BIBLIOGRAPHY

GARCIA, JOLLY ANN K. APRIL 2009. Potentials of Establishing a Laboratory
Cooperative in La Trinidad, Benguet. Benguet State University, La Trinidad, Benguet.
Adviser: Jovita M. Sim
ABSTRACT

The study was conducted mainly to determine the viability and the potential of
establishing a laboratory cooperative in La Trinidad, Benguet and specifically it aspired
the following: the awareness of the students about cooperative movement; the
perceptions and interest of students in the establishment of laboratory cooperative in the
study area; the willingness of selected primary cooperative accepting affiliation of
laboratory cooperative and their conditions; and the regulations, requirements and
policies in organizing a laboratory cooperative.

Two hundred (200) students were randomly selected from 6 different schools –
secondary and tertiary schools - and 11 registered primary cooperatives in the study area
were the respondents of the study. The respondents were interview with the aid of
questionnaire. Other data were gathered through library research and internet surfing. In
addition, the gathered data were tabulated, analyzed and interpreted according to the
objectives of the study using descriptive statistics such as frequency distribution and
percentages.

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The results show that more than half of the students are not aware about
cooperatives but as to those who are aware, most of them think that cooperative is an
organization that deals on savings, credit and loans. Moreover, majority of the students
are willing to be a member of the cooperative because they think that it will be helpful to
them. The willing students want to join in a multi-purpose type of cooperative.
In addition, more than half of the cooperative respondents are aware about
laboratory cooperative. Majority of the primary cooperatives are willing to be a guardian
cooperative because they believe that the establishment of laboratory cooperative would
benefit the La Trinidad community as well as the students. The results also show that the
primary cooperatives willing to be a guardian cooperative belong to 11-20 years of
operation. Also, half of the willing primary cooperatives have 10 Million and above
capitalization the previous year and most of the willing cooperatives have more than 300
regular members.
In general, there is a potential of establishing a laboratory cooperative in La
Trinidad because of the willingness of the students to be member and the willingness of
primary cooperative to be a guardian cooperative. However, for the awareness of students
about cooperative as well as for the awareness primary cooperative about laboratory
cooperative, the following are recommended: information dissemination about
cooperative shall be conducted from school to school in La Trinidad, Benguet;
seminar/workshops on the organization, registration, and management of a cooperative
shall be launched by the concerned organizations/agency and attended by willing students
to be a member; and primary cooperative as well as government and non-government
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agencies shall be tapped as sponsors and/or facilitators of the information dissemination
campaign and seminar/workshop.



iii

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TABLE OF CONTENTS



Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iv

INTRODUCTION



Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1


Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3


Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4


Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4


Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4

REVIEW OF LITERATURE



The Cooperative Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5


Student Cooperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7


Definition of Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8


Concept of Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9


Objective of Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9


Purpose of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10


Guidelines for Laboratory Cooperative



Section 1. Legal Basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10

Section 2. Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Section 3. Powers and Capacities . . . . . . . . . . . . . . . . . . . . . . . . . .
11
iv

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Section 4. Articles of Cooperation . . . . . . . . . . . . . . . . . . . . . . . . .
12
Section 5. By-laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Section 6. Affiliation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Section 7. Requirement for Recognition . . . . . . . . . . . . . . . . . . . . .
14
Section 8. Board of Advisers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Section 9. Membership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Section 10. Termination of Membership . . . . . . . . . . . . . . . . . . . . .
15


Section 11. Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16


Section 12. General Provisions . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16

Organization of a Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
METHODOLOGY



Locale and Time of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19

Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19

Methods of Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19

Data Gathered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19

Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
RESULTS AND DISCUSSION



The Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22



Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23

Dependent to Parents/Guardian for School Fees

such as Tuition Fees and Allowances . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26



How Often the Students Receive their Allowances . . . . . . . . . . . . . . . . . . .
27



Amount of Allowance Received . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
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Students Who Encounter Financial Crises. . . . . . . . . . . . . . . . . . . . . . . . . .
29



Type of Financial Crises Met . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30



Whom the Students Seek Financial Assistance

Aside from their Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31



Experience Being Turned Down by the Persons the

Students Approach for Financial Assistance . . . . . . . . . . . . . . . . . . . . . . . .
31



Maintaining Savings Deposit and Where the

Students Maintain Savings Deposit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32



Plans/interest to Maintain Savings Deposit . . . . . . . . . . . . . . . . . . . . . . . . .
33



Awareness on Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34



Cooperative Known by the Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35


How the Students Learned about Cooperative . . . . . . . . . . . . . . . . . . . . . .
35



Knowledge on the Type of Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . .
36



How the Students Perceive and

Define Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37



Helpfulness of Establishing a Cooperative for

Students (laboratory cooperative) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38



Willingness to Invest/save in the Cooperative . . . . . . . . . . . . . . . . . . . . . . .
39


Willingness to be Member in the Cooperative . . . . . . . . . . . . . . . . . . . . . .
40



Type of Cooperative they Want to be Organized . . . . . . . . . . . . . . . . . . . .
41



Purpose of Joining the Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42



Willingness to Learn More

about Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43



Characteristics of the Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43



Awareness about Laboratory Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . .
44



Perception of Establishing a Laboratory

vi

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Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44



Who Will be Benefited on the Establishment

of Laboratory Cooperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
45

Willingness to be a Guardian Cooperative . . . . . . . . . . . . . . . . . . . . . . . . .
46
SUMMARY, CONCLUSION AND RECOMMENDATION



Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54

Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
APPENDICES



Sample Letters




To the Heads of the Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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1

INTRODUCTION



Background of the Study

Filipinos are immensely proud about the future of youth whom we regard as the
“most valuable natural resources.” In fact, as articulated by the national hero, Dr. Jose P.
Rizal, the youth is “the hope of the Fatherland” (Abletez, 1996).

In relation, the state recognizes the vital role of youth in nation-building and shall
promote and protect their physical, moral spiritual, intellectual and social well-being. It
shall inculcate in the youth patriotism and nationalism; and encourage their involvement
in public and civic affairs (1987 Philippine Constitution).

Filipino youth as defined in the “Youth Nation-Building Act” (RA 8044) are
those with ages 13 – 30. Currently, the Philippines have projected 85.2 million population
and the youth comprises more than 40 percent of the total population. Of this 21 percent
are enrolled in high school, tertiary and vocational schools, 22 percent are young
peasants, 21 percent are contractual young workers in the urban areas, 36 percent are
unemployed and out-of-school youth, and 4 percent are working (Cordillera People’s
Alliance Youth Center and Asia Pacific Indigenous Youth Network,
http://www.un.org/esa/socdev/unyin/documents/wpaysubmissions/Philippines.pdf, 2004).

Moreover, the situation of youth is intertwined with the current economic,
political, and cultural circumstances of the country. The aspirations of the Filipino youth
for a just and democratic society and their participation to nation-building cannot be
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attained their issues especially on education and unemployment are actively addressed by
the youth themselves together with the other sectors of the society.

Today, cooperatives are viewed as organizations that provide employment,
improve income distribution, and establish fair market prices by promoting private sector
competition. They are thus used primarily for: a) improving the economic, social, and
cultural situations of people with limited means; b) increasing personal and national
capital resources by encouraging thrift, sound use of credit, and adoption of improved
agricultural technologies; c) increasing income and employment by further utilization of
available resources; and d) upgrading social conditions and providing supplementary
community and social services in the rural area (Rola, 1988).

In this regard, by their nature, purpose, ideology and operation, principles,
cooperatives promote youth development and provide the youth a forum for broader
participation in community development.

Under Article 27 of RA 6938, it is stated that a cooperative organized by minors
shall be considered a laboratory cooperative and must be affiliated with a registered
cooperative. A laboratory cooperative shall be governed by special guidelines to be
promulgated by the Cooperative Development Authority.

Establishment of Laboratory Cooperative a) offers a free, democratic, secure and
peaceful environment for the youth; b) provides capacity-building for the youth in
handling conflicts in their community; c) ensures that minors are not disregarded but
rather prioritized; and d) provides more opportunities for young people to keep away
from anti-social activities like drugs alcoholism and gangsters.
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Furthermore, with the establishment of Laboratory Cooperative in La Trinidad,
Benguet, new ideas would be brought forward having a fresh and modern outlook to the
cooperative movement in the locality.

Statement of the Problem

The establishment of a Laboratory Cooperative in La Trinidad, Benguet that will
be affiliated with a selected primary cooperative in the same locality will be very helpful
to its members especially students. However, the fulfillment of project will depend on the
full participation of students and primary cooperatives in the said locality and some
concerned agencies of the government and private sector. Hence, there is a need to
conduct a study to determine the feasibility of establishing a Laboratory Cooperative in
the said locality.

In the country, education is regarded as the key to success. Parents put a lot of
premium to their child’s education. However, parents are now finding it difficult to send
their children to school. Previous studies show that drop-out rate in schools – primary,
secondary and tertiary – is high. The main reason for this is the lack of financial
assistance. Although the government have programs for scholarships and student loans,
these only cater to 1.82 percent of the student population.

In this connection, the establishment of a laboratory cooperative in La Trinidad
through its services would assist on the problem on lack of financial assistance and other
youth concerns. In this way, not only the members are benefited but also the community.

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Objectives of the Study

The study aimed to determine the viability and the potential of establishing a
laboratory cooperative in La Trinidad, Benguet.

Specifically it aimed:
1. To find out the awareness of the students about Cooperative Movement.
2. To know the perceptions and interest of students in the establishment of
Laboratory Cooperative in the study area.
3. To know the willingness of selected primary cooperative in accepting
affiliation of Laboratory Cooperative and their conditions.


Importance of the Study

Findings from this study will provide information needed in the establishment of
Laboratory Cooperative in La Trinidad, Benguet. Moreover, the result of this study will
provide sufficient knowledge on the opportunities and threats on the proposed
cooperative. Finally, the result of this study may serve as reference for further studies.


Scope and Delimitation of the Study

The study was concerned on the feasibility of establishing a laboratory
cooperative in La Trinidad, Benguet. The study was conducted from December 2008 to
January 2009.


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REVIEW OF LITERATURE



The Cooperative Movement

From ancient accounts, individuals or groups realized early the importance of
cooperatives. Thousands of years ago, men have associated themselves for mutual
protection against common enemies or cooperation in procuring their food. History tells
us that a century before the Trojan War, Minos, the mythical son of the most powerful
god Zeus, conquered Crete and there established a very exemplary communal society
governed by the laws of unusual justice and virtue. The Utopian community of Crete
attracted the attention of Lycurgus, the Spartan leader, who copied some of those noble
Cretan institutions to make Sparta the pride of ancient Greece. The history of ancient
China also tells us of some faithful souls who wanted to fulfill their vow of homage to a
sacred deity, and who, because of poverty, lacked the funds for the expenses of the trip;
so they organized the first credit and savings association.

Probably what might be considered as the first conscious effort of a people to
organize a society, whose purpose was to promote mutual welfare, was the formation by
the Greeks of an association known as the Eranoi, as early as 300 B.C. The Eranoi had
characteristics common to those of the guilds of medieval Europe. The members of the
Eranoi, whenever their finances warranted, were expected to contribute annually to e
general fund. The guild carried on certain kinds of business, gave protection to its
members during periods of illness, arranged the funeral of guild members, provided
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expenses for feasts, and aided and comforted those members who were in distress
(Celeste, Capino and Ella, 1970).

Many people recognize the first formal cooperative of modern times to be the
Rochdale Society of Equitable Pioneers in England in 1844. The original twenty-eight
members of this early cooperative joined in an effort to purchase supplies for their
businesses. Although theirs was not the first cooperative in history, their formal
principles have served as a model for the developments of a great many modern
cooperatives (Downey and Erickson, 1987).

Meanwhile, Filipinos traveling in Europe during the later part of the 19th century
must have been impressed with the success of a new economic movement in effecting a
gradual metamorphosis of the economic and social life of the people in those countries.
At the turn of the century, Filipinos, in increasing number, traveled and studied abroad
and brought home with them new ideas. Two names worthy of note were Dr. Jose P.
Rizal and Teodoro Sandiko.

Rizal, after his side trip to Sandakan, Borneo in 1892, requested Governor
Despudol that he and some relatives and friends be permitted to move to that place and
found a colony under the cooperative plan of Robert Owen. Instead, he was arrested for
treason and banished to Dapitan, Zamboanga del Norte. In Dapitan, Rizal had his ideas in
cooperation partially fulfilled. He put up a school for the poor community on a purely
cooperative basis. He also established a cooperative store with the help of his pupils. One
noteworthy group organized by Rizal was the La Sociedad de los Abacaleros (Society of
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Abaca Producers). This functioned for only one year. Rizal returned the members share
capital without any loss.

Teodoro Sandiko, in his travels in Europe, must have had a close contact with the
cooperative movement in Germany where he came across with the Raiffeisen movement.
He was very much impressed by this type of cooperative and he looked forward for an
opportunity to have it introduced here in the Philippines. Teodoro Sandiko, then governor
of Bulacan, introduced the bill aimed to protecting and developing the agricultural
interest of the country. Finally made into law, Gov. Sandiko earned a title of Father of
Cooperation in the country (Anonymous., http://www.cda.gov.ph/cda_website/coop
%20history.htm, n.d.)


Student Cooperatives

The beginnings of student cooperatives are unknown, but it is believed that the
first student cooperatives were bookstores and group houses in the late 1800’s. If one
event can be seen as the birthplace of student cooperative movement it was a lecture by
an internationally-renown Japanese labour, cooperative, and peace activist, Toyohiko
Kagawa. Kagawa spoke at a Student Christian Movement conference in Indianapolis,
Indiana.
In the 1960s, the political fervor over the civil rights, free speech, and anti-war
movements brought new enthusiasm to student communities around the world. This
enthusiasm translated into a keen interest in nontraditional forms of democracy, such as
cooperatives. New cooperatives were started in places such as Austin, Texas; St. Paul and
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Minneapolis, Minnesota; and Providence, Rhode Island, among others. Throughout the
1970s, former student activists put their ideas into action by creating food and other
cooperatives based on the idea of participatory democracy and a healthy life. This activity
translated into what is known as the “New Wave” cooperative movement, as opposed to
the “old wave” cooperatives of the 1930s.
Some of these organizations existed on college campuses but most were
integrated into communities and served community needs. The New Wave cooperatives,
with their emphasis on healthy and organic foods, were the beginning of the
contemporary health food movement. Today, North American Students of Cooperation
(NASCO) keeps the student cooperative movement strong and develops leaders for the
future (Nagorsky, Guetschoff, and Ashton., http.//www.nasco.coop/docs/OrgHand.pdf,
1997).


Definition of a Cooperative

Cooperative as defined in the Cooperative Code of the Philippines, is a duly
registered association of persons with a common bond of interest, who have voluntarily
joined together to achieve a lawful common social or economic end, making equitable
contributions to capital required and accepting a fair share of the risks and benefits
undertaking in accordance with universally accepted principles.



Potentials of Establishing a Laboratory Cooperative
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Concept of Cooperative

A cooperative exists not to make profits as an entity but if there should be profits,
the same shall be divided among the members. A cooperative is based on the sating well
know in human circles that “in union, there is strength.” The following make up a
successful cooperative (Nolledo, 2000):
a. The members are treated equally and are willing to sacrifice the common
good;
b. The members give away part of their resources to form common fund;
c. The members fully cooperate in the undertakings expected of them in terms of
honesty and prompt attendance in case of performance of duties assigned; and
d. The members patronized the cooperative by giving what is due from them and
availing of the resources of the cooperative.

Objective of a Cooperative

The ultimate social objective of a cooperative is community building which is the
same with the community development. Community development is a way for the people
in a community to work together in order to build a better community and thereby
improve the welfare of all. As a product, it involves specific projects and activities in the
community (Abella and Fajardo, 1999).

According to the Article 7 of the Cooperative Code of the Philippines, the primary
objective of every cooperative is to provide goods and services to its members. The
provision of goods and services to the members allows them to attain increased income
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and savings, investments, productivity, and purchasing power. In patronizing, the goods
and services offered by the cooperative, the member realizes interest on capital, buys
quality goods, and receives patronage refund.

Purpose of a Cooperative

A cooperative may be organized with at least only one purpose. The purpose
defines the type of cooperative. Following are the types of cooperative as stated in the
Article 23 of the Cooperative Code of the Philippines: a) Credit Cooperative; b)
Consumers Cooperative; c) Producers Cooperative; d) Marketing Cooperative; e) Service
Cooperative; and f) Multi-purpose Cooperative.

Aside from the specific purpose for which a cooperative has been set up, it shall
provide maximum economic benefits to its members, teach members efficient ways of
doing things in a cooperative manner, propagate cooperative practices and new ideas in
business and management, and allow the lower income groups to increase their
ownership in the wealth of this nation (Garcia and Guanzon, 2004).

Guidelines for Laboratory Cooperative
Section 1. Legal Basis. The legal basis for this rule is the second paragraph of Article 27
of the Code, quoted as follows:
“A cooperative organized by minors shall be considered a laboratory cooperative and
must be affiliated with a registered cooperative. A laboratory cooperative shall be
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governed by special guidelines to be promulgated by the Cooperative Development
Authority.”
Section 2. Organization of Laboratory Cooperatives. A laboratory cooperative, which
must be affiliated with a duly registered cooperative, shall be organized by at least fifteen
(15) minors for any or all of the following purposes:
a. To serve as a training ground for its members in the management and
operation of cooperatives in order to prepare them for membership in regular
cooperatives;
b. To encourage thrift and savings mobilization among its members;
c. To generate funds and extend credit to the members for productive and
provident purposes;
d. To encourage among members systematic production and provident purposes;
e. To provide goods and services and other requirements to its members;
f. To develop expertise and skills among its members;
g. To promote and advance Filipino social and cultural values, the economic and
educational status of its members, and ecological awareness and sustainable
development; and
h. To coordinate and facilitate the activities of other laboratory cooperatives.
The laboratory cooperatives shall endeavour to distance their members from the
use and abuse of prohibited drugs and other forms of vices.
Section 3. Powers and Capacities of Laboratory Cooperatives. Laboratory cooperatives
organized under this Rule shall have the following powers and capacities:
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a. To sue and be sued through the guardian cooperative;
b. Of succession;
c. To enter into contracts through the guardian cooperative;
d. To adopt, amend, alter or modify their articles of corporation and by-laws in
accordance with the provisions of the Code
e. To purchase, receive, take, grant, hold, convey, sell or lease such personal
property as the transaction of lawful affairs of the cooperative may require with the
approval of the board of advisors;
f. To accept and receive grants, donations and assistance from domestic and
foreign sources with the approval of the board of advisors; and
g. To appoint a general manager of their choice.
The laboratory cooperative shall have limited liability up to the extent of the
members’ subscribed share capital.
Section 4. Articles of Cooperation. The articles of cooperation of laboratory cooperatives,
approved by the minor-cooperators and concurred in by the board of advisers, shall
include the following:
a. The name of the cooperative which shall include the words “Laboratory
Cooperative”.
b. The purpose or purposes for which it is organized;
c. The term of existence;
d. The area of operations and the postal address of its principal office;
e. The names, ages and postal addresses of the founding minor-cooperators;
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f. The common bond of membership;
g. The members of the board of directors who shall principally manage the
laboratory cooperative;
h. The name and addresses of its guardian cooperative;
i. The names and addresses of the members of the board of advisers; and
j. The amount of its share capital, the names and addresses of its founding
minor-cooperators.
Section 5. By-laws. The by-laws of a laboratory cooperative, prepared by the board of
advisers and approved by the minor-cooperators, shall contain the same provisions as
outlined in Article 15, paragraph 2 of the Code. In addition, it shall contain a section
defining the powers and responsibilities of the board of advisers and the guardian
cooperative.
Section 6. Affiliation. A laboratory cooperative must be affiliated with a duly registered,
to be known as the guardian cooperative, before it shall be recognized by the Authority.
If the laboratory cooperative is primarily composed of students from a particular school
shall be affiliated with the school’s cooperative, if any. In the absence of any such
cooperative, it shall be affiliated with a cooperative within or nearest its area of
operations. A laboratory cooperative composed primarily of out-of-school minors shall
affiliate with a cooperative of its choice within or nearest its area of operations.
In the absence of a duly registered cooperative in the area or the refusal of a duly
registered cooperative to accept affiliation of a laboratory cooperative, the said laboratory
Potentials of Establishing a Laboratory Cooperative
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cooperative may request the nearest federation, union or non-government organization to
recommend the nearest duly registered cooperative as its guardian cooperative.
The duly registered cooperative which will be known as a guardian cooperative
will pass a resolution approved by its board of directors wherein the cooperative accepts,
among others, the responsibility for management training and value formation fro the
officers and members of the laboratory cooperative in accordance with the cooperative
principles and practices.
Section 7. Requirement for Recognition of Laboratory Cooperatives. A laboratory
cooperative seeking recognition as such shall submit, through the guardian cooperative,
the following requirements to the Authority for the issuance of a certificate of
recognition:
a. Articles of cooperation and by-laws; and
b. Resolution of the guardian cooperative accepting the laboratory cooperative
as its affiliate and accepting the responsibilities therewith; and
c. Recognition fee.
Provided, however, that a certificate of recognition does not bestow a laboratory
cooperative with the juridical personality.
Section 8. Board of Advisers. The board of directors of the guardian cooperative shall
form and appoint board of advisers, composed of not less than three (3) and not more
than five (5) members, to advise the laboratory cooperative in its management and
operations. Persons closely involved in the formation of the laboratory cooperative may
be appointed as the members of adviser. The board of advisers shall act on matters where
Potentials of Establishing a Laboratory Cooperative
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the laboratory cooperative needs the assistance of adult members, such as but not limited
to the signing of contracts, acceptance of donations, the prosecution and defence of civil
actions relating to the laboratory cooperative and such other matters.
Section 9. Membership. Any minor shall be eligible for membership in a laboratory
cooperative, if he meets the qualifications for membership as prescribed in the by-laws.
Section 10. Termination of Membership. Membership in a laboratory cooperative may be
terminated owing to any of the following causes:
1. Voluntary withdrawal at any time and for any cause by giving notice to the board of
directors;
2. The death or insanity of a member;
3. Termination by a majority vote of all members of the board of directors for the
following causes:
a. When a members has not patronized the services of the cooperative for an
unreasonable period of time as may be fixed by the board of directors;
b. When a member has continuously failed to comply with his obligations;
c. When a members has acted in violation of the by-laws and rules of the
cooperative; and
d. For any act or omission injurious or prejudicial to the interest or the
welfare of the cooperative.
4. Upon reaching the age of eighteen (18).

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Upon the termination of membership, the former member shall be entitled to a refund
of his share capital contribution and all other interests in the laboratory cooperative in
accordance with Articles 31 and 32 of the Code.
Section 11. Meetings. During any meeting of the general assembly or the board of
directors of the laboratory cooperative, at least one (1) member of the board of advisers
shall always be present to give such advice to the laboratory cooperative as may be
solicited except in such cases where the approval of the board of advisers is required, as
provided in Section 8 of this Rule.
Section 12. General Provisions. All other provisions of the Code shall be applicable to
laboratory cooperatives in the same manner as duly registered cooperatives except herein
otherwise stated. Laboratory cooperatives are specifically prohibited from dividing their
cooperative.

Organization of a Cooperative
Basic steps in starting a cooperative (Small Farm Center,
http://www.sfc.ucdavis.edu/cooperatives/starting.html, .n.d.):
1. Core Groups meets to clarify need and the potential use of a cooperative.
2. Hold meeting of potential members to discuss forming a cooperative.
3. Select steering committee.
4. Conduct economic feasibility analysis.
a. Survey potential feasibility analysis
b. Conduct market research and analysis
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c. Prepare financial projections
5. Hold meeting of potential members to report find.
6. Prepare business plan. Share results with potential members.
7. Draft legal papers. File upon approval of potential members.
8. Hold the cooperative’s first annual meeting.
a. Adopt by-laws.
b. Elect Board of director members.
9. Implement the business plan.
a. Conduct membership sign-up.
b. Secure capital and finalize agreement.
c. Hire manager.
d. Acquire facilities.
10. Start operations.
The leaders or core group who initiated the organization of cooperative shall
undertake a feasibility study with the assistance and guidance of a cooperative specialist
from the Authority. Cooperation, leadership, and felt need form the vital factors in the
formation of a cooperative. At least the problem of recruitment is minimized (Abella and
Fajardo, 1999).




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Definition of Terms
a. Board of Directors shall mean that the body entrusted with the management of
the affairs of the cooperatives under the articles of cooperation and by-laws.
b. Cooperative Development Authority means the government agency in charge
of the registration and regulation of cooperatives as such, hereinafter referred to as the
Authority.
c. General Assembly shall mean the full membership of the cooperative duly
assembled for the purpose of exercising all the rights and performing all the obligations
pertaining to cooperatives, as provided by this Code, its articles of cooperation and by-
laws.
d. Guardian Cooperative shall refer to a cooperative duly registered with the
Authority with which a laboratory cooperative is affiliated.
e. Member includes a person either natural or juridical who, adhering to the
principles set forth in this Code and in the articles of cooperation, has been admitted by
the cooperative as a member.
f. Board of Advisers is group of persons that is responsible to give advice to the
laboratory cooperative in its management and operation.
g. Perception is the attitude or understanding based on what is observed or
thought; idea
h. The Code refers to the RA 6839 which is the Coop Code of the Philippines.


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METHODOLOGY

Locale and Time of the Study

The study was conducted at La Trinidad, Benguet from December 2008 to
February 2009.

Respondents of the Study

The respondents of the study were the students and the Board of Directors,
manager and staff of selected primary cooperatives in the study area.
A total of two hundred (200) students with an age bracket of 12 to 18 was
randomly chosen from six (6) schools specifically high schools, state university, and
colleges in the study area. In addition, 11 BODs and managers registered primary
cooperative in La Trinidad were the cooperative respondents.

Methods of Gathering

The methods of gathering included library research, internet surfing and
interviews with the aid of questionnaire.

Data Gathered

The study made use of secondary and primary data. The secondary data were
taken from CDA or NORLU. Data gathered from CDA or NORLU includes procedures,
guidelines, and requirements in organizing laboratory cooperatives.
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The primary data gathered are the following: a) awareness of students to the
cooperative movement; b) perceptions and interest of students towards the establishment
of laboratory cooperative in La Trinidad, Benguet; c) willingness of students to organize
a laboratory cooperative; and d) willingness and conditions of primary cooperatives in
accepting affiliation of selected primary cooperatives.

Data Analysis

The gathered data were tabulated, analyzed and interpreted according to the
objectives of the study using descriptive statistics such as frequency distribution and
percentages.













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RESULTS AND DISCUSSION

The Respondents
Table 1 shows the distribution of respondents according to the school they belong.
The following were the schools who participated in the study: Benguet National High
School (BeNHS), Benguet State University (BSU), Benguet State University – Secondary
Laboratory School (BSU – SLS), Cordillera Career Development College (CCDC),
Cordillera Career Development College – Secondary Laboratory School (CCDC – SLS),
Cordillera Regional Science High School (CRSHS), Eastern Luzon College (ELC) and
San Jose High School (SJHS).

The largest number of respondents came from CCDC – SLS with 42 (21%)
respondents followed by the following: SJHS, 41 (20.5%); CRSHS, 38 (19%); BeNHS,
22 (11%); BSU – SLS and CCDC, 20 (10%); BSU, 9 (4.5%); and ELC, 8 (4%). In
general, majority (85.5%) of the respondents are high school students while 14.5%
respondents are college students.
Table 1. Distribution of respondents according to school


HIGH SCHOOL
COLLEGE
TOTAL
SCHOOL
F
%
F
%
F
%
BeNHS
22
11
0
0
22
11
BSU
20
10
9
4.5
29
14.5







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Table 1. Continued







HIGH SCHOOL
COLLEGE
TOTAL
SCHOOL
F
%
F
%
F
%
CCDC
42
21
20
10
62
31
CRSHS
38
19
0
0
38
19
ELC
8
4
0
0
8
4
SJHS
41
20.5
0
0
41
20.5
TOTAL
171
85.5
29
14.5
200
100



Profile of the Respondents
Table 2 presents the profile of the respondents which includes the age, sex,
provincial address, scholarship/grant and application to any scholarship/grant but not
chosen.
Age. The table shows that most of the respondents are from the age of 15 with 49
(24.5%) respondents followed by the following: 14 years old, 38 (19%); 17 years old, 30
(15%); 16 years old, 28 (14%); 13 years old, 25 (12.5%); 12 years old, 16 (8%); and 18
years old, 14 (7%). As stated in the Guidelines of Laboratory Cooperative, members of
the said cooperative should be minors. Eighteen years old students were consider because
they are still dependent to their parents/guardian.

Sex. Majority (52%) of the respondents are males while 48% are females.

Civil Status. All respondents are single.
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Provincial address. Ninety-seven (48.5%) respondents are from the study area –
La Trinidad while 77 (38.5%) and 26 (13%) respondents are from within Benguet but not
La Trinidad and from outside Benguet respectively. The result implies that most (51.5%)
of the respondents are not from La Trinidad while 48.5% respondents are from La
Trinidad.


Scholarship/grant. Majority (66%) of the respondents does not have any
scholarship/grant while 34% of the respondents do have a scholarship/grant. This may be
implies that most of the student do not need a scholarship/grant since most of the
respondents study in the school respondents that are public schools. The assumption is
further supported by the following category which is the application to any
scholarship/grant but not chosen.

Application to any scholarship/grant but not chosen. Among the 132 (66%) of the
total respondents who do not have any scholarship/grant, 20 (15.15%) respondents
applied in any scholarship/grant but not chosen while 112 (84.85%) did not applied.
Table 2. Profile of the respondents

PARTICULAR
FREQUENCY
PERCENTAGE
Age



12
16
8

13
25
12.5

14
38
19

15
49
24.5
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Table 2. Continued


PARTICULAR
FREQUENCY
PERCENTAGE

16
28
14

17
30
15

18
14
7
TOTAL
200
100
Sex




Female
96
48

Male
104
52
TOTAL
200
100
Civil Status



Single
200
100

Married
0
0
TOTAL
200
100
Provincial Address



La Trinidad
97
48.5
Within Benguet but not

La Trinidad
77
38.5

Outside Benguet
26
13
TOTAL
200
100



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Table 2. Continued


PARTICULAR
FREQUENCY
PERCENTAGE
Scholarship/grant



With
68
34

Without
132
66
TOTAL
200
100
Application to any scholarship/grant but not chosen

Applied but turned down
20
15.15

Did not apply
112
84.85
TOTAL
200
100



Dependent to parents/guardian for school fees such as tuition fees and allowances.
Table 3 presents the distribution of the respondents on who are dependent to their
parents/guardian for their school fees such as tuition fees and allowances. Most (95%) of
the respondents are dependent while 5% respondents are not dependent. This implies that
majority of the students – secondary students as well as college students – are dependent
to their parents/guardian for their education.




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Table 3. Distribution of the respondents according on who are dependent to their
parents/guardian for their school fees such as tuition fees and allowances

PARTICULAR
FREQUENCY
PERCENTAGE
Parent/Guardian Dependent
190
95
Independent
10
5
TOTAL
200
100




How often the students receive their allowances. Table 4 shows the distribution of
respondents according on how often they receive their allowances. Ninety-eight (49%)
respondents receive their allowances daily; 48 (24%) respondents receive their
allowances weekly; 24 (12%) respondents receive their allowances irregularly; and 20
(10%) respondents receive their allowances monthly. Result implies that most of the
students are receiving their allowances daily because most of them are living with their
parents.


Table 4. Distribution of the respondents according on how often they receive their
allowances

FREQUENCY IN RECEIVING
FREQUENCY
PERCENTAGE
ALLOWACE





Daily
98
49
Weekly
48
24
Monthly
20
10
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Table 4. Continued


FREQUENCY IN RECEIVING
FREQUENCY
PERCENTAGE
ALLOWACE





Irregular
24
12
TOTAL
190
100



Amount of allowance received. The amount of allowance received by the
respondents is shown in Table 5.. From the 98 respondents who receive their allowance
daily (Table 4), 61 (62.24%) respondents receive 10-60 pesos while 37 (37.76%)
respondents receive 61-120 pesos. From the 48 respondents who receive their allowances
weekly (Table 4), 30 (62.5%) respondents receive 121-300 pesos and 18 (37.5%)
respondents receive 301-500 pesos. From the 20 respondents who receive their
allowance monthly, 9 (45%) respondents receive 501-1000 pesos and 11 (55%)
respondents receive above 1000 pesos. This implies that since most of the students are
living with their parent and receives their allowances daily, they were given small
amount. Those students who are staying in dormitories and boarding houses are receiving
a larger amount of allowances.




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Table 5. Distribution of respondents according on the amount of allowance received

PARTICULAR
FREQUENCY
PERCENTAGE
Daily




10 – 60
61
62.24

61 – 120
37
37.5
Weekly



121 – 300
30
62.5

301 – 500
18
37.5
Monthly



500 – 1000
9
45

Above 1000
11
55
TOTAL
166
100



Students who encounter financial crises. Table 6 shows the distribution of
respondents according on who encounters financial crises. Majority (79%) of the
respondents do encounter financial crises while 21% respondents do not encounter
financial crises. The result implies that majority of the student encounters financial crises
because since they are given an amount that is just enough for the day, emergency
expense can not be avoid especially when it is school-related.


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Table 6. Distribution of respondents according on who encounters financial crises

PARTICULAR
FREQUENCY
PERCENTAGE
Encounter financial crises
158
79
Do not encounter financial crises
42
21
TOTAL
200
100




Type of financial crises met. The type of financial crises met by respondents is
shown in Table 7. It shows that the majority (79.75%) of the respondents encounter a
financial crisis that is school related while some (19.62%) encounter financial crisis on
food and a few (10.76%) with the rental of boarding house. In addition, the school related
financial crises include school supplies, tuition fee, other school fees, fare and load.
Furthermore, the result implies that only few students encounter financial crisis on the
rental of boarding house because most of the students are living with their parents or their
guardian if they are not a resident in the study area.


Table 7. Distribution of respondents according to the type of financial crises met

PARTICULAR
FREQUENCY
PERCENTAGE
School Related
126
79.75
Rental of Boarding House
17
10.76
Food
31
19.62
*multiple response
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Table 8. Distribution of respondents according to whom they seek financial assistance
aside from parents

PARTICULAR
FREQUENCY
PERCENTAGE
Relatives
113
56.5
Friends
37
18.5
Siblings
19
9.5
*multiple response



Whom the students seek financial assistance aside from parents. Several persons
had been identified by the respondents whom they seek assistance aside from parents in
times of needs as shown in Table 8. The table shows that 56.5% of the 158 respondents,
who encounters financial crises, seek assistance to their relatives; 18.5% of the
respondents seek assistance to their friends; and 9.5% of the respondents seek assistance
to their siblings. The result may be implies that majority of the students are living close to
their relatives as to why in times of financial crises, the student easily seek assistance
from them.


Experience being turned down by the persons the students approach for financial
assistance. Table 9 presents the distribution of the respondents according to having
experience being turned down by the persons they approach for financial
assistance. Eighty-five (53.80%) of the respondents who experience financial crises have
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not experience being turned down while 73 (46.20%) respondents have experience being
turned down by the persons they approach for financial assistance. This implies that
majority of the students did not experience being turned down by the persons they
approach for financial assistance because most students seek assistance from their
relatives in times of financial crises.


Table 9. Distribution of the respondents according to having experience being turned
down by the person they approach for financial assistance

PARTICULAR
FREQUENCY
PERCENTAGE
Experience being turned down
73
46.2
Did not experience being turn down
85
53.8
TOTAL
158
100




Maintaining savings deposit and where the students maintain savings deposit.
Usually savings is deposited in the bank. However, there are several places where savings
can be deposited. Table 10 illustrates the distribution of respondents according on
maintaining savings deposit. Majority (72.5%) of the respondents do not maintain
savings deposit while 27.5% respondents maintains savings deposit. This result implies
that most students are not yet conscious about saving. Moreover, Table 10 also presents
the distribution of respondents according to where they maintain savings deposit. Most
(58%) of the respondents maintain their savings deposit in the bank. Several (26%)
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respondents maintain it in cooperative while few (16%) maintain it in life in insurance
company, piggy bank among the others. The results imply that the most common place
for the students to save is bank and cooperative. This is maybe due to the security and
interest they get from the bank and cooperative.

Table 10. Distribution of respondents according on maintaining savings deposit

PARTICULAR
FREQUENCY PERCENTAGE
Maintaining savings deposit



Maintains savings deposit
55
27.5

Do not maintain savings deposit
145
72.5
TOTAL
200
100
Where the students maintain savings deposit



Bank
32
58

Cooperative
14
26

Insurance Co., Piggy Bank
9
16
TOTAL
55
100




Plans/interest to maintain savings deposit. Table 11 shows the distribution of
respondents according to plans/interest to maintain savings deposit. Majority (75%) of
the respondents have plans/interest to maintain a savings deposit while 25% do not have
Potentials of Establishing a Laboratory Cooperative
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plans/interest to maintain one. The result implies that majority of the students are
interested to maintain savings deposit but maybe they do not have time and money.

Table 11. Distribution of respondents according to plans/interest to maintain
savings deposit

PLANS/INTEREST
FREQUENCY
PERCENTAGE
Interested to maintain savings deposit
108
75
Not interested to maintain savings deposit
37
25
TOTAL
145
100



Level of Awareness on Cooperative and Willingness
of Organizing a Laboratory Cooperative


Awareness on cooperative. One hundred three (51.5%) of the total respondents
are not aware about cooperative while 97 (48.5%) respondents are aware about
cooperatives as shown in Table 12. The result implies that more than half of the students
are not aware about cooperatives maybe because it may not have been discussed in
school subjects and they do not mind especially if it does not concern them. As to the
students who are aware about cooperatives, it may be because there are influential factors
concerning their knowledge about cooperative.





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Table 12. Distribution of respondents according to awareness about cooperatives

AWARENESS
FREQUENCY
PERCENTAGE
Aware
97
48.5
Not aware
103
51.5
TOTAL
200
100
Cooperative known by the students. The following are the cooperatives
mentioned by the respondents: Benguet State University Multi-purpose Cooperative
(BSU MPC); Benguet Operators and Drivers Association Multi-purpose (BODA MPC);
Baguio – Benguet Community Consumers Cooperative (BBCCC); Benguet National
High School Faculty and Employees Multi-purpose Cooperative (BeNHSFE MPC); and
Barangay Alapang Multi-purpose Cooperative (BALMUCO).

In addition, the cooperatives mentioned by the respondents are all registered
primary cooperative in La Trinidad except for BBCCC. The following are organizations
mentioned by respondents that are not cooperative however related to cooperative:
Benguet Electric Cooperative (BENECO); CARD Bank; and Benguet Coop Bank.

How the students learned about cooperative. Knowledge can be acquired in
school, at home, from friends and from people around. Table 13 shows the distribution of
respondents according on how they learned about cooperative. Results of the study shows
that forty-six (47%) of the respondents learned about cooperative in the school while 44
(46%) and 7 (7%) respondents learned about cooperatives at home and with friends
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respectively. It therefore shows that because most school employees have cooperative,
thus, even if it is not taught it is learned y the students.


Table 13. Distribution of respondents according on how they learned about cooperative

PARTICULAR
FREQUENCY
PERCENTAGE
School
46
47
Home
44
46
Friends
7
7
TOTAL
97
100




Knowledge on the type of cooperative. Table 14 presents the distribution of the
respondents according to knowledge on the types of cooperative. Majority (87.6%) of
the respondents do not know the types of the cooperative while 12 (12.4%) respondents
know the types of the cooperative. The result implies that majority of the students do not
know the types of cooperative, maybe because it is not taught in school despite of the
presence of cooperative in the school. It may also be due to students just do not mind
about it especially if it do not concern them.




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Table 14. Distribution of the respondents according to knowledge on the types of
cooperative

KNOWLEDGE ON THE TYPE
OF COOPERATIVE
FREQUENCY
PERCENTAGE
Know
12
12.4
Do not know
85
87.6
TOTAL
97
100

How the students perceive and define cooperative. Table 15 shows the
distribution of respondents according to how they perceive and define cooperative. Forty-
four (45%) respondents perceive and define cooperative as an organization that
encourages thrift and savings mobilization among the members. Forty (41%) respondents
think cooperative is an organization that generates funds and extends credit to members
for productive and provident purposes. Thirty-four (35%) and 32 (33%) respondents
perceive and define cooperative as an organization that provides goods and services to
members, and owned by the members respectively. Moreover, 29 (30%) and 18 (19%)
respondents thinks that cooperative is an organization that offers loans, and develops
expertise and skills among its members correspondingly. This result implies that most of
the students think that cooperative is an organization that deals on savings, credit and
loans maybe because they were influenced of what they see and they hear since most of
the parents talks about saving and borrowing in the cooperative.




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Table 15. Perception and definition of cooperative by the respondents

PERCEPTION ON COOPERATIVE
FREQUENCY
PERCENTAGE

Owned by the members
32
33


Encourages thrift and savings
44
45
mobilization among the members



Generates funds and extend credit to
40
41
members for productive and provident

purposes



Provides goods and services to members
34
35


Table 15. Continued

PERCEPTION ON COOPERATIVE
FREQUENCY
PERCENTAGE

Develops expertise and skills among its
18
19
members



Offers loans
29
30


*multiple response



Helpfulness of establishing a cooperative for students (laboratory cooperative).
Table 16 presents the distribution of respondents according to helpfulness of establishing
a cooperative for students. Majority (90.5%) of the total respondents thinks that
establishing a cooperative for the students helpful while 19 (9.5%) respondents thinks it
is not helpful. The result implies that the students think that establishing a cooperative for
them will be helpful. This is because students are active in attending to non-curricular
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activities especially when they think they are benefited not just on intellectual aspect but
also to social and economical aspect.


Table 16. Distribution of respondents according to helpfulness of establishing a
cooperative for students (laboratory cooperative)

PARTIULAR
FREQUENCY
PERCENTAGE
Cooperative is helpful
181
90.5
Cooperative is not helpful
19
9.5
TOTAL
200
100

Table 17. Distribution of respondents according to the willingness to invest/save
in the cooperative
WILLINGNESS TO INVEST/SAVE
FREQUENCY
PERCENTAGE
Willing to invest/save
159
79.5
Not willing to invest/save
41
20.5
TOTAL
200
100



Willingness to invest/save in the cooperative. The distribution of respondents
according to the willingness to invest/save in the cooperative is presented in Table 17.
Majority (79.5%) of the respondents are willing to invest/save in the cooperative while
20.5% respondents are not willing. The result implies that some students are not willing
Potentials of Establishing a Laboratory Cooperative
in La Trinidad, Benguet / Jol y Ann K. Garcia. 2009

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39

maybe because they do not have enough money or they do not trust cooperative. It is also
maybe because they do know and understand the regulations and policies of cooperative.


Willingness to be member in the cooperative. Table 18 shows the distribution of
respondents according to the willingness to be a member in the cooperative and 161
(80.5%) respondents are willing to be a member while 39 (19.5) respondents are not
willing.

Moreover, Table 19 presents the distribution of respondents according to why
they are not willing to be a member in the cooperative. Twenty-three (56%) respondents
believe that they do not know about cooperatives as to why they are not willing to be a
member in the cooperative. Ten (24%) respondents say that they just do not like to join
while 8 (20) respondents think that cooperatives are just another organization that won’t
Table 18. Distribution of respondents according to the willingness to be member in
the cooperative

WILLINGNESS TO BE MEMBER
FREQUENCY
PERCENTAGE
Willing to be member
161
80.5
Not willing to be member
39
19.5
TOTAL
200
100
last. The results imply that the majority of the students are willing to be a member of the
cooperative because as the previous result had shown, they think that it will be helpful to
Potentials of Establishing a Laboratory Cooperative
in La Trinidad, Benguet / Jol y Ann K. Garcia. 2009

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40

them. In addition, some students are not willing because they do not know how
cooperative operates.


Table 19. Reasons for not joining the cooperative

REASONS FOR NOT JOINING
FREQUENCY PERCENTAGE
THE COOPERATIVE





I don’t know about cooperatives
23
56



I just don’t like to join
10
24



Cooperatives are just another
organization that won’t last
8
20



*multiple response



Table 20. Distribution of respondents according to what type of cooperative they want
to organize

TYPE OF COOPERATIVE
FREQUENCY
PERCENTAGE
Credit
41
26
Consumer
34
21
Multi-purpose
86
53
TOTAL
161
100



Type of cooperative they want to be organized. Table 20 illustrates the
distribution of respondents according to what type of cooperative do they want to be
Potentials of Establishing a Laboratory Cooperative
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41

organized. Most (53%) of the respondents wants multipurpose as the type of the
cooperative while 26% and 21% respondents wants credit and consumer respectively.
The result implies that most students would like to join a multi-purpose type of
cooperative maybe because they are influenced by the cooperative they see in the
locality. In fact, most registered primary cooperative in La Trinidad are multi-purpose
cooperative. In addition, some students may also think that multi-purpose type of
cooperative offers not just credit or consumer but both credit and consumer. It also offers
other services that suit with the students.




Table 21. Purpose of joining the cooperative

PURPOSE
FREQUENCY
PERCENTAGE



To meet new and diverse groups of student
31
20



To develop leadership skills and
social skills
76
48



To be benefited from the services offered
by the cooperative
55
35



For saving purposes
71
45



As source of financial assistance in
64
40
times of needs





*multiple response
Potentials of Establishing a Laboratory Cooperative
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Purpose of joining the cooperative. Table 21 shows the distribution of respondents
according to their purpose of joining the cooperative. Seventy-six (48%) respondents
want to develop leadership skills and social skills and 71 (45%) respondents are willing
to join the cooperative for saving purposes. On the other hand, 64 (40%) respondents
believe that cooperative will be one of their sources of financial assistance in times of
needs. In addition, 55 (35%) respondents want to be benefited from the services offered
by the cooperative while 31 (20%) respondents want to meet new and diverse groups of
student. The result shows that most students would like to join the cooperative to develop
their leadership sills and social skills. This implies that the students would like to join the
cooperative not just because of financial aspect but mostly because on the character
development and social skills improvement.
Table 22. Distribution of respondents according to willingness to learn more about
cooperative

WILLINGNESS TO LEARN MORE
FREQUENCY
PERCENTAGE
ABOUT COOPERATIVE





Willing to learn more about cooperative
182
91



Not willing to learn more about
cooperative
18
9



TOTAL
200
100






Willingness to learn more about cooperative. Table 22 illustrates the distribution
of respondents according to willingness to learn more about cooperative. Majority (91%)
Potentials of Establishing a Laboratory Cooperative
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43

of the respondents are willing to learn more about cooperative while 9% of the
respondents are not willing. The result implies that most students are willing to learn
more about cooperative because they very much interested to join in the establishment of
the cooperative.


Cooperative Respondent

Characteristics of the cooperative. The cooperative respondents are all (100%)
multi-purpose cooperative. The result implies that registered primary cooperatives in La
Trinidad prefer multi-purpose type of cooperative maybe because they want to offer not
just single service but many. Moreover, the cooperatives were registered in different
time. The oldest cooperative among the cooperative studied is the Benguet Government
Employees Multi-purpose Cooperative which was registered on May 3, 1991 while the
latest cooperative is the Landbank Employee and Associate Multi-purpose Cooperative
which was registered on September 1, 2000.

Table 23. Distribution of respondents according to awareness about laboratory
cooperative

FREQUENC
AWARENESS ABOUT LABORATORY
Y
PERCENTAGE
COOPERATIVE





Aware
6
55
Not aware
5
45
TOTAL
11
100
Potentials of Establishing a Laboratory Cooperative
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Awareness about laboratory cooperative. Table 26 presents the distribution of
respondents according to awareness about laboratory cooperative. More than half (55%)
of the respondents are aware about laboratory cooperative while some (45%) are not
aware. The result implies that more than half of the cooperative are aware about
laboratory cooperative because some of the leaders of the primary cooperative were
educators of cooperative while others were just informed because of the attempt to
establish a laboratory cooperative of BSU students to be affiliated with BSU MPC.
Perception of establishing a laboratory cooperative. The perception of the
cooperative respondents on the establishing a laboratory cooperative is shown in Table
27. All (100%) of the respondents think that establishing a laboratory cooperative in La
Trinidad will be beneficial. The result implies that cooperative leaders and managers
believe that establishing a laboratory cooperative in the community would be helpful.
Thus, the establishment of laboratory cooperative in the locality is very important.


Table 24. Distribution of respondents according to perception of establishing a
laboratory cooperative

PERCEPTION OF ESTABLISHING A
LABORATORY COOPERATIVE
FREQUENCY
PERCENTAGE



Helpful
11
100



Not helpful
0
0



TOTAL
11
100





Potentials of Establishing a Laboratory Cooperative
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45


Who will be benefited on the establishment of laboratory cooperative. The
distribution of respondents to who will be benefited on the establishment of laboratory
cooperative is shown in Table 25. Six (55%) respondents believe that La Trinidad
Community will be benefited and another 6 (55%) respondents believe that student will
be benefited on the establishment of laboratory cooperative. Meanwhile, 2 (18%)
respondents think that the guardian cooperative will be benefited. The result implies that
leaders and managers of the cooperative believe that the establishment of laboratory
cooperative would benefit the La Trinidad community as well as the students. In addition,
as stated in the Guidelines of Laboratory Cooperative, the laboratory cooperatives shall
endeavour to distance their members from the use and abuse of prohibited drugs and
other forms of vices.

Table 25. Distribution of respondents to who will be benefited on the establishment of
laboratory cooperative

BENIFICIARY
FREQUENCY
PERCENTAGE
La Trinidad Community
6
55
Guardian Cooperative
2
18
Student
6
55
*multiple response



Potentials of Establishing a Laboratory Cooperative
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Willingness to be a guardian cooperative. Table 26 presents the distribution of
respondents according to willingness that their cooperative will be a guardian
cooperative. Majority (73%) of the respondents want their cooperative to be a guardian
cooperative while 27% of the respondents do not want their cooperative to be a guardian
cooperative. This result implies that majority of the primary cooperatives are willing to
be a guardian cooperative because they want to help the community as well as the
students and that most of them are familiar about laboratory cooperative.

The table presents that the respondents are BODs and managers. Of which, 6
(55%) respondents are BOD while 5 (45%) are managers. From the 6 BODs, there are 4
(67%) them who are willing that their cooperative will be a guardian cooperative while 2
(33%) are not willing. From the 5 managers, majority (80%) of them are willing that their
cooperative will be a laboratory cooperative while 20% of the 5 managers are not willing.
This result implies that majority of the BODs and managers are willing that their
cooperative will be a guardian cooperative. As stated in the Guidelines of Laboratory
Cooperative Section 8, the BOD of the guardian cooperative shall form and appoint BOA
(Board of Advisers), composed of not less than three (3) and not more than five (5).

As to the years of operation with regards to the registration at the CDA, 5 primary
cooperatives belonging to 11-15 years of operation and 3 primary cooperatives belonging
to 16-20 years operation are willing to be a guardian cooperative. On the other hand, 3
primary cooperatives belonging to different bracket which follows: 5-10 years of
operation; 11-15 years of operation; and 16-20 years of operation are not willing to be a
guardian cooperative. The result implies that the primary cooperatives willing to be a
Potentials of Establishing a Laboratory Cooperative
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47

guardian cooperative belong to 11-20 years of operation and that they can be considered
as having sufficient and necessary practice and familiarity on the policies and regulations
of a cooperative. Thus, primary cooperatives belonging to 11-20 years of operation and
are willing to be a guardian are qualified to be a guardian cooperative since the
Guidelines for Laboratory Cooperative do not identify the qualifications of guardian
cooperative of laboratory cooperative.

Moreover, cooperative respondents who are willing to be a guardian cooperative
have the following capitalization the previous year: 4 cooperative respondents, 10 Million
and above; 3 cooperative respondents, 3 Million- less than 10 Million; and 1 cooperative
respondent, less than 3 Million. Two cooperative respondents with 3 Million-less than 10
Million and 1 cooperative respondent with less than of 3 Million capitalization the
previous year are not willing to be a guardian cooperative. This result implies that half of
the willing primary cooperatives have 10 Million and above capitalization the previous
year but as stated earlier, the Guidelines for Laboratory Cooperative do not identify the
qualifications of guardian cooperative. However, the capitalization of the primary
cooperative can be a big factor on the willingness as to the support the cooperative will
offer to the laboratory cooperative.

The table also shows the number of members – regular and associate. Only 3
cooperatives have associate members. In addition, 6 willing cooperatives to be a guardian
cooperative have more than 300 regular members and 2 willing cooperatives have less
than 100 members. On the other hand, all of the cooperatives not willing to be a guardian
cooperative have less than 100 members. This implies that most of the willing
Potentials of Establishing a Laboratory Cooperative
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cooperatives in terms of the number of members can be categorized as a big cooperative
and can be qualified to be a guardian cooperative considering the trust of the people to
the cooperative. However, one problem that would crop up from this circumstance is on
how the cooperative would supports or assists the laboratory cooperative with the great
number of member.

Willing cooperatives to be a guardian cooperative have the following as their
conditions in accepting the affiliation of laboratory cooperative: a) There must be trained
officers; b) Willingness of members; c) Registered with CDA and SEC; and d) adherence
to existing rules and regulations.

Furthermore, they are willing to provide assistance in training needs and
monitoring, and assistance in paper works like recording. In addition, a cooperative is
wiling to offer employment or on-the-job training while another cooperative offers
consultancy assistance.
On the other hand, the main reason for the unwillingness of cooperative to be guardian
cooperative is that they are not familiar with the procedures in affiliation of laboratory
cooperative with the guardian cooperative.
Potentials of Establishing a Laboratory Cooperative
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Table 26. Distribution of respondents according to willingness to be a guardian cooperative


WILLING
NOT WILLING

NAME
POSITION
YEARS
CAPITALI-
NUMBER
POSITION
YEARS
CAPITALI-
NUMBER
OF
OF THE
OF
ZATION OF
OF
OF THE
OF
ZATION OF
OF
COOPERATIVE RESPONDENT OPERATION PREVIOUS
MEMBERS
RESPONDENT OPERATION
PREVIOUS
MEMBERS
YEAR
YEAR






REG.
ASS.



REG.
ASS.

MPC A
BOD
17 yrs
10M and >900 0





above

MPC B
BOD
15 yrs
3M-<
<100 0





10M

MPC C
BOD
12 yrs
< 3 M
>300 0






MPC D
Manager
19 yrs
10M and >1000 0





above

MPC E
Manager
13 yrs
3M-<
>300 0





10M

MPC F
BOD
16 yrs
10M and <100 0





above























Potentials of Establishing a Laboratory Cooperative
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Table 26. Continued










WILLING
NOT WILLING

NAME
POSITION
YEARS
CAPITALI-
NUMBER
POSITION
YEARS
CAPITALI-
NUMBER
OF
OF THE
OF
ZATION OF
OF
OF THE
OF
ZATION OF
OF
COOPERAT-
RESPONDENT OPERATION PREVIOUS
MEMBERS
RESPONDENT OPERATION
PREVIOUS
MEMBERS
IVE
YEAR
YEAR






REG.
ASS.



REG.
ASS.

MPC G
Manager
19 yrs
10M and >500 >5000




above
MPC H
Manager
13 yrs
3M-<
>300 >200




10M

MPC I





BOD
15 yrs
3M
- <100 0
<10M

MPC J





BOD
16 yrs
3M-<
<100 0
10M

MPC K





Manager
8 yrs
< 3 M
<100 >500


Potentials of Establishing a Laboratory Cooperative
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51

SUMMARY, CONCLUSION AND RECOMMENDATION



Summary

The study was intended to determine the viability and the potential of establishing
a laboratory cooperative in La Trinidad, Benguet and specifically it aspired the following:
the awareness of the students about cooperative movement; the perceptions and interest
of students in the establishment of laboratory cooperative in the study area; the
willingness of selected primary cooperative accepting affiliation of laboratory
cooperative and their conditions; and the regulations, requirements and policies in
organizing a laboratory cooperative.

Two hundred (200) students were randomly selected from 6 different schools –
secondary and tertiary schools - and 11 registered primary cooperatives in the study area
were the respondents of the study. The respondents were interview with the aid of
questionnaire. Other data were gathered through library research and internet surfing. In
addition, the gathered data were tabulated, analyzed and interpreted according to the
objectives of the study using descriptive statistics such as frequency distribution and
percentages.
The findings shows that majority of the students – secondary students as well as
college students – are dependent to their parents/guardian for their education. Most of the
students are receiving their allowances daily because most of them are living with their
parents. Since most of the students are living with their parent and receives their
allowances daily, they do not have to be given large amount for allowance.
Potentials of Establishing a Laboratory Cooperative
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Majority of the student encounters financial crises because since they are given an
amount that is just enough for the day, emergency expense can not be avoid especially
when it is school-related. Few students encounter financial crisis on the rental of boarding
house because most of the students are living with their parents or their guardian if they
are not a resident in the study area. Majority of the students are living close to their
relatives as to why in times of financial crises, the student easily seek assistance from
them. In addition, majority of the students did not experience being turned down by the
persons they approach for financial assistance because most students seek assistance from
their relatives in times of financial crises.

Moreover, the most common place for the students to save is bank and
cooperative. This is maybe due to the security and interest they get from the bank and
cooperative. Majority of the students are interested to maintain savings deposit but maybe
they do not have time and money.
Meanwhile, more than half of the students are not aware about cooperatives and
majority of the students do not know the types of cooperative, maybe because it is not
taught in school despite of the presence of cooperative in the school. However, most of
the students think that cooperative is an organization that deals on savings, credit and
loans maybe because they were influenced of what they see and they hear since most of
the parents talks about saving and borrowing in the cooperative.
Most of the students think that establishing a cooperative for them will be helpful.
As observe, this maybe because students are active in attending to non-curricular
activities especially when they think they are benefited not just on intellectual aspect but
Potentials of Establishing a Laboratory Cooperative
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also to social and economical aspect. On the other hand, few students are not willing to
invest/save in the cooperative to be established maybe because they do not have enough
money or they do not trust cooperative. It is may also be because they do know and
understand the regulations and policies of cooperative. Further information and
dissemination may affect their willingness to invest/save in the cooperative to be
established.

Majority of the students are willing to be a member of the cooperative because
they think that it will be helpful to them and most students want multi-purpose type of
cooperative maybe because they are influenced by the cooperative they see in the
locality. In fact, most registered primary cooperative in La Trinidad are multi-purpose
cooperative. In addition, some students may also think that multi-purpose type of
cooperative offers not just credit or consumer but both credit and consumer. It also offers
other services that suit with the students. Furthermore, most students are joining the
cooperative to develop their leadership and social skills.
The finding shows that more than half of the cooperative are aware about
laboratory cooperative. Most of the BODs and managers of the cooperative believe that
the establishment of laboratory cooperative would benefit the La Trinidad community as
well as the students.
Majority of the primary cooperatives are willing to be a guardian cooperative because
they want to help the community as well as the students and that most of them are
familiar about laboratory cooperative. The primary cooperatives willing to be a guardian
cooperative belong to 11-20 years of operation. Half of the willing primary cooperatives
Potentials of Establishing a Laboratory Cooperative
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54

have 10 Million and above capitalization the previous year and most of the willing
cooperatives have more than 300 regular members.


Conclusion
Based on the findings, the following conclusions were drawn:
1. More than half of the students are not aware about cooperatives maybe because
students do not mind especially if it does not concern them. As to the students who are
aware about cooperatives, it may be because there are influential factors concerning their
knowledge about cooperative. It therefore shows that because most school employees
have cooperative, thus, even if it is not taught it is learned by the students.
2. Most of the students think that cooperative is an organization that deals on
savings, credit and loans maybe because they were influenced of what they see and they
hear since most of the parents talks about saving and borrowing in the cooperative.
3. Most of the students think that establishing a cooperative for them will be
helpful. This is because students are active in attending to non-curricular activities
especially when they think they are benefited not just on intellectual aspect but also to
social and economical aspect.
4. Some students are not willing to be invest/save in the cooperative to be
established maybe because they do not have enough money or they do not trust
cooperative. It is also maybe because they do know and understand the regulations and
policies of cooperative. Further information and dissemination may affect their
willingness to invest/save in the cooperative to be established.
Potentials of Establishing a Laboratory Cooperative
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5. Majority of the students are willing to be a member of the cooperative because
they think that it will be helpful to them. In addition, some students are not willing
because they do not know how cooperative operates. Most students want multi-purpose
type of cooperative maybe because they are influenced by the cooperative they see in the
locality. In fact, most registered primary cooperative in La Trinidad are multi-purpose
cooperative. In addition, some students may also think that multi-purpose type of
cooperative offers not just credit or consumer but both credit and consumer. It also offers
other services that suit students.

6. Most students are joining the cooperative to develop their leadership sills and
social skills. This implies that the students are joining the cooperative not just concerns
on financial aspect but mostly because on the quality and social skills improvement.

7. More than half of the cooperative are aware about laboratory cooperative
because some of the leaders of the primary cooperative were educators of cooperative
while others according to interviews were just informed because of the attempt to
establish a laboratory cooperative of BSU students to be affiliated with BSU MPC.

8. Primary cooperatives willing to be a guardian cooperative belong to 11-20
years of operation and that they can be considered as having sufficient and necessary
practice and familiarity on the policies and regulations of a cooperative. Thus, primary
cooperatives belonging to 11-20 years of operation and are willing to be a guardian are
qualified to be a guardian cooperative since the Guidelines for Laboratory Cooperative do
not identify the qualifications of guardian cooperative of laboratory cooperative.
Potentials of Establishing a Laboratory Cooperative
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9. Half of the willing primary cooperatives have 10 Million and above
capitalization the previous year but as stated earlier, the Guidelines for Laboratory
Cooperative do not identify the qualifications of guardian cooperative. However, the
capitalization of the primary cooperative can be a big factor on the willingness as to the
support the cooperative will offer to the laboratory cooperative.

10. Most of the willing cooperatives in terms of the number of members can be
categorized as a big cooperative and can be qualified to be a guardian cooperative
considering the trust of the people to the cooperative. However, one problem that would
crop up from this circumstance is on how the cooperative would supports or assists the
laboratory cooperative with the great number of member.

11. Willing cooperatives to be a guardian cooperative have the following as their
conditions in accepting the affiliation of laboratory cooperative: a) There must be trained
officers; b) Willingness of members; c) Registered with CDA and SEC; and d) adherence
to existing rules and regulations. Furthermore, they are willing to provide assistance in
training needs and monitoring, and assistance in paper works like recording. In addition,
a cooperative is wiling to offer employment or on-the-job training while another
cooperative offers consultancy assistance.

12. There is a potential of putting up a laboratory cooperative because of the
willingness of the students and primary cooperative to adopt it.





Potentials of Establishing a Laboratory Cooperative
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Recommendation
The following are recommended for the awareness of students about cooperative:
1. Information dissemination about cooperative shall be conducted from school to
school in La Trinidad, Benguet discussing essentially the following: principles and
practices; objectives and purposes of cooperatives; and the role of cooperatives in
community development.
2. To complement the information dissemination, seminar/workshops on the
organization, registration, and management of a cooperative shall be launched by the
concerned organizations/agency. It will be attended by willing students to be a member.
3. Primary cooperatives shall be tapped as sponsors and/or facilitators of the
information dissemination campaign and seminar/workshop. In this way, it may serve as
a ground for the awareness of primary cooperative about laboratory cooperative.

4. Government and non-government agencies can also be tapped as sponsors for
the endeavor.






Potentials of Establishing a Laboratory Cooperative
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58

LITERATURE CITED



ABELLA, F. and F. FAJARDO, 1999. Cooperatives 4th edition. Rex Printing Company.
Pp. 239 and 35

ABLETEZ, J.P. 1996. Sangguniang Kabataan: The Youth in Service. C.C. Barredo
Publishing House. P. 11

ANONYMOUS, FAQs. n.d., Retrieved on November 24, 2008 from
http://www.cda.gov.ph/cda_website/coop%20history.htm.

ANSAY, C.L. and E.T. BAIGUEN. 1996. Establishment of a Laboratory Cooperative at
the Benguet State University. BS Thesis. Benguet State University, La Trinidad,
Benguet. P. 5

CELESTE, J.L., D.G. CAPINO, and Z.C. ELLA. 1970. Economics for High School.
Manlapaz Publishing Co., Quezon City. Pp. 391-392

CORDILLERA PEOPLES ALLIANCE YOUTH CENTER AND ASIA PACIFIC
INDIGENOUS YOUTH NETWORK. 2004. Review of the World Program for
Youth Implementation in the Philippines. Retrieved on July 18, 2008 from
http://www.un.org/esa/socdev/unyin/documents/wpaysubmissions/Philippines.pdf

DOWNEY, W.D and S.P. ERICKSON. 1987. Agribusiness Management 2nd edition.
McGraw-Hill, Inc. USA. P. 63

GARCIA, G.Y., and M.A. GUANZON. 2004. Cooperatives. University of St. Tomas
Manila. P. 75

NAGORSKY, B., E. GUETSCHOFF, and P.ASHTON. 1997. Organizer’s Handbook
Bringing New Cooperatives to Life. Retrived on November 15, 2008 from
http://www.nasco.coop/docs/ OrgHand.pdf.

NOLLEDO, J.N. 2000. Principles of Agrarian Reform, Cooperative and Taxation 19th
revised edition. National Book Store, Mandaluyong City. P. 61

ROLA, L.R. 1988. The Integrated Cooperative System of the Philippines: Status, Thrusts
and Directions. Agricultural Credit and Cooperative Institute, College of
Economics and Management, University of the Philippines, Los Baños, Laguna.
P.1

Potentials of Establishing a Laboratory Cooperative
in La Trinidad, Benguet / Jol y Ann K. Garcia. 2009

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59

SMALL FARM CENTER. n.d. Basic Steps in Starting a Cooperative. Retrieved on
October 1, 2008 from http://www.sfc.ucdavis.edu/cooperatives/starting.html.
















Potentials of Establishing a Laboratory Cooperative
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APPENDIX 1



College of Agriculture
Department of Agricultural Economics and Agribusiness Management
Benguet State University
La Trinidad, Benguet

January 2009
SAMUEL S. LARUAN
Prinicipal
San Jose High School
Poblacion, La Trinidad, Benguet


Dear Sir:


Greetings!

In line with our undergraduate thesis, I, a Bachelor of Science in Agribusiness
Management student majoring in Cooperative Management, am presently conducting my
study entitled “ Potentials of Establishing a Laboratory Cooperative in La Trinidad,
Benguet” as a partial requirement for graduation.

Moreover, the respondents of the study are the students with an age bracket of 12-
18 and the Board of Directors and/or managers of selected registered primary cooperative
in the study area.

In this connection, may I request for ten (10) students from each year level to
answer the questionnaire.

Your cooperation and compliance is highly appreciated.

Thank you very much and God bless!

Respectfully yours,









JOLLY ANN K. GARCIA
Noted:






Student Researcher
JOVITA M. SIM
Potentials of Establishing a Laboratory Cooperative
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61

Thesis Adviser
APPENDIX 2



College of Agriculture
Department of Agricultural Economics and Agribusiness Management
Benguet State University
La Trinidad, Benguet


January 2009
THE MANAGER
BODA MPC
Buyagan, La Trinidad, Benguet


Dear Sir/Madam:


Greetings!

In line with our undergraduate thesis, I, a Bachelor of Science in Agribusiness
Management student majoring in Cooperative Management, am presently conducting my
study entitled “ Potentials of Establishing a Laboratory Cooperative in La Trinidad,
Benguet” as a partial requirement for graduation.

Moreover, the respondents of the study are the students with an age bracket of
BOD and/or managers of selected registered primary cooperative in the study area.

In this connection, may I request a part of your time to kindly answer the attached
questionnaire. Your kind assistance will enable me to complete all the requirements in
due time. Rest assured that all data gathered will be kept confidential.

Thank you very much and God bless!

Respectfully yours,
JOLLY ANN K. GARCIA
Student Researcher
Noted:

JOVITA M. SIM
Potentials of Establishing a Laboratory Cooperative
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62

Thesis Adviser

APPENDIX 3



Survey Questionnaire for Students


This questionnaire is intended to solicit opinions about the establishment of a
laboratory cooperative in La Trinidad, Benguet that will be affiliated with a guardian
cooperative in the same locality.

NOTE: A laboratory cooperative is a special type of cooperative organized by
minors and who are dependent from their parents for support – like students.

INSTRUCTIONS: Please answer the questions frankly and honestly. Please check your
choices. Your answers will be treated strictly confidential.

School
[ ] Secondary
[ ] Tertiary
[ ] Vocational
Year Level [ ] 1st [ ] 2nd [ ] 3rd [ ] 4th [ ] others (pls. specify) _____________________________
Name of School __________________________________________________________


PERSONAL INFORMATION
Name ______________________________________________ Date ____________
Age _____ Date of Birth _ _-_ _- _ _ _ _ Sex F [ ] M [ ] Civil Status S [ ] M [ ]
Provincial Address _____________________________________________________
Contact # ____________________________________________________________
a. Do you have scholarship/Grant [ ] Yes [ ] None

1. If yes, what are the benefits you received? ______________________
2. If no, did you apply in any scholarship but not chosen? [ ] Yes [ ] No

b. Do you depend solely to your parents/guardian for your school fees such as
tuition fees and allowances? [ ] Yes [ ] No

1. If yes, how do you often receive your allowance?
(pls. specify) _________________________________________________________________
2. How much do you receive?
(pls. specify) _________________________________________________________________

c. Do you encounter financial crises? [ ] Yes [ ] No
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1. If yes, to whom do you seek assistance aside from parents?
[ ] relatives
[ ] friends [ ] teachers
[ ] others (pls. specify) ______________________________________________________
2. What are these financial crises?
[ ] school projects
[ ] tuition fees
[ ] rental of boarding house
[ ] food
[ ] others (pls. specify) ______________________________________________________
3. Have you experience being turned down by the person(s) you
approach for financial assistance? [ ] Yes [ ] No

d. Do you maintain savings deposit? [ ] Yes [ ] No

1. If yes, where? ____________________________________________
2. Why do you maintain your savings there? ______________________
________________________________________________________
3. If no, do you have plans or interest to have one? [ ] Yes [ ] No


LEVEL OF AWARENESS ON COOPERATIVE AND WILLINGNESS OF
ORGANIZING A LABORATORY COOPERATIVE
a. Are you aware about cooperatives? [ ] Yes [ ] No

1. If yes, what cooperative do you know? _________________________
2. How did you know about cooperatives?
[ ] in school
[ ] at home [ ] from friends
[ ] others (pls. specify) ______________________________________________________

3. Do you know the types of cooperative? [ ] Yes [ ] No
If Yes, what? _____________________________________________
4. In your understanding, how do you perceive and define cooperatives?
An organization that is:
[ ] owned by the members
[ ] encourages thrift and savings mobilization among the members
[ ] generates funds and extend credit to members for productive and
provident purposes
[ ] provides goods and services to members
[ ] develops expertise and skills among its members
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[ ] offers loans

b. Do you think establishing a cooperative for the students is helpful? [ ] Yes [ ] No

1. If yes, in what way? ________________________________________
_________________________________________________________
_________________________________________________________
2. If no, why? _______________________________________________
_________________________________________________________
_________________________________________________________

c. Are you willing to contribute/invest/save in the cooperative? [ ] Yes [ ] No
1. If no, why? _______________________________________________
_________________________________________________________
_________________________________________________________

d. Are you willing to be a member of the said cooperative? [ ] Yes [ ] No

1. If yes, what type of cooperative will be organized?
[ ] credit

[ ] consumer


[ ] multi-purpose
[ ] others (pls. specify) ________________
2. What is your purpose of joining such cooperative?
[ ] to meet new and diverse groups of students
[ ] to develop leadership skills and social skills
[ ] to be benefited from the services offered by the cooperative
[ ] for savings purposes
[ ] as source of financial assistance in times of needs
[ ] others (pls. specify) ________________________________________
3. If no, why
[ ] I don’t know about cooperatives
[ ] I just don’t like to join
[ ] cooperatives are just another organization that won’t last
[ ] Others (pls. specify) _______________________________________

e. Are you willing to learn more about cooperatives? [ ] Yes [ ] No








Potentials of Establishing a Laboratory Cooperative
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APPENDIX 4



Survey Questionnaire for BODs and/or Managers of Cooperatives


This questionnaire is intended to take your opinions about the establishment of a
laboratory cooperative in La Trinidad, Benguet that will be affiliated with a guardian
cooperative in the same locality.

NOTE:
A Laboratory Cooperative is a special type of cooperative organized by minors
and who are dependent from their parents for support – like students.

A Guardian Cooperative shall refer to a cooperative duly registered with the
Authority with which a laboratory cooperative is affiliated.

INSTRUCTIONS: Please answer the questions frankly and honestly. Please check your
choices. Your answers will be treated strictly confidential.

Name of the respondent ____________________________________________________
Position of the respondent in the cooperative ___________________________________

Name of the cooperative ___________________________________________________
Address of the cooperative __________________________________________________
Type of the cooperative
[ ] credit
[ ] consumer
[ ] marketing

[ ] service
[ ] multi-purpose
[ ] producer
[ ] others (pls. specify) _______________________________________

Date of establishment ______________________________________________________

Capitalization of the current year



[ ] less than 1 M



[ ] 1 M - less than 3 M
[ ] more than 3 M - less than 5 M
[ ] 5 M - less than 10 M
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[ ] 10 M or more than 10 M

a. Are you aware about laboratory cooperatives? [ ] Yes [ ] No

1. If yes, do you know a laboratory cooperative? [ ] Yes [ ] No
2. If yes, what is the name of the laboratory cooperative?
_________________________________________________________

b. Do you think establishing a laboratory cooperative in the municipality will be
beneficial to the following:

[ ] La Trinidad community
[ ] students only
[ ] guardian cooperative only
[ ] others (pls. specify) _______


____________________________________________________________
c. Is your cooperative willing to be a guardian cooperative? [ ] Yes [ ] No

1. If yes, what assistance can you provide to the laboratory cooperative?
[ ] training needs and monitoring
[ ] assistance in paper works like recording
[ ] others (pls. specify) ________________________________________
2. Conditions of accepting a laboratory cooperative.
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. If no, why?
[ ] not familiar in managing a laboratory cooperative
[ ] not familiar with the procedures in affiliation of laboratory
cooperative with the guardian cooperative
[ ] difficult to manage
[ ] others (pls. specify) _______________________________________


Potentials of Establishing a Laboratory Cooperative
in La Trinidad, Benguet / Jol y Ann K. Garcia. 2009

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Document Outline

• Potentials of Establishing a LaboratoryCooperative in La Trinidad, Benguet
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
  • REVIEW OF LITERATURE
  • METHODOLOGY
  • RESULTS AND DISCUSSION
  • SUMMARY, CONCLUSION AND RECOMMENDATION
  • LITERATURE CITED
  • APPENDIX

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