collected through frequency count, charts, tables and graphs. The gathered data presented an overview of the different impacts and benefits experienced by the respondents under study. Data revealed how the GABAY program helped in the mental, social and values development of the students based on the perspectives of the parents and their children. The Vocational program, on the other hand, helped its students better develop themselves leading them to a positive insight of having a better life ahead. Positive responses were also gathered from the SICAP scholars with regard to their academic, values, social and spiritual development. It was found necessary for organizations to support different outreach activities like the SSA SICAP Foundation considering the positive impacts these activities bring to their recipients.

Introduction

Efforts to serve other people happen to be a significant mission or desire of some institutions. Holland (1999) explained that since 1995, several national research and evaluation projects involving a total of thirty two diverse institutions have provided useful evidence about the conduct of public service communities.

The Socio Civic Action Program Foundation, Inc (SICAP) is the socio civic arm of school of Saint Anthony. The said foundation has several projects that include: (1) Student Financial Aid Program which is granted to deserving indigents who are interested in studying at SSA. Scholarship grantees are entitled to a full tuition fee subsidy and special discounts on miscellaneous fees; (2) the free Vocational Courses is aimed at providing scholarship and vocational courses to underprivileged but deserving members of SSA’s adopted communities. This program includes courses in Cosmetology, Handicrafts, Culinary Arts, and Sewing; and the (3) Guidance and Basic Assistance for the Youth (GABAY) program. This was created and being offered to the less privileged children, out of school youth and public school pupils who wish to seek free tutorial classes every Saturday at the school campus. The school serves about a hundred recipients. Likewise, free school materials, dental check up and nutritious snacks are also being served to all the recipients.

This research deals in determining the responses of the SICAP beneficiaries, and bring awareness to the readers how the SICAP Foundation improved and positively affected the lives of its underprivileged recipients. This study will focus on the three programs of the SICAP Foundation that include the Guidance and Basic Assistance for the Youth (GABAY), Vocational Program and Scholarship Program.

 

Research Questions

This study examined on the perspectives of the SICAP programs’ beneficiaries. This research aims to answer the following questions:

  1. What are the profiles of the respondents in the GABAY, Vocational and Scholarship programs?
  2. What are the perspectives of the GABAY students and their parents about the GABAY program?
  3. What are the perspectives of the vocational students regarding the vocational program?
  4. What are the perspectives of the SICAP scholars with regard to their academic, values, social and spiritual development?

Review of Related Literature

Studies or researches related to outreach activities are rarely explored in the Philippines, which inspired the researcher to come up with this study. In this regard, there are some foreign researches that dwelled into outreach activities especially in the communities.

Chaskin ( 2010) discussed that the notion of community capacity building is both explicit and pervasive in the rhetoric, missions and activities of a broad range of contemporary community development efforts. This study suggested a definitional framework for understanding and promoting community capacity, explores the attempt to operationalize a capacity-building agenda through the examination of two contrasting case studies within a multisite comprehensive community initiative (CCI), and suggests some possible next steps toward building community capacity through social change efforts such as CCIs.

Cunningham and Vachtal (2000) stressed the challenge to recover critical theory’s “forgotten materialist component” and simultaneously responded to the call to reinvigorate the civic mission of the public university through efforts to integrate critical theory with community service learning and community-based research. This research discusses historical, philosophical and theoretical issues in this effort and some reflections on our attempt to apply them in practice through the revitalization of the center for Community Action and Research at Pennsylvania State University in Harrisburg.

Lin Hung (2010) that the recent phase of economic globalization has constituted a social context of deteriorating opportunity and increasing risk for disadvantaged communities in Hongkong. New initiatives were started by the government to tap resources from the community to provide help to individuals and families in need without utilizing the existing community development programme that emphasizes community empowerment. This paper first examines the relationship between the global impact and the community work service in the developed countries. It then analyzes the changing role of the service consequential upon the actions of the Hongkong government in mediating the global impact.

Wright, Anderson, et, al (2007) studied on improving community capacity for influencing actions on the determinants of health in an immediate outcome of many Public Health Agency of Canada-funding community-based programs. Despite the importance of this outcome, it has been difficult to measure and describe the contribution of funding programs to improving community capacity. Their research reports on a study conducted to develop and study psychometric properties of scales that measure community capacity to address health issues in the context of federally funded community-based programs.

Joseph, Chaskin, and Webber (2003) focused in their research four prepositions that draw from theories on social networks, social control, culture and behavior, and the political economy of place. They assess available evidence that the relative importance of the four theoretical prepositions. They conclude that the most compelling prepositions are those that suggest that some low-income residents may benefit from a higher quality of life through greater informal social control and access to higher quality services. They find less evidence that socioeconomic outcomes for low income residents maybe improved through social interaction, network building and role modeling.

Eisinger (2003) discussed that organizational capacity is a critical issue for street-level charitable organizations, such as food pantries and soup kitchens, which are increasingly involved as partners with government in the provision of social services. In this study, capacity refers to a set of attributes assumed in the literature to bear an organizational effectiveness. This survey of food programs in the Detroit metropolitan area not only attempts to develop a capacity profile, but it empirically seeks to link the notion of capacity profile, but it empirically seeks to link the notion of capacity to effectiveness, that is, to mission fulfillment. The key attributes of organizational capacity that bear on mission fulfillment among this sample of organizations are the presence of a paid staff person and computerization of records. Institutionalization and seeking technical assistance from other organizations, other aspects of capacity, seem to do little to increase organizational effectiveness.

The study of Sheldon (2003) examines the relationship between the quality of school, family, and community partnership programs and student performance on state-mandated achievement tests. Data from 82 elementary schools, located in a large urban area, were collected to explore the relationship between family and community involvement and students’ achievement test performance. Analyses show that, controlling for school characteristics, the degree to which schools were working to overcome challenges to family and community involvement predicted higher percentages of students scoring at or above satisfactory on state achievement tests. The findings suggest the schools’ efforts to involve families and the community in students’ learning may be useful approach to help students achieve in school, especially for students in early elementary grades. Also, the findings illustrate the importance for schools located in large urban areas to address obstacles the family and community involvement to realize the benefits associated with family and community involvement.

Zeller, Sharma, Henry and Lapenu (2002) researched on many development policies seek to target the poorest to provide them access to key services. However, there is a lack at present of low-cost and reliable methods for assessing whether a policy reaches the poorest. We present an operational method to assess the relative poverty of targeted recipients for services. The method constructs a multi-dimensional poverty index through principle component analysis using a range of poverty-related indicators. The method was tested in India, Kenya, Madagascar, and Nicaragua. Results from these studies support our belief that the method has a potential for assessing the extent to which the poorest are reached by targeted development projects, programs or policy instruments.

Further, in a study about High School Outreach and Family involvement. This research addressed the question: when high schools reach out to involve parents, are parents more likely to be involved in their teenagers’ education? Guided by the micro interactionist theory of symbolic interaction, this study analyzed individual-level reports from parents about their perceptions of school outreach and of their own involvement. Data were analyzed from over 11,000 parents of high school seniors participating in the National Educational Longitudinal Study of 1988. Findings revealed that, regardless of students’ background achievement, high schools’ outreach positively and significantly predicted parents’ involvement in a range of parenting, volunteering, and learning at home activities. The data suggest that high schools have the capacity to conduct activities that encourage families’ involvement in teenagers’ learning and development.

Conceptual Framework

Figure 1 displays the conceptual framework of the study. The impact of the GABAY, Scholarship and Vocation programs to their beneficiaries are explored.

Figure 1. Conceptual Diagram

Effects of SICAP Activities to the Beneficiaries

Research Method and Design

This research is descriptive in nature. It employs the survey method in gathering the data. The researchers studied the responses of the participants, and considered every point significant.

Population

The participants of the study were the recipients of School of Saint Anthony’s SICAP activities. Table 1 shows the number of in/off campus GABAY students.

There are 167 in campus GABAY students coming from the areas of Amparo, Maligaya and Pitchayan communities. There are 61 off-campus students, on the other hands, from Gawad Kalinga.

Table 1. Distribution of GABAY students Per Grade Level

In-Campus GABAY students

Grade Level Number of Participants
Grade 1 28
Grade 2 33
Grade 3 28
Grade 4 32
Grade 5 23
Grade 6 23
Total 167

GABAY Off-Campus Students

Grade Level Number of Participants
Grade 3-4 30
Grade 5-6 31
Total 61

Table 2, on the other hand, shows the profile of the parents of the GABAY pupils in terms of age, educational attainment and occupation. Most of the parents of the GABAY pupils belong to the age range between 29 to 39 years old. In terms of educational attainment, most of them fall in the High School and undergraduate levels.

High percentage of parents’ occupation can be noted in the housewife percentage for mothers, and driver percentage for fathers.

Table 2. Profile of GABAY Parents (age, educational attainment and occupation)

  1. Profile by Age
Age Frequency
55-60 4%
50-54 11%
45-49 12%
40-44 14%
35-39 21%
30-34 20%
25-29 18%
  1. Profile by Education Attainment
Educational Attainment Frequency
Graduate 5%
College Level (undergraduate) 31%
High School Level 42%
Vocational 9%
Grade School 13%
  1. Profile of Parents’ Occupation
Mother Frequency Father Frequency
Housewife 76% Driver 35%
Sales Clerk 2% Vendor 12%
Teacher 1% Carpenter 11%
Store 3% Guard 4%
None 10% None 7%
Vendor 5% Tile Setter 2%
Labandera 2% Factory 5%
Manicurista 1% Helper 2%
Welder 4%
Laborer 6%
Mason 3%
Painter 2%
Watch Repair 2%
Barber 2%
Deceased 3%

Moreover, table 3 displays the profile of vocational students by age, educational attainment and occupation. The age ranges of the vocational students vary in different brackets. High age percentages can be noted between 24-34 years old.

Most of the vocational students, on the other hand, are under the High school and undergraduate levels. In terms of occupation, most of them do house works and some are jobless.

Table 3. Profile of Vocational Students

  1. Profile by Age
Age Frequency
50-44 12%
45-49 7%
40-44 7%
35-39 10%
30-34 21%
25-29 26%
20-24 11%
17-18 6%
  1. Profile by Educational Attainment
Educational Attainment Frequency
College 11%
Undergraduate 22%
Vocational 11%
3rd Year 3%
2nd year 7%
1st year 4%
Highschool 40%
Elementary 2%
  1. Profile by Occupation
Occupation Frequency
Housework 42%
None 30%
Saleslady 9%
Teacher 7%
OFW 3%
Student 9%
  1. Profile of Vocational Students per course
Course Frequency
Cosmetology 44
Sewing 5
Culinary Arts 28
Handicrafts 15
Total 92

Further, there are 15 SICAP scholars, and most of them are enrolled in High School. Their academic performance is between the average and above average levels. Their conduct grades also fall in satisfactory and high satisfactory levels.

Table 4. Profile of SICAP Scholars

Level Average Conduct Grade
Grade1 92.8 A-
Grade 6 94 B+
1st year 89.125 B+
1st year 88.35 A-
1st year 87.78 A-
1st year 91.65 B+
2nd year 93.63 A-
3rd year 89.66 A-
3rd year 93.32 B+
3rd year 89.09 B+
4th year 91.63 B+
4th year 94.15 A-
4th year 94.37 A-
4th year 87.83 B+
4th year 89.13 B+

Materials/Instruments

The instruments used in this study were the questionnaires given to the GABAY students, parents, Vocational students and SICAP scholars. Their responses were noted in charts and tables using pens and papers. Computer Excel was used in the tallying of respondent’s ages to determine their age brackets.

Data Collection, Processing, and Analysis

During the school year, a seminar/orientation was held to the GABAY parents and vocational students. Questionnaires were distributed to the GABAY parents and Vocational students regarding the GABAY and Vocational activities to determine how the GABAY and Vocational programs influenced them and their children. Questionnaires were also given to the SICAP scholars to determine how School of Saint Anthony influenced their academic, values, social and spiritual development. Their responses from the questionnaires were noted in charts and tables, and themes were determined during the process of analysis.

Findings

Table 5 displays the impact of the GABAY program to the students based on the perspectives of their parents. Most of the parents shared how the program can help in the total development of their children.

Table 5. Guidance and Basic Assistance for the Youth

Students’ Benefits from the GABAY Program to (Based on Parents’ Perspectives
Dagdag Kaalaman

Makakasalamuha sa iba

Mas responsible

Self confidence

Sociable

Masipag at mabait

Read and write

Materials/lessons

Maiwasan ang puro laro sa Sabado

Self discipline

Paglahok sa aktibidad

Iwas barkada

Develop talents

Good future

Good values and faith

Independent

Kalusugan

Obedient

Guidance

Gift giving

Benefits of GABAY students

New experiences

Table 6 shows the mean rating from the results gathered during the GABAY program evaluation of the pupils.

Table 6. Results of Recipients’ Evaluation of the GABAY Program and Activities

TUTORIAL Rating
  1. The lessons taught in GABAY helped me in my school work
4.97
  1. The lessons taught helped me improve my grades in school
4.93
  1. The activities/exercises are interesting.
4.94
  1. The teachers/SSA students assist me especially when I don’t understand a topic.
4.91
  1. The teachers/SSA students prepare the venue and all the materials needed for the activities.
4.93
  1. The teachers/SSA students used a variety of activities during GABAY meetings.
4.96
  1. The teachers/SSA students encourage me to participate actively.
4.93
  1. I learned many things from the teachers/SSA students
4.93
  1. I am satisfied with the GABAY tutorial.
4.93
FEEFING PROGRAM
  1. The food taste good
4.96
  1. The serving size of the food is just right.
4.9
  1. Te food being served is healthy and nutritious.
4.96
  1. The food is clean as well as the eating area.
4.94
  1. The ones preparing the food are neat and tidy.
4.95
  1. The distribution of food is done in an orderly manner.
4.94
  1. My weight and height improved because of the food being served during recess time.
4.97
  1. I am satisfied with the food being served during GABAY meetings.
4.92

Table 7 represents the impact of the vocational program based on the perspectives of the vocational students.

Table 7.Vocational Program

Benefits from Vocational Program (Perspectives from Vocational Students)
Dagdag kaalaman

Hanap buhay kikita

Libre/makakatipid

Maibabahagi sa iba

Malinang ang talent

Maaply sa future

Certificate

Makatulong sa pamilya

Magagamit sa pagpapalaki ng anak at sa simpbahan

Dagdag kita para sa pag-aaral ng anak

Makatulong sa ina

Makihalubilo sa iba

Bagong karanasan, bagong libangan

Hindi kaya sa College

Nagagamit pang-araw araw

Table 8 shows the responses of the SICAP scholars as students of School of Saint Anthony.

Table 8. Student Financial Aid Program (SICAP Scholars)

Personal Development as Students in School of Saint Anthony

(Perspectives from SICAP Scholars)

Academics:

Teachers were