Author

Danica Noynay*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

Academic performance is a key concern in education as it reflects student achievement and future opportunities. This study examined respondents’ profiles, academic performance, perceived influencing factors, relationship between these factors and performance, and challenges affecting 4Ps learners at Cadaruhan Elementary School during the school year 2025–2026 with 50 respondents. A descriptive-correlational design was used, applying percentage, weighted mean, and Pearson r. Findings show that most respondents were young elementary learners from low-income families, with parents generally having secondary or college education and working in contractual or informal jobs. Learners mostly achieved very satisfactory performance, with some rated outstanding or satisfactory, and none performing poorly. Perceived factors such as household chores and family responsibilities sometimes affect learning, while school conditions are generally supportive. Teacher influence is sometimes evident, and peer, community, and media factors vary in impact. A significant relationship was found between perceived factors and academic performance, leading to the rejection of the null hypothesis. Based on the results, an intervention plan was developed and recommended for implementation.

Keywords:  Administration and supervision, academic influence, 4PS Student Beneficiaries, descriptive-correlational method, Cadaruhan Elementary School, Cadaruhan, Borbon, Cebu, Philippines.

*Corresponding author / Email: danica.noynay@deped.gov.ph

Recommended citation:
Noynay, D. (2026). Perceived academic influences of 4Ps student beneficiaries as basis for a school-based intervention plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 395-410.

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