1. ASSESSMENT OF LINGAP PANGKABATAAN PROGRAMS TO THE LITERACY
AND SOCIAL RESPONSIBILITY LEVEL AS PERCEIVED BY THE
LEARNERS IN CUBAO’S POOREST COMMUNITY
(YEAR 2012 – 2013)

2. CHAPTER 1:
THE PROBLEM AND ITS BACKGROUND
BACKGROUND OF THE STUDIES
 According to Nelson
Mandela, “Education is
the most powerful
weapon that you can use
to change the world”. It is
essential to social and
human development for it
is in education that our
lives will transform.

3.  In the first few years,  According to UNICEF, one
UNESCO announced that of UNESCO program,
because of poverty, children
there are more than 900 fail to develop critical
million illiterates in the thinking and learning skills.
developing countries. They’ve developed a
Behind these numbers are program called Early Child
some 113 million children Development (ECD), it
creates awareness in
who have no access to families and communities as
primary education, these partner in uplifting lives
are the children who lived against poverty and also to
in poverty. provide basic education
among children.

4. IN THE PHILIPPINES, ILLITERACY HAS GROWN INTO 15MILLION IN
THE LAST 6 YEARS (EDECIO DELA TORRE, PRESIDENT OF CIVIL
SOCIETY NETWORK FOR EDUCATION REFORMS)
 In pursue of illiteracy  As stated in the
reduction, Education for Philippine Constitution of
All Movement (EFA) was 1897, education is the
established in 1990. It is right of everyone. In
a global commitment to pursuant to this law, there
provide basic education are many organizations
for all and contribute to in our country that
the global pursuit of the provide services in
eight Millennium reducing the number of
Development Goals illiteracy in our country
(MDGs), it was adopted due to poverty, one of
by 189 countries and with these is Lingap
UNESCO as the leading Pangkabataan
institution. Incorporated (LPI)

5.  In the Field Theory of
Kurt Lewin, the
people, their
surroundings and
conditions depend
closely on each other, the
society has great effect in
human development.
 LPI, is a social
development
organization committed
themselves in providing
basic education and also
developing children to
become an effective
member of the society.
They works with street-
working children in
Cubao’s poorest
community.

6.  They developed two
programs, Child-focused
Community-based
Development Program
(CCDP) and Situation
Oriented Approach to Early
Childhood Education
(SOAECE). CCDP aims to
strengthen the community
while SOAECE is based on
UNICEF Early Child
Education Program which
to provide basic education
among children who lives
under poverty.

7.  LPI. adopted Lewin’s Social
Responsibility Theory in
correlation with his Field
Theory and the main
purpose of this research is
to identify the impact of LPI
programs, SOAECE and
CCDP in reducing illiteracy
among children as well as to
appraise if these programs
have an effect to their
recipients in becoming a
socially responsible person.

8. THEORETICAL FRAMEWORK
 In Kurt Lewin’s
theory known as
the Field theory, it
stresses the effect
of the society to
human
development,
especially on
behavior. In
psychology, it is a
conceptual model
of human
behavior.

9.  His mathematical
 Lewin drew from physics
representation of life space
and mathematics to
also accounted for
construct his theory. From
directions of pathways
physics, he borrowed the
toward a goal and amount
concept of the field as
of attraction or repulsion
psychological field or “life
toward a given object in the
space”, it is the locus of a
space. He also postulated
person’s experiences and
that persons strive to
needs. In geometry, he
maintain equilibrium with
adopted topology to map the
their environment; a tension
spatial relationships of goals
(need) will stimulate
and solutions contained in
locomotion (activity) to
regions within a life space.
reinstate the equilibrium.

10.  Since there is an idea of
“need and activity” and its
forces affects the latter, it
shows that human behavior,
influences by the major
forces from its society, will
create its values in life and
will see the ideal society,
there for creating their own
force to be part of the
society and executing their
responsibility.

11.  Field theory in connection  Now, education is every
with social responsibility, Filipino’s right, it will
pertains to the effects of stabilize their status in the
forces that constitute to the society. In these theories
individual in the society presented, the idea of
should have resulted to entwining the two is
having participated and anchored to the Philippine
executing its responsibility Constitution of 1897,
to the society for this will Article XIV, The Education,
balance the equilibrium Science and Technology,
between the society and the Arts, Culture and Sports.
people.

12. SIGNIFICANCE OF THE STUDY
 This study will be a significant endeavor in the
improvement of literacy rate as well as the values
formation of the poorest children or street-working
children in Cubao specifically in the barangay of E.
Rodriguez.
 This research will also be helpful in serving as guide in
the assessment of the effects of LPI programs to help
uplift the lives of these children.
 For others, the study can be a source of valuable up-to-
date information which can be very valuable for their
own similar studies on the subject matters well.

13. STATEMENT OF THE PROBLEM
 The main purpose of this research b. Family background
is to determine if the two b.1. Father’s educational
programs of the Lingap
Pangkabataan (SOAECE and background and occupation?
CCDP) helps reduce the illiteracy b.2. Mother’s educational
level and building a better social
responsibility especially among background and occupation?
children of three barangays of b.3. Parents’ marital status?
Cubao’s poorest
community, specifically in E. b.4. Number of siblings?
Rodriguez. Basically, the 2. What is the level of literacy of the
proponents intend to solve the
following problems: learners as assessed by the
1. What is the profile of the respondents?
respondent in terms of : 3. What is the level of social
a. Personal background responsibility of the learners as
a.1. gender? assessed by the respondents?
a.2. age? 4. Is there a significant relationship
a.3. number of months in the between the levels of literacy and
program? social responsibility?

14. CHAPTER 2
REVIEW OF RELATED LITERATURE AND OTHER STUDIES
 In this study, Field Theory will
be used where in the social
environment is the dynamic
field which have great impact,
in an interactive way, with
human consciousness in
solving social problems.
 United Nations Children's
Fund (UNICEF) saw the
importance of this theory. It
created the program Early
Child Development (ECD),
that was designed on how
different sectors can work
together. It aims to promote
child development through the
support of families and
communities.

15.  In our country, the KAAKBAY
CDI, said that poverty here has
reached a point where education is
no longer a right but a privilege.
The public school system was
further found to have failed in
teaching the requisite competence
in order for the young age to
become responsible, productive,
and self-fulfilling human beings.
 Linggap Pangkabataan Inc., is an
organization that had perceived
this social problem. Being funded
by UNICEF, it also created a
program based on ECD, the
Situation-oriented Approach to
Early Childhood Education
(SOAECE) and Community-based
Development Program (CCDP)
 Since it is the moral obligation of
everyone to help, by giving poor
children a head start in life, LPI,
UNICEF and its partners, aim to
obtain the balance between society
and people.

16. FIELD THEORY AND THE SOCIETY
 Field theory is a psychological theory which examines
patterns of interaction between the individual and the
environment. It tackles about human behavior as a
function of both the person and the environment in
which the behavior takes place, including the social
parameters.
 There’s a dynamic interaction of elements in the field
and these are the organized perceptions of an individual
that are being laid upon the field/society.

17. LINGAPPANGKABATAAN
 LingapPangkabataan
Incorporated, as a social
development organization, has
touched the life of more than
18,000 Filipino children including
their families. It is directly
assisting 2,500 children and
youths in Metro Manila and other
selected provinces and reaching
out to more than 3,000 children-
at-risk through their various
programs implemented by local
project partners nationwide.
Lingap aims to give needy
children in the poorest
communities a good start in life
ensuring basic education as well
as community development
program to the families of the
children.

18. CONCEPTUAL FRAMEWORK

19.  In this framework, the Field
Theory of Kurt Lewin was
used to conceptualized the
impacts of the Lingap
Pangkabataan Inc. Programs
to Cubao’s poorest
community, and understand
the effect of the program in
illiteracy reduction for
better social responsibility
by the use of Social
Responsibility Theory.

21. RESEARCH HYPOTHESIS
 In order for the researchers to seek for the answers to the
problems stated in this research specifically in problem
number 4 in the Statement of the Problem, the
proponents used two hypotheses, namely, the null
hypothesis H0, and the alternative hypothesis H1. That is,
 H0: There is no significant relationship between the
literacy level and social responsibility level of the
learners of Lingap Pangkabataan in Barangay E.
Rodriguez Sr.
 H1: There is a significant relationship between the
literacy level and social responsibility level of the
learners of Lingap Pangkabataan in Barangay E.
Rodriguez Sr.

22. VARIABLES
 In his research, we denoted the LPI educational
programs as independent variables, a driving force that
reduces the illiteracy rate of the street children of Cubao.
The illiteracy rate as the dependent variable and the
effect of the said programs to the literacy and social
responsibility of the said subject of this study.

23. CHAPTER 3
RESEARCH METHODOLOGY
 Research Design
 Descriptive Statistics: The proponents used the
descriptive method in summarizing the properties and
behavior of the sample data. This method includes the
measures of central tendency (the weighted mean),
measures of variability (standard deviation), tabular
method, percentage and rank. The proponents used
questionnaires to gather data that they needed in this
research. The response of the respondents was quantified
using a scale that is introduced in the remaining section
of this chapter.

24. POPULATION AND SAMPLING
The respondents of this research are the LPI’s learners of barangay E.
Rodriguez under the programs of SOAECE and CCDP. The age bracket of
the respondents is from 5 years old and above. The population is
composed of the biggest barangay namely E. Rodriguez. The population
comprises of 118 students with 51 boys and 67 girls as of February 2013.
Table 3.1 shows the summary of the population of LPI learners in
Barangay E. Rodriguez.

25. To get the respondents for this study, the proponents selected the
50% of the population or 59 individuals that was chosen randomly
using the Quota Sampling technique. Table 3.2 shows the result of
the quota sampling method. As stated from above, the proponents
computed the 50% of the population or 59 individuals. Out of 59
samples, 26 or 44.07% are male and 33 or 55.93% are female.

26. DATA GATHERING INSTRUMENTS
 This consists of the students’ assessment on how
effective is the SOAECE and CCDP programs.
 The questionnaire is composed of two parts: Part 1
is about the Profile of the Respondents in terms of their
name, age bracket, gender; and their parents’ profile and
their respective educational attainment, employment
status, marital status, and the respondent’s number of
siblings., and Part 2 is the Self-assessment of Pupil
Competencies, it contains two sub-parts, the learners’
Assessment of Basic Competencies and the learners’
Assessment of Acquired Values and Social
Responsibility.

27. VALIDATION OF THE INSTRUMENT
 The data gathering instrument was derived from the
unpublished field study research paper of Lingap
Pangkabataan Inc. in SOAECE last 2010. The statistical
tools used in their research paper were designed to
measure and evaluate the pupil competencies and the
pupil’s parent involvement. The proponents adopt some
of the parts of the questionnaires of LPI SOAECE
research and modify it for the purpose of data gathering.
The said instrument from SOAECE was said to be
standardized and therefore it was proven to be effective
measuring tool for assessing the students’ level of
literacy as assessed by both the respondents and their
program facilitators.

28. DATA GATHERING PROCEDURES
 In gathering data, the proponents scheduled an
initial visit to Lingap Pangkabataan Inc. located in Ermin
Garcia Street, Cubao, Quezon City. Written reports and
list of current students where provided by LPI
coordinator. After the finalization, questionnaires were
given to LPI students randomly who have direct bearing
of the study. There were also home visitation in
Barangay E. Rodriguez and questionnaires were
provided to respondents who have benefited to LPI
programs.

29. STATISTICAL TREATMENT OF DATA
 Frequency and  Ranking Method:
Percentage Distribution
Table Method:
where:
 where: R1 – the rank of one
P = percentage for a category variable as arranged in
f = frequency or number of chronological order
response per category R2 – the rank of the other
N = total number of respondents. variable.

30.  Weighted Mean:  Likert Scale: was used in this
research to interpret or
describe the computed
weighted mean for each
question.
 Standard Deviation:
 where:
f = frequency or number of
responses
x = weight of response
N = total number of
respondents.

31. PEARSON PRODUCT-MOMENT CORRELATION
COEFFICIENT

32. TO INTERPRET THE RESULT OF COMPUTED R, TABLE 3.5 WAS USED
TO GIVE A GENERALIZATION BETWEEN THE SETS OF LEVELS OF
LITERACY AND SOCIAL RESPONSIBILITY .

33. CHAPTER 4
PRESENTATION, ANALYSIS, AND
INTERPRETATION
 The test of relationship between the Profile of the Respondents in
computed weighted means of the Terms of Gender
assessment of basic literacy
competencies and the assessment of
acquired values and social
awareness, the following hypotheses
were tested:
 H0: There is no significant
relationship between the literacy
level and social responsibility level
of the learners of Lingap
Pangkabataan in Barangay E.
Rodriguez.
 H1: There is a significant
relationship between the literacy
level and social responsibility level
of the learners of Lingap
Pangkabataan in Barangay E.
Rodriguez.

34. Profile of the Respondents in Terms of Profile of the Respondents in Terms of
Age. Numbers of Months Spend in LPI

35. Profile of the Respondents in Profile of the Respondents in Terms of
Terms of Their Father’s Their Father’s Employment Status.
Educational Background

36. Profile of the Respondents in
Profile of the Respondents in Terms of
Terms of Their Mother’s
Their Mother’s Employment Status
Educational Background

37. Profile of the Respondents in Profile of the Respondents in Terms of
Terms of Their Parent’s Marital the Number of Siblings.
Status

38. SUMMARY OF THE ASSESSMENT OF THE
RESPONDENTS REGARDING THEIR LEVEL OF
LITERACY

39. SUMMARY OF THE RESPONDENTS REGARDING
THEIR LEVEL OF SOCIAL RESPONSIBILITY

40. COMPUTATION OF CORRELATION ANALYSIS BETWEEN THE
LEVELS OF LITERACY AND SOCIAL RESPONSIBILITY
USING THE MICROSOFT EXCEL™
Result of computation for the relationship between the set of
weighted values of the levels of literacy and social
responsibility

41. CONCLUSION
 1. Profile of the a.2. age
respondents in terms  Out of 59 respondents, 2
of: or 3.39% are from age
 Personal background bracket 5 and below, 13
a.1. gender or 22.03% are from 6 – 8
age group, 35 or 59.32%
Out of 59 are from 9 – 12 age
respondents, 26 or bracket, 6 or 10.17% are
44.07% composed of from 13 – 15 age group,
male.33 or 55.93% are and 3 or 5.08% are from
female. The figures show 16 and above age group.
that the female These figures show that
respondents are most of the respondents
dominant than the male. are from the age group of
9 to 12 years old.

42. a.3. number of months in the  b. Family background
program  b.1. Father’s
 Out of 59 respondents, 14 or educational background and
23.73% has been participating occupation
in their programs for about a  Out of 59 respondents, 13 or
month and below, 6 or 10.17% 22.03% have father who’ve
for 2 to 3 months, 4 or 6.78% finished elementary, 34 or 57.63%
have finished high school, 2 or
for 4 to 5 months, and 35 or 3.39% have finished vocational
59.32% for 6 months and courses, and 10 or 16.95% have
beyond. Figures show that collegiate level. Figures shows that
most of the respondents have most of the respondents’ father
been in the programs for 6 have only finished high school
months and above. level.
 54 or 91.53% have fathers who are
currently working and 5 or 8.47%
are unemployed. It shows that
most of the respondents’ fathers
are currently employed.

43.  b.2. Mother’s educational  b.3. Parents’ marital
background and occupation status
 Out of 59 respondents, 11 or
 Out of 59 respondents, 43
18.64% have mother who
finished elementary, 32 or or 72.88% have parents
54.24% have finished high who are married, 10 or
school, 2 or 3.39% have finished 16.95% who are living
vocational courses, and 14 or together and 6 or 10.17%
23.73% have collegiate level. who have divorce parents.
The figures shows that most of
the respondents have mother These figures show that
who only finished high school most of the respondents
level. belong to a complete family.
 Out of 59 respondents, 38 or
64.41% have mothers who are
currently working and 21 or
35.59% are unemployed. These
figures show that most of the
respondents’ mothers are
currently employed.

44. b.4. Number of siblings  2. Level of literacy of the
 Therefore, out of 59 learners as assessed by
respondents, only 1 or the respondents.
1.69% said that he is the  The computed grand
only child of his parents, 33 weighted mean is equal to
or 55.93% said that they 4.20, it follows that the level
have 2 to 4 siblings, 14 or of literacy of the learners of
23.73% said that they have Lingap Pangkabataan Inc.
5 to 6 siblings, 8 or 13.56% in Barangay E. Rodriguez is
said that they have 7 to 8 in High Level, that is, they
siblings, and 3 or 5.08% meet the standard or
said that they have 9 or essential skills needed to
more siblings. Most of the become literate individuals.
respondents answered that
they have 2 to 4 siblings.

45.  Level of social responsibility
of the learners as assessed  Is there a significant relationship
by the respondents. between the levels of literacy
and social responsibility?
 Since the grand
weighted mean is 4.48,  The computed value of correlation
therefore, it follows that the was r = -0.091397915 and its
level of social responsibility of computed value has an interval
0.00 - ±0.24, therefore the
the learners of Lingap relationship between the sets of
Pangkabataan Inc. in Barangay weighted means of levels of
E. Rodriguez is evaluated as literacy and social responsibility is
Very High Level, that is, they negligible, that is, there is no
exceed the standard or significant relationship between the
essential skills needed to given set of variables. Thus, the
become social and community levels of literacy and social
responsible individuals. responsibility are independent, they
do not affect the values of each
other.

46. RECOMMENDATIONS
 The researcher recommends the continuous
implementation of Lingap Pangkabataan programs,
SOAECE and CCDP because of its effectiveness
regarding illiteracy reduction and inculcating social
responsibility among its recipients. We also
recommend that LPI should extend its programs to
other poor Metropolitan areas. In addition to these,
colleges and universities should provide NSTP
volunteers (National Service Training Program) to
assists and help LPI in attaining their objectives.