Problems Encountered by Alternative Learning System (ALS)

Learners

A Research Paper

Presented to the Faculty of the Senior High School of

Leonora S. Salapantan National High School

San Miguel, Iloilo

In Partial Fulfillment

of the Requirements for the Subject

Practical Research 2

by
Megan C. Pasquel
Renzo S. Fernandez
Ace John C. Gerzalino
JV S. Gumban
Joan Faith S. Jambaro
Joseph A. Madrillo
Renalyn O. Nalupano

January 2020
 Approval Sheet

The research attached here to, entitled Problems Encountered

by Alternative Learning System (ALS)Learners” prepared and

submitted by Megan C. Pasquel , Renzo S. Fernandez, Ace John

C. Gerzalino, JV S. Gumban, Joan Faith S. Jambaro, Joseph A.

Madrillo and Renalyn O. Nalupano In Partial fulfillment of

the requirements for the subject

Practical Research 2 and Inquiry, Investigation and

Immersion, is hereby accepted.

________________ PANEL

________________ PANEL

Accepted in partial fulfillment in the subject Practical

Research 2 and Inquiry, Investigation and Immersion.

_______________ EDGARDO S. CON-EL,JR.,PhD

Assistant School Principal II

_______________ MARY GRACE L. CASTILLO, PhD

 Principal III

Acknowledgement

The completion of this study would have been not possible if

not dependent on the steadfast support and encouragement of

my members. They hence paid equal contribution to the study

for which I always feel profound gratitude in my heart.

We would like to express here the very thanks to my thesis

advisor, Mrs. Marjorie H. Goroy, for his motivation and

patience help me in pursuing this research, expertise and

knowledge for the implementation of the study, for his

guidance during the first few stage of the study, for

sharing his ideas and time in the development of this

research.

I also owe my special thanks to:

to my friend Megan C. Pasquel for his kind cooperation

during the research and;

 I would like to have my special thanks to the other

teacher who allow us to have a survey in their class and to

my family: our parents who support our needs in this

research paper.

Last but not the least, I would like to thank my members:

Renzo S. Fernandez, Ace John C. Gerzalino, JV S. Gumban,

Joan Faith S. Jambaro, Joseph A. Madrillo and Renalyn A.

Nalupano for helping me throughout my study through their

financial support.

The Leonora S. Salapantan National High School- Senior

High, for giving the researchers the opportunity to

experience hands on programming and accomplish this

research;

The researchers acknowledge their efforts and guidance

to make this study possible.

Megan C. Pasquel
Renzo S. Fernandez
Ace John C.
Gerzalino
 JV S. Gumban
Joan Faith S.
Jambaro
Joseph A. Madrillo
Renalyn O. Nalupano

October 2018

Megan C. Pasquel, Renzo S. Fernandez, Ace John C. Gerzalino,

Jv S. Gumban, Joan Faith S. Jambaro, Jospeh A. Madrillo,
Renalyn O. Nalupano,; “Problem Encountered by Alternative
Learning Sytem (ALS) Learners.”, A Senior High School
Research Paper Presented to the Faculty of the Leonora S.
Salapantan National High School San Miguel Iloilo,
Philippines

Abstract

The study investigated factors influencing career

choice among Senior High School students in Leonora S.

Salapantan National High School. Simple random sample

techniques were adopted to select 100 Senior High School

students from different strands. The comprehensive career

choice survey was administrated to the respondents to

collect necessary data. A questionnaire designed through

survey to determine the choice of career based on family,

economic, and opportunity of the students administrated.

Their responses were analyzed using the percentage.

Table of Contents

Page
Title Page i
Approval Sheet ii
Acknowledgements iv
Abstract vii
Table of Contents Font: Courier New 12 viii
List of Tables xi
List of Figures Margin: 1.5inch Left, xii
List of Appendices xiv
Chapter I Introduction 1inch Top, Bottom and Right
Background of the Study Double Space 1
Research Objectives / Statement of the Problem 2
Scope and Limitation Justified 6

Definition of Terms 6
Significance of the Study 7

Chapter II Review of Related Literature 8

Related Studies / Literature Review

9
Chapter III Methodology 12

Conceptual Framework/Theoretical Framework 13

Research Design

Respondents / Participants of the Study 17

Sampling Technique

Data Gathering Instrument 19

Data Gathering Procedure

Data Analysis 19
Chapter IV Results and Discussion

Chapter V Summary, Conclusion and Recommendation

Summary

Conclusions

Recommendations

References

Appendices

Curriculum Vitae

Chapter 1

Introduction

Background of the Study

The Alternative Learning System (ALS) 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 access formal education in schools, ALS is an

alternate or substitute. Alternative learning system only

requires learners to attend learning sessions based on the

agreed schedule between the learners and the learning

facilitators.

The program has two different schematics for conducting

instructions: school-based and community-based. On the

school-based program, instructions are conducted in school

campuses while in the community-based program, formal

instructions are conducted in community halls or private

places. The ALS follows a uniform lesson modules for all

academic subjects covering the Sciences, Mathematics,

English, Filipino, Social Studies, current events among

others. Delivery of instructions are provided by government-

paid instructors or by private non-government organizations.

Aside from schematics, the program has two levels:

elementary and secondary. Students have to start from

elementary level, then proceed to high school level. If a

student is a graduate of elementary under a formal classroom

system, the student is automatically admitted to the

secondary levels depending on which year level the student

stopped schooling. If a learner have not finished his

elementary schooling, he/she may be admitted to the program.

He will have to go through a Functional Literacy Test (FLT)

in order for the learning facilitators to identity the level

of literacy. Learning modules will be suggested to them with

focus relative to the result of their FLT and interest. The

learner will then be guided to accomplish an Individual

Learning Agreement (ILA). This ILA will be their (learner

and facilitator) basis in tracking the progress and

competencies developed within the learners. In high school,

once they pass their examination the learner may enroll the

college, prior to 2013, however from 2014 0nwards the A&E

Test passers may require to enroll in senior high school.

The program covers mostly dropouts in elementary and

secondary schools, out–of–school youths, non-readers,

working people and even senior citizens wanting to read and

write. Students enrolled under the classroom system are

barred from participating in the program. Age level,

economic and personal circumstances are among the

determinants in availing the program.

The ALS evolved from the non–formal education that has been

conducted by the government of the Philippines. Previously,

non–formal education was mostly concentrated in instructions

in livelihood skills training with basic reading and writing

incorporated in the module. Under the current system, skills

training and livelihood training have been excluded and

established as a separate education system. Skills training

had become a stand–along program with Technical Education

and Skills Development Authority (Philippines) taking charge

of the program. The ALS is a way for the informal and busy

students to achieve elementary and high school education

without the need of attending classroom instructions on a

daily basis just like the formal education system. Secondary

education has now become a prerequisite in vocational

technology and college education in the Philippines.

Livelihood trainings, however, do not need formal or non-

formal education in the Philippines.

Basically, the Department of Education recognized the need

to give more opportunities to those who have no means to

attend formal education. In fact, there a lot of Filipinos

that failed to complete basic education because of financial

constraints, personal challenges, or other reasons. So this

is a way that our government fulfills its promise of

providing access to educational opportunities regardless of

their economic or personal status. Unlike the formal

education system where school teachers teach within four

corners of a classroom at a strictly implemented time

period, the modules used in ALS are taught by ALS learning

facilitators, mobile teachers, district ALS coordinator, and

instructional managers in places like barangay halls,

private homes, community centers and even libraries. Another

key difference is the flexibility of the sessions as they

are scheduled based on the students.

I. Statement of the Problem

The research aims to find out the problems encountered

by Alternative Learning System (ALS) Learners. Specifically,

it seeks to answer the following questions:

 1. What is the level of agreement of the problems

encountered by the ALS learners in the area of

family and financial problem when taken as a whole

and when according to age, gender, and civil status?

2. Is there a significant difference in the level of

agreement of the problems encountered by the ALS

learners in the area of family and financial when

classified according to age, gender, and civil

status?

3. What are the problems encountered by the ALS

learners?

4. Is there a relationship between the age of the ALS

learners and the problems they encountered?

Scope and Limitation

This study focuses on the out of school youths in the

District of San Miguel. This involves a survey of those

who are out of school youths. the respondents are the

ALS learners of Leonora S. Salapantan National High

School for the School Year 2018-2019. Will prepare

questionnaire the personal information, of the

respondents, questions regarding the awareness of the

out of school youths about ALS. After conducting the

 study, the researchers will gather and analyze the data

or the results.

Definition and Terms

To understand the concepts pointed out by the

researcher in this study, the following terms were

conceptually and operationally defined as:

Format- 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 academized, modular non-formal

education program in the Philippines for dropouts 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.

Alternative Learning System – is a parallel learning system

in the Philippines that provides a practical option of the

existing formal instruction. Alternative learning system

includes both the non-formal and informal source of

knowledge and skills. (Ritter,2003)

Basic Education – is an evolving program of instruction that

is intended to provide students/learners with the

opportunity to become responsible and respectful global

citizens, to contribute to their economic well-being and

that of their families and communities, to explore and

understand productive and satisfying lives. (Koerner, 1959)

Non-formal Education (NFE) – any organized educational

activity outside the established formal system whether

operating separately or as an important feature of some

broader activity that is intended to served identifiable

learning clienteles and learning objective. (Farooq, 2014)

Informal Education – is a general term for education that

can occur outside of a structure curriculum. Informal

education encompasses learner’s interest within a curriculum

in a regular classroom, but is not limited to the setting.

(Smith, 1997)
Significance of the study

The following will be able to benefit this study:

Learners. This study will enabled learners to address

the problems they encounter. It may also enlighten their

minds toward positive outlook of learning in the alternative

learning system.

Parents. This would helpful to the parents in which

their children can enhance their knowledge.

Community. The community would have better knowledge

and experience to help in improving the quality of education

in each member of the community.

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

Researcher. This study would provide additional

information and ideas should they conduct similar study in

the future.

Reference

SOURCE: (https://en.m.wikipedia.org)
SOURCE: (https://app.leg.wa.gov)

SOURCE: (www.studylecturenotes.com)

SOURCE: (https://en.m.wikipedia.org)

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter includes the problem of Alternative Learning

System (ALS), finished thesis or conclusion. Included in

this chapter helps in familiarizing information that

relevant and similar to the present study.

Related Literature

According to Takiko Igarashi(2018) ALS has currently low

participation and passing rates. Alternative learning system

is free education program by the Deped under the Bureau of

Alternative Learning System (BALS) , it seek to serve the

Philippines regardless of their age , religion , rebels ,

cannot afford to go through formal schooling and other

people who for one reason or another. Igarashi, who

specializes in education for disadvantaged groups and co-

authored a World Bank report on ALS, said only about 10% of

the 6.6 million potential ALS enrollees aged 15 to 30 joined

the program in 2017.

Moreover, of the 10% who enrolled, only about 60% regularly

attended classes, while about 20% went on to pass the ALS

Accreditation and Equivalency (A&E) exam.

The findings of the World Bank report were also more

pronounced in poorer communities.

For instance, only 4% of potential learners in the

Autonomous Region in Muslim Mindanao enrolled in the

program, and about 1% of these learners passed the A&E exam.

Igarashi, who specializes in education for disadvantaged

groups and co-authored a World Bank report on ALS, said only

about 10% of the 6.6 million potential ALS enrollees aged 15

to 30 joined the program in 2017.

Moreover, of the 10% who enrolled, only about 60% regularly

attended classes, while about 20% went on to pass the ALS

Accreditation and Equivalency (A&E) exam.

The findings of the World Bank report were also more

pronounced in poorer communities.

For instance, only 4% of potential learners in the

Autonomous Region in Muslim Mindanao enrolled in the

program, and about 1% of these learners passed the A&E exam.

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, increase 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)

The Alternative Learning System was an option for those who

wanted to improved their quality of living and rise beyond

poverty. As an alternative to the formal school system, the

government needs to improve the physical and financial

resources for sustainability of the ALS program. Its

governance should be strengthened to maximize the

participation of shareholders to bring out-of-school adults

to school and let them finish their studies thereby increase

literacy. The strong support and collaboration of the

shareholders.

References:

Arzadon, M. and Nato, R. (2015). The Philippine alternative

learning system: Expanding the educational future of
the deprived, depressed, and undeserved. Retrieved
January 10, 2016, from
http://www.rwl2015.com/papers/Paper105.pdf

Attri, A. K. (October 2012). Distance education: Problem and

solutions. International Journal of Behavioural Social
Movement and Sciences, Vol. 01, Issue 04, Retrieved
January 10, 2016, from
www.ijobsms.in/issue4.vol1,p7%20attri.pdf

Baywong, M.,et al (2011).Social Services: Alternative

Learning System For The Out-Of-School Youth. Retrieved
January 12, 2016, from
http://gracecarrido.blogspot.com.2011/04/sociaal-
services-alternative-learning.html

Corpuz, B., et al. (2013). Special topics in education. Open

high School Program. 776 Aurora Blvd., cor. Boston
Street, Cubao, Quezon City, Metro manila: Lorimar
Publishing, Inc.

Dela Rosa, R. (August 2015). Effectiveness of the

alternative learning system using the adolescent
reproductive health education teaching program as
implemented to selected out-of-school youth in
Philippines: Implications to health teaching.
International Journal of Novel Research in Healthcare
and Nursing, Vol. 2, issue 2, Retrieved January 10,
2016, from www.noveltyjournals.com/download.php?
file=Effectiveness%20of%20the%20Alternative-
336.pdf&act=book
Fernandez, R. (Feb. 28, 2013). Teachers’ competence and
learners’ performance in the alternative learning system
towards an enriched instructional program.
International Journal of Information Technology and
Business Management,
Vol. 22 No. 1, Retrieved January 8, 2016, from
www.jitbm.com/22%20volume/4%20Learning%Process.pdf

Chapter III

Methodology

Chapter 3 is divided into seven parts. Part One contains the

Conceptual Framework, Part Two talks about the Research,

Part Three identifies the respondents of the study, Part

Four discussed the Sampling Technique used to identify the

participants of the study, Part Five shows the Data

Gathering Instrument used, Part Six is about Data Gathering

Procedure and lastly Part Seven discussed the Data Analysis

of the gathered data.

Conceptual Framework

Age

Gender
Level of Agreement

Civil
Status

Research Design
The research design of this is Descriptive survey method in

order to identify the Problem Encountered b ALS Learners in

San Miguel Elementary School.

Respondents of the study

The respondents of this study were ALS learners from San

Miguel Central Elementary School with a total of 150

learners combining of all the students in every barangay.

Sampling Technique

The researcher used the entire population of ALS learners of

SMES with a total number of 150 learners’ respondents.

Data Gathering Instruments

The questionnaire contained the two parts wherein the first

part aimed to answer 1-5 items about family problem and the

second part of 1-5 items questionnaire is all about

financial problem. The implication of this study was based

on the level agreement of the problems encountered by the

ALS learners in the area of family and financial according

their age, gender, civil status.

Data Analysis

This chapter presents’ the analysis of the data. After the

data collected it was organized and analyzed. For analysis a

computer program called Statistics Package for Social

Sciences (SPSS) was used. Data was analyzed by using

descriptive statistics.

Likert scale will be used in scaling with responses

equivalent as follows:
SCALE RANGE Descriptive Rating

4 Strongly Agree 3.26-400

3 Agree 2.51-2.25

2 Disagree 1.76-2.50

1 Strongly Disagree 1.00-1.7

Chapter 4

Results and Discussion

This chapter includes the data analysis and findings of

research study that we collected. These presented in the

tables following the sequence of the specific research

regarding the Problem Encountered by ALS Learners

Table I.
 The level of agreement of the problems encountered by

the ALS learners in the family and financial when taken as a

whole and when classified according to age, gender, and

civil status.

Civil Status

Variables Civil Status Mean Descriptive

Analysis
Problem Single 2.7504 Agree

Encountered Married 2.8292

P.F Single 2.7984 Agree

Married 2.9750
Family Problem Single 2.7016 Disagree

Married 2.6833

Age

Variables Age Mean P.A

Problem 17 and below 2.7846 Agree

Encountered 18 and above 2.7556

P.F 17 and below 2.8256 Agree

18 and above 2.8273

Family 17 and below 2.7500d Disagree

Problem 18 and above 2.6796

Gender
variables Gender Mean Descriptive
Analysis
Problem Male 2.7659
Encountered Female 2.7593

P.F Male 2.8090

Feale 2.8533

Family Male 2.7295

Problem Female 2.6533