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Int J Edu Sci, 29(1-3): 16-23 (2020)
DOI: 10.31901/24566322.2020/29.1-3.1129
PRINT: ISSN 0975-1122 ONLINE: ISSN 2456-6322
© IJES 2020
An Impact Study of the Community Extension Programs
in a State College in the Philippines
Teresita B. Salazar
Camarines Sur Polytechnic Colleges, Philippines
E-mail: vprep@cspc.edu.ph
KEYWORDS Economic Impact. Extension Services. Impact of Extension Programs. Partner Barangays. Program
Outputs. Social Impact
ABSTRACT This paper aimed to assess the impact of the implemented extension programs of Camarines Sur
Polytechnic Colleges in different partner barangays and communities in the Rinconada Area in Bicol Region,
Philippines. This descriptive research study used questionnaire and interview which utilized Mean and Spearman
Rank Order of Correlation as statistical tools. Findings revealed that the level of program outputs of the community
extension services in terms of skills training, health education, computer literacy, advocacy programs and livelihood
programs were satisfactory. Moreover, the economic and social impacts of extension services were likewise rated
as satisfactory. The program outputs were also determined in relationship to its social and economic impact.
Recommendations to enhance/ sustain the effectiveness of extension programs were likewise proposed.
INTRODUCTION
Extension and community involvement is the
key result area which makes the community feels
the presence of the institution. There is an in-
creasing appreciation of the impact of higher
education extension in the teaching and learn-
ing process as students apply their disciplinary
knowledge to help address real-world problems.
This work may be of interest to higher education
institutions (HEIs) which are designing commu-
nity extension programs with optimized societal
outcome (Llenares and Deocaris 2018). It serves
as the link between the College and the commu-
nity. It is the avenue where higher educational
institution extends its expertise in line with its
programs. It shares the transfer of technology
and other extension programs which would as-
sist to alleviate the economic status of its bene-
ficiaries. This extension and linkages is not only
intended for the community outside the campus,
but it is done also within the campus of the insti-
tution itself. Extension programs and projects
must be responsive to the needs of the target
clienteles and must be supportive of the ten-
point agenda of the government and the medi-
um-term regional development plan of the Bicol
Region specifically on poverty alleviation.
The educational system as mandated by Phil-
ippine Constitution, shall reach out to educa-
tionally deprived communities in order to give
meaningful reality to their membership in na-
tional society and finally enrich their civic par-
ticipation in program undertaking (De Leon
2008). One of the development agenda of CSPC’s
Comprehensive Development Plan 2010-2018 is
to promote the conduct of relevant extension
and community involvement programs/activities
to let the community feel the presence of CSPC
(CSPC 2018).
The Camarines Sur Polytechnic Colleges en-
vision in promoting the conduct of relevant ex-
tension and community involvement through
its varied programs, projects and activities to
let the community it serves feel its presence. As
a public state higher educational institution, the
College endeavors to ensure that implementa-
tion of a research-based extension program shall
enhance the livelihood and entrepreneurial ca-
pability of the target clientele for improved qual-
ity of life.
The Extension Services Office through its
flagship program dubbed as CSPC CARES Com-
munity Assistanceship through Responsive
Entrepreneurial Skills portrays its mission and
vision that is to get in touch to those less fortu-
nate through provision of skills training; tech-
nology transfer, advocacy programs and infor-
mation drive that they could live better and be-
come partners of development. The extension
AN IMPACT STUDY OF THE COMMUNITY EXTENSION PROGRAMS 17
Int J Edu Sci, 29(1-3): 16-23 (2020)
programs started its noble vision by building,
forming and organizing communities from the
different municipalities of the 5th district of Ca-
marines Sur or the Rinconada. These are being
accomplished through skills training and tech-
nology transfer like: automotive and driving, re-
frigeration and air conditioning, building wiring
and trouble shooting, basic welding and metal-
craft, carpentry, radio mechanics, plumbing,
dressmaking, food processing, baking and com-
mercial cooking, computer literacy and program-
ming, and advocacy programs among others.
The College appreciates the support of the
Local Government Units to this endeavor though
a collaborative partnership to bring a unified di-
rection to improve the quality of life in the de-
pressed and underserved barangays. These ex-
tension programs are sustainably implemented
through the coordination and collaboration with
the LGU partner which is usually done through
a Memorandum of Agreement for the Adopt-A-
Community and School Program as approved
by the Board of Trustees of the College.
Moreover, with the given parameters of iden-
tified standards in the evaluation of curricular
programs by Accrediting Agency of Chartered
Colleges and Universities in the Philippines, (AAC-
CUP) Inc., International Organization for Standard-
ization (ISO), Institutional Sustainability Assess-
ment (ISA), and Institutional Accreditation (IA),
the intensification of the extension services pro-
grams and activities bringing about total human
development geared towards the empowerment of
the clientele making them self-reliant, independent
and capacitated in the form of technology transfer
must be evident and effective.
The Extension Services Office of the College
has been continuously implementing different
programs and projects in the Fifth District of the
Province of Camarines Sur. It is for this reason
that the researcher wishes to assess the effec-
tiveness of the extension programs and projects
which have implemented in order to strengthen
weaknesses if there are and areas needing im-
provement with the aim to deliver better exten-
sion services that will properly address the needs
of the community people that the College served.
Objectives of the Study
The main thrust of this paper is to assess the
impact of the Community Extension Programs of
Camarines Sur Polytechnic Colleges.
Specifically, it aims to determine the level of
program outputs of the extension programs; to
know the economic and social impacts of the
extension programs; to determine the significant
relationship between the impact and the level of
program outputs; and propose recommendation
to enhance the delivery of community extension
programs of the College.
METHODOLOGY
The research utilized the descriptive survey
method of research. It was used to describe and
analyze the existing situation about the effec-
tiveness of the extension programs of the Col-
lege. In order to collect pertinent data for the
study, the researcher made use of a question-
naire and documentary analysis.
A total of 395 respondents were used in the
study. Identification of these respondents was
based on the data from the extension services
who were the beneficiaries of the extension ser-
vices of the College. Furthermore, interview was
also conducted for clarification and validation of
some data. The different partner municipalities/
communities were given questionnaires. Weight-
ed Mean and Spearman Rank Order of Correla-
tion were the statistical tools used in the study. A
5-point Likert scale was used with the following
descriptions: 5-Outstanding; 4-Very Satisfacto-
ry; 3-Satisfactory; 2- Fair; 1-Not Satisfactory.
RESULTS AND DISCUSSION
Tables 1 to 5 revealed the level of program
outputs of the CSPC extension services in terms
of skills training, health education services, com-
puter literacy, advocacy programs and livelihood
programs. Reflected in the Table 1 is the level of
program outputs of the CSPC extension servic-
es in terms of skills training. The results show
that the mean for San Isidro is 3.29 which is in-
terpreted as satisfactory (S), La Purisima with a
weighted mean of 3.28 is also interpreted as sat-
isfactory (S) and San Roque with a weighted
mean of 3.34 which is likewise interpreted as sat-
isfactory (S). On the other hand, Salay has an
average mean of 3.87, which is interpreted as
very satisfactory; Lourdes has a mean of 3.58
with an interpretation of very satisfactory (VS);
18 TERESITA B. SALAZAR
Int J Edu Sci, 29(1-3): 16-23 (2020)
and Sta. Justina has a mean of 3.55 with the same
interpretation of very satisfactory (VS). Along
this aspect, the overall mean is 3.48 with verbal
interpretation of satisfactory (S). The data gath-
ered shows the awareness of the community in
various skills trainings conducted by the College
and moreover, the benefits which the respondents
derived from the extension programs of the Col-
lege. Contrary to the result of this study, Ola-
vides et al. (2019) found out in their study that
beneficiaries were undecided as to whether or
the extension activities had helped them in aug-
menting their income, had improved their living
conditions or had caused poverty alleviation.
Table 2 shows the perception of the respon-
dents along the level of program outputs of CSPC
extension services in terms of health education.
Along this parameter, the mean is 3.48 with ver-
bal interpretation of satisfactory (S). The data
reveals that the respondents gained knowledge
which they considered relevant and applied such
knowledge in their own families and shared it to
other people. The same findings in the study of
Llenares, Deocaris (2018) and confirmed in the
study particularly on health education such as
the importance of family planning, good house-
keeping and sanitation.
Table 3 shows the level of program outputs
of the CSPC extension services in terms of com-
puter literacy. Along this parameter, the overall
mean is 3.36 with verbal interpretation of satis-
factory (S). The College has also conducted com-
puter literacy programs which are designed ac-
cording to the demands and addressed need of
Table 1: Level of program outputs of the CSPC extension services in terms of skills training
S. Skills training San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. The skills learned are effective in 3.39 3.50 3.40 3.87 3.56 3.55 3.55 S
my profession.
2. The skills taught helped me increase 3.28 3.24 3.37 3.87 3.56 3.55 3.48 S
my income.
3. The skills I learned improved my 3.39 3.35 3.38 3.87 3.56 3.55 3.52 VS
self-esteem.
4. I have taught other people of the skills 3.37 3.29 3.38 3.87 3.59 3.55 3.51 VS
I learned.
5. I became gainfully employed after the 3.16 3.13 3.18 3.87 3.59 3.55 3.41 S
training.
6. I adopted the technology I learned. 3.26 3.24 3.41 3.87 3.59 3.55 3.49 S
7. I started my own business after the 3.21 3.19 3.26 3.87 3.59 3.55 3.44 S
training.
Mean 3.29 3.28 3.34 3.87 3.58 3.55 3.48 S
Table 2: Level of program outputs of the CSPC extension services in terms of health education
services
S. Health education San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. The knowledge and attitude I learned 3.37 3.39 3.24 3.90 3.59 3.45 3.49 S
are relevant and effective.
2. The concepts and skills taught me are 3.42 3.20 3.25 3.90 3.59 3.45 3.47 S
timely.
3. The knowledge I learned improved my 3.47 2.92 3.33 3.90 3.59 3.45 3.45 S
self-esteem.
4. I have taught other people the 3.47 3.27 3.33 3.90 3.59 3.45 3.50 VS
knowledge I learned.
5. I disseminated the knowledge the 3.32 3.27 3.29 3.90 3.59 3.45 3.47 S
knowledge and information to other
community.
6. I applied the knowledge I learned. 3.47 3.35 3.19 3.90 3.59 3.45 3.49 S
Mean 3.42 3.23 3.27 3.90 3.59 3.45 3.48 S
AN IMPACT STUDY OF THE COMMUNITY EXTENSION PROGRAMS 19
Int J Edu Sci, 29(1-3): 16-23 (2020)
various partner barangays. Among the comput-
er literacy program conducted by the College
was the computer literacy with troubleshooting
and repair.
Table 4 shows the level of program outputs
of the CSPC extension services in terms of ad-
vocacy programs. Along this parameter, the
mean is 3.45 with verbal interpretation of satis-
factory (S). The findings show that the College
has conducted advocacy programs that helped
the marginalized or under privileged sector of
the community. These advocacy programs are
focused on environmental awareness and pro-
tection and gender and development among oth-
ers. Similar to these findings, the study of Chua
et al. (2014) also focused on the assessment of
different extension projects and activities such
as environmental clean-up, nutrition feeding pro-
gram and Christmas gift-giving to name a few
which were participated in, well-practiced and
assessed as well implemented.
Table 3: Level of program outputs of the CSPC extension services in terms of computer literacy
S. Computer literacy San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. I learned new knowledge and information 3.21 3.22 3.36 3.48 3.63 3.36 3.38 S
in computer technologies.
2. It greatly developed my computer skills. 3.21 3.27 3.28 3.48 3.63 3.36 3.37 S
3. It improved my computer skills required 3.16 3.17 3.30 3.48 3.63 3.36 3.35 S
of my job.
4. The concept and skills I learned
contributed to a better work performance. 3.37 3.13 3.19 3.48 3.63 3.36 3.36 S
5. It developed my self-esteem. 3.26 3.08 3.33 3.52 3.63 3.36 3.36 S
6. I adopted the technology I learned. 3.32 2.98 3.08 3.52 3.63 3.36 3.31 S
Mean 3.25 3.14 3.26 3.49 3.63 3.36 3.36 S
Table 4: Level of program outputs of the CSPC extension services in terms of advocacy programs
S. Advocacy programs San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. The advocacy program benefitted us to 3.37 3.29 3.15 3.84 3.56 3.45 3.44 S
learn new knowledge and information.
2. It contributed on the improvement of 3.37 3.24 3.23 3.87 3.56 3.45 3.46 S
our way of living.
3. I disseminated the knowledge I learned 3.37 3.12 3.13 3.87 3.56 3.45 3.42 S
to the community.
4. It has improved the quality of our lives. 3.26 3.24 3.33 3.87 3.56 3.45 3.45 S
5. It helped me develop my self-esteem. 3.37 3.24 3.32 3.87 3.56 3.45 3.47 S
6. I applied the knowledge I learned. 3.42 3.39 3.11 3.87 3.56 3.45 3.47 S
Mean 3.36 3.26 3.21 3.87 3.56 3.45 3.45 S
Table 5: Level of program outputs of the CSPC extension services in terms of livelihood programs
S. Advocacy programs San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. The livelihood program enhanced our 3.37 3.29 3.15 3.84 3.56 3.45 3.44 S
entrepreneurial skills.
2. It helped us augment our income. 3.37 3.24 3.23 3.87 3.56 3.45 3.46 S
3. It has improved the quality of our lives. 3.37 3.12 3.13 3.87 3.56 3.45 3.42 S
4. It has made us more cohesive as a 3.26 3.24 3.33 3.87 3.56 3.45 3.45 S
community.
5. It helped us develop our self-esteem. 3.37 3.24 3.32 3.87 3.56 3.45 3.47 S
6. I applied the knowledge I learned in 3.42 3.39 3.11 3.87 3.56 3.45 3.47 S
my entrepreneurial engagement.
Mean 3.36 3.26 3.21 3.87 3.56 3.45 3.45 S
20 TERESITA B. SALAZAR
Int J Edu Sci, 29(1-3): 16-23 (2020)
Table 5 shows the level of program outputs
of the CSPC extension services in terms of live-
lihood programs. Along this parameter, the mean
is 3.45 with verbal interpretation of satisfactory
(S). The data obtained implies the fact that the
College has indeed conducted livelihood pro-
grams and benefited the constituents of the
barangay. The same findings were obtained by
Abrea (2017) on the livelihood programs con-
ducted to its beneficiaries who strongly agreed
that the Badjaos as beneficiaries are capable of
applying the skills learned on such extension
services.
Impacts of the program of the extension ser-
vices were also analyzed in terms of economic
and social as reflected in Tables 6 and 7. These
are the measures on how the community exten-
sion program affects the standard of living of
the beneficiaries. Many of them were able to
improve their living condition as a result of in-
come generated from the employment after they
availed of the training programs conducted by
the College. Table 6 shows the economic im-
pacts of the program of the CSPC Extension Ser-
vices. The result shows that the sub-weighted
Table 6: Economic impact of the program of the CSPC extension services
S. Economic impact San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. Enabled me to find a job and become 3.21 3.04 3.14 3.68 3.63 3.45 3.36 S
employed as a result of the skills learned.
2. Enabled me to augment my income as 3.32 2.94 3.13 3.71 3.63 3.45 3.36 S
a result of the employment gained.
3. Enabled me to improve my house as 3.37 3.06 3.33 3.68 3.63 3.45 3.42 S
a result of the income generated from
such employment.
4. Enabled me to buy appliances as a 2.95 2.96 3.22 3.71 3.63 3.45 3.32 S
result of the income generated from
the employment through the
skills I learned.
5. Enabled me to gain properties/ 3.26 3.06 3.16 3.68 3.63 3.45 3.37 S
ownerships as a result of the income
generated from employment.
6. Improved my economic status being a
self-employed individual. 3.21 3.23 3.11 3.71 3.63 3.45 3.39 S
Mean 3.22 3.05 3.18 3.69 3.63 3.45 3.37 S
Table 7: Social impact of the program of the CSPC extension services
S. Social Impact San La San Salay Lourdes Sta. Overall VI
No. Isidro Purisima Roque Justina
1. Enabled me to become productive and 3.32 3.27 3.16 3.87 3.59 3.45 3.44 S
make the right decisions as a result of
the skills learned.
2. Enabled me to awaken the spirit of 3.21 3.29 3.10 3.87 3.59 3.45 3.42 S
volunteerism in me and share the skills
I learned to others.
3. Helped me to boost my self-esteem 3.26 3.17 3.11 3.87 3.59 3.45 3.41 S
and confidence as a result of the skills
I learned.
4. Helped me to mingle with other people 3.26 3.13 3.24 3.90 3.59 3.45 3.43 S
and go out from our homes to enjoy life.
5. Helped me to improve my health and 3.37 3.08 3.14 3.90 3.59 3.45 3.42 S
nutrition as a result of the information
received and learned.
6. Helped me established camaraderie 3.37 3.17 3.08 3.90 3.59 3.45 3.43 S
along with other beneficiaries.
Mean 3.30 3.18 3.14 3.89 3.59 3.45 3.43 S
AN IMPACT STUDY OF THE COMMUNITY EXTENSION PROGRAMS 21
Int J Edu Sci, 29(1-3): 16-23 (2020)
mean for San Isidro is 3.22 which is interpreted
as satisfactory (S), La Purisima with a mean of
3.05, is also interpreted as satisfactory (S); San
Roque with a mean of 3.18 is likewise interpreted
as satisfactory (S) and; Sta. Justina with a mean
of 3.45 is likewise interpreted as satisfactory (S).
On the other hand, barangay Salay obtained a
mean of 3.69, which is interpreted as very satis-
factory (VS); and Lourdes with a mean of 3.63
has an interpretation of very satisfactory (VS).
Along this parameter, the overall mean is 3.37
and registered a verbal interpretation of satis-
factory (S). The herein findings could be related
to by the results of the study of Felicen et al.
(2014) whose extension program has a great im-
pact in the economic status of its beneficiaries.
They were able to apply into practice what they
have learned and produce products for sale to
earn additional income.
Table 7 shows the social impacts of the ex-
tension programs. This measures how the lives
of the recipients of extension programs were
benefited in terms of productivity in the true
sense of volunteerism. These extension activi-
ties further developed them into more self-reli-
ant and decisive residents of their respective
communities with the objective of honing them
to become socially responsive people of the
country. The result shows that the mean for San
Isidro is 3.30 which is interpreted as satisfactory
(S), La Purisima with a mean of 3.18 interpreted
as satisfactory (S); San Roque with a mean of
3.14 is likewise interpreted as satisfactory (S)
and; Sta. Justina obtained a mean of 3.45 with an
interpretation of satisfactory also (S). On the
other hand, barangay Salay has a mean of 3.89
and is interpreted as very satisfactory (VS); Lour-
des has a mean of 3.59 which VI is very satisfac-
tory (VS). Along this parameter, the overall mean
is 3.43 which registered a verbal interpretation
of satisfactory (S). The results of this study is
confirmed by Herrera (2010) which showed that
their institution represented by seven (7) Col-
leges and the Graduate School was socially re-
sponsive to the needs and sincere in its role of
uplifting the quality of life of the residents of
Village Lumbocan.
The computed value on the significant rela-
tionship between the economic impact and level
of program outputs is shown in Table 8. Data
reveals that in all program output indicators with
a tabular value at 0.05 of 0.900 except for com-
puter literacy, there exist significant relationship
between economic impact and level of program
outputs. Thus, program outputs affect their eco-
nomic situation. It can be said that the imple-
mented extension programs contributed in the
upliftment of their standard of living. This was
validated in the interview conducted particular-
ly on the additional income they derived from
business ventures engaged in after the training
on livelihood with financial literacy. In the study
Table 8: Significant relationship between economic impact and level of program outputs
Program outputs Computed Tabular value Decision on HoInterpretation
value at 0.05 level
of significance
a. Skills Training 0.943 0.900 Reject Significant
b. Health Education Services 1.000 0.900 Reject Significant
c. Computer Literacy 0.886 0.900 Accept Not significant
d. Advocacy Programs 0.943 0.900 Reject Significant
e. Livelihood Programs 0.943 0.900 Reject Significant
Table 9: Significant relationship between social impact and level of program outputs
Program outputs Computed Tabular value Decision on HoInterpretation
value at 0.05 level
of significance
a. Skills Training 0.829 0.900 Accept Not significant
b. Health Education Services 0.943 0.900 Reject. Significant
c. Computer Literacy 0.771 0.900 Accept Not significant
d. Advocacy Programs 1.000 0.900 Reject Significant
e. Livelihood Programs 1.000 0.900 Reject Significant
22 TERESITA B. SALAZAR
Int J Edu Sci, 29(1-3): 16-23 (2020)
of Llenares and Deocaris (2018), the regular at-
tendees- beneficiaries described the improve-
ment in their lifestyle. With the additional in-
come for the livelihood projects they established,
several respondents reported to have purchased
new appliances and were able to donate more
money to the community church.
As shown in Table 9, the computed value
on the significant relationship between the so-
cial impact and level of program outputs. Data
reveals that the null hypothesis was rejected
along Health Education Services, Advocacy Pro-
grams and Livelihood Programs, hence signifi-
cant relationship exist between social impact and
level of program outputs. On the other hand,
null hypothesis was accepted along Skills Train-
ing and Computer Literacy.
CONCLUSION
Based on the results presented, it can be
observed that the College has evidently shown
that CSPC was indeed engaged with the com-
munity in which extension officials supervise
the implementation of the plans, programs and
activities of the College to their partner baran-
gays efficiently and effectively. Moreover, the
College has highly capable personnel and staff
in terms of delivering extension services, who
are engaged to achieve the College mission,
goals and objectives. A shared leadership and
active participation has been developed among
the members of the organization. The College
evidently has funds available in the conduct of
extension programs and activities and that there
is a stable funding support from various govern-
ment agencies, NGOs and other stakeholders.
Along the extent of participation of the de-
velopment partners in CSPC extension services,
the local/barangay officials are greatly involved
in the extension services such as skills train-
ings, advocacy and outreach programs and live-
lihood programs. Likewise, government agen-
cies such as LGU are very supportive of the
extension services as partners in extension plans,
programs and activities of the College. They
serve as bridge between the College and the
community in the implementation of the exten-
sion programs and activities. Similarly, it is a great
way to fully integrate community members as
partners involving themselves in the process of
planning of programs and activities until its
implementation.
The College has satisfactorily achieved its
objective in its extension services addressing
the needs and problems of the community
through various projects and activities centered
on skills training, health education services,
computer literacy, advocacy and livelihood pro-
grams. Further, the College has executed ag-
gressively through the support of National Agen-
cies such as Department of Social Welfare and
Development (DSWD) on the College’s exten-
sion programs and activities.
The extension program has a great extent of
impact on the economic and social status of the
respondents. This is validated by the number of
adaptors who are engaged in entrepreneurial and
other similar activities. Likewise, the living condi-
tion of the marginalized sectors of the society par-
ticularly on the programs of the 4Ps have been
continually improved as manifested by the De-
partment of Social Welfare and Development
(DSWD).
RECOMMENDATIONS
The study proposed that given the result of
the assessment, CSPC extension program,
projects must be sustained and enhanced. The
College, through its extension services office
shall continue to be responsive to the needs of
the different sectors of the industry and com-
munity with which it works with to continually
improve the effectiveness of its extension pro-
gram. The same shall continue to envision the
consolidation of the roles of the office and the
development of a strategic framework for insti-
tutional and industry linkages and community
engagement, with particular emphasis on mean-
ingful poverty alleviation programs to uplift the
socio-economic status as well as the sustain-
able development of the partner barangays and
its people.
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Paper received for publication in February, 2020
Paper accepted for publication in February, 2020
