CHAPTER I

INTRODUCTION

Background of the Study

Alternative Learning System is an educational institution that helps the out

of school youth to have a better living.

It is a parallel learning system in the Philippine 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. ALS

includes both non-formal and informal sources of knowledge and skills.

(https://en.m.wikipedia.org/wiki/Alternative_Learning_System_(Philippines)

It widens the skills and knowledge of the out of school youth, Because of

the hindrance to go to the formal schools, some of the youth are not capable

enough to finish their studies. ALS is one of the bridge to help the learners to be

much productive individuals. Strengthen their hope that they would be a

competent one.

Despite of the circumstances the graduated learners found a way to

enhance their skills and knowledge’s. They tend to offer an open arm for the

learner to have a better future. Their competencies help the learners to be more

practical after completing. Therefore, the researchers become eager to know the

effects of ALS to the out-of-school-youth of Aborlan South District, therefore this

research was conducted.

1
Statement of the Problem

This study was conducted to search for answers to the following

questions.

1. What are the socio-demographic profile of the respondents in terms of

1.1 Age;

1.2 Sex;

1.3 Address;

1.4 Dialect;

1.5 Educational Attainment of the Respondents before Enrolling in ALS;

and

1.6 Year of Completion?

2. Why did they stop studying in regular school?

3. What is the reason of enrolling in Alternative Learning System Program?

4. What are the effects of Alternative Learning Systems Program to out-of-

school -youth who had graduated?

Objectives of the Study

This research was conducted to:

1. determine the socio-demographic profile of the graduated learners.

2. determine the reason of not studying in regular schools.

3. identify the reason of enrolling to ALS Program.

2
 4. determine the effects of Alternative Learning Systems Program to the

out-of-school-youth who had graduated.

Significance of the Study

This study was conducted to know the effects of Alternative Learning

System Program to the graduated learners. Since the ALS is one of the program

that helps the out of school youth to increase their knowledge in terms of

academic and vocational knowledge.

At present, the impact of ALS Program to the graduated learners is to help

them to increase their knowledge and skills.

To the ALS Current Learners, this study will give them inspiration to strive

for a better future.

To the ALS Teachers, this study will make them know the impact of their

teaching to the learners.

To the School of ALS, this study would acknowledge the school as one of

the dynamic institution in effectuating graduated learners.

To the Parents of Out-of-school-youth, this study would give them hope to

inspire their children to become more prolific individual.

To the Out-of-school-youth, it would enlighten their perspective to become

a productive and responsible youth. Also, it will serve as an inspiration.

To the community, this study would tend to give them knowledge that they

can possibly use to encourage the out-of-school-youth to enroll in Alternative

3
Learning System Program and the ALS Learners would become productive

individuals.

To the School and Teachers, this study would give them information about

the effects of Alternative Learning System Program in promoting educated

learners and individuals.

To the Future Researchers, this study will provide additional information

and new opinions about the effects of Alternative Learning System Program to

out-of –school-youth. It will also serve as a reference to the future researchers.

Scope and Limitations of the Study

This study were limited only to the selected graduated learners of

Alternative Learning System Program at Aborlan South District. It focused only

on the effects of Alternative Learning System Program to the Out-of-School-

Youth. This study was conducted last January 14-25, 2019.

4
Operational Definition of Terms

ALS.In this study, this refer to the Alternative Learning System

BALS. In this study, this refer to Bureau of Alternative Learning System.

Aborlan South District. In this study, it refers to the location where the study

was conducted.

Formal Education. In this study, it refers to the classroom-based, provided by

trained teachers.

Effects. In this study, it refers to the changes to the lives of the respondents.

Indigenous. In this study, it refers to the origin or occurring naturally in a

particular place.

Literacy. In this study, it refers to the ability to read, write and comprehend.

Non-formal Education. In this study, it refers to any organized educational

activity that takes place outside the formal educational system.

OSY. In this study, it refers to Out-of-School-Youth

Parallel Learning Structure. In this study, it refers as community’s practice that

promote innovation and change in large bureaucratic organizations.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter tackles the concepts, understanding, ideas and

generalizations which served as the researchers guide in developing the

research. Also, it included familiarizing the information that are relevant to the

Effects of Alternative Learning System Program to the Out-of-School-Youth of

Aborlan South District.

According to Department of Education, 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 access formal

education in schools, ALS is an alternate or substitute. ALS includes both the

non-formal and informal sources of knowledge and skills. Many Filipinos do not

have a chance to attend and finish formal basic education (Grades 1-6 and Year

1-4) due to many reasons. Some drop out from schools while some do not have

schools in their communities. Since every Filipino has a right to free basic

education, the Government establishes ALS to provide all Filipinos the chance to

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

situations and needs.

The 1987 Philippine Constitution provides for the recognition and

promotion of other forms of education other than formal education. Article XIV,

Section 2, Paragraph (1) declares that the State shall establish, maintain and

support a complete, adequate and integrated system of education relevant to the

6
needs of the people and society; and paragraph (4) concisely encourages non-

formal, informal and indigenous learning systems as well as self-learning,

independent and out-of-school study programs particularly those that respond to

community needs. The Governance Act for Basic Education otherwise known as

the Republic Act 9155 stipulates the establishment of the Alternative Learning

System (ALS) to provide out-of-school children, youth and adults population with

basic education. There are two major programs on ALS that are being

implemented by the Department of Education, through the Bureau of Alternative

Learning System (BALS). One is the Basic Literacy Program and the other is the

Continuing Education Program – Accreditation and Equivalency (A&E).  Both

programs are modular and flexible. This means that learning can take place

anytime and anyplace, depending on the convenience and availability of the

learners.

McBride (2018) said that “a one size fits all” approach to learning does not

work. Human beings are individuals and each of us has our brains wired in a

certain way for learning; so, one teaching/learning method is not sufficient for all

learners to thrive. Alternative learning systems are beneficial to people with

specific learning needs, when their education isn’t being addressed by

“mainstream” methods. Alternative learning systems are tailored to support

different “ways of knowing”. Alternative learning systems provide options

necessary for any type of learner to be successful and learn to their potential.

Addition of that, Summary T.D (2014) believed it is important to the less

privileged out of school youth (OSY) and adults especially those who are 15

7
years old and above to uplift their skills and knowledge. Hence, the government

should give appropriate funds and technical support to help improve the quality of

life of the hopeless and undeserved people who are determined to learn and are

able to gain functional literacy skills outside formal schooling. To be able to face

challenges ALS will improve the literary skills in reading writing and numeracy for

them and provide trainings in civics, vocational efficiency and livelihood

programs. These will lessen the burden of the government on drug addiction and

unemployment. This will be the vehicle for improvement to provide learning

towards the quality of life. Every individual must give a collaborative effort to the

success of this program. Let us support the Alternative Learning System.

According to Philippine Statistics Authority (2018), The Philippine

Department of Education (DepEd) leads in the delivery of a “second chance”

program to build human capital of out of school youth and adults through the

implementation of the Alternative Learning System (ALS). ALS enrollees who

pass the accreditation and equivalency (A&E) exam receive a government

credential that can facilitate access to higher education, vocational training, and

overall better employment prospects. There is a range of challenges in striving to

implement the ALS, which responds to out-of-school youth and adults who have

various motivations for learning and face diverse geographical and

socioeconomic conditions. Recent statistics indicate that about 3.7 million youth

aged 16-24 and 3.1 million young adults aged 25-30 did not complete junior high

school and are out of school, which is about 23% of those aged 15 to 30 1. The

8
ALS has a key role in enabling school dropouts to develop their human capital

and improve their long-term educational outcomes and employment prospects.

Alleviate financial and operational bottlenecks to ALS implementation.

Increasing the national budget allocated for ALS, boosting the supply of learning

materials and facilities, and creating a plan to balance different service-delivery

modes with sound incentive system would further expand access to the program

and support improved learning outcomes. Review and increase the relevance of

the ALS learning content. Reviewing, updating, and monitoring the instructional

content including interventions to enhance both cognitive and socio emotional

skills among learners would improve their relevance to the labor market and

pursuit of the formal education. Develop an overall strategy for reforming the ALS

that encompasses the formal education system and supplemental programs

designed to reduce dropouts. Ensure that the overarching educational framework

continues to promote formal graduation. The most efficient and effective

remedies are interventions that are applied when students at high risk of

dropping out are still in school. Efforts to harmonize the ALS with Alternative

Delivery Mode and regular classrooms at both policy and school levels are

important.

As well as Lala (2011), The Alternative Learning System (ALS) is a kind of

learning that knows no boundaries. The mobile teachers pass through squatters

areas or deprived barangays, walk through rough and muddy roads, trek

uncharted mountains for 10 kilometers more or less, or traverse rivers and

swamps to bring basic education to the marginalized sectors of our society. On

9
the other hand, the learners, as they are referred to in the system, convene in a

shabby bahay-kubo, gather underneath a tree, or, if luck finds them, set up in a

borrowed barangay hall, a basketball court, a jailhouse, a sports complex, or an

abandoned office space—as if to approximate a classroom setting, all for the

love of learning.

The ALS provides a feasible alternative to the formal basic education

structure in the country. It covers both the informal and nonformal subsystems of

education. Informal education seeks to offer a learning experience that is based

on the common needs or interests of an individual or group, whether on civic,

spiritual, socio-economic, cultural, recreational, or wellness aspects. Nonformal

education, on the one hand, is a methodical or structured form of learning that is

outside the formal school system. If the formal school system delivers education

to students through standard subjects such as Science, Mathematics, Social

Studies, etc., the ALS has what are called the learning strands. There are five

learning strands in the ALS: Communication Skills, Problem-Solving and Critical

Thinking, Sustainable Use of Resources and Productivity, Development of Self

and a Sense of Community, and Expanding One’s World Vision.

According to UNESCO cited by Delos Reyes (2010), Sustainable

organizations must look at the varied dimensions of change and co-existence.

They are based on the principles and values that underlie sustainable

development. They deal with the well-being of all four dimensions of

sustainability in areas of environment, society, culture and economy.

Implementers in the organizational level use a variety of pedagogical techniques

10
that promote participatory learning and higher-order thinking skills. They promote

lifelong learning and is locally relevant and culturally appropriate. The execution

is based on local needs often has international effects and consequences. They

engage formal, non-formal and informal education, accommodate the evolving

nature of the concept of sustainability, address content taking into context, global

issues and local priorities. They build civil capacity for community-based

decision-making, social tolerance, environmental stewardship, an adaptable

workforce, and a good quality of life.

According to Mace (2015), encouraging students to learn.

Countless children are discouraged every day because they do not understand

the lesson that their public school teachers are trying to convey. Unfortunately,

this leads many students to give up on learning itself and even drop out of

school. Alternative education programs are designed to give these students a

chance to learn in the ways that work for them. Students who learn visually might

not gain much from long lectures, and alternative education programs can

address this. These schools help students to regain their self-esteem and their

interest in learning by appealing to their individual needs.

According to Lubos (2011), Alternative Learning System for the Aeta

Community. ALS is expected to provide solutions in areas of conflict, critical

thinking, in indigenous people communities and in areas where literacy is most

wanting and where literacy is needed. The Aeta-clienteles would come to school

in the morning. Not all the students come early because the other are from

different barangays. Some wore uniform others in their ragged clothes. Aetas did

11
housekeeping and other pre-routinely activities. Basic alphabet, minimal pair

words, read short passages, and ask them to read a loud and write. Education to

be meaningful must be rooted in the community life and experience of the

people; because learning takes place in this context as well as in the way they

understand the stages of their cycle.

According to Cubero (2016), The ALS is one of the most far-reaching,

encompassing and compassionate programs of DepEd. It entails no cost from

the students because no fees are collected. Learners do not have travel far

because their “school” is just within the community. And they can study their

lessons at their own pace. Classrooms can be a churchyard, a covered court, a

barangay hall, a hut in the middle of a rice field or a tent pitched on a mountain. It

doesn’t matter where a class is held, learners can gather anywhere and a

facilitator who acts as the teacher will deliver their lessons. If there is one

program that government should sustain, it is ALS. Shaping and educating young

minds is an investment with immeasurable returns. Teachers in remote areas

should take their tasks to heart, because they play a huge role in the success of

the implementation of such social programs for the poor.

12
Conceptual Framework

The diagram shows the conceptual framework of the study about the

effects of Alternative Learning System Program to Out-of-School-Youth of

Aborlan South District. The independent variables are the socio-demographic

profile of the respondents; possible reasons of not studying to regular schools;

possible reasons of enrolling to ALS Program; the dependent variable are the

effects of ALS Program to the respondents.

Conceptual Paradigm

Independent Variable Dependent

B.Socio-demographic Profile
Variable
of ALS Graduated Learners of
Aborlan South District

B. Possible Reason as to: Effects of Alternative Learning

 Financial Problem; System Program to Out-of-
 Family Problem; and School-Youth of Aborlan
 Health Condition. South District

C. Possible reasons for

enrolling in ALS Program:
 Pursue College;
 Enroll in TESDA;
 Seek for a Job.

Figure 1. The Conceptual Paradigm showing the relationship of variables.

13
 CHAPTER III

METHODOLOGY

This chapter tackles the methods and procedures that the researchers

used in conducting the study. It presents the locale of the study, respondent of

the study, sampling procedures, research instrument, procedure for data

collection and procedure for data analysis.

Locale of the Study

This study was conducted at Aborlan South District.

Map of the Philippines Map of the Palawan

Aborlan South District

Map of Aborlan

14
Respondent of the Study

The respondents were the selected graduated learners of Alternative

Learning System Program of Aborlan South District.

Sampling Procedure

The researcher used the stratified random sampling. The researchers

choose the graduated learners of ALS Program and selected the respondents

randomly.

The Research Instrument

A researcher- made survey questionnaire. It contained of IV parts: Part I

was all about their socio demographic profile; Part II, their reasons of not going to

regular school; Part III reason of enrolling in ALS Program and Part IV, effects of

ALS Program.

Procedure for Data Gathering

Permission to conduct the study was secured by the researchers from the

Humanities and Social Science Students and through their Practical Research

Adviser as well as to the principal of Aborlan National High School. After which,

the researchers proceed to the ALS School of Aborlan South District to seek

permission to ALS Center Personnel to personally distribute questionnaires to

the selected graduated learners . The questionnaire was scored, tallied and

tabulated.

15
Procedure for Data Analysis

The data gathered were analyzed using frequency, percentages and

means and were organized using tabular presentation and graphs. It has a range

of: Strongly Disagree:1-1.5 Disagree:1.51-2.5 Agree:2.51-3.5 Strongly

Agree:3.51-4.5

16
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results and discussion of the findings of the

study.

Table 1a. Socio-demographic Profile of the Respondents

Age Frequency Percentage

15-25 19 48.72%
26-35 13 33.33%
36-45 6 15.38%
46-53 1 2.56%

The table shows that majority of the graduated learner aged from 15-25

years old or forty-eight and seventy-two percent (48.72%) which is considered as

the most common age of the respondents. To be followed by 26-35 years old

with thirty-three and thirty-three percent (33.33%). Meanwhile, 46-53 years old

had the lowest percentage of two and fifty-six percent (2.56%). As PSA stated,

15-24 years old were not attending school, have not finished any college or post-

secondary course and were not working because of the involvement in union or

marriage, insufficient family income and lacking of interest.

Table 1b. Sex of the Respondents

Sex Frequency Percentage

Female 20 51.28%

Male 19 48.72%

17
 The table shows that majority of the respondents were female with fifty-

one and twenty-eight percent (51.28 %). Meanwhile, male had 48.72%.

According to the study of UNICEF, about 32 million girls are not capable enough

to finish their study because of early marriage, early pregnancy, violence at

school, and lack of funding.

Table 1c. Permanent Address of the Respondents

Address Frequency Percentage

Bgy. Plaridel 29 74.56%
Bgy. Tigman 4 10.26%
Bgy. San Juan 2 5.13%
Bgy. Magsaysay 1 2.56%
Bgy. Iraan 1 2.56%
Bgy. Apoc-Apoc 1 2.56%
Bgy. Maasin 1 2.56%

The table shows that majority (74.56%) of the respondents lived in Bgy.

Plaridel. To be followed by Bgy. Tigman with ten and twenty-six percent

(10.26%). Meanwhile, Bgy. Magsaysay, Bgy. Iraan, Bgy. Apoc-Apoc and Bgy.

Maasin got the lowest percentage of two and fifty-six percent (2.56%),

respectively. Lubos ( ), in his study reveals that not all the learners come early

because the others are from different barangays.

18
Table 1d. Dialect of the Respondents

Dialect Frequency Percentage

Tagalog 28 71.79%
Ilonggo 3 7.69%
Cuyonin 2 5.14%
Ilocano 2 5.14%
Visaya 2 5.14%
Karay-a 1 2.56%
Pala’wan 1 2.56%

Table shows that majority (71.79%) of the respondent’s dialect is Tagalog

to be followed by Illonggo (7.69%). Meanwhile, Karay-a and Pala’wan got the

lowest percentage of two and fifty-six percent (2.56%), respectively. It implies

that Tagalog is the major dialect used by the respondents because it is the

dialect being introduced to them by their parents at home when they were young.

Table 1e. Educational Attainment of the Respondents before Enrolling in ALS

Program

Educational Attainment Frequency Percentage

Secondary 34 87.18%

Elementary 5 12.82%

Table shows that majority (87.18%) of the respondents were High School

completers. Meanwhile, lowest percentage or twelve and eighty-two percent

(12.82%) graduated in elementary. This is in view with the study of American

Psychological Associations Journal which stated that secondary dropout is

influenced by the student-level factors (academic achievement, retention, sex,

19
family socioeconomic status (SES) and extracurricular involvement) and school-

level factors (community SES and school size).

Table 1f. Numbers of Completers per year in ALS Program

Year Completed Frequency Percentage

2015 13 33.33%
2016 11 28.21%
2017 6 15.28%
2013 3 7.66%
2012 3 7.66%
2014 2 5.14%
2011 1 2.56%

Table shows that most (33.33%) of the respondents completed the ALS

Program in 2015 to be followed by year twenty-eight and two percent (28.2%) in

2016. Meanwhile, year 2011 got the lowest percentage of graduates with two and

fifty-six percent (2.56%). The Philippine Statistics Authority claimed that after

completing the ALS Program and passed the accreditation and equivalency

exam they (students) received a government credential that can facilitate access

to higher education, vocational training, and overall better employment

prospects.

Table 2. Reasons on why did they stop studying in regular school

Reason Frequency Percentage

Financial Problem 33 84.61%
Family Problem 4 10.56%
Teen Age Pregnancy 1 2.56%
Lack of Interest 1 2.56%

20
 Table shows that eighty-four and sixty-one percent (84.61%) of the

respondents who faced financial problem which is said to be the primary reason

why they stop coming in regular school to be followed by “the family problem”

with ten and fifty-six percent (10.56%). Meanwhile, pregnancy and lack of interest

got the lowest percentage of two and fifty-six percent (2.56%), respectively.

According to Cubero (2016), The ALS is one of the most far-reaching,

encompassing and compassionate programs of DepEd. It entails no cost from

the students because no fees are collected. Learners do not have travel far

because their “school” is just within the community.

Table 3. Reasons of Enrolling in ALS Program

Reason Frequency Percentage

Seek a job 20 51.28%
Continue College 17 43.58%
Education
Enroll in TESDA 2 5.12%

Table shows that majority (51.28%) of the respondents’ reason is to “seek

a job” to be followed by forty-three and fifty-eight percent (43.58%) who want to

pursue college education. Meanwhile, the respondents “choose to enroll in

TESDA” got the lowest percentage of five and twelve percent (5.12%). This is

what PSA stated that ALS Programs deliver a second chance to build human

capital.

21
table….

Table shows the effects of ALS Program to the graduated learners of ALS.

It is revealed that it has a strongest impact in the statement “it helps the

respondents increase their literacy level and it encourages them to become a

productive citizen” with the mean of 3.89 rated as Strongly Agree, followed by the

statement “it helps the respondents to improve their social skills and decision-

making” with the mean of 3.74 rated as Strongly Agree respectively. Meanwhile,

the statement “it helps the respondents to pursue college education” got the

mean of 3.15 rated as Agree.

According to Lala, ALS Program had five learning strands; Communication

Skills, Problem Solving and Critical Thinking, Sustainable Use of Resources, and

Productivity, Development of Self and as Sense of Community and Expanding

One’s World Vision. As well as Summary, T.D. they could be able to face

challenges. ALS Program will improve their literacy skills in reading and

numeracy.

22
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendations of

based on the findings of the study.

Summary

The study entitled “Effects of Alternative Learning System Program to the

Out-of-School-Youth of Aborlan South District”’ was conducted in January 2019

in Aborlan, Palawan to map-out the (a) socio-demographic profile of the

graduated learners, (b) to determine the reasons of not going to formal schools,

(c) to identify the reason of enrolling in ALS Program, and (d) to know the impact

of ALS Program to out-of-school-youth.

The researcher- made survey questionnaire composed of various items

about the effects of ALS Program and the basic profile of the respondents was

utilized. The list of the respondents’ names was given by the ALS teacher in

order for the researchers to conduct research. This was accompanied together

with the approval of the research adviser, Assistant Principal and the Principal to

conduct research outside their school area. The data gathered were then analyze

using frequency, percentage and means.

Based on the results, most (48.72%) of the respondents had the age of

15-25 years old. Majority (51.28%) of the respondents are female; majority

(74.56%) of the respondents lived in Bgy. Plaridel; majority (71.79%) of the

23
respondents are Tagalog; most (33.33%) of the respondents completed ALS

Program during the year 2015; majority (87.18%) of the respondents completed

secondary education; majority (84.61%) of the respondents’ reason is due to

financial problem; majority (51.28%) of the respondents enrolled because they

want to seek a job. It further shows that the strongest effects of ALS Program to

the respondents are “helping in improving literacy level” and “helping in

becoming productive citizen” with the mean of 3.89 rated as Strongly Agree.

Conclusion

Based on the result of the study, the researchers came up with the

conclusion that most of the respondents have the age ranging from 15-25 years

old. Majority of the respondents are female; majority of the respondents live in

Bgy. Plaridel; majority of the respondents are Tagalog; most of the respondents

completed ALS Program by the year 2015; majority of the respondents

completed secondary education; majority of the respondents’ reason is due to

financial problem; majority of the respondents enrolled because they want to

seek a job; it further shows that the strongest effect of ALS Program to the

respondents is that ALS is helping them in improving literacy level and helping in

becoming productive citizen.

Practically, ALS Program is a huge opportunity to the out-of-school-youth.

It opens a new chapter of their lives that could help them to find job easily.

Openness for a better life is a good perspective that could change nor improve

their lifestyle. Promoting education in a different way is an eye-opener that they

can cope with the other people who came in formal schools. ALS Program

24
helped them to recognize their strength in order to make an effort to see the

possibilities of tomorrow. Despite of a lot of hardships that they encountered,

countless mistakes, and life-changing obstacles they still manage to stand up

and face it by the help of ALS Program. ALS Program is another life instrument

to see the brightest side of every problems. It is different from formal school but it

has the same goal that is helping their learners to see the potential of every

individual and to be able to contribute in our society.

Recommendations

Based on the findings of this study, the following are recommended:

1. To ALS Graduated Learners, continue to improve yourselves and to

inspire lots of people. Always do your best in order to achieve your

main goal.

2. To the Current Learners, never lose hope and continue to strive on.

3. To the ALS Teacher, should be capable enough to encourage their

learners to pursue college education.

4. To the ALS Program, they should provide additional time for their

classes so that the learners will never lose their eagerness to learn.

5. To the DepEd, they should provide enough classrooms, materials and

equipment for teaching. Also, to realize that additional teachers require

additional funds and that it is of big help if Barangay has an available

ALS Program.

25
6. To the Community, it should be a good advocacy if they encourage the

out-of-school-youth to enrol in ALS Program.

7. To the Teachers, it could be a advantage for them if they could

encourage their less-privilege student/s who could not be able to finish

their studying in regular class to enrol in the ALS Program rather than

to quit schooling.

8. To the future Researchers, this study will provide additional information

and new opinion about the impacts of Alternative Learning System

Program to the out-of –school-youth. It could also serve as a reference

for their research.

26
 LITERATURE CITED

Online Sources

https://en.m.wikipedia.org/wiki/Alternative_Learning_System_(Philippines)
(accessed on November 12, 2018)

DepEd, Alternative Learning System,

http://www.deped.gov.ph/k-to-12/inclusive-education/alternative-learning-system)
(accessed on November 23, 2018)

McBride,S.(2018), Supporting Learners.

https://www.quora.com/Why-is-an-alternative-learning-system-important)
(accessed on November 23, 2018)

Summary, T. D (2014), The Importance of the Alternative Learning System.

https://www.Pressreader.com/Philippines/sunstar-pampanga/
20140502/281659663049834)
(accessed on November 23, 2018)

Philippine Statistic Authority (2018),The Annual Property Indicator, The Philippine

Alternative Learning System; A Second Chance to Develop the Human Capital of
Out-of-School Youth and adults.
https://www.worldbank.org/en/country/philippines/publication/the-philippines-
alternative-learning-system-a-second-chance-to-develop-the-human-capital-of-
out-of-school-youth-and-adults
(accessed on November 23, 2018)

Lala (2011), Alternative Learning System: The Other Side of Basic Education
https://securitymatters.com.ph/alternative-learning-system-3861/)

(accessed on November 23, 2018)

UNESCO as cited by Delos Reyes, A. (2010),

http://www.academia.edu/6463197/Review_of_Related_Literature_Antonio_p._D
elos_Reyes_2)

(accessed on November 23, 2018)

27
Mace, J. (2015), The Importance of Alternative Education Programs.
https://ppeptechs.org/575) (accessed on November 23, 2018)

Lubos,A.(2011),Indigenous People of the Philippines.

http://philippinenative.blogspot.com/2011/02/alternative-learning-system-for-

aeta.html?m=1) (accessed on November 23, 2018)

Cubero, L. (2016), Hail to ALS.

https://www.manilatimes.net/hail-to-als/276169/)

(accessed on November 23, 2018)

28
APPENDICES

29
 Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA Region
ABORLAN NATIONAL HIGH SCHOOL
Bgy. Gogognan, Aborlan, Palawan

Jocelyn Tabinga
District ALS Coordinator
Aborlan South District

Madam:

We, the graduating senior high school students of Aborlan National High School (ANHS) taking
up Humanities and Social Science (HUMSS) strand will conduct a research entitled “Effects of
Alternative Learning System to Out of School Youth of Aborlan South District” as a requirement
in Practical Research II subject.

In this regard, we would like to ask your permission to have the list of Alternative Learning
System Learners of Aborlan South District.

We are hoping for your kind approval for this request.

Very truly yours,

DEVIE AINA MIA ABREA

JINKY CABANERO
ALEXIS ANDREA CUERVO
MICHAEL DEANON

Recommending Approval:

(Sgd.) MARY JOY C. OREDITO

Research Teacher

Approved:

(Sgd.)Jocelyn Tabinga
District ALS Coordinator

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 SURVEY QUESTIONNAIRE

Dear Respondents,

Good day!

We, the Grade 12 HUMANITIES AND SOCIAL SCIENCES students of Aborlan

National High School (ANHS) are conducting a research entitled “Effects Of

Alternative Learning System Program to the Out-of-School-Youth of

Aborlan South District”.

In connection with this, you are chosen to be one of our respondents. The

information gathered will be used only as a tool for the success of this research

and will treated with utmost confidentiality.

Thank you for your cooperation.

THE RESEARCHERS
I. Demographic Profile

Name: _________________________________________________
Age: ____
Address: _____________________________________Female:____
Male: _____
Ethnicity/Ethnic Affiliation: _______________________Year
Completed: ________

Directions: Put a check ( /) on the item that corresponds to your

answer/answers.

What is your highest educational attainment?

None Elementary Secondary

_______ (if not graduated grade level)
(Specify the grade level attained if not graduated)

II. What is/are your reason/s to stop studying?

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 Financial Problem Family Problem Health
Problem
Others (Please Specify) __________________________________

III. Why did you enroll in Alternative Learning System Program?

To be able to continue a college education

To enroll in TESDA
To seek for a job
Others (please specify) ________________

Strongly Strongly

Agree Agree Disagre Disagree

(4) (3) e (1)

(2)

1. ALS Program helps me to increase my literacy

level.
2. ALS Program encourages me to become a
productive citizen.
3. ALS Program helps me to improve my social
skills.
4. ALS Program helps me to pursue a college
degree.
5. ALS Program helps me to develop my writing,
numeracy and reading skills.
6. ALS Program gives me enough knowledge in
terms of vocational efficiency and
livelihood programs that could help me to
know.
7. The training of ALS Program is suitable to my
study/work now.
8. ALS Program helps me to improve my
intrapersonal and interpersonal skills.
9. ALS Program helps me to enhance my
decision-making ability.

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 10. A LS Program helps me in problem solving.

IV. Directions: The statements below are the impacts of ALS Program to the out-
of-school youth. Put a check ( GOD
/) on BLESS!!!
the specific level corresponding to your
own perception

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