ATENEO DE NAGA UNIVERSITY

GRADUATE SCHOOL DEPARTMENT

P. Santos St., Bagumbayan Sur, Naga City

A RESEARCH PROPOSAL ON

A Phenomenological Study on Alternative Learning System (ALS) Teachers and

Learners Interactions to Gain Functional Literacy

in partial fulfillment of the requirements in

METHODS OF RESEARCH

Submitted by:

MERCY S. CASTILLO
MAEd CI – ECED

Submitted to:

MICHAEL A. CLORES
Professor
 CHAPTER I

INTRODUCTION

Background of the Study

Alternative Learning System (ALS) was established to provide all Filipinos the

chance to have access and complete their basic education in a way that fits their distinct

situations and needs. As a parallel learning system, ALS consists of Informal Education

and Non-Formal Education, the latter being comprised of the Basic Literacy Program

(BLP) and the Accreditation and Equivalency Program (A&E). Adults, OOSYs, and

OOSCs who cannot read and write can learn under BLP. Meanwhile, learners 15 years

old and above who can read and write but have not completed basic education can

continue elementary or secondary schooling through A&E (DepEd, 2016).

ALS Learners receive education for free and benefit from five learning strands

based on the definition of functional literacy: communication; problem solving and critical

thinking; sustainable use of resources and productivity; development of self and sense of

community; and expanding one’s world vision (DepEd, 2016).

As much as 16.59 million Filipinos now have better opportunity for employment

and livelihood as the Department of Education (DepEd) is working double-time to revive

and expand the coverage of the Alternative Learning System (ALS). The figure, which

translates to 39.03 percent or two-fifths of the entire labor force, is based on the Philippine

Statistics Authority’s (PSA) data on working Filipinos who have not completed basic

education as of April 2016 (DepEd, 2016). And it is a common knowledge that educational

attainment is directly related to the kind of life he or she will make.

 There were already few published researches focused on ALS impact to the lives

of the learners and offer recommendations for a more differentiated approach to improve

the Accreditation and Equivalency (A & E) Test results. But none was made to gather

‘deep’ information and perceptions on ALS teachers and learners’ interaction.

Implementation of ALS programs requires highly dedicated and multi-skilled teachers who

will deal with diverse types of learners. These teachers play an important role in learners'

lives, they spend a significant amount of time with our second-chance learners and they

as well positively influence to the success of every learner; and, the learners’ cooperation

and participation greatly contributes to attainment of their common goal: gain functional

literacy.

In Camarines Sur (CamSur) Division, a total of 17, 680 learners (Learners

Information System (LIS) 2016) catered by ALS in 2016, with 60 % of completion rate of

the program; and a total of 432 DepEd procured permanent teachers and Barangay

Literacy Workers (BLW). The completion of any program does not guarantee learners of

moving to the next stage or level in Basic Education, in Technical-Vocational Schools or

in College; however, learners are assured of acquiring new skills. Every learner needs to

pass the A&E Test first before going to the next stage or level.

After two years of working as Education Program Specialist II of ALS the

researcher is surprise, and sometimes speechless by the expectations placed on the

shoulder of ALS teachers on having at least 35 test takers on A & E and 50% must pass.

Teachers who met and surpassed the said criteria will be an awardee during the

graduation of ALS passers (DepEd ALS CamSur, 2016). But, A & E is just one of the ALS

programs and just one out of seven Key Result Areas (KRA) of ALS teachers (RPMS
Individual Performance and Commitment and Review Form 2014). As a result, it’s either

teachers struggle to keep up with the demands or disappointed that their efforts were not

appreciated. How about the teacher’s effort on teaching BLP learners and Informal

Education learners; the effort and enthusiasm to keep learners participative; the conduct

of survey and mapping in the entire municipality; and, the advocacy campaign steered?

With these questions in mind, the researcher designed this phenomenological study to

reflectively examine the interactions of ALS teachers and learners in their pursuit of

gaining functional literacy. Every individual has unique preconceive thoughts and feelings

influenced by environmental, social and personal factors. Thus, assessing these traits,

knowing motivations to learning and identifying the barriers in pursuing functional literacy

will give the concerned authorities an information which would enhance or modify the

delivery of alternative education to the clienteles. And that through this research, some

deep issues, untold stories will be revealed and documented.

Statement of the Problem

1. What are the experiences of teachers and learners in their interaction to gain

functional literacy?

2. What are the reactions of learners towards the strategies of teachers to gain

functional literacy?

3. How are experiences of teachers and learners and the learners’ reactions

towards the teachers’ strategies translating to the functional literacy level?

Researcher’s Assumptions
 As the researcher begin her study, she considers these assumptions (patterned in

Means, 2015):

a. there will be enough willing participants who have the maturity level needed to

participate in interviews and to create artifacts based on their interaction to each

other, based on her field work observation with teachers and learners who have

been in ALS for two years;

b. she will be given access to the participants as well as permission to conduct the

research on the Division of Camarines Sur, based on her shared responsibility with

supervisors;

c. it will take more than one session to gain the trust of the participants, based on

past researches with ALS teachers and learners; and,

d. that experiences of learners and teachers and the learners’ reactions towards the

teachers’ strategies greatly help to attain their common goal: gain functional

literacy, based on researcher’s perspective.

Theoretical framework

The experiences of teachers and learners and learners’ reactions towards

teachers’ strategies to gain functional literacy will be using the Systems theory and the

Theory of functionalism (Hepworth, 2010), as cited by Baywong, et al. (2011), in order to

understand the dynamic interrelations between teachers, learners, families, and

communities in this study. The researcher intends to identify how the ALS as a system

functions, what aspects of that system have a negative impact on people and understand

how they can cause positive change in that system. The application of the Systems

Theory and the Structural Functional Approach shall assist in the understanding of the
social structure of the ALS, and attempt to advocate for the implementation or the

amendment of existing policies and programs as it aims to promote social justice,

economic prosperity, equality and high standards of living within the communities.

The structural functionalism, or simply functionalism (from Infogalatic), sees

society as a complex system whose parts work together to promote solidarity and

stability. This theory looks at society through a macro-level orientation, which is a broad

focus on the social structures that shape society as a whole, and believes that society

has evolved like organisms. It looks at both social structure and social functions.

Functionalism addresses society as a whole in terms of the function of its constituent

elements; namely norms, customs, traditions, and institutions. A common analogy,

popularized by Herbert Spencer, presents these parts of society as "organs" that work

toward the proper functioning of the "body" as a whole (as cited in Infogalactic). In the

most basic terms, it simply emphasizes "the effort to impute, as rigorously as possible, to

each feature, custom, or practice, its effect on the functioning of a supposedly stable,

cohesive system". For Talcott Parsons, "structural-functionalism" came to describe a

particular stage in the methodological development of social science, rather than a

specific school of thought (as cited in Infogalactic).The structural functionalism approach

is a macro-sociological analysis, with a broad focus on social structures that shape

society as a whole (as cited in Infogalactic).

Conceptual Framework

This study establishes a research focus on the interactivity between two important

groups within ALS: learners and teachers. Throughout the study the researcher ensures

appropriate representation of the lived experiences of those being investigated. The

conceptual framework (Fig. 1) is design to help define the project parameters and assist

in navigating patterns and themes that emerge through analysis of the data.

TEACHERS’ TEACHERS’
EXPERIENCES STRATEGIES
REACTIONS OF
of
LEARNERS
LEARNERS

FUNCTIONAL LITERACY

Figure 1: Conceptual framework

The ALS Programs (DepEd Website, 2017) are carried out by ALS Mobile

Teachers and District ALS Coordinators in the 17 regions of the country. Both are DepEd

employed and hold regular teacher items. The learning facilitator (Facilitator, Instructional

Manager, ALS Mobile Teacher, District ALS Coordinator) goes to a sitio or barangay with

Functional Literacy Test and a set of learning materials to conduct learning sessions until

such time that the learners have become literate before going to another sitio or barangay.

However, depending on the need of the learners, the learning facilitator goes back to a

sitio or barangay for visitation and follow-up. Most of the time, instead of the learners

going to the Community Learning Center, the learning facilitator brings the learning

materials to the learners to help them acquire basic and or functional literacy skills. ALS

programs are delivered in various modes such as face-to-face, radio-based,

eSkwela/computer-based or independent learning (from DepEd Website, K to 12

resources, 2017).

ALS learners are out of school Children/Youth/and Adult (OSCYA) who seek

education to conform themselves on what the society presently demands from them

especially in the line of employment (Bantulo, 2016). Mostly, they are those drop-outs

from formal schools, deprived of education due to poverty, those who suffered from

severe illnesses in their younger age or those living in communities far from schools.

Seeing a vast opportunity for these learners, the scrutiny of their experiences and needs

would lead to measure the degree of motivation, the level of engagement in the learning

process in adult education, and how the learning has impact their lives.

The research whole journey starts on navigating learners and teachers’

interactivity experiences, then an investigatory effort on learners’ reaction towards

teachers’ strategies. Finally, evolving themes on how the learners and teachers’

interaction and learners’ reaction towards teachers’ strategies will reveal insights on

gaining functional literacy.

Significance of the Study

Learners - to view ALS as their second chance in completing the basic

education, in acquiring functional literacy skills and a possible route to

become productive and responsible citizen.

Teachers- give additional insights on instructional practices considered valuable

 on helping learners gain functional literacy

Community and Local Government unit – to strengthen the partnerships and will

continue support all learners, specifically those who are disadvantaged

and underserved.

Division Field Technical Assistance Teams – in modification of ALS teacher

evaluation systems that gauge teacher effectiveness through the A &E

passing rate.

Bureau of Learning Delivery of DepEd - to intensify efforts to provide quality,

accessible, inclusive, and liberating basic public education for all Filipino

learners

Definition of Terms

Functional Literacy Functional Literacy (conceptual definition) – is a range of skills

and competencies-cognitive, affective and behavioral-which enables individuals to

live and work as human persons, develop their potential, make critical and

informed decisions, function effectively in society within the context of their

environment and that of the wider community (local, regional, national, global) in

order to improve the quality of their life and that of society.

In this research it will be defined as a functionally literate person must be able to

communicate effectively, solve problems scientifically, creatively and think

 critically, use resources sustainably and be productive, develop oneself and a

sense of community and expand one’s world view

Scope and Delimitations

The researcher (as cited by Means, 2015) understands that this research approach

was not designed to reveal definitive answers to her research question, nor is the

approach designed to disprove a hypothesis -- which are goals associated with

quantitative research. The results of this study can’t be replicated due to the unique

narratives of the participants within the context of this particular study at this particular

point in time. She hopes that the findings of this study will yield viable themes that reveal

the teachers and learners’ experiences in attaining functional literacy, though the study’s

design is labor intensive as it involves making sense of a vast amount of data. She had

to take great care not to take participants’ accounts out of context; and for participants

who are hesitant to disclose experiences and withheld some significant stories, she will

apply several safeguards that will promote trust. She will ensure that her study is guided

by ethical principles as described by (Mack et al, 2005), namely: respect for persons,

beneficence, justice, consent and confidentiality.

CHAPTER II

REVIEW OF RELATED LITERATURE

I conducted a comprehensive review of the research literature and these are the

following:

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 learners 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.

In the study of Bantulo (2016) describe the experiences of Alternative Learning

System (ALS) learners in their pursuit to education, their coping mechanisms on the

challenges in their educational pursuit and their dreams and aspirations in life. It also uses

the Phenomenological approach with 26 ALS learners from different ALS centers of the

Department of Education-Division of Sarangani, Philippines for School Year 2015- 2016

were picked to undergo in depth interview and focused group discussion. As regards to

ALS learners’ experiences in their pursuit to education, the following were the themes:

initiation to system, implication to system, impetus and motivation, pleasures,

inadequacies and inconveniences. As to their challenges in their educational pursuit, the

themes that emerged were: industry, conscientiousness, optimism and positivity. As to

their insights, the themes were generated: gainful employment, sense of accomplishment,

and progress and self-improvement. This study recommended to other researcher to

have a study that deals on the parameters of the ALS teachers that highlights their
personal experiences and challenges face in implementing the ALS program in the far

flung schools may be useful and coherent to see the program from different perspective.

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 the 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. Also, coordination with parents must be strengthened to

help ensure a good relationship between the school and learners. Positive parent

involvement 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 increase the chances that

students will get more encouraged to do their best in achieving the equivalency certificate.

The conduct further studies on the underlying causes will help ALS teachers,

coordinators, and administrators to create more effective school programs to meet the

special and specific needs of their students.

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 processes 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.

A study conducted by Mercado (2015) discussed on the problems encountered

in the Alternative Learning System in Tanauan City. The researcher tried to determine the

possible problems that the students encounter or experience in their school. Asked

respondents to assess the extent of the problem in terms of content and instruction,

assessment and evaluation and lastly the resources and suggestions to address or solve

the problems that they encounter. The results were then used to discuss its implications

in the implementation of Alternative Learning System in the city.

 Apao, et al. 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. 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 youths and 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 the learners and mobile teachers are necessary in

the effective implementation of the program.

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

and explain existing stakeholders’ perception of the strengths and weaknesses of the

social services offered by the government to the Out-of-school Youth. The study aims to

identify the problems or challenges experienced by the learners while enrolled in the

Alternative Learning System (ALS) program and lastly, to identify self-discoveries of the

learners that 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 perception

of minimal support for the entire implementation of the Alternative Learning System (ALS)

Program. 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 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. According to the learners, they received no support for

income generation, medical health and provisions for day care centers that are not the

major components of the ALS implementation. The challenge and problem encountered

by the learners while enrolled at the Alternative Learning System Center that is

moderately severe is the financial problems of the learners and the

implementers. Slightly severe problems encountered by the learners are their personal,

family and peer relations problems, the lack of government supplementary support and

methods of teaching in the school. Generally, all of the learners believe that the ALS

education shall aid them in their competency for a college education or for employment

opportunities in the future. Most of the respondents agree that the knowledge acquired

from the ALS education is functional in their home and for survival in the society. Majority

of the respondents believe that their education shall improve the quality of their life. More

than half of the respondents reveal that they seldom think of regretting their being part of

the ALS program. In this area of objective of the non formal education or alternative

learning, it has, in part, complied with its aim in the development of the individual to

become self-reliant, self-sufficient, and self-disciplined to participate in all activities and

become productive citizens in their national development efforts not only their lives but

the state as a whole.

CHAPTER III

RESEARCH METHOD

III –a Research Design

The researcher will investigate the phenomenon of ALS teachers and learners

using qualitative research methodology. As cited by Bantulo (2016), phenomenology is

concerned with the study of human perception of events or phenomena from the actual

happenings in the real world. It is reliving the experiences of the participants involve in

the study and going deeper into their thoughts, identifying the essence of the experience

as describe by the participants, through lengthy discussions (Campbell, 2011; Creswell

2007; Speziale and Carpenter, 2007; Willis, 2007). She will utilize the phenomenological

approach because it is a powerful tool in getting a clear understanding of human

experiences, penetrating into their thoughts, feelings and actions in order to gain insights

from their experiences. It clearly illustrates the specific details of the experiences and how

they are seen by the subjects in the situation. It is an appropriate instrument in her study

wherein she needs to envision and explore the actual experiences of her participants.

She will use the bracketing to minimize presuppositions to prevent potential

harmful effects of presumptions that may affect the research process, thereby improving

the precision of the research study (as cited by Bantulo, 2016). She must be vigilant at all

times, aware of her own views and the pre-existing beliefs on the study, must learn to set

aside her own a-priori knowledge and experiences to fully capture the experiences being
told by the participants with an open mind (Starks and Trinidad, 2007; Taylor, 2012; Taylor

and Francis, 2012; Tufford and Newman, 2010).

III –b Setting and Population

The researcher will use the purposive sampling technique to identify participants.

She uses purposive sampling because her participants will be selected based on pre-

selection criteria. The research participants are teachers and learners of CamSur

Division, who are in ALS for at least 2 years (Management Information System 2015 and

2016 report). These participants share experience of participating ALS as they work

toward attaining functional literacy. Her practical knowledge and first-hand experiences

working with ALS teachers and learners will be her primary tool. However, she will make

a conscious effort to recognize and discuss any biases that will arise.

III –c Research Instruments

In this study, the researcher uses specific methodologies such as in-depth

interviews, focus group discussions and note-taking, giving much attention to details and

importance of the emotional content to open up an array of human experiences of the

subjects involved in the study (as cited by Bantulo, 2016).

III –d Data Collection Plan

The researcher will adopt Pilar (2015) processes on conducting phenomenological

research: (1) ask permission from the supervisor of the district to conduct the interview to

the identified ALS teachers; (2) confirm the willingness of the ALS teachers to be
interviewed; (3) set the ambiance conducive to the informants and asking confirmation if

he/she is comfortable to record our conversation using electronic gadget; (4) after

interview, the researcher will revisit the respondent to confirm the consistency and

accuracy of his/her responses during the interview; (4) the researcher together will go to

barangays where the ALS teachers conduct lessons for the actual observation of classes

and in-depth interviews. The researcher will take field notes, pictures, and videos for

actual classes with the permission from the ALS supervisor, and the ALS students; and

(5) the researcher will ask the three key informants to confirm responses.

III –Data Analysis

Analysis of data (as cited by Bantulo, 2016) in research study involves

summarizing the mass of data collected and presenting the results in a way that

communicates the most important features (Hancock et al, 2007).

The content of the data of the instruments will be studied through the thematic

analysis method (Braun & Clarke 2006). The aim was to provide some labels which refer

to the collected open answers (Level 1- Coding), secondly to identify groups of labels

which have similar meaning and cluster them in to themes (Level 2- Coding), and finally

to clarify the relationships among themes into concise coherent narrative which connects

the emerged themes. All two levels of coding will be devised with reference to something

significant in the data related to the question that will lead to the development of theories.

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