Exploring the Influence of 4Ps Conditional Cash Transfer Program on Indigenous People's Education: An Explanatory Sequential Mixed-Method Study Using Linear Regression

This explanatory sequential mixed-methods study was conducted to determine the influence of the 4Ps Conditional Cash Transfer (CCT) Program on the education of Indigenous learners. The study specifically assessed the extent of 4Ps participation in terms of compliance with educational conditionalities, parental involvement, and utilization of educational support resources, and examined educational outcomes in terms of academic performance and school engagement. Quantitative data revealed that Indigenous learners’ participation in the 4Ps program is extensive, particularly in meeting compliance requirements and using financial aid to support education. Educational outcomes and school engagement were also rated extensively. However, statistical analysis showed no significant relationship between 4Ps participation and educational outcomes, and none of the 4Ps participation domains significantly predicted learners’ academic success. In contrast, qualitative findings revealed that participants perceived the program as vital in sustaining attendance, increasing motivation, and fostering responsibility among Indigenous learners. These perspectives highlighted the program’s indirect yet meaningful contribution to education. The study concludes that while 4Ps enhances enabling conditions, educational success among Indigenous learners depends on more holistic, culturally responsive interventions.