1

Chapter 1
The Problem and Its Background
Introduction

Poverty touches all levels of life. It affects family dynamics, living

conditions, and the ability to dream or pursue education. In this period of

globalization, development and technical revolution, education is considered as

the first step of every human activity. Education is regarded as the major

contributor to the improvement of living standards of disadvantaged groups. For

many poor Filipinos, education is a means to a better life, like what they say

“Education is a key to success”.

Each of the Filipino citizens’ young or adult has the privilege to undergo

formal schooling (Mendoza, 2015). However, most of the Filipinos were being

deprived of this right due to their destitute conditions and traditional cultures.

Dela Rosa (2015) mentioned that in the Philippines, the trend for the past ten

years show that for every ten pupils who enroll in grade school, only seven

graduates. The same ratio is experienced among the high school students.

In fact, there are about 28 million Filipinos who have less than secondary

education based in the Labor force Survey 2015 under Philippine Statistics

Authority. Main reasons cited for dropping-out are mostly poverty related. While

basic education is free, many poor families are unable to finance the ancillary

school needs of their children.

 2

Equalizing opportunities in education is “one of the most important

conditions for overcoming social injustice and reducing social disparities in any

country … and is also a condition for strengthening economic growth” (UNESCO,

2008, p. 24).

In so doing, the Department of Education has designed a program called-

Alternative Learning System (ALS) to address this issue and to comply with the

UNESCO’S Millennium Development Goal of eradicating illiteracy across nations

and to provide all Filipinos the chance to have access to and complete basic

education in a mode that fits their distinct situations and needs. This is relative

idea in the Philippine Educational System in order to prevent the increase of

illiteracy on our country.

Alternative Learning System is free education program implemented by

the Department of Education (DepEd) under the Bureau of Alternative Learning

System (BALS), it seeks to serve the Filipinos regardless of their age,

educational attainment, race, religion, economic status, out-of-school-youths,

industry-based workers, people with disabilities, former inmates, rebels, and

other people who, for one reason or another, cannot afford to go through formal

schooling. The Philippines set this program to reduce high drop-out rates among

public schools and to accelerate numbers of pupils/students participation in the

basic education curriculum.

Section 12.1 Rules Xll of R.A. 9155 stipulates that Alternative learning

system is a parallel learning system in the Philippines that provides a practical

option to the existing formal instruction. When one does not have or cannot
 3

access formal education in schools, ALS is an alternate or substitute. ALS

includes both formal and informal sources of knowledge and skills.

Background of the Study

Adhering to the goal of the UNESCO’S Millennium Development as being

implemented by the Department of Education under the Bureau of Alternative

Learning System (BALS) for the Out of School Youth (OSY) to help them attain

basic literacy and functional literacy. The Department of Education (DepEd)

implemented the Alternative learning System (ALS) in the Philippines under the

Bureau of Alternative Learning System. The program provides a viable

alternative to the existing formal education instruction, encompassing both non-

formal and informal sources of knowledge and skills.

Alternative Learning System (ALS) has learning streams, namely: Basic

Literacy Program (BLP) serves literate individuals, Elementary Accreditation and

Equivalency (A&E) Program for learners who did not finish elementary education,

and Secondary A&E Program for learners on the secondary level. In the R.A.

9155:The Governance Act of Basic Education recognized the Alternative

Learning System (ALS) as a complement of formal education and a major

component of basic education with a clearly defined role within the overall

educational system.

Recently, several researchers have conducted study and found out that

there were many challenges in Alternative Learning System implementation such

as absenteeism of the learners, provision of more learning facilitators,

Community Learning Centers, insufficient and irrelevant learning materials, lack

 4

of facilities and equipment, lack of integration of livelihood and employment

opportunities, and lack of interest (on the part of the out-of-school-youth) (Carag,

2013).

The researcher made the preliminary data gathering, the District ALS

coordinator and facilitators said that most common problem of the teacher is the

availability of learning modules. The ALS utilizes learning modules. Each module

is complete in itself. It contains the description of the module, objectives, learning

activities, and pre and post-tests. Modules for the basic and lower elementary

level learners come with a Facilitator’s Guide. Meanwhile, modules for advanced

elementary and secondary levels were designed for self-learning.

The Alternative Learning System Accreditation and Equivalency (ALS

A&E) Test, formerly known as the Non-formal Education A&E Test, is a paper

and pencil test designed to measure the competencies of those who have neither

attended nor finished elementary or secondary education in the formal school

system. However, in 2014, 18% of ALS learners passed the A&E Test all over

the Philippines and Region IV-A got 28% rate among all regions in the country. It

shows that the there is something wrong in the assessment nor content and

instruction of the mobile teachers that will result to ineffective learning for the

learners (Igarashi, Yamauchi, Tenazas, 2016).

However, the scenario is the basis of the conduct of this study. In view of

this phenomenon, the researcher aimed to study and find out the problems

encountered by the learners of Alternative Learning System in Sariaya, Quezon,

and design an action plan on how to solve these problems.

 5

Theoretical Framework

The following theories are stated as support to the assumption of

research. Learning is considered one of the most valuable topics in psychology,

yet it is still a challenge to define its concept. Learning can be defined as a

relatively permanent influence on behavior, knowledge, and thinking skills that

comes about through experience. However, not everything we know is learned.

We inherit some capacities—they are inborn, or innate, not learned (Oslon &

Hergenhahn, 2013). The scope of learning is broad (Domjan, 2010; Klein, 2009).

It involves academic behaviors and nonacademic behaviors. It occurs in schools

and everywhere else that students experience their world.

Knowles popularized adult learning theory and offered ways to apply it in

learning activities. Knowles believed that the needs of adults in education differed

a great deal from the needs of children. He popularized the term andragogy, “the

art and science of helping adults learn” to draw a sharp distinction between adult

learning and pedagogy, the instruction of children. He suggested that because

children had yet to assume responsible, independent roles in society, teachers

and parents tend to make the decisions about what and how they should learn.

But because adults have a health of life experience and have already assumed

responsible roles, it is important to respect slightly the different principles when

engaging in adult education (Pappas, 2013).

Adults need to be involved in the planning and evaluation of their

instruction. Experience (including mistakes) provides the basis for the learning

activities. Adults are most interested in learning subjects that have immediate
 6

relevance and impact to their job or personal life. Adult learning is problem-

centered rather than content-oriented (Kearsley, 2010).

It is stipulated that in the National Competency-Based Teacher Standards,

that, the teachers in all schools in the Philippines are committed and accountable

for providing classroom instruction with results that are manifested in high

performance levels in terms of student learning outcomes. Teachers are

dedicated to the well-being of the students and communities they serve, taking

into account their cultural diversity, group aspirations and what is valued in

education (Bilbao et al., 2012).

The study of Pilar (2015) was conducted to investigate the lived-

experiences among the alternative learning students (ALS) in Bacolod, City

Philippines. It conceptualized that education can be flexible according to the

needs of the earners thus, education can take beyond borders. The qualitative-

phenomenological approach was used through thematizing the responses of the

informants. ALS teachers were searching for better teaching strategies for them

to improve their skills in teaching Basic English Grammar to ALS students

particularly the one who were in jail and in the care of DSWD (for minor age, 16-

17 year old). It is recommended that the ALS students’ performance and

development should be monitored so that they will be ready to take the ALS

accreditation and equivalency test. Therefore, these ALS students need to be

provided with quality education beyond classroom.

The theory of Paulo Freire, used of “problem posing” methods to raise

awareness of social issues and to stimulate action by disadvantage groups.

 7

Using a process of problem analysis, reflection, and action, his approach to

education was based on the belief that community members need to be

encouraged to think critically about problems in their daily lives in order to make

decisions and take action (Taruc, 2013).

Learning focuses in a combination of a broad general knowledge with the

opportunity to work-in-depth on a small number of subjects. Learning to do

involves the acquisition of skills that would enable individuals to effectively

participate in the global economy and society (Zhou, 2006). Learning to live

together, deals on the development of an understanding of other people and

appreciation of interdependence in a spirit of respect for the values of pluralism,

mutual understanding and peace (Carreon, 2015). Learning to be, believes in a

holistic and integrated approach to educating the human person, as an individual

and as a member of society and focuses on the full development of the

dimensions and capacities of the human person: physical, intellectual, aesthetic,

ethical, economic, socio-cultural, political, and spiritual as he/ she relates with

others in the family, community, nation, region and the world (Vega, 2015).

Gardner’s work on multiple intelligences has had an enormous impact on

the field of education. Gardner posits at least seven intelligences (musical,

spatial, linguistic, logical/ mathematical, bodily/ kinesthetic, interpersonal,

intrapersonal), and asserts that successful learning experiences should engage

as many of these intelligences as possible (Corpuz, 2013).

Kolb popularized an awareness of learning styles, and created a model

that suggest four different categories of learning—concrete experimentation,

 8

reflective observation, abstract conceptualization, and active experimentation.

Kolb created a methodology for incorporating these four categories into every

learning experience—the “experiential learning cycle” (McLeod, 2013).

However, effective learning only occurs when a learner is able to execute

all four stages of the model. Therefore, no one stage of the cycle is an effective

as a learning procedure on its own (McLeod, 2013).

McCarthy expanded on Kolb’s work and the research on left and right

brain processes to create the 4MAT System. McCarthy suggested four learning

types: imaginative learners, analytic learners, common sense learners, and

dynamic learners. Dr. McCarthy’s 4MAT approach identifies the diversity of

learners and connects them, no matter their level, to any type of material,

emphasizing real-world applications as an essential component of in-depth

understanding. This concept-based approach to curriculum and instructional

planning promotes high-quality teaching and learning. Most educators consider

Bernice McCarthy's work to be a key contribution to the development of the

learning styles movement and the differentiated classroom (McCarthy, 2005).

Expect to be treated with respect and recognition, want practical solutions

to real-life problems. Reflect on and analyze individual experiences, have

different learning styles, are motivated by the possibility of fulfilling personal

needs and aspirations, and capable of making their own learning (Taruc, 2013).
 9

Conceptual Framework

The first part of the figure below shows the problems encountered by

Alternative Learning System’s learners in learning behavior. The statements are

to be found in the questionnaire. While the second part shows the basis for the

ALS program enhancement. Once the results are gathered, it could be a basis

for the improvement of the said program.

Research Paradigm

Problems
Encountered by Basis for ALS
the Learners of Program
Alternative Enhancement
Learning System
 10

Figure 1.

Problems Encountered by the Learners of Alternative Learning System:

Basis to ALS Program Enhancement

Statement of the problem

The purposes of the study were to determine the problems encountered

by alternative learning system’s learners in learning and to help the researcher to

design a program enhancement for Alternative Learning System.

Specifically this study sought to answer the following sub-problems:

1. What is the demographic profile of respondents in terms of the

following:

a. age;

b. sex;

c. civil status;

d. work/ employment;

e. highest formal educational attainment;

f. program enrolled; and

g. level of informal education?

 11

2. What are the problems encountered by the learners of Alternative

Learning System (ALS) in the schools of Sariaya, Quezon in terms of

the following:

a. mobile teachers;

b. facilities; and

c. resources/ materials?

3. Based on the results of the study, what are the implications and

measures to be undertaken to solve the problems encountered by the

learners of Alternative Learning System in Sariaya, Quezon for the

enhancing the program of DepEd?

Significance of the study

As conceived by the researcher, this study was conducted to determine

the problems encountered by the ALS learners in selected schools of Sariaya,

Quezon.

The findings of this study may be valuable and beneficial to the following:

To the learners, this study would enable the learners to address the

problems they encountered. It may also enlighten their minds towards positive

outlook of the learning in the alternative learning system program.

To the mobile teachers, knowing the problems encountered by the ALS

learners would help them to practice professional development for their careers.

It may also help them to facilitate and deliver learning effectively.

 12

To the District ALS Coordinator, this study would be able them to carry out

and apply the plan for the problems they encountered in ALS.

To the Education Program Supervisor in ALS, this study would help them

in the provision of the needed in the further implementation of ALS in the

province of Sariaya, Quezon.

To the parents, this study would be helpful in which their children can

enhance knowledge with free all.

To the community, this study would provide better knowledge and

experience to help in improving the quality of education in each member of the

community.

To the future researcher, this study would provide additional information

and ideas should they conduct similar study in the future.

Scope and Delimitations

The study focused only on the problems encountered by the learners of

Alternative Learning System. This study required respondents with a total

number of 65 respondents combining all the students from two (2) schools that

implemented or catered the Alternative Learning System program in Sariaya,

Quezon namely: Sariaya East Central Main Elementary School and Sariaya

West Central Main Elementary School.

The researcher conducted the study among Basic Literacy Program

(BLP), Elementary level (EL) and Secondary level (SL) Alternative Learning

System learners within the locality of Sariaya, Quezon.

 13

The data was gathered within the time period of 2017-2018; it focused on

the problems encountered by the learners of ALS in their learning behavior in

terms of (content and instruction, assessment and evaluation, and resources) in

the above mentioned schools which are both located in Sariaya, Quezon which

eventually used as the basis for enhancing the program.

In accomplishing the study, the researcher used an instrument in a form of

a modified questionnaire with corresponding indicators of the problems

encountered by alternative learning system’s learners in their learning behavior in

terms of content and instruction, assessment and evaluation, and resources.

Related Literature was the primary bases of establishing questions for the

respondents.

Definition of terms

To understand the concepts pointed out by the researcher in this study,

the following terms were conceptually and operationally defined.

4MAT- is a process for delivering instruction in a way that appeals to all

types of learners and engages, informs, allows for practice and creative use of

material learned within each lesson.

Accreditation- A process of granting recognition for a level of quality based

on a set of standards that needs to be met.

Alternative Learning System (ALS).It is conceptually defined as a

ladderized, modular non-formal education program in the Philippines for dropouts

 14

in elementary and secondary schools, out-of-school-youths, non-readers,

working Filipinos and even senior citizens (Pilar, 2015). It is operationally defined

as a non-formal learning system where the student-respondents in this study are

enrolling in this class.

Andragogy- refers to methods and principles used in adult education.

Basic Literacy- A set of skills that include the ability to read with

comprehension and write simple messages.

Department of Education (DepEd)- The Department of Education

(abbreviated as DepEd; Filipino: Kagawaran ng Edukasyon) is the executive

department of the Philippine government responsible for ensuring access to,

promoting equity in, and improving the quality of basic education.

Education For All (EFA)- Education For All (EFA) is a global movement led

by UNESCO (United Nation Educational, Scientific and Cultural Organization),

aiming to meet the learning needs of all children, youth and adults by 2015.

UNESCO has been mandated to lead the movement and coordinate the

international efforts to reach Education for All.

Experiential Learning Cycle- is the process

of learning through experience, and is more specifically defined as "learning

through reflection on doing"

 15

Functional Literacy- A significantly higher level of literacy beyond basic

literacy that includes the following competencies: communication skills, critical

thinking and problem-solving skills/application of scientific way of thinking in daily

life/ numeracy, sustainable use of resources/ productivity, development of self

and sense of community, and expanding one’s worldview. These skills must be

sufficiently advanced to enable individuals to fully and efficiently participate in

activities that commonly occur throughout their lives.

Learners – there are the beneficiaries’ of Alternative Learning System

Program.

Learning to know: to provide the cognitive tools required to better comprehend

the world and its complexities, and to provide an appropriate and adequate foundation

for future learning.

Learning to do: to provide the skills that would enable individuals to

effectively participate in the global economy and society.

Learning to be: to provide self-analytical and social skills to enable

individuals to develop to their fullest potential psycho-socially, affectively as well

as physically, for an all-round ‘complete person.

Learning to live together: to expose individuals to the values implicit within

human rights, democratic principles, intercultural understanding and respect and

 16

peace at all levels of society and human relationships to enable individuals and

societies to live in peace and harmony.

Multiple Intelligence- the theory of human beings has one central

“computer” where intelligences are housed. Howard Gardner says that there are

multiple types of human intelligence, each representing different ways of

processing information: verbal linguistic, logical mathematical, visual spatial,

musical intelligence, naturalistic, bodily-kinesthetic, intrapersonal and

interpersonal intelligence.

Out- School- youth- An eligible youth who is a school dropout

Problem Posing- solves the student–teacher contradiction by recognizing

that knowledge is not deposited from one (the teacher) to another (the student)

but is instead formulated through dialogue between the two.

United Nation Educational, Scientific and Cultural Organization

(UNESCO)- pursues its objectives through five major

programs: education, natural sciences, social/human sciences, culture and

communication/information. Projects sponsored by UNESCO include literacy,

technical, and teacher-training programs, international science programs, the

promotion of independent media and freedom of the press, regional and cultural

history projects, the promotion of cultural diversity, translations of world literature,

international cooperation agreements to secure the world's cultural and natural

 17

heritage (World Heritage Sites) and to preserve human rights, and attempts to

bridge the worldwide digital divide.

Chapter 2

Review of Related Literature

The chapter presents the findings on the problems encountered by the

learners of Alternative Learning System in learning wherein the facts and

information are gathered from different sources which are related to this study.

Conceptual Literature

The following topics and discussions were gathered from the books,

journals, past studies and researches.

Content, instruction/ method of teaching, assessment/ evaluation, and

resources are the most significant to manifest learning outcome.

According to the Department of Education, ALS is intended for out-of-

school children, youth and adults who need basic and functional literacy skills,

knowledge and values. These people are usually located in far-flung

communities with no or limited access to formal schools. In 2008, it was

 18

estimated that 40.95 million or 45% of the total Philippine population did not

complete basic education. This population is considered the target groups of the

alternative learning system. Among the target groups, 27.53 million are 15 years

old and above. Meanwhile, 6-11 years old (8.7 million) and 12-15 (4.7 million)

years old are the aggregated target learners who are in-school age. Specifically,

this group of marginalized learners consists of street children, indigenous

peoples, farmers, fisherfolks, women, adolescents, solo parents, children in

conflict areas not reached by the formal school system, rebel returnees, and

others.

According to the UNESCO survey (2012), two- thirds of 774 million

illiterate people are female, due to early pregnancy and poverty. Jean Piaget

(1988), the principal goal of education in the schools should be creating men and

women who are capable of doing new things, not simply repeating other

generations have done.

Duncan (2011) stated that the teenage parents or students with children,

as they are also referred to in the literature are parents between the ages of 13

and 19. Often these students drop out of school because of the pressures they

experience, including stigmatization associated with early parenting; isolation

from peers; and lack of needed support from family, friends, schools, social

service agencies, and other organizations.

Fernadez (2013) stated, that the current status in the Philippine education

as revealed by the Department of education shows that only 6 out of 10 students

 19

who entered grade 1 are able to finish Grade 6, and out of these six (6)

elementary graduates, only four (4) are able to finish 4th year high school and

because of their low educational attainment this may result to limited

comprehension leading to unemployment. It can only be construed that low

educational attainment propagates poverty in the Philippines.

Content or the learning strands are equivalent to “subjects” in the formal

school system. Learning Strands Topics or skills like communication skills in

english and filipino, literacy and critical thinking skills, mathematical and problem

solving skills, life and career skills, understanding the self and society, and digital

literacy. For ALS to be truly parallel with the formal education system, same

standards and competencies are set for both in the K to 12 Curriculum to achieve

the goal of producing holistically developed Filipinos with 21 st century skills.

However, Cagurangan, et al (2017) stated, that learner’s acquisition of 21 st

century skills is low. This implies further that their local environment strongly

affects the way they learn which includes the communal support they are

receiving such as community learning centers which constitute the study of

Gallardo (2010) saying that community and schools must collaborate in achieving

specific objectives, thus enriching not just their intellectual capacity but also their

social awareness.

Moreover, Cagurangan (2017) stated, that teachers should teach the

importance of content of a certain topic that is rooted in the cultural context or in

a local setting and the information that students should acquire.

 20

In the instruction/ method of teaching, Knowles four (4) principles of

andragogy which applied in adult learning are, adults need to be involved in the

planning and evaluation of their instruction, experience (including mistakes)

provides the basis for the learning activities., adults are most interested in

learning subjects that have immediate relevance and impact to their job or

personal life, and adult learning is problem-centered rather than content-oriented

(Pappas, 2013).

The approach of ALS Curriculum: Life skills approach which defined as

the abilities for positive and adaptive behavior that enable individuals to deal

effectively with the demands, challenges, experiences and situations of everyday

life. It is the principal teaching-learning methodology of Alternative Learning

System (Pappas, 2013).

In connection with Kolb’s Experiential learning, focuses on learners

reflecting on their experience of doing something, so as to gain conceptual

insight as well as practical expertise. Kolb’s experiential learning model suggests

four stages in this process: active experimentation; concrete experience;

reflective observation; abstract conceptualization (William, 2015).

Similarly, in "Experience and Education" Dewey (2012) argues that

children need assistance from teachers in developing a concrete understanding

of the world. In order to effectively assist students, teachers must first observe

children and from those observations determine the types of experiences they

maintain and are have an interest in. For Dewey, the path to quality education

requires that learning build on previous knowledge and experiences, presented in

 21

a highly structured and well planned manner. This requires a strong base of

general and societal knowledge, teachers to invest time in both observation and

planning, and a devotion to leading students to a greater understanding of their

world. Teachers must then foster a classroom environment that encourages

students to play a central role in creating their own knowledge through

experience. Allowing students to take place in this social process will develop a

deeper understanding of the curriculum and their world simultaneously. The

Teacher's Role In addition to deepening their understanding of their children's

individual place in the world, teachers must be willing to tap into their own

understanding of the world. Dewey believed this to be an essential component of

making sense of the world for students. Taking students’ knowledge into

consideration is important; however teachers possess a greater knowledge of the

world and should create classroom environments with ample opportunity to grow

from this greater knowledge, thus expanding student's base knowledge. The

process of learning is most enjoyable when people are engaged in the material

they are presented with, however Dewey argued that enjoyment itself is not

enough to make an experience educational. Activating children's schema is an

essential component of an effective learning experience. A teacher should take

this into consideration when planning "fun" activities. The value of an experience

is linked to the effect it has on an individual’s present, future, and the extent to

which it allows them to actively contribute to society.

Asking the following questions will help to ensure an effective learning

experience: *What prior knowledge do my students possess on this topic? *What

 22

are my students curious about? *How will this activity support my student's

development? *How does this activity prepare these children to live more fully?

Education should be both highly individualized and carry a greater societal

purpose Dewey strongly believed that education should be tailored to a student's

individual experience while simultaneously serving a greater purpose by creating

the best possible society. Successful educators provide students with

experiences that are immediately valuable to their current position in life while

additionally better enabling them to contribute to society. Utilizing Dewey's

theory, an educational experience would... Learning through experience: John

Dewey's education theoretical approach (Hoxie, 2012).

Moreover, Gardner (2013) says that these differences "challenge an

educational system that assumes that everyone can learn the same materials in

the same way and that a uniform, universal measure suffices to test student

learning. Indeed, as currently constituted, our educational system is heavily

biased toward linguistic modes of instruction and assessment and, to a

somewhat lesser degree, toward logical-quantitative modes as well." Gardner

argues that "a contrasting set of assumptions is more likely to be educationally

effective. Students learn in ways that are identifiably distinctive. The broad

spectrum of students - and perhaps the society as a whole - would be better

served if disciplines could be presented in a numbers of ways and learning could

be assessed through a variety of means".

ALS mobile teachers should adopt localized instructional materials to suit

to the localized setting of learners. Meanwhile, most of the skills are low such as
 23

the creativity skill and the innovation skill (Cagurangan, 2017). One likely

explanation for this is the diverse status and learning styles of the learners.

Moralista and Delarierte (2014) stated that increasing learning competencies are

among the major problems encountered by mobile teachers as there are

advance and slow learners affecting now the interference on cognition abilities to

task-related factors such as complexity of a task or lesson.

In addition, the study of Atillano, et al (2016) discussed that instructional

managers should look into the factors contributing to the learning motivation of

the ALS learners in involving themselves in school or any instructional program.

Alternative Learning System providers should also revisit and review the

programs and balance out the relationship of the learners’ ability and

appropriateness, complexity and demands of the tasks given to them as the

relationship of these factors are crucial in bridging the willingness of the learners

needed for a successful achievement outcome.

Examining the topics to see if they are really relevant to the general

educational needs of the students would additionally help in pursuing policy

changes in the curricula and other programs of study. This makes it necessary

for instructional managers to find out how to make their students interested in

their lessons and keep them motivated to study. It is additionally vital for the

teachers to help students realize the connection of the learning objectives to real-

life situations they might encounter in the future (Atillano, 2016).

Also, coordination with parents must be strengthened to help ensure a

good relationship between the school and learners. Positive parent involvement
 24

in the program is recommended especially with adolescent learners. Students

with involved parents, regardless of family income or social background, are

more likely to earn higher grades and test scores, as well as enroll in higher-level

programs. They also have higher chances to advance in their classes and earn

credits. Students with strong and nurturing parental support are more likely to

attend classes regularly, have better social skills, and usually graduate on time. A

career guidance programs should be provided to ALS learners to bridge

education with worthwhile employment and entrepreneurship opportunities. This

can increases the chances that students will get more encouraged to do their

best in achieving the equivalency certificate (Atillano, 2016).

On the other hand, assessment and evaluation takes very important role

in the learning outcomes. In assessing the competencies of the OSY, the DepEd

designed a tool which called Alternative Learning System Accreditation and

Equivalency (ALS A&E) Tests, formerly known as the Non-formal Education A&E

Test, is a paper and pencil test designed to measure the competencies of those

who have neither attended nor finished elementary or secondary education in the

formal school system. Passers of the A&E Test are given a certificate/ diploma,

bearing the Department of Education (DepEd) seal and the signature of the

Secretary, certifying their competencies as comparable graduates of the formal

school system. Passers are qualified to enroll in secondary and post-secondary

schools (Apao, et al. 2014).

Meanwhile, in the book of Principles in Teaching of Corpuz and

Salandanan (2012) stated the 12 Guiding Principles in the Assessment of

 25

Learning which are: assessment of learning is an integral part of the teaching –

learning process; assessment tool should match with performance objective; the

results of assessment must be fed back to the learners; in assessing learning,

teachers must consider learners’, learning style and multiple intelligences and so

must come up with a variety of ways of assessing learning; assessment

techniques should have positive feedback along with not so good ones;

emphasize self-assessment; curve mentality must be abandoned; assessment of

learning should never be used as punishment; assessment results must be

communicated regularly and clearly to parents; emphasize on real world

application; formative assessment must use; and lastly use multiple sources in

assessment.

Moreover, in the study of Bontoyan (2016) she mentioned that there are

few who pass the Accreditation and Equivalency Examination. Reports show that

when A&E passing rate has been steadily increasing from 9% in 2000 to 21% in

2006 (Caoli, 2007). The passing rate peaked in 2013 at 28% but the figure was

sustained in 2014. Those who fail the test have to retake the test the next year.

The teachers expressed in several instances that the A&E paper and pencil test

does not really capture what their learners are capable of. They observed that

some learners are doing well class sessions and they are quite successful in

their trade but they are not able to pass the test, there were recommendations for

more authentic forms of assessment to determine the “graduateness” of the ALS

 26

participants. These would include observation, interviews, portfolio development,

skills demonstration, site visits and other tools.

Meanwhile the study of Castolo, et al. (2016) a paper conducted to

presents an assessment framework on how can the Alternative Learning System

can best sustain its value and worth to achieve Education for All in the

Philippines. A threefold survey questionnaire was used in the study has ninety-

four items to measure the following variables: 1.) the components of the program

implementation 2.) Cover the outcomes of the program, and 3.) The challenges

perceived by the learners in the implementation. The results provide insights in

the determination of the unmet needs of the learners and put to surface whether

ALS intervention is sufficiently intensive to achieve desired goals for the out of

school youth. Findings suggest that educational inputs along with its process

have a statistical significant relationship with all its result and the challenges in

the implementation of the program. This also analyzed the implementation efforts

of the ALS implementers.

But, in 2014, 18% of ALS learners passed the A&E Test all over the

Philippines and Region IV-A got 28% rate among all regions in the country

(Igarashi, Yamauchi, Tenazas, 2016).

With the above results, a study conducted by Mercado (2015) discussed

on the problems encountered in the Alternative Learning system in Tanuan City.

The researcher tried to determine the possible problems that the extent of the

problem in terms of content and instruction, assessment and evaluation and

 27

lastly the resources and suggestions to address or solve the problems they

encounter. The results were then used to discuss its implications in the

implementation of Alternative Learning System in the city.

Furthermore, the challenges encountered by the learners are their

personal, family and peer relation problems, the lack of government

supplementary support and methods of teaching in the school (Baywong, et al.,

2011).

However, the ALS program is perceived to have provided full support to

the learners in its main objective on the instruction and education of the

respondents. Moderate support from the government was perceived to be

received for facilities, equipment and the publishing and printing of bulletins.

Slight support was received for social integration of the learners and facilitation of

parent’s forum (Baywong et al., 2011).

In connection with Apao, et al. (2014) conducted a study using the

qualitative-quantitative research design to assess the implementation of the

alternative learning system program along provision of life skills, increased

literacy and quality of living.

The Alternative Learning System A&E program was effective in cultivating

the life skills of the recipients. The program improved the quality of living of the

respondents as they continue their pursuit for meaning and significance in life. It

proved that students still learn and acquire the life-long competencies even

outside the walls of the formal school system (Apao, et al. 2014).
 28

The Alternative Learning System was an option for those who wanted to

improve their quality of living and rise beyond poverty. As an alternative to the

formal school system, the government needs to provide the physical and

financial resources for sustainability of the ALS program. Its governance should

be strengthened to maximize the participation of stakeholders to bring the out-

of-school adults to school and let them finish their studies thereby increase

literacy. The strong support and collaboration of the stakeholders, the

commitment of both learners and mobile teachers are necessary in the effective

implementation of the program (Apao, et al. 2014).

Baywong, et al. (2011), the general objective of this study is to define,

describe and explain existing stakeholders’ perceptions of the strengths and

weaknesses of the social services offered by the government to the out-of-school

youth.

The above study aims to identify the problems or challenges encountered

by the learners while enrolled in the Alternative Learning System (ALS) program

and lastly, to identify self-discoveries of the learners lead to self-realizations for

the betterment of their economic, social and cultural conditions. The results of the

study intend to contribute to improve the effectiveness and efficiency of the

instructional delivery system of the Alternative Learning System towards the

students; to promote learning opportunities for the students; and to improve

instruction qualities for the students. Results reveal the respondents state in

learning in the Alternative Learning System (ALS) Program.

 29

Research Literature

The researcher gathered the below information online.

Poverty, the mother root of all problems in the Philippines, due to poverty

most of the Filipino children does not have a choice but to earn money at their

young age. Even the education is free, many Filipinos cannot afford still to go to

school because of the lack of essential needs like bag, notebooks, paper, writing

materials etch.. We cannot really deny the fact that the Philippines is a third world

country where poverty is rampant and the hardships of life is in one package deal

already. To very poor people they cannot even afford to eat three times a day

that's why it is more important for them is food rather than investing for the

education for their children. Child Labor refers to the illegal employment of

children below 18 years old in hazardous occupations. Under-age children are

being forced to manual Labor to help their families mainly due to poverty. About

2.06 million children all around the Philippines are compelled to do Labor, such

as in crop plantations, mining caves, rock quarries and factories. Child Labor has

many ill effects in children who are supposed to be in the environment of a

classroom rather than roaming the streets and risking every chance, time and

time again, to earn enough money. Although most do get the privilege of

education, most end up being drop-outs and repeaters because they are not able

to focus on their studies. Because of child Labor, children suffer from

malnutrition, hampered growth and improper biological development (Apao, et al,

2014).
 30

In the study of Apao et al (2014), the ALS A&E program successfully

developed the self-awareness skill of the learners. Learners were given sufficient

activities that dealt mainly on developing understanding of oneself. Developing

this skill enabled the learners to recognize his strengths and weaknesses to be

able to function effectively in society and become useful member of the

community. Other skills which were attained to a great extent were problem

solving, empathy, decision making and effective communication. Students in the

ALS program developed their problem solving skill. They have developed their

skill in deciding the best option among various choices. They acquired the ability

to express one effectively, understand others and respond to different people in

different situations.

The critical thinking skill had the lowest extent of attainment with an

average of 39.7%. The learners, mobile teachers, and supervisors claimed that

the critical thinking skill was attained to some extent. The study showed that the

development of the learners’ critical thinking skill could still be improved through

effective delivery of the program. Based on the interview with the mobile

teachers, it took much effort, time, and diligence to provide effective instruction

that would facilitate deep thinking among the learners. It could also be deduced

that the activities given to the learners were not enough to prepare them to think

critically and cope with problems, challenges, and struggles in life (Apao, et al,

2014).

In recent years an enormous amount of public attention has been focused

on teacher quality and teacher preparation. These initiatives have listed the
 31

effectiveness of teachers as a major factor in improving student achievement.

Effective instruction meets the demands of the students with respect to the

academic disciplines of the teachers i.e., their subjects of teaching. The

effectiveness of teachers and teaching are most significant in determining the

learning of students. Teacher Effectiveness is vital for improving student learning

and achievement. Researches support that the actions taken by the effective

teachers in the classroom play a fundamental role in effective and efficient

learning of the students. Students’ academic achievement and outcomes depend

on the effectiveness of their teachers. Teachers’ quality and effectiveness may

depend on their content knowledge and pedagogical acumen. Some researchers

also argued that teachers’ quality and effectiveness should be assessed only by

student outcomes, regardless of content knowledge or pedagogy. In fact,

effectiveness and quality of the teachers are extremely complex and illustrate

various characteristics like wide range of knowledge, skills, aptitude, motivation

and personality characteristics (Dutta, et al, 2017).

Teacher should have knowledge of what they are teaching and the ability

to share that knowledge. The second part of that statement is the most important.

Knowing is not the same as communicating knowledge effectively. Ability to gain

student interest often hinges on the attitude of the teacher and their ability to

communicate at a student’s level. The teacher needs flexibility in teaching style

and method. No two students are the same. Not all students learn the same way

or at the same pace. If a teacher doesn’t develop a way to reach the single

student, they are going to have difficulty teaching a group. If that sounds a little
 32

backward think about it. I used to help develop daily schedules and training plans

for a group of sixteen people with special needs in an institution. There is no

doubt each has a unique need in those situations. It’s easy to let some needs

slide. Yet, if we let an important need slide, it will affect other aspects of their

development. Balance is the key, and meeting individual needs in a group is

possible. I’ve been told it isn’t, but I’ve proven it is (Fralin, 2012).

A teacher should never personalize a student’s inability to cope in a

classroom setting. By personalizing the student’s problems they end up resenting

the student. A teacher who resents a student has lost the priority; which is the

student. The student may have learning disabilities or be extremely gifted. It is

not a reflection on the teacher that these children have such challenges. It is the

teacher’s responsibility to seek proper evaluation and guidance for teaching the

student and/or helping the parents do so as well. Creativity is a must for

teachers. Keeping a student’s attention especially in kindergarten or first grade is

tough. Adapting classroom projects into fun ways of learning, or interesting

challenges for students helps them “think outside the box” and develop their own

creative learning processes. This teacher is less likely to ask all students to fit

into a narrow framework for learning. Without a sense of humor, the teacher is

not likely to survive student antics (Fralin, 2012).

The ability to listen is not only important for teachers to evaluate student

progress, but to help target potential problems. Understanding helped her to

listen to his concerns more and offer some reassurance at school. Teachers

need to be patient, but they also need to be firm. Most children are reassured
 33

and feel safer if they know their limits. If a teacher does not remain firm on some

set boundaries in the classroom, children usually retaliate through behaviors.

Firm does not mean screaming at a child, it means letting them know your limits

and holding to them. Patience is a part of being firm. Children cannot learn a

teacher’s boundaries and rules within a day, and some will test even longer. The

teacher often writes classroom rules on the board and/or may have a reward

system to stimulate a desire for displaying good behavior. Patience comes in

giving students time to absorb the reality of boundaries. Firmness is in correcting

the student through reminders (Fralin, 2012).

A teacher needs to set a good example for their students. This takes a

certain amount of good moral character. I’m not saying they all have to attend

church every Sunday. What I am suggesting is realizing that their position

requires them to display acceptable behavior in the community. Teachers need

to maintain respectability in their lifestyle beyond the school grounds. My son

once came home after a wrestling practice and noticed one of his teachers in a

drunken state, setting on his porch, spouting foul language and racial remarks.

This man was a coach and someone my son looked up to. The kid was

devastated. He did not have much respect for that teacher after that. Whatever

social structure and governing bodies we have, we need to have a certain

amount of trust in them and those who teach our children. We are careful to

know the doctor who holds the lives of our children in their hands at birth.

Teachers should also be held to a high standard and scrutinized closely. They

hold our children’s future in their classrooms. I’d like to say that all teachers and
 34

parents fit these character traits. Most do, but the few who don’t can cause

damage to our children and their development (Fralin, 2012).

Improving the quality of school facilities is an expensive undertaking.

However, when the positive impacts of facility improvement on teachers and

students are translated into dollar figures, the rewards of such investments far

outstrip the cost of the investments. There are five primary facets of school

facilities: acoustics/noise, air quality, lighting, temperature, and space. These are

addressed below (Ayers, et al, 2015).

Noise levels greatly affect teacher and student performance. In fact,

excessive noise causes dis-satisfaction and stress in both teachers and students.

Research has found that schools that have classrooms with less external noise

are positively associated with greater student engagement and achievement

compared to schools with classrooms that have noisier environments. Thus,

building schools that buffer external noise from classrooms can improve student

outcomes (Ayers, et al, 2015).

Indoor air quality is also a concern because poor air quality is a major

contributor to absenteeism for students with asthma. Research also indicates

that many schools suffer from “sick building syndrome” which affects the

absenteeism and performance of all students. Moreover, bacteria, viruses, and

allergens that contribute to childhood disease are commonly found in schools

with poor ventilation systems. Indoor pollutants are also emitted from office

equipment, flooring materials, paints, adhesives, cleaning products, pesticides,

 35

and insects. All of these environmental hazards can negatively affect children,

particularly in schools with poor ventilation systems (Ayers, et al, 2015).

Before the advent of cheap electricity, schools often relied on natural

lighting. As electric power costs declined, the amount of artificial light used in

schools increased. Research has shown that artificial lighting has negative

impacts on those in schools while natural lighting has positive impacts. In fact,

research has shown that not only does classroom lighting boost the morale of

teachers and students, appropriate amounts of natural lighting also reduces off-

task behavior and improves test scores. One study found that students with the

most exposure to natural daylight progressed 20% faster in in math and 26%

faster in reading than students who were taught in environments with the least

amount of natural light (Ayers, et al, 2015)

One consistent research finding across individuals of all ages is that the

temperature in which a person works affects engagement levels and overall

productivity—including student achievement. Anyone that has worked in a

classroom or office that is too hot or too cold knows how difficult it can be when

trying to work when the temperature is uncomfortable. According to the best

analyses, the ideal temperature range for effective learning in reading and

mathematics is between 68º and 74º. To maintain such a temperature in every

classroom within a school, teachers typically need to be able to control the

temperature in their own classroom. At the very least, teachers should be able to

control the temperature of small blocks of classrooms that receive the same
 36

amount of sunlight and have similar exposures to outside temperatures (Ayers, et

al, 2015).

Overcrowded classrooms—and schools—have consistently been linked to

increased levels of aggression in students. Overcrowded classrooms are also

associated with decreased levels of student engagement and, therefore,

decreased levels of learning. Alternatively, classrooms with ample space are

more conducive in providing appropriate learning environments for students and

associated with increased student engagement and learning. Classroom space is

particularly relevant with the current emphasis on 21st century learning such as

ensuring students can work in teams, problem solve, and communicate

effectively. Classrooms with adequate space to reconfigure seating

arrangements facilitate the use of different teaching methods that are aligned to

21st century skills. Creating private study areas as well as smaller learning

centers reduces visual and auditory interruptions, and is positively related to

student development and achievement (Ayers, et al, 2015).

Materials in the typical general education classroom tend to be limited in

scope. Commonly found supplies such as textbooks may be supplemented with

student workbooks or worksheets. Sometimes manipulatives and specific

multimedia such as number-line sets for math, a globe for social studies, or

videos, software, and Internet resources may be used to support learning. These

tools typically function as add-ons to the curriculum rather than as an embedded

tool for delivering the curriculum. Many schools and districts do not have the

funds to purchase these add-on materials. Students in those districts have few
 37

options that can be matched to their learning styles or diverse needs. Alternative

formats of basic materials can also be provided for students with disabilities,

such as Braille texts for students who are blind, large print text for students with

low vision and CDs with audio output for students with dyslexia (Nelson, et al,

2017).

Materials in a Universal Design for Learning (UDL) classroom are

different. These materials will be used to give students multiple means of

representation of concepts, multiple means of engaging in learning the concepts,

and multiple means of expression for students to demonstrate what they have

learned. In a UDL classroom, instruction is more flexible and provides

accessibility for all students. Teachers who use the principles of UDL in their

classroom recognize that instruction does not come as a one-size-fits-all design.

For example, digital content can be presented in different ways to meet the

learning needs of each student. This content can include adding hyperlinks and

glossaries. It might also include graphs, animation, and videos linked within the

body of materials to aid understanding and expand content experience to

demonstrate a concept. The UDL principles help teachers create classrooms

where students can use technologies to move beyond being academic

observers. These principles provide a model for self-actuated learning and

universal access for all students. Regardless of students' disabilities or

differentiated learning styles, every student needs and has the right to access the

curriculum (Nelson, et al, 2017).

 38

Wrigth (2012), stated that the Internet has introduced improvements in

technology, communication and online entertainment, but it is also incredibly

useful for education purposes as well. Teachers use the Internet to supplement

their lessons, and a number of prestigious universities have opened up free

online lectures and courses to everyone. It has even allowed retired teachers to

read to and educate children in poorer countries. Widespread use of the Internet

has opened up a substantial amount of knowledge to a much broader range of

people than ever before.

Chapter 3
Research Methodology

This chapter presents and explains the procedure that the researcher

used in conducting this study. These procedures involve the following: research

design, research locale, population and sampling, respondents of the study,

instrument, data gathering, and statistical treatment.

Research Design

The researcher used the evaluative method of research, wherein the

findings or the results of a treatment on a variable were determined. This was

done through answering the questionnaires which were distributed among ALS

learners.
 39

Research Locale

The schools of Sariaya East Central Main and Lutucan National High

School were chosen as the research locale for this study as the researcher

sought a need and a problem to do so.

Population and Sampling

The researcher used the entire population of Alternative Learning System

learners of Sariaya East Central Main School and Lutucan National High School

with a total number of 48 learners-respondents.

Respondent of the study

The respondents of this study were 8 learners from Elementary

Accreditation and Equivalency (A&E) Program for learners who did not finish

elementary education, 16 learners from Secondary A&E Program for learners on

the secondary level only and 24 learners from the Skills Program, with a total of

48 learners combining the all students from Sariaya East Central Main School

and Sariaya West Central Main Elementary School.

Data Gathering Instrument

The researcher used a modified questionnaire adapted from Boquil et al.

(2016) study. The questionnaire was evaluated by Psychology Professors and an

Education Professor to ensure the instruments used were valid.

The questionnaire contained three parts wherein the first part aimed to

answer problem number 1 – which is the demographic profile of the respondents

 40

in terms of age; sex; civil status; work/ employment; highest formal educational

attainment; program enrolled; and level of informal education attained.

The second part contained twenty (30) items to determine the problems

encountered wherein numbers 1-10 used to emphasize the questions for

teachers, numbers 10-20 for facilities and the remaining ten numbers 20-30 used

to emphasize the questions for resources. This part aimed to answer the second

problem in statement of the problem. The implication of this study was based on

the findings on the problems encountered by the learners. This will apparently

answered the problem stated in #3.

Data Gathering Procedure

The researcher used modified questionnaires which were answered by the

selected respondents. After the instrument had been prepared, the instrument

was checked and validated by the professors. Once validated, the researcher

started to secure a letter addressing to the education program supervisor in ALS

requesting to allow the researcher to conduct this study. After which, the

researcher made another letter addressing to the district ALS coordinator

requesting for permission to administer the questionnaire among the

respondents. Once approved, the researcher administered the questionnaire and

waited for the respondents to answer for the preparation of analysis and

interpretation of the results or findings.

 41

Statistical treatment

In order to determine the result of the study, Weighted Average Mean

percentage was used to compute the gathered data.

WAM formula

WM = 4f + 3f+ 2f+ 1f

For the interpretation and analysis of data, the following description was
utilized:

Scale Range Descriptive Rating

4 Strongly Agree 3. 26 - 4.00

3 Agree 2.51– 3.25

2 Disagree 1.76 – 2.50

1 Strongly Disagree 1.00 – 1.75

 42

Chapter 4
Presentation, Analysis, and Interpretation of Data

This chapter presents the analysis and interpretation of data. The

problems presented in the first chapter are considered as the basis in the order of

presentation.
 43

50

Number of Respondents
40

30

20
17

10 12 13

6
0
10 - 15 yrs 16 - 20 yrs 20 - 25 yrs 25 - 30 yrs 35 - 40 yrs 40 yrs and
above
Age

Figure 2.
Frequency Distribution of Respondents According to Age

The figure above shows the frequency distribution of age group of the

respondents who participated in the survey conducted.

There is no students gathered in the age group 10-15, followed by 16-20

years old that gathered 35.42% or 17 students, 25% or 12 students for age group

of 20-25 years old while the age group of 25- gathered 27.08% or 13 students,

12.5% or 6 students for age group 35-40 years old and lastly, for the age group

40 and above there is no students gathered. According to the Department of

Education, ALS is intended for out-of-school children, youth and adults who need

basic and functional literacy skills, knowledge and values. These people are

usually located in far-flung communities with no or limited access to formal

schools. In 2008, it was estimated that 40.95 million or 45% of the total Philippine
 44

population did not complete basic education. This population is considered the

target groups of the alternative learning system. Among the target groups, 27.53

million are 15 years old and above. Meanwhile, 6-11 years old (8.7 million) and

12-15 (4.7 million) years old are the aggregated target learners who are in-school

age. Specifically, this group of marginalized learners consists of street children,

indigenous peoples, farmers, fisherfolks, women, adolescents, solo parents,

children in conflict areas not reached by the formal school system, rebel

returnees, and others.

27%

Male
Female
73%

Figure 3.
Frequency Distribution of Respondents According to Sex
The figure above shows the frequency distribution of respondents

according to their sex in which most of the respondents in the study are female

which garnered 73% or 35 students while male respondents gathered 27% or 13

students only.

With the percentage of female respondents above, it’s no surprise that in

many of the studies shown that girl has high percentage than boys. According to
 45

the UNESCO survey (2012), two- thirds of 774 million illiterate people are female,

due to early pregnancy and poverty. Jean Piaget (1988), the principal goal of

education in the schools should be creating men and women who are capable of

doing new things, not simply repeating other generations have done.

2%
2%

Single
35% Married
Widow
60% Separated

Figure 4.
Frequency Distribution of Respondents According to Civil Status

The above figure represents the frequency distribution of respondents

according to their civil status.

Majority of the population are single which gathered 61% or 29 students

followed by 35% or 17 students, who are married and for the group of widow and

separated that both gathered 2% or 1 student who participated in the survey conducted.

Duncan (2011) stated that the teenage parents or students with children, as they are

also referred to in the literature are parents between the ages of 13 and 19. Often these

students drop out of school because of the pressures they experience, including
 46

stigmatization associated with early parenting; isolation from peers; and lack of needed

support from family, friends, schools, social service agencies, and other organizations.

Table 1
Frequency Distribution of Respondent According to Job/ Work

Job/ Work Frequency Percentage

Farmer 1 2.08
Housewife 17 35.42
Housemaid 1 2.08
Salesman 1 2.08
Unemployed 28 58.33
Total 48 100

The table indicates the frequency distributions of respondents according to

their job/ work. The different jobs which are the source of living of the

respondents are listed in the first column. The second column represents the

number of students who are in that king of work/ job. In the third or last column

are the percentages of the total respondents who are currently belonged to their

jobs.

As shown above, most of the respondents joined in the survey are jobless

which garnered the highest 58.33% or 28 students of the total respondents,

35.42% or 17 students of total population are housewife and 2.08% or 1 student

for salesman, housemaid and farmer followed by carpenter, driver, construction

worker, fisherman, and vendor who gathered 0% or 0 students who participated

in the survey conducted.

Poverty, the mother root of all problems in the Philippines, due to poverty

most of the Filipino children does not have a choice but to earn money at their
 47

young age. Even the education is free, many Filipinos cannot afford still to go to

school because of the lack of essential needs like bag, notebooks, paper, writing

materials etch.. We cannot really deny the fact that the Philippines is a third world

country where poverty is rampant and the hardships of life is in one package deal

already. To very poor people they cannot even afford to eat three times a day

that's why it is more important for them is food rather than investing for the

education for their children. Child Labor refers to the illegal employment of

children below 18 years old in hazardous occupations. Under-age children are

being forced to manual Labor to help their families mainly due to poverty. About

2.06 million children all around the Philippines are compelled to do Labor, such

as in crop plantations, mining caves, rock quarries and factories. Child Labor has

many ill effects in children who are supposed to be in the environment of a

classroom rather than roaming the streets and risking every chance, time and

time again, to earn enough money. Although most do get the privilege of

education, most end up being drop-outs and repeaters because they are not able

to focus on their studies. Because of child Labor, children suffer from

malnutrition, hampered growth and improper biological development (Apao et al

2014).
 48

17%

Elementary
Secondary

83%

Figure 5.
Frequency Distribution of Respondents According to Educational
Attainment

The figure above shows the highest educational attainment of the

alternative learning system learners in Sariaya, Quezon who participated in the

survey conducted.

Most of the respondents are secondary graduates who are taking up skills

in alternative learning system in Sraiaya, Quezon, gathered 83% or 40 students

of the total population and 17% or 8 students who are graduate in elementary

education.

Fernadez (2013) stated, that the current status in the Philippine education

as revealed by the Department of education shows that only 6 out of 10 students

who entered grade 1 are able to finish Grade 6, and out of these six (6)

elementary graduates, only four (4) are able to finish 4th year high school and
 49

because of their low educational attainment this may result to limited

comprehension leading to unemployment. It can only be construed that low

educational attainment propagates poverty in the Philippines.

17%

50%
Elementary A&E Program
Secondary A&E Program
Skills Program
33%

Figure 6.
Frequency Distribution of Respondents According to Program Enrolled

The above figure indicates program enrolled of the alternative learning

system learners in Sariaya, Quezon who participated in the survey conducted.

Most of the respondents are enrolled in the skills program, for a total of

50% or 24 students. This was followed by 33% or 16 students who are enrolled

in the Secondary A&E Program and 17% or 8 students who are enrolled in

Elementary A&E Program. According to the Department of Education, the

 50

Accreditation and Equivalency (A&E) Program is a program aimed at providing

an alternative pathway of learning for out-of-school children, youth and adults

who are basically literate but who have not completed the 10 years of basic

education mandated by the Philippine Constitution. Through this program, school

dropouts are able to complete elementary and high school education outside the

formal school system.

Table 2
 51

Frequency Distribution of Problems Encountered by the Alternative

Learning System Learners in Sariaya, Quezon

Teachers SA A D SD Weighted Descriptive

Mean Analysis
The teacher teaches always. 35 11 1 1 3.67 Strongly Agree
The content of the examination was Strongly Agree
discussed in the class. 27 15 5 1 3.42
The teacher gives back the result of
the examination. 17 23 5 3 3.13 Agree
The teacher does not give any Agree
activities in the class. 20 6 14 8 2.79
The teacher is always present. 34 12 0 2 2.52 Agree
The teacher always comes late in 6 7 22 13 2.13 Disagree
the class.
The teacher is always positive and
ready to teach in the class. 5 9 15 19 2.00 Disagree
The teacher has favorite students
in the class. 6 4 16 22 1.88 Disagree
The teacher does not give back the
result of the examination. 3 9 14 22 1.85 Disagree
The teacher does not give clear Strongly
instruction/ direction in the class. 4 5 14 25 1,75 Disagree

Students’ academic achievement and outcomes depend on the

effectiveness of their teachers. Nearly everyone now accepts the premise that

teachers make a difference in the lives of their students. According to the report

of National Academy of Sciences (2018), briefly cast doubt on the direct

importance of teachers in student achievement. This report seemed to indicate

that the impact of teachers and the quality of teaching were less important to

student learning and achievement than other factors, such as students’

socioeconomic status. However, subsequent research in classrooms has

 52

demonstrated that teachers do make a tangible difference in student

achievement.

Firstly, the respondents agree to the first statement with an average mean

of 2.52 that “The teacher is always present.” Mader (2016), found that the

amount of time aspiring teachers spent in classrooms did make a difference for

student outcomes. The teacher will make a big difference in the environment of

their students and sustain a life-long learning.

Secondly, the respondents also agree to the second statement with an

average mean of 2.79 that “The teacher does not give any activities in the class.”

According to the Tasmanian Institute of Learning and Teaching (2015), the

teacher's fundamental task is to get students to engage in learning activities that

are likely to result in achieving [the intended learning] outcomes. It enables the

students to engage with and develop their skills, knowledge and understandings

in different ways.

Meanwhile, the respondents disagree to the seventh statement with an

average mean of 2.00 that “The teacher is always positive and ready to teach in

the class.” In 2015, Borabo stated that coming unprepared for class is the loss of

valuable teaching time. It also indicates a negative behavior. A teacher should

always for her students’ needs and questions in the class. Students’ academic

achievement and outcomes depend on the effectiveness of their teachers. Nearly

everyone now accepts the premise that teachers make a difference in the lives of

their students. According to the report of National Academy of Sciences (2018),

 53

briefly cast doubt on the direct importance of teachers in student achievement.

This report seemed to indicate that the impact of teachers and the quality of

teaching were less important to student learning and achievement than other

factors, such as students’ socioeconomic status. However, subsequent research

in classrooms has demonstrated that teachers do make a tangible difference in

student achievement.

The data also showed that the teacher teaches always, the content of the

examination was also discussed by their teacher, the teacher gives back the

result of their examination, the teacher is always present, the teacher always

comes on time in the class, the teacher has no favorite students in the class, and

the teacher gives clear instruction/ direction in the class.

 54

Table 3
Frequency Distribution of Problems Encountered by the Alternative
Learning System Learners in Sariaya, Quezon

Facilities SA A D SD Weighted Descriptive

Mean Analysis
There are sufficient facilities to be Strongly
used by the learners. 21 23 2 2 3.31 Agree
The classroom has enough space to 25 15 5 3 3.29 Strongly
accommodate the students. Agree
There is no proper lighting in the
classroom. 24 5 4 15 2.79 Agree
The design of the classroom is Disagree
conducive for learners. 3 19 25 1 2.50
There is no laboratory in the school. 8 13 18 9 2.42 Disagree
The comfort room is not always clean. 5 8 24 11 2.15 Disagree
The cleanliness is not being Disagree
maintained in and out of the 7 6 19 16 2.08
classroom.
The classroom has proper ventilation. 5 17 3 23 2.08 Disagree
There are no enough classrooms to 0 8 26 14 1.88 Disagree
accommodate all learners.

There is a library available for learners Disagree

and teachers. 5 10 7 26 1.88

It is clear from the research literature that environmental factors influenced

by school facilities contribute towards student performance. An effective school

facility is responsive to the changing programs of educational delivery, and at a

minimum should provide a physical environment that is comfortable, safe,

secure, accessible, well illuminated, well ventilated, and aesthetically pleasing.

The school facility consists of not only the physical structure and the variety of
 55

building systems, such as mechanical, plumbing, electrical and power,

telecommunications, security, and fire suppression systems. 

Firstly, the respondents disagree to the third statement with an average

mean of 2.08 that “The classroom has proper ventilation.” Indoor air quality is

also a concern because poor air quality is a major contributor to absenteeism for

students with asthma. Research also indicates that many schools suffer from

“sick building syndrome” which affects the absenteeism and performance of all

students. Moreover, bacteria, viruses, and allergens that contribute to childhood

disease are commonly found in schools with poor ventilation systems. Indoor

pollutants are also emitted from office equipment, flooring materials, paints,

adhesives, cleaning products, pesticides, and insects. All of these environmental

hazards can negatively affect children, particularly in schools with poor ventilation

systems (Ayers, et al, 2015).

Secondly, the respondents also disagree to the fifth statement with an

average mean of 1.88 that “There is a library for teachers and students.” The

school library provides the formation and ideas that are fundamental to

functioning successfully in todays’ information and knowledge-based society. The

school library equips students with life-long learning skills and develops the

imagination, enabling them to live as responsible citizens (Ruch, 2007).

Thirdly, the respondents also disagree to the seventh statement with an

average of 2.50 that “The design of the classroom is conducive for learning.”

Effective teachers look for every available opportunity to increase student

 56

learning. The classroom environment is a teaching resource that should not be

ignored. Students and teachers spend the majority of their day in school

classrooms, and it’s your responsibility to foster an environment and atmosphere

that enhance learning. Developing a classroom environment conducive to

learning is a process that entails staging the physical space, getting the students

to cooperate, creating a communal environment, and finally maintaining a

positive classroom climate and culture (Lynch, 2016).

Meanwhile, the respondents agree to the last/ tenth statement with an

average of 2.79 that “There is no proper lightning in the classroom.” An effective

classroom lighting scheme will make use of any natural light that is available,

with the addition of artificial light where it is necessary. Incorporating natural light

can provide physical and physiological benefits to students, teachers and

administrators. Natural light is shown to benefit the health, concentration and

even test scores of pupils. Lighting is an important consideration in effective

classroom design (Innova, 2014).

The data also revealed that there are sufficient facilities to be used by the

learners, the classroom has enough space to accommodate all the learners,

there is also a laboratory, the cleanliness is being maintained in and out of the

classroom, and there are enough classroom to accommodate all learners.

 57

Table 4
Frequency Distribution of Problems Encountered by the Alternative
Learning System Learners in Sariaya, Quezon

Instructional Materials SA A D SD Weighted Descriptive

Mean Analysis
The learner’s has their own book to use 22 17 4 5 3.17 Agree
in class.
The books and materials are
appropriate for students learning. 14 27 4 3 3.08 Agree
All magazines, periodical, journals and
other reading material are always up to 13 23 8 4 2.94 Agree
dates.
There is no enough time to make visual
aids in class. 12 23 6 7 2.83 Agree
There is no television inside the
classroom. 4 21 13 10 2.40 Agree
There is no available module for the 6 17 12 13 2.33 Disagree
students.
It’s quite difficult to find the reading
material because they are not properly 4 10 17 17 2.02 Disagree
arranged and labeled.
There is a computer in the room that
can be used by the learners. 4 17 11 6 1.98 Disagree
There is a free internet that can be used
by the learners in class, 5 5 22 16 1.98 Disagree
There are no enough tools for disabled Strongly
learners. 1 6 17 26 1.63 Disagree

Considering the goal of Basic Education Curriculum, there is a need to motivate

the teachers to provide themselves on the appropriate teaching instructional materials

especially in different learning areas to enrich the teaching learning process.

Instructional Materials are to be constructed for a certain purpose to achieve a particular

effect. They play important role during the teaching –learning process, because the

pupils will be motivated to talk on and manipulate these materials. The quality and kind

of instructional materials depend largely on how the teachers will analyze the skill so
 58

that they will be able to select the appropriate instructional materials (Cuevas,

2012).

Firstly, the respondents agree to the second statement with an average

mean of 2.40 that “There is no television inside the classroom.” Technology

integration is the use of technology tools in general content areas in education in

order to allow students to apply computer and technology skills to learning and

problem-solving. Technology integration is the use of technology resources like

computers, mobile devices like smartphones and tablets, digital cameras, social

media platforms and networks, software applications, the Internet, etc. in daily

classroom practices, and in the management of a school (Wylie, 2017).

Secondly, the respondents disagree to the third statement with an average

mean of 1.98 that “There is a computer in the room that can be used by the

learners.” Technology integration is using computers effectively and efficiently in

the general content areas to allow students to learn how to apply computer skills

in meaningful ways. Discrete computer skills take on new meaning when they are

integrated within the curriculum. Integration is incorporating technology in a

manner that enhances student learning (Dockstader, 2013).

Lastly, the respondents also disagree to the ninth statement with an

average of 1.98 that “There is a free internet that can be used by the learners.”

Wrigth (2012), stated that the Internet has introduced improvements in

technology, communication and online entertainment, but it is also incredibly

useful for education purposes as well. Teachers use the Internet to supplement
 59

their lessons, and a number of prestigious universities have opened up free

online lectures and courses to everyone. It has even allowed retired teachers to

read to and educate children in poorer countries. Widespread use of the Internet

has opened up a substantial amount of knowledge to a much broader range of

people than ever before.

The data showed that the learners has their own book to use in class, the

book and materials are appropriate for students learning, all reading materials

are always up to date, there is also a module for the students, the reading

materials are all organized and labeled, and there are enough tools for disabled

students.
 60

Chapter 5
Summary of Findings, Conclusions, and Recommendations

This chapter presents the summary of findings, conclusions, implications,

and recommendations. This renders the entire study more comprehensible,

understandable, and justifiable to concern individuals, readers, and future

researchers.

Summary of Findings

This study was conducted to determine the problems encountered by the

Alternative Learning System learners in Sariaya, Quezon.

This study employed the descriptive method in which the gathered data

from the administered questionnaire was used in finding facts with adequate

interpretation and meaning of the data collected from the point of view of the

objective. Through this method, 48 students from two schools which are Sariaya

East Elementary School and Sariaya West Elementary School were participated

in the survey conducted.

This study was conducted to all learners of alternative learning system

schools in Sariaya, Quezon. The questionnaire was formulated through the view

of related literature and studies which was then validated and evaluated by

recommended professors in St. Anne College Lucena, Inc. Basically, combining

the population of all Alternative Learning System learners in Sariaya, Quezon.

Then, the sub-problem no. 1-6 was statistically treated using the purposive
 61

technique of ratio. The sub-problems no. 2, 3, & 5 were statistically treated using

the WM formula or Weighted Average Mean.

The implementation of Alternative Learning System was still not perfect up

to this day. The data gathered shows that there are still problems in terms of

teachers, facilities and materials.

Findings

Based on the data gathered, the following were the finding:

1. The demographic profile of the respondents revealed that most of the

respondents belonged to the age bracket of 16-20. Majority of the

respondents are female with a total number of 35 while male students are

only 13. Most of the respondents are single with a total number of 29

students. Most of the respondents are jobless with a total number of 28 Most

of the respondents are secondary graduate 40 students.

2. The data revealed that there are still problems with the teachers’ performance

even in the alternative learning system program. The problem in the

performance of a teacher, states that ”The teacher does not give any

activities in the class” and “The teacher is always positive and ready to teach

in the class”. The data revealed that there are massive problems in terms of

facilities. In terms of facilities, it shows that there are four problems which are

the proper lighting, proper ventilation, there is no library and the environment

is not conducive for learning. In terms of materials, it also revealed in the

result of weighted average mean that there is also a problem in the

 62

instructional materials used in school. In table no. 4, it shows that there is no

television, computer and free internet that can be used by the learners and

teachers in the teaching-learning process.

3. As to implications, the problems to address in the enhancement of the

program are the teaching performance, facilities and instructional materials.

Conclusions

Based on the findings, the following conclusions were derived:

1. Most of the respondents are 16-20 years old. Majority of the

respondents are female. Most of the respondents are single.

Most of the respondents are jobless. Most of the

respondents are secondary graduate.

2. There are still problems in the implementation of alternative

learning system program in terms of the performance of the

teacher, facilities and materials, though its not quite alarming

but still it is a problem that should be addressed. Therefore,

the locals/ implementers should review their program. The

problems encountered in terms of teachers’ performance are

the teacher does not give activities to the students and the

preparedness of the teacher emotionally, physically and

psychologically. On the other side, there are also problems

in their facilities which proper ventilation, proper lightning,

library and structure or design of the room. The problems in

 63

terms of materials are also observed such as no television,

computer and internet.

3. The study implied that the implementation of the Department

of Education in the alternative learning schools in Sariaya,

Quezon was still not perfect or enough to help those out-of-

school-youth to acquire the knowledge and experiences they

should have.

Recommendations

In view of the results of the study, it is recommended that;

1. The instructional manager should conduct a workshop or seminar

regarding the proper teaching of alternative learning system

learners as implication to the teachers’ performance. A workshop in

which the teachers could develop their ability to appreciate/ value

the relevance of having activities in the teaching-learning process.

2. Teachers and parents should consider the situation of their child or

students. They are the ones that could support than others to pass

and get diploma in the elementary and secondary level.

3. Future researchers should use this study as reference material in

conducting new study under similar but with different concept and

purposes.
64