THESIS DEFENCE

PRESENTATION
Presentation by: KIMBERLY MAE L. FERNANDEZ
AN INSPRING STORIES
OF ALS LEARNERS IN
EDUCATION AND LIFE
EXPERIENCES
 CHAPTER 1
 INTRODUCTION
The Alternative Learning System (ALS) is a parallel learning system that
provides an option for those who do not have or cannot access formal
education (Department of Education [DepEd], 2017).Taking up this form of
education can be challenging to some; those who want to continue their
education but are older than a certain grade’s age group or those who have to
stop schooling possibly due to financial difficulty had to go through the
experience of being at a different age and status compared to peers. It could
be a burden for some, knowing that the experience of going through ALS is
different from what the general public is doing, which is formal education. In
addition to this, since ALS is a parallel form of education, not commonly
taken by the public,there is stigma and discrimination towards ALS students
and how they came to enroll in the program.
 RATIONALE
 The ALS program lies in its transformative impact on
individuals who face barriers to traditional education, its
potential to empower marginalized groups like inmates
through education, and its role in fostering community
partnerships for educational outreach and social
development. Conducting research on the ALS program
can further illuminate its effectiveness, challenges, and
contributions to educational equity and social inclusion
 RESEARCH OBJECTIVES
 The researcher develop the following research objectives:
 Aim to explore the impact of diverse student backgrounds, experiences, and storytelling on
educational approaches.
 The study delves into the significance of embracing individual differences, fostering a
sense of belonging, and challenging biases through student narratives
 The research seeks to highlight the transformative role of teachers in empowering learners,
as demonstrated by inspiring stories of educators who have positively influenced students'
lives
 RESEARCH QUESTION
 What are the inspiring stories of individuals who have gone through the Alternative
Learning System(ALS) and how have their experiences influenced their academic success,
coping strategies, and overall impact on their lives?
 What were the participants' experiences in the ALS program, and how did they
perceive the transition from ALS to college or higher education?
 What were the challenges faced by the participants in their academic pursuits, and how did
they cope with these challenges?
 How did the ALS program impact the participants; academic performance, and what
strategies did they use to achieve success?
 SIGNIFICANCE OF THE STUDY
 The significance of studying inspiring stories of ALS learners in education and life lies in
understanding the experiences of students who have gone through the Alternative Learning
System (ALS) and the impact it has on their lives. Research has shown that ALS learners
develop critical thinking, decision-making skills, and the ability to confront challenges,
enhancing their overall development. Additionally, ALS learners exhibit a satisfactory
degree of academic motivation, with encouragement from teachers, relatives, and
classmates playing a significant role in their enthusiasm for learning. The stories of ALS
learners highlight the importance of life skills education in empowering students to face
changing life situations and become fully functioning contributors to society.
 SCOPE OF THE STUDY
 The scope of the study on inspiring stories of ALS learners in education and life
encompasses various aspects related to the experiences, challenges, and successes of
individuals who have gone through the Alternative Learning System (ALS). The research
delves into the lived experiences of ALS students, graduates, and mobile teacher shedding
light on their journeys, obstacles overcome, and achievements. Here are key points from
the search results that highlight the scope of this study
RESEARCH AND DESIGN APPROACH
 QUALITATIVE RESEARCH DESIGN
The research on inspiring stories of ALS learners in education and life delves into the lived
experiences of successful Alternative Learning System (ALS) graduates, shedding light on
their challenges, coping strategies, and the impact of ALS on their lives. Here is a summary of
the key findings from the search results. Qualitative research methods are used to gather rich,
descriptive data and gain an in-depth understanding of the participants&; experiences,
perspectives, and challenges. This approach allows researchers to capture the nuances and
complexities of the participants' lived experiences in the new normal. Specifically, the
ALS utilizes non-formal education through the use of modular approach.
 SOURCES OF DATA
 CONVERSATION PARTNERS
The researcher will qualify a participant’s based on the
individual characteristics. Hence, the researcher will
determine what information is required and then set out
todiscover the lived experiences of the teachers. The
researcher will select three (3) conversation partners
composed of two (2) males and one (1) female ALS learner.
 INCLUSION DATA
The criteria to qualify the conversation partners will
include: 2 years of schooling in various barangay,
16-50 years of age and are Filipinos.
 DATA GATHERING PROCEDURE
The data were gathered through the following processes:
Step 1. Life Skills Test. This part consisted of items which aim to determine the respondents’ least
skills.
Step 2. Focus Group Discussion. Their observations were asked through a structured-interview
questionnaire.
The data were gathered through administering the test, getting the frequencies of scores and
correct response, and formulation of the questions for the FGD. In terms of the profile of the ALS
learners , a request letter was formally addressed to the to ALS Education Program Specialists for
the baseline data. The researchers asked permission and approval from the ALS learners if they
could do voice recording during the FGD. The voice recording was objectively transcribed
verbatim to report their answers in this study
 ETHICAL CONSIDERATION
 The ethical considerations under the methodology of your research proposal on the stories of Alternative
Learning System (ALS) learners in education and life should include the following aspects:
 Informed consent: Ensure that all participants in the study provide informed consent to participate in the
research. This includes providing detailed information about the study purpose, potential risks, and
benefits, and obtaining written consent from participants.
 Confidentiality: Protect the privacy and confidentiality of the participants by ensuring that their personal
information is not disclosed without their consent.
 Non-discrimination: Ensure that the research is conducted without any form of discrimination based on
race, gender, religion, or any other personal characteristic.
 Cultural sensitivity: Be aware of the cultural differences and sensitivities of the participants and ensure
that the research is conducted in a manner that is respectful and appropriate for their cultural background.
 Academic integrity: Ensure that the research is conducted with the highest standards of academic
integrity, including honesty, accuracy, and transparency in reporting the results.
 RIGORS OF FINDING
This study endeavored to describe the lived experiences of the successful ALS graduates who pursued
higher education or tertiary level. It determined the participants’ lived experiences and challenges in
academic performance, coping strategies, and the ALS impact in their lives which became the bases for
the proposed model that would serve as a guide for incoming ALS students to achieve academic
success. The qualitative method and the descriptive phenomenological research design were utilized to
capture and described the lived experiences of the participants. Thematic content analysis was used in
the descriptive presentation of the transcripts obtained from responses of the participants. Participants’
narratives results were analyzed, categorized, and thematized according to their meaning and essence.
As a result, twelve themes emerged from the coded responses of the participants namely, seeing the
silver lining, hope of the hopeless, transition from ALS to college is a quest, unpreparedness for
academic tasks, determination is the key to success, chasing the opportunity, finding a light in the dark,
accepting weaknesses begets strength, managing time wisely, turning silver into gold, reaping the sweet
fruits of hardship, and blessing in disguise which informatively reflect the underlying patterns of textual
content in three categories (1) ALS learners lived experiences, (2) effect of ALS program to learners,
and (3) ALS learners coping strategies.
CREDIBILITY
The credibility of inspiring stories of ALS (Alternative Learning System) learners in education
and life experiences is supported by various research studies that delve into the lived
experiences of at-risk students in alternative education settings. These studies highlight the
challenges faced by learners, their coping mechanisms, dreams, aspirations, and the impact of
alternative education on their lives. The research emphasizes the importance of providing a
supportive environment, engaging instructional strategies, and a focus on real-world
connections to promote student success in ALS programs. The narratives shared by ALS
learners reflect their resilience, determination, and aspirations for a better future through
education, showcasing the transformative power of alternative education systems in
empowering at-risk youth to overcome obstacles and achieve their goals.
 TRANSFERABILITY
The transferability of a researcher's credibility regarding the inspiring stories of ALS learners
in education and life experiences can be understood through the lens of narrative inquiry and
qualitative research methodologies. Researchers engaging in narrative inquiry aim to capture
the lived experiences of individuals through storytelling, emphasizing the importance of
authenticity, reflexivity, and sensitivity to the narratives shared. This approach values the
richness and depth of personal stories, allowing for a nuanced understanding of the
complexities of human experiences, such as those of ALS learners.
DEPENDABILITY
The dependability of a researcher regarding the credibility of
inspiring stories of ALS learners in education and life
experiences can be assessed through various factors.
Researchers need to demonstrate transparency, critical
analysis, recognition of biases, abstract thinking, openness to
criticism, sensitivity to respondents, and dedication to the
research process.
CONFIRMABILITY
Researchers can enhance the confirmability of inspiring
stories shared by adult learners in education and life
experiences by employing narrative inquiry, focusing on
clarity, immediacy, and credibility, and considering the
context and authenticity of the narratives shared. This
approach ensures a robust evaluation of the credibility and
impact of these stories within the realm of educational
research.
DATA EXPLICATION
1. Collect Relevant Data: Begin by collecting data related to ALS learners in education
and life experiences. This data can include academic performance, personal growth, challenges
faced, and successes achieved by ALS learners
2. Personalize Learning Experiences: Use the data to personalize learning experiences
for ALS learners. Tailor instruction, interventions, and support based on the insights gained
from the data analysis to better meet the needs of each ALS learner.
33. Identify Success Stories: Look for success stories within the data
that highlight inspiring experiences of ALS learners in education and
life. These stories could showcase achievements, personal growth,
resilience, and unique journeys of ALS learners.
4. Involve Students in the Process: Encourage ALS learners to
actively participate in their own learning journey. Engage them in self-
assessment, goal setting, and reflection to help them understand their
strengths, weaknesses, and progress.
5. Share Data with Students: Foster transparency by sharing
assessment results, performance data, and other relevant information
with ALS learners. Help them see the direct link between their efforts
and outcomes, motivating them to set and achieve goals.
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THANK YOU AND GOD BLESS