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Assessment of Capability Building Community Extension Program in Negros

Oriental, Philippines

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 International Journal of English and Education 321
ISSN: 2278-4012, Volume:8, Issue:2, APRIL 2019

Assessment of Capability Building Community Extension Program in

Negros Oriental, Philippines

Dr. Roger S. Malahay

Campus Extension Coordinator
Negros Oriental State University-Guihulngan City Campus

Abstract

The main concern of this paper is to evaluate the community extension program of Negros
Oriental State University - Guihulngan City Campus conducted in Magsaysay, Guihulngan City,
Negros Oriental, Philippines. It sought to determine the profile of the extension beneficiaries in
terms of age, sex, and educational attainment, their perceived extension benefits, and evaluation
rating of the completed extension program. It further tests the significant relationship between
the beneficiaries’ evaluation rating of the extension program and their sex, civil status,
educational attainment, and their perceived extension benefits respectively. The descriptive-
correlational method was used in this study with a total of 95 extension beneficiaries as
respondents. Findings reveal that most of the respondents are middle-aged adults, female, and
elementary grade level. Most of them claimed that they benefited from the extension program.
The over-all evaluation rating of the extension program is excellent. However, there is a need for
improvement on the following aspects: relevance and significance of the lesson, methods of
evaluation employed by the trainer, quality of training materials, sufficiency of course duration,
accessibility of training venue and timeliness of the service provided. Furthermore, the extension
recipients’ profile in terms of age, sex, and educational attainment, and their perceived extension
benefits are not factors in their evaluation ratings of the extension program.

Keyword: Assessment, Community Extension Program, Negros Oriental

Introduction
A developing country like the Philippines needs support from all academic institutions to
combat poverty, unemployment, illiteracy, and other social problems (Guiab,Sario,& Guiab,
2016).These social issues cannot be solely addressed by the local government officials nor by the
residents, but necessitate the intervention of the academe to come up with a scientific
examination of the social problems (Dilao, 2012). The academe being a storage, generator and
disseminator of knowledge can make a significant impact on the community (North Western
University, 2018).It can effect change by way of empowering the people in the community
(Dilao, 2012).

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It is for this reason that colleges and universities extend their services to help the
government attain its goals and objectives; and develop extension programs with the purpose of
serving those who need assistance where they can acquire enabling skills and knowledge for life
( Guiab et al, 2016). Moreover, community extension services respond not only to the needs of
the underprivileged communities but to the Vision-Mission of the colleges and universities as
well as the expectations to make education accessible to the poor (Gonzales & Maghamil, 2009).
Extension plays a very significant role in the attainment of national development goals. If
properly implemented, it provides the greatest good for the greatest number of people, produces
an interactive, responsible and productive citizenry through a change in people’s behavior,
attitudes, knowledge and skills (Negros Oriental State University-Research, Extension, and
International Linkages (NORSU- REXIL, 2018). It uplifts not only the standards of living of
those under-privileged but it would also provide greater impact to the character, attitude, and
values of the people who participate in this worthy undertaking ( Laguador & Chavex, 2013).
Moreover, it also enhances their abilities which they can use to deal with real-life challenges.
Thus, the community extension provides for the development of human potentials (NORSU-
REXIL, 2018).
From the research work presented by Gonzales & Maghamil (2009), the extension services
in the Philippines has been implemented during the Spanish era. They further added that a
community-based approach came into the forefront of extension during the early 1970's. It
further shows that community extension work was facilitated by the Department of Local
Government and Community Development (DLGCD) which acted as the coordinated body.
After a decade, non-governmental agencies participated as the better channel for direct assistance
to the underprivileged.
The immense importance of the role that extension plays in national development is
recognized by Republic Act 7722, otherwise known as The Commission on Higher Education
which mandates institutions of higher learning like State Universities and Colleges (SUCs) to
respond to the call for societal transformation and serve the poorest of the poor, the less
privileged, the deprived and the oppressed (Elman, 1998). Further, the Constitution of the
Philippines states that there is an urgent need to accelerate the development of the human
resources of the country to cope up with the expanding requirements of the society. The 1987
Constitution, Section 2 of Articles XIV on Education, Science and Technology, Arts, Culture
and Sports states that the State shall establish, maintain, and support a complete, adequate and
integrated system of education relevant to the needs of the people and society, and encourage
non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and
out-of-school study programs particularly those that respond to community needs (Guiab et al.,
2016).
Pursuant to this mandate, government agencies, state universities and colleges and private
educational institutions are tasked to serve communities especially the marginalized by providing
them with knowledge and skills through technology transfer resulting from research endeavors.

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Among SUCs, an extension is one of the important functions mandated by their Charter
(NORSU- REXIL,2018).
For the state universities and colleges, they offer and implement a wide variety of extension
programs and services. These are designed primarily to increase the security of livelihood,
alleviate poverty, reduce illiteracy, improve health and nutrition, creates a system of governance
that promotes supports and sustains human development and protecting and preserving the
environment (Bidad & Campiseño, 2010).
Despite constraints in the actual implementation of extension services, Negros Oriental State
University (NORSU) relentlessly pursues its goals. Extension services continue even if they are
served by its faculty beyond their regular teaching schedule (NORSU- REXIL, 2018).
In Negros Oriental State University-Guihulngan City Campus in the Province of Negros
Oriental, Philippines, a capability building extension program focused on local planning and
governance, solid waste management, family planning, k to 12 orientation, responsible parenting,
electrical and electronic maintenance, disaster preparedness, and income augmentation was
conducted in one depressed community in Magsaysay, Guihulngan City. This extension program
was formulated based on the needs of the community.
In view of this context, it is important to assess the extension beneficiaries’ over-all
evaluation rating of the completed extension program as a basis for future studies and extension
program development. Moreover, this study also determines the significant relationship between
the respondents’ extension program evaluation ratings; and their profile in terms of age, sex, and
educational attainment, Further, the significant relationship between the respondents’ perceived
extension benefits and their extension program evaluation ratings is also tested.

Methodology

This is a descriptive-correlational study using the extension evaluation instrument developed

by the Office of Research, Extension, and International Linkages of Negros Oriental State
University.The respondents of this study were the less fortunate and underprivileged residents of
Magsaysay, Guihulngan City, Negros Oriental who were beneficiaries of the extension program.
Out of 120 beneficiaries, 95 participated in this study.
To test the significant relationship between the variables, three statistical tools were used in
this study. Pearson Product Moment R was used to test the significant relationship between the
age of the respondents and their evaluation rating of the extension program. Point Biserial was
employed to determine the significant relationship between the respondents ‘evaluation rating of
the extension program and their profile in terms of sex and educational attainment. Moreover,
Chi-Square was utilized to test whether or not the respondents' perceived benefits of the
extension
program has a significant relationship to their extension evaluation rating.

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Results and Discussion

Table 1. Distribution of respondents by age

Age Frequency Percentage

20-35 27 28.42
36-65 59 62.11
≥ 66 9 9.47
Total 95 100.00
Mean = 45

The data reflected in table 1 reveal that most of the extension beneficiaries are middle-
aged adults with a mean age of 45 years. This suggests that despite the physical decline during
this stage of life, the beneficiaries show their ongoing, voluntary, and self - motivated pursuit
of knowledge. However, the study of Gomez (2017) is contrary to this study. It shows that
most of the extension beneficiaries are early adults who belong to age bracket of 18 – 27 years.

Table 2. Distribution of respondents by sex

Sex Frequency Percentage

Male 5 5.26
Female 90 94.74
Total 95 100.00

As depicted in table 2, a large majority of the respondents are females. This suggests that
females are more inclined to participate in community extension programs. This is supported by
the extension program conducted by Eastern Samar State University (2017) on poverty reduction
and empowerment of the poor and vulnerable where a majority of the extension beneficiaries are
females.

Table 3. Distribution of respondents by educational attainment

Education Frequency Percentage

No Education 1 1.05
Elem Level 77 81.05
High School Graduate 17 17.89
Total 95 100.00

As reflected in table 3, most of the respondents lack basic education. This suggests the

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need for educational opportunities like extension programs in order for the extension
beneficiaries to learn new skills and knowledge and improve their way of living
Meanwhile, the study of Daguis et al. (2016) contradicts the result of this study. It discloses that
most of the extension beneficiaries are high school graduates.

Table 4. Distribution of respondents by benefits they availed

Respondents’ Perceived Extension Benefits Frequency Percentage

1. I gain additional knowledge 86 90.54
2. I became more aware of my personal/family needs 80 84.21
3. I learned how to contribute to the 77 81.05
barangay/community
4. I am aware of the business/livelihood opportunities 63 66.32
5. I become more productive 74 77.89
Multiple response items

As presented in table 4, most of the respondents claim that they benefited from the
extension program. The extension program provides them with additional knowledge, make
them more aware of their personal and family needs, teach them how to contribute to the
barangay/community, inform them of the business/livelihood opportunities, and motivate them to
become more productive. This is an indication that extension programs can make a significant
difference in depressed communities.
This study is supported by the findings of Dilao (2012) which shows that 100% of the
respondents agreed that the community extension service of La Salle University has helped a lot
to the community especially to the residents of barangay Catadman-Manabay. While 50% of the
respondents also confirmed that their skills were enhanced, and it also helped them in promoting
cleanliness, augmenting the income of the families and in making them stay away from vices.
Figueroa (2017) also confirmed the results of this study. It revealed that overall, extension
beneficiaries perceived both health services-related and education-related programs as highly
effective, while institutional development and capacity building-related activities and social
services as effective. Further, family-beneficiaries are of a consensus that the community
extension program and services should be continued in as much as they greatly benefited from
them.

Table 5.Distribution of respondents by evaluation ratings of the extension program

Criteria WX VD
1. Awareness of course objectives 4.55 Excellent
2. Attainment of course objectives 4.29 Excellent
3. Trainer’s ability to explain the lesson 4.34 Excellent

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4. Relevance and significance of the lesson 4.08 Very Good

5. Strategies employed by the trainer 4.25 Excellent
6. Methods of evaluation employed by the trainer 4.17 Very Good
7. Provision for individual help 4.26 Excellent
8. Availability of training materials 4.28 Excellent
9. Adequacy of training materials 4.25 Excellent
10. Quality of training materials 4.13 Very Good
11. Sufficiency of course duration 3.98 Very Good
12. Accessibility of training venue 4.05 Very Good
13. Timeliness of the service provided 4.17 Very Good
Overall 4.22 Excellent
Legend: WX = Weighted Mean VD = Verbal Description

As disclosed in table 5, it is very clear that the performance of the extension program is
excellent. However, there are areas that need to be enhanced such as relevance and the lesson,
methods of evaluation employed by the trainer, quality of training materials, the sufficiency of
course duration, accessibility of training venue and timeliness of the service provided. The
extension trainers should look into this matter to enhance the delivery of extension services to
the communities. This is supported by the study of Guiab et. al. (2016). It shows that the
clientele satisfaction of the extension programs is very satisfactory or high.

Table 6. The relationship between profile/ perceived extension benefits and their evaluation
ratings of the extension program

Profile Correlation n/df P value

Age r = -0.125 95 0.229
Sex rpb = 0.01 95 0.940
Education rpb = 0.02 95 0.870
Perceived benefits of the χ2 = 7.40 4 0.120
extension program

As revealed in table 6, there is no significant relationship between the respondents’

evaluation ratings of the extension program and their age, sex, educational attainment and their
perceived extension benefits respectively It suggests that the profile of the respondents and their
perceived extension benefits are not factors in the overall evaluation rating of the
extension program.

Conclusion

Most of the extension beneficiaries are middle-aged adults, dominated by females, and lacked
basic education. The extension program has been beneficial to the recipients. Further, the
over-all evaluation rating of the extension program is excellent. However, there are some

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areas that need a little enhancement. Further, it shows that the age, sex, educational attainment
and the perceived extension benefits of the respondents are not factors in their evaluation
rating of the extension program.

Recommendations
Some areas of the extension program need a little enhancement. The extension trainers
should clearly explain the relevance and significance of the lesson. The methods of evaluation
employed by the trainer must have clear rubrics for assessment. Moreover, the quality of the
training must be improved by using the latest trends and technology, and through an active
participation of the extension participants. Further, enough time should be allocated to each
training area. The trainers should start training sessions on time. As much as possible, the
training area must be accessible to all participants.

References

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Basis for a
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Daguis,M.A., Flores, N.A.,Mercado,L.M.,&Plandez,R.Z (2016). Implementation of extension

project of radiologic technology department in one barangay of San Jose, Batangas.
Philippines. Asia Pacific Journal of Education, Arts and Sciences,3 (3), 109-115.
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Dilao, A.B.(2012). Impact of community extension program on the residents of barangay

Catadman-Manabay. Retrieved from http://local.lsu.edu.ph/institutional_research
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Eastern Samar State University. (2017). Extension activities. Retrieved from

(http://www.essu.edu.ph/index.php/research-extension/extension/extension-activities
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Figueroa,C.F. (2017). effectiveness of community extension program and services at NV9 Iba O’
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(3), 218-227. Retrieved from http://gssrr.org/index.php?journal=JournalOfBasic
AndApplied&page=article&op=download&path%5B%5D=7999&path%5B%5D=3658

Gomez,T.G. (2008). Impact of extension services program on the lifestyle of beneficiaries.

Retrieved from https://ejournals.ph/article.php?id=9247
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Gonzales, A.C. and Maghamil, C.W. (2009). Impact of Community Extension Program on LSU
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Laguador, J. M. & Chavez, N. H. (2013). Assessment of engineering students‟ acquired affective

learning from involvement in community extension services. Academic Research
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Negros Oriental State University-Research, Extension, and International Linkages (NORSU-

REXIL).(2018).Research Operations Manual.Philippines. Negros Oriental State
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