RIZAL HIGH SCHOOL

ACADEMIC – HUMANITIES AND SOCIAL SCIENCES PAGE i

PERSONAL EXPERIENCES OF STUDENTS UNDER ALTERNATIVE

LEARNING SYSTEM IN
RIZAL HIGH SCHOOL,
A.Y. 2022-2023
__________________

A Research Proposal
Presented to the Faculty of the
Humanities and Social Sciences
RIZAL HIGH SCHOOL
Caniogan, Pasig City
_________________

In Partial Fulfillment
of the Requirements for
Inquiries, Investigations, and Immersion (III)

By
Alonzo, L.A. Dofer F.
Baco, John Rensil F.
Dayao, John Christian P.
Gulam, Mogne A.
Larion, Mark Jocas C.
Nadala, John Lloyd J.
Pinili, Crisjon D.
Tano, Justine Dion
Baccay, Camille C.
Bernal, Michaella Kate P.
De Guzman, Cyra Mae R.
Dizon, Juliana Veronica F.
Lucero, Ma. Anabelle A.
Ordiz, Angel Riethly B.
Potian, Mickaella M.
Tirados, April Rose S.

JANUARY 2024
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TABLE OF CONTENTS

Title Page …………………...……………………...…………………….…..i

Chapter I. The Problem and its Background
Introduction .....…………………………...……………….……......1
Statement of the Problem ...……………………………….………4
Scope and Delimitation of the Study ……...…….………….…….5
Significance of the Study……………………………...…....………6
Chapter II. Review of Related Literature and Studies
Education in the Philippines …..………….………………………9
Alternative Learning System ………………………………...….12
Students under Alternative Learning System…..…………….15
Synthesis……….…………………………………...………………17
Chapter III. Research Methodology
Research Design ……………………………..……...…….………19
Participants of the Study…………………………………....……20
Research Instrument ………………….....………………..……..20
Data Gathering Procedure………………………………………..21
Data Analysis…………………………………………………........22
References ………………………………………………………………….23
Researcher’s Profile ……………………………………………………….24
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter contains the introduction of the study, conceptual framework,

statement of the problem, the significance of the study, scope and delimitation of

the study, and the definition of terms.

Introduction

It is thought that education can give people the knowledge and skills they

need to be more independent economically, to live better, and to advance in

society. According to Jekayinfa's (2009), the educational system in any

civilization is a complex social mechanism created to instill in a person particular

abilities and attitudes that are seen valuable and desirable in society.

Education is one of the most significant legacies that Filipino parents want

to leave their children. They think that getting a better education gives them

access to chances that will guarantee a bright future and finally help them escape

poverty. As a result, they are prepared to make significant sacrifices in order to

send their kids to school. But given a poor family's highly constrained financial

situation, necessities like food and shelter often take precedence over schooling. It

is improbable that the family will be able to escape poverty. Therefore, it is

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crucial to ensure that the underprivileged have equal access to education

(Maligalig et.al, 2010).

Basic education is guaranteed to all Filipinos under the 1987 Philippine

Constitution. The Alternative Learning System (ALS) was established to provide

all Filipinos with access to basic education. This gives out-of-school youth and

adult (OSYA) learners the chance to improve their functional and basic reading

skills as well as access comparable pathways to finish their basic education.

Since everyone in the country is entitled to free basic education, the

government created ALS to give everyone the chance to access and complete

basic education in a way that meets their individual requirements and

circumstances. ALS is a useful alternative to the current formal education system

that enables students to complete their foundational education in a way that best

suits their individual circumstances and needs. With the different challenges and

coping mechanisms that students experienced in ALS, this was still an adaptable

program that allowed learning to occur whenever and wherever was most

convenient for the learners.

In Rizal High School, there is now an implementation of Alternative

Learning System in senior high. However, despite the limited face-to-face

schedule of the students under ALS, it is still observable that there are students

who have difficulties in attending their classes. With this, the researchers aim to
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determine the experiences of the ALS students in Rizal High School that would

be great reference for further improvement of ALS program.

Statement of the Problem

This study aims to determine the challenges and coping mechanism of

students under Alternative Learning System in Rizal High School. Most

specifically it sought to answer to the following questions:

1. What are the factors that lead the respondents to enroll as ALS students?

2. How is the Alternative Learning System beneficial to the respondents?

3. What are the challenges experienced by the respondents under the ALS

program of the school?

4. How did the difficulties they experienced affect their class performance?

5. How did the ALS students manage the difficulties they experienced?

6. What is the implication of the study?

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Scope and Delimitation

The study focuses on the experiences of students under the Alternative

Learning System in Rizal High School during the first semester of the school

year 2022-2023. The scope of this study focuses only on the personal

experiences of students enrolled in the Alternative Learning System. The

experiences of the respondents are limited only to their experiences in relation to

being Alternative Learning System students and difficulties of being Alternative

Learning System students, as well as their ways to overcome those difficulties.

This study will not elaborate on other problems that they encountered

outside school matters. The researchers included 10 students from Alternative

Learning System class as the primary source of data needed. The respondents are

selected using convenient sampling. Other students who are not available to be

interviewed and students from regular class were excluded from this study.

Significance of the Study

This study would be beneficial to the following:

Students. The students are the first beneficiary because the results of this

study would be a big portion to the students to attain knowledge about the

students under the ALS program of the school.

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Teachers. The study would benefit the teachers as the information

provided is helpful for them to better understand the students enrolled in

Alternative Learning System, this would also be a way for the teachers to be

more sensitive on dealing with their students.

The School Administration. The result of this study would be a great

basis for the school administration to fix the issues and difficulties experienced

by the students under Alternative Learning System. The information presented in

this study would be a springboard for the school administration to provide more

creative and innovative ways in helping students with varied problems in

Alternative Learning System.

Future Researchers. This research could be a great help to the other

researchers who will conduct a similar study by giving them more information

on what are the challenges experienced by the students under the ALS program

and how they overcome it.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of the related literature and studies to support the

claims of this research. This chapters follow the thematic form, and it also

includes the synthesis made based on the review of literature and studies.

Education in the Philippines

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The Republic Act No. 10533, commonly known as the Enhanced Basic

Education Act of 2013, and its Implementing Rules and Regulations (IRR) ensure

that enhanced basic education is inclusive by putting in place programs that cater

to children' physical, intellectual, psychological, and cultural requirements. These

programs may include, but are not limited to, Programs for Learners with

Disabilities, Programs for Learners under Difficult Circumstances, Madrasah

Program, Indigenous Peoples Education Program, and Programs for the Gifted

and Talented. In line with this the Department of Education (DepEd) is

responsible for protecting and advancing every Filipino citizen's right to a high-

quality education that would allow each student to realize their full potential and

actively participate in the nation's growth. The K–12 Basic Education Program

prioritizes the attainment of this fundamental right while taking into account the

variety of the nation's students, schools, and communities. In an effort to be

inclusive, K to 12 has expanded the objectives of basic education in response to

the various realities faced by students and their families. This has been done by

offering a wider range of options for preparing students not only for higher

education but also for opportunities in employment and entrepreneurship. The

implementation of programs that cater to the diverse physical, intellectual,

psychological, and cultural demands of learners from a variety of circumstances is

further encouraged by K–12 education. These initiatives are founded on

inclusivity, a fundamental tenet of the Enhanced Basic Education Program

(DepEd Order No. 43, s. 2013). (Llego, n.d.)

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As indicated above, every Filipino have rights to quality education,

including those out of school youth and adult who wish to go back to school.

Most of the these out of school youth and adult has their reason for dropping out

to school. As reported by Bautista (2022), emerging statistics from the United

Nations Children's Fund (Unicef) revealed that many children have dropped out

as classrooms reopened for in-person lessons as the COVID-19 epidemic

continued to increase the learning loss of children globe. According to a survey

published by the US Agency for International Development in November 2021,

the proportion of youth who were not enrolled in school increased in the

Philippines during the start of the pandemic from 16.9 percent in January 2020 to

25.2 percent in April 2020, three months later.

According to Childhope (2021), non-formal education is designed to meet

the requirements of a certain skill or job. It's crucial to understand that informal

education doesn't serve as a substitute for formal literacy. However, it supports a

person's lifelong literacy process in addition to formal education. According to

Education State University (2023), the Bureau of Continuing Education was

created from the Office of Nonformal Education under the Education Act of 1982.

On the study conducted by Orion, Forosuelo, and Cavalida (2014), found

that financial problem is the major reason for students dropping out of school.

Students struggling financially tend to choose their work over their study. Their
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age, civil status and sources of tuition payment are contributory factors that lead

students to drop out of school.

Similarly, the study results conducted by Parreño (2022) revealed that

high cost of education and employment/looking for work were the main reasons

for dropouts in the Philippines for the year 2008 and 2013, respectively. It is

advised that the Philippine government give top priority to initiatives that would

address the dropout crisis and work to lessen the prevalence of the primary causes

of dropping out.

Growing number of out of school youth and encouraging people to go

back to school is one of the concerns being discussed in the senate. Senator Juan

Edgardo "Sonny" Angara stated on Sunday that the issue of out-of-school youth

(OSY) requires more attention, particularly at this time when their numbers are

rising as a result of the Covid-19 pandemic's effects on schooling. If not

addressed, the rise in OSY is a major concern that could eventually cause more

significant issues. (Philippine News Agency, 2021)

Alternative Learning System

The Alternative Learning System program is designed for out-of-school

children and adults (16 years of age or older) who need basic literacy skills,

notably in reading, writing, and simple math.

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In the Philippines, ALS is a parallel learning method that offers a useful

alternative to the current official education. In cases where formal education is

unavailable or impractical to access in schools, ALS serves as an alternative or

replacement. The ALS includes both informal and non-formal sources of

knowledge and abilities. Many Filipinos lack the opportunity to participate in and

finish formal basic education because of a number of circumstances (Grades 1-6

and Years 1-4). Some pupils leave school early, while others reside in places

without access to educational facilities. Since everyone in the country is entitled

to free basic education, the government created ALS to give everyone the

opportunity to enroll in and complete basic education in a way that meets their

individual requirements and circumstances. (Department of Education, 2019)

The ALS program offers a strong alternative for the current formal

education and training that incorporates non-formal and informal sources of

information and abilities. According to the DepEd, the ALS program's goal as a

second chance education initiative is to enable OSYA learners to continue their

education in a way, at a time, and place that suits their preferences and

circumstances, enabling them to improve their quality of life and contribute

positively to society. (Sumang, 2014)

On the article written in UNICEF (2022), although the Philippines has

made great strides in expanding access to and improving the quality of formal

basic education, many Filipinos choose not to attend school due to a variety of
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reasons, including accessibility issues, illness or disabilities, marriage or family

obligations, the high cost of education or other financial worries, employment or

job search issues, and a lack of personal interest.

According to Tinga (2020), less than 1% of the budget allocated for public

basic education goes toward ALS research and funding, and the issue is hardly

ever acknowledged. There isn't much ALS can do to help legislators now that all

pupils must miss physical education classes due to health problems. Additionally,

the report claims that the current ALS is ineffective in helping the Filipinos it is

intended to assist because it does not adequately address their disadvantage,

which is that they are not enrolled in formal educational institutions due to

ongoing problems they face even as they receive ALS funding.

In line to this as reported by Torregoza (2020), the budget allocated for

ALS program is lodged under flexible learning opportunities.

The Department of Education and its partners intensify the ALS program

to better serve the needs of the students. In order to give ICT and technical

support to normal ALS programs and to ensure smooth delivery of ALS programs

despite the pandemic constraints, DepEd and UNICEF created the ICT4ALS and

ALSware initiatives as part of the COVID-19 pandemic response. 206,000 people

have visited the ICT4ALS website since the epidemic began, and 1,707 people

with ALS have benefited from the ALS teaching and learning materials included

in the ALSware packages. UNICEF continues to be a dedicated partner to DepEd

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in advancing and enhancing ALS, particularly for kids who do not have access to

formal education in schools. For OSCYAs, developing the skills essential to

thrive and pursue better livelihoods will be made possible by innovative,

evidence-based ALS practices. (UNICEF, 2019)

Students under Alternative Learning System

Many young Filipinos dream of finishing their education, but sadly not

everyone is able to make this goal come true. In 2018, 17.7 million Filipinos were

estimated to be living in poverty by the Philippine Statistics Authority. Many

Filipino youngsters are still unable to exercise their right to an education due to

poverty. Through modular and flexible methods, the ALS program enables out-of-

school children and youth to continue their education. The convenience and

availability of the student determine the pace of learning. ALS aids those who, for

a variety of circumstances, are unable to physically attend school every day.

Learners can finish their primary or secondary education at the program's

conclusion. (Enriquez, 2020)

Based on the study of Mehra et.al (2021), conclude that ALS was

discovered to be a worthwhile investment for underprivileged young people living

in Manila slums who are not in school. Moreover, it is also evident that ALS

program provides more opportunity for individuals with physical disabilities, and
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they experience better learning without being criticized or judge by their

classmates in class (UNICEF, 2021).

There are still gaps in the program that the Department of Education and

its partners are working to fill. One of these is finding effective ways to teach

students with ALS who have not attended school in years.

With the exception of the one skill, they already possessed—the capacity

to form local connections—ALS students' achievement of the necessary 21st-

century abilities is poor, according to a study assessing the 21st century skills of

Students enrolled in the program conducted by Tindowen et al. This means that

they are not yet equipped to deal with the globalized world. One of the study's

most important contributions is the emphasis on and disclosure of how well ALS

students are performing in terms of acquiring 21st-century skills because it will

serve as the basis for creating policies and interventions that will help lift up ALS

students and equip them to handle the challenges of globalization. The study also

demonstrates that among ALS students in the Northern Philippines, factors like as

sex, age, and work status affect students' capacity to learn 21st-century skills.

According to Nato et al. from UP Diliman, ALS was mentioned and referred to as

a great equalizer in the population's deteriorating intellectual ability.

Synthesis
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The above collection of local and international research, constitutions, and

legal scriptures provides information that propels the research to be the necessary

precursor in order for the research to make a strong case. Alternative learning

systems in other countries will be used as a variable in comparing and contrasting

with the local program in order to identify areas for improvement in our ALS

needs. As stated, education is a human right, and no man should be forsaken of

his rights to education. ALS is still in need of a lot of improvement in order to

better serve students and prepare them for later in life. The preceding studies are

related to the significance of keeping all records and files. It ensures the integrity

of the program by ensuring that the above documents are secure and easily

accessible for program improvement. It also ensures that all family members, the

community, and all stakeholders will benefit from the improvement.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research method, population, sample size,

sampling strategy, respondent description, research instrument, data collection

procedure, and statistical treatment of the data utilized in the conduct of this

study.

Research Design

This study is in the form of qualitative research. Qualitative research

allows the researchers to understand concepts, opinions, or experiences. In this

research, the researchers used phenomenological research design. The

phenomenology research design best suited the study as it is a qualitative research

approach that seeks to understand and describe the universal essence of a

phenomenon (Delve et al., 2022.)

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This approach is appropriate in the study because the researchers aim to

gain deeper insights into the experiences of students under Alternative Learning

System in Rizal High School.

Participants of the Study

The target participants of this study are the students enrolled under

Alternative Learning System in Rizal High School, A.Y. 2022-2023. The

researchers used the convenience sampling method in selecting the respondents

from the target population of the study. Convenience sampling refers to a

sampling procedure under non – probability techniques in which the respondents

are selected based on their availability during the time of data collection. The

researchers decided to use this to complete the number of target respondents in

the shortest possible time.

A total of ten (10) respondents was included in this study. The selected

respondents are students under Rizal High School Senior High Alternative

Learning System.

Research Instrument
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The researchers utilized a researcher-made semi structured interview guide

questions for their study entitled, “Experiences of Students under Alternative

Learning System in Rizal High School, A.Y. 2022-2023.” The researchers ensure

that all the questions in the questionnaire were properly aligned with the research

problem of the study through the help of the validators.

The researchers used an interview guide questions that pertains to the

factors that lead the respondents to enroll as ALS students, the benefits of being in

ALS, the challenges experienced by the respondents under the ALS program of

the school, how does their difficulties experienced affect their class performance

and their ways to overcome the difficulties they experienced.

The interview guide questionnaire also has pre-questions asking the

respondents' personal information such as their age, last school year attended

before enrolling in Alternative Learning System, status of enrollment and their

load of work if they are working.

Overall, the interview guide questions consist of 11 questions in order to

gather enough data needed in this study. The questions may also vary in numbers

depending on the answers given by the respondents.

Data Gathering Procedure

The researchers secure first the validation of the questionnaire guide

before starting the data collection. The researchers also seek permission to

conduct the data collection to the Assistant Principal of Rizal High School –
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Senior High School and ALS class adviser. Upon approval, the researchers

proceed to their target respondents to ask for their consent to be one of the

respondents of the study. The consent letter was given to them where they can

inform the respondents the aims of the study and the questions for the interview.

The researchers also informed them that participation in this study is voluntary.

The willing respondents were interviewed by the researchers. Afterwards, the

researchers started the data analysis upon completion of data collection.

Data Analysis

The researchers conducted a study on the experiences of students enrolled

in Rizal High School's Alternative Learning System. Because the study is

qualitative, the researchers coded the answers of the respondents from the

interview and used thematic analysis to analyze the coded data. The researchers

used this type of analysis to closely examine the data gathered from the

respondents to identify common themes – topics, ideas and patterns of meaning

that come up repeatedly. Also, this method was used to identify the contents that

are related to one another from the data that they gathered in order to come up

with the study's result and implications.

References
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Arzadon & Nato, (2013) The Philippine Alternative Learning System: Expanding

the Educational Future of the Deprived, Depressed, and Undeserved.

Retrieved from https://d1wqtxts1xzle7.cloudfront.net

Bautista, J. (2022). Unicef: Many children drop out as in-person classes reopen.

Inquirer.net. Retrieved from https://newsinfo.inquirer.net/1577764/unicef-

many-children-drop-out-as-in-person-classes-reopen

Caulfield, J. (2019, Sept 6). How to do the Thematic Analysis. Scribbr. Retrieved

from https://www.scribbr.com/methodology/thematic-analysis/

Delve. Ho, L., & Limpaecher, A.(2022, March 17). What is Phenomenological

Research Design? Essential Guide to Coding Qualitative Data. Retrieved

from https://delvetool.com/blog/phenomenology

Enriquez, R. (2020, July 8). Because of ALS, I started to dream. Plan

International. Retrieved from

https://plan-international.org/philippines/blog/2020/07/08/because-of-als-i-

started-to-dream/

Llego, M.A.(n.d.) DepEd Inclusive Education Policy Framework.Teacher PH.

Retrieved from https://www.teacherph.com/deped-inclusive-education-

policy-framework/
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Maligalig, D.S. et.al (2010). Education Outcomes in the Philippines. ADB

Economics Working Paper Series. Retrieved from

https://www.adb.org/sites/default/files/publication/28409/economics-

wp199.pdf

Mehra, N. et.al. (2021). Evaluation of an Alternative Learning System for youths

at risk of involvement in urban violence in the Philippines. BMC. Retrieved

from

https://resource-allocation.biomedcentral.com/articles/10.1186/s12962-021-

00320-5

Nikolopoulou, K. (2022). What is Convenience Sampling?. Scribbr. Retrieved

from

https://www.scribbr.com/methodology/convenience-sampling/Revised-on-

December-2-2022,to-participate-in-the-research.

Orion,H., Forosuelo, E.J., & Cavalida, J. (2014).Factors affecting Students’

Decision to Drop Out of School. Slogan (2) .Retrieved from

http://www.cjc.edu.ph/wp-content/uploads/2017/02/slongan-v2-01.pdf

Parreño, S. (2022). Reasons for School Dropout in the Philippines. Papers SSRN.

Retrieved from https://papers.ssrn.com/sol3/papers.cfm?

abstract_id=4148093
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Philippine News Agency. (2021). Growing number of out-of-school youth ‘cause

of concern’. Retrieved from https://www.pna.gov.ph/articles/1129909

Ramirez, D. (2022, June 9). DepEd, UNICEF strengthen Alternative Learning

System towarduality, relevant second chance basic education. Unicef.

Retrieved from https://www.unicef.org/ philippines/press-releases/deped-

unicef-strengthen-alternative-learning-system-toward-quality-relevant-

second

Tinga, K. (2020). Let’s talk about the Alternative Learning System. Manila

Bulletin. Retrieved from https://mb.com.ph/2020/10/04/lets-talk-about-the-

alternative-learning-system/

Torregoza, H. (2022). Gatchalian wants a separate budget for Alternative

Learning System, SPED. Manila Bulletin. Retrieved from

https://mb.com.ph/2022/10/02/gatchalian-wants-separate-budget-for-

alternative-learning-system-sped/

UNICEF. (2022). DepEd, UNICEF strengthens Alternative Learning System

toward quality, relevant second chance basic education. Retrieved from

https://www.unicef.org/philippines/press-releases/deped-unicef-strengthen-

alternative-learning-system-toward-quality-relevant-second

RESEARCHERS’ PROFILE

LAST NAME: FIRST NAME:

XX XX
BIRTHDATE (MM/DD/YYYY): SEX:
11/15/2004 MALE
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CONTACT NUMBER: CIVIL STATUS:
0960 937 6469 Single
NATIONALITY: EMAIL ADDRESS:
Filipino alonzoladofer9@gmail.com
Educational Background
MAYBUNGA ELEMENTARY SCHOOL SY 2011-2017
MANGGAHAN HIGH SCHOOL SY 2017-2021
RIZAL HIGH SCHOOL SY 2021-2023

LAST NAME: FIRST NAME:

XX XX
BIRTHDATE (MM/DD/YYYY): SEX:
11/30/2004 MALE
CONTACT NUMBER: CIVIL STATUS:
0923 422 0842 Single
NATIONALITY: EMAIL ADDRESS:
Filipino johnchristiandayao51@gmail.com
Educational Background
PINEDA ELEMENTARY SCHOOL SY 2011-2017
RIZAL HIGH SCHOOL SY 2017-2021
RIZAL HIGH SCHOOL SY 2021-2023

LAST NAME: FIRST NAME:

XX XX
BIRTHDATE (MM/DD/YYYY): SEX:
02/08/2003 MALE
CONTACT NUMBER: CIVIL STATUS:
0966 744 6354 Single
NATIONALITY: EMAIL ADDRESS:
Filipino mognegulam2@gmail.com
Educational Background
SAN JOAQUIN-KALAWAAN
SY 2011-2017
ELEMENTARY SCHOOL
SAN JOAQUIN-KALAWAAN HIGH
SY 2017-2021
SCHOOL
RIZAL HIGH SCHOOL SY 2021-2023

LAST NAME: FIRST NAME:

XX XX
BIRTHDATE (MM/DD/YYYY): SEX:
05/22/2005 MALE
CONTACT NUMBER: CIVIL STATUS:
0905 732 3858 Single
NATIONALITY: EMAIL ADDRESS:
Filipino jocaslarion4@gmail.com
Educational Background
PALATIW ELEMENTARY SCHOOL SY 2011-2017
RIZAL HIGH SCHOOL SY 2017-2021
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RIZAL HIGH SCHOOL SY 2021-2023

LAST NAME: FIRST NAME:

XX XX
BIRTHDATE (MM/DD/YYYY): SEX:
05/27/2005 FEMALE
CONTACT NUMBER: CIVIL STATUS:
0927 820 3067 Single
NATIONALITY: EMAIL ADDRESS:
Filipino nadalajohnlloyd@gmail.com
Educational Background
CANIOGAN ELEMENTARY
SY 2010-2017
SCHOOL
RIZAL HIGH SCHOOL SY 2017-2021
RIZAL HIGH SCHOOL SY 2021-2023

LAST NAME: FIRST NAME:

XX XX
BIRTHDATE (MM/DD/YYYY): SEX:
10/04/2003 MALE
CONTACT NUMBER: CIVIL STATUS:
0968 405 9270 Single
NATIONALITY: EMAIL ADDRESS:
Filipino crisjonpinili21@gmail.com
Educational Background
PINEDA ELEMENTARY SHOOL SY 2010-2017
RIZAL HIGH SCHOOL SY 2017-2021
RIZAL HIGH SCHOOL SY 2021-2023