Edited Thesis Group 6

Don Jose Ecleo Memorial Foundation College of Science and Technology
College of Teacher Education
COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING

SYSTEM (ALS) STUDENTS AND MOBILE TEACHERS IN SAN JOSE
DISTRICT
A Thesis Proposal Presented to the

Faculty of the College of Teacher Education
Justiniana Edera, San Jose, Dinagat Islands
In Partial Fulfilment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
JENGIE F. MAYBUENA
MARIBEL S. LAPINID
LIESEL S. MARBAS
AILYN G. BOQUIL
HIDEE C. BUCOL
February 2016

ACKNOWLEDGMENT
The researchers would like to extend their profound thanks to the people who
supported them in the completion of this study.
First of all, the Almighty Father who guides them always in making this
study successful. Likewise, they are grateful to Divine Master Ruben E. Ecleo Sr.,
Master Ruben B. Ecleo Jr. and Sir Ruben M. Ecleo 1 for the spiritual support.
They thank also to Hon. Glenda B. Ecleo, Provincial Governor and Founder
of the Institution for the scholarship grants, and to the School President, PacitaT.
Orbita, Ph. D., for the motherly support.
The researchers wish to express their sincere appreciations to Nio L. Ecle,
Ma. Ed., who fully supported them in this research, and for his extended effort in
making necessary corrections needed to make this study successful.
They gratefully acknowledge Maryland M. Esnardo, who shared her
knowledge and never ending support in realizing the completion of their thesis.
The researchers would like to thank the members of the panelist namely; May
Marie O. Eviota, M.A. and Jhesorley M. Laid, for the corrections, changes,
modifications of the manuscript which all lead to the completion of the study.
Lastly, the researchers appreciate all the support of their family, and to the
members of their group for the cooperation and harmonious relationship that has been
develop during their companionship. Without all these support and contributions, the
completion of this study wouldnt have been possible.
The Researchers

TABLE OF CONTENTS
Page
TITLE PAGE
ACKNOWLEDGMENT
ii
TABLE OF CONTENTS
iii
LIST OF TABLES
LIST OF FIGURES
vi
CHAPTER
1.
PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction
2
Theoretical and Conceptual Framework
3
Statement of the Problem
6
Hypothesis
7
Significance of the Study
7
Scope and Limitation of the Study
8
Definition of Terms
8
Review of Related Literature
9
2.
RESEARCH METHODOLOGY
Research Design
17
Research Setting
17
Research Respondents
17
Research Instrument
19
Data Gathering Procedure
20
Statistical Treatment of Data
20
BIBLIOGRAPHY
APPENDICES
A. Questionnaire-Checklist for Teacher-respondents
B. Questionnaire-Checklist for Student-Respondents
iv

C. Letter to the Schools Division Superintendent

D. Letter to the Education Program Supervisor-ALS
E. Letter to the District ALS Coordinator
F. letter to the teacher-Respondents
G. Letter to the Student-Respondents
CURRICULUM VITAE
LIST OF TABLES
Table
1
Title
Page
Distribution of Respondents
19
LIST OF FIGURES
Figure
Title
Page

Schematic Model of the Study
Map of ALS CLCs- San Jose District
18
Chapter 1
PROBLEM AND REVIEW OF RELATED LITERATURE

This chapter includes the introduction, theoretical and conceptual framework,

statement of the problem, hypothesis, significance of the study, scope and limitation,
definition of terms and review of related literature.
Introduction
The Department of Education (DepEd) in the Philippines has designed the
Alternative Learning System (ALS) to comply the UNESCOs Education for All of
eradicating illiteracy across nations. Alternative Learning System (ALS) is a free
education program implemented by Department of Education (DepEd) under the
Bureau of Alternative Learning System. The program provides a viable alternative to
the existing formal education instruction, encompassing both non-formal and informal
sources of knowledge and skills.
Alternative Learning System (ALS)has learning streams, namely: Basic
Literacy Program (BLP)serves illiterate individuals,Elementary Accreditation and
Equivalency (A&E) Program for learners who did not finish elementary education,
and Secondary A&E Program for learners on the secondary level.In the RA 9155: The
Governance Act of Basic Education recognized the Alternative Learning System
(ALS) as a complement of formal education and a major component of basic
education with a clearly defined role within the overall educational system.
Recently, several researchers have conducted study and found out that there
were many challenges and problems in Alternative Learning System implementation
such as absenteeism of the learners, provision of more learning facilitators,
Community Learning Centres, insufficient and irrelevant learning materials, lack of

facilities and equipments, lack of integration of livelihood and employment

opportunities, and lack of interest (on the part of the OSY) (Carag, E., 2013).
The researchers made the preliminary data gathering, the District ALS
Coordinator and facilitators said that most common problem of the teacher is the
availability of learning modules. The absenteeism of the learners and Community
Learning Centers are another common problem of the teachers.
However, this scenario is the basis of the conduct of this study. Hence, the
researchers aim to study to find out the common problems encountered by Alternative
Learning System (ALS) students and Mobile teachers in San Jose District, and design
an action plan on how to solve these problems.
Theoretical and Conceptual Framework
This study is anchored in the theory of informal learning theory of
The conceptual framework of the study is based on the Schematic model of

the study.The model shows the elements needed for the study which is composed of
input, process and output.
The input is the profile of the student-respondents which are the age, sex,
grade/year level completed and work/employment; and teacher-respondents which are
age, sex, educational attainment, area of specialization, years of experience as ALS
facilitator and the number of trainings. The process is the procedure and methods to
be done in gathering and analyzing the data to come up with the output. The output is
the result of the study conducted. This framework is considered to be related to each
other.


INPUT
1.
Profile of the Studentrespondent:

1.1 Age
1.2 Sex
1.3 Highest formal
educational
attainment
1.4 Level of
informal
Education
1.5 Work/employm
ent
Profile of the
teacher-respondent:
1.1 Age
1.2 Sex
1.3 Highest
Educational
Attainment
1.4 Years of
Experience as
ALS Facilitator
1.5 Number of
Trainings and
Seminars
Attended
3.
Perception of the
student-respondents
on ALS
implementation
4.
Perception of
teacher-respondents
on ALS
implementation
PROCESS
1.
2.
3.
2.
4.
Identify the profile of

the respondents.
Determine the possible
problems encountered
by the studentrespondents based on:
1.1 Assessment and
evaluation
1.2 Resources
1.3 Content and
instruction
Determine the possible
problems encountered
by the teacherrespondents based on:
1.1 Assessment and
evaluation
1.2 Resources
1.3 Content and
instruction
OUTPUT
Solutions to
Common
Problems
Encountered by
Alternative
Learning
Students (ALS)
& Mobile
Teachers
Design an action plan to

solve the problems of
the respondents.
Figure 1. Schematic Model of the Study
6
Statement of the Problem

This study focuses on identifying the common problems encountered by ALS

Students & Mobile Teachers in San Jose District.
Specifically, it aims to answer the following problems:
1. What is the profile of the student-respondents in terms of:
1.1 Age
1.2 Sex
1.3 Highest formal educational attainment
1.4 Level of informal education attained
1.5 Work/ employment
2. What is the profile of the teacher-respondents in terms of:
1.1 Age
1.2 Sex
1.3 Civil status
1.4 Highest educational attainment
1.5 Number of trainings and seminars attended
3. What are the possible problems encountered by the student-respondents
based on:
1.1 Assessment and evaluation
1.2 Resources
1.3 Content and instruction
4. What are the possible problems encountered by the student-respondents
based on:
1.1 Assessment and evaluation
1.2 Resources
1.3 Content and instruction
5. Is there significant relationship between the profiles of the teacherrespondent to the problems they encountered in ALS?
6. Is there significant relationship between the profiles of the studentrespondents and the problems they encountered in ALS?
Hypothesis
The problem numbers 1, 2, 3, and 4are hypothesis free. Problem 5 and 6are
hypothesized as follows:
H1.There is no significant relationship between the profiles of the teacher-respondent
to the problems they encountered in ALS?

H2.There is no significant relationship between the profiles of the studentrespondents and the problems they encountered in ALS?
Significance of the Study
The following will be able to benefit this study.
Students.This study will enable to students to address the problems they
encountered. It may also enlighten their minds towards positive outlook of the
learning to the learners in the alternative learning program.
Mobile Teacher.This will enable to the ALS facilitators of every barangay in
San Jose District to practice professional development for their careers.
District ALS Coordinator. This study is significant for the District ALS
Coordinator to carry out and apply the action plan for the common problems they
encountered in ALS.
Education Program Supervisor in ALS. This study will help the Education
Program Supervisor in ALS in the provision of the needed in the further
implementation of ALS in the district.
Parents.This would be helpful to the parents in which their children can
enhance their knowledge with free all.
Community.The community would have better knowledge and experience to
help in improving the quality of education in each member of the community.
Scope and Limitation of the study
The scope of this study will be limited in terms of focus, respondents and
setting.

Focus.This study will focus on the common problems encountered by

alternative learning system (ALS) students and mobile teachers in San Jose District.
Respondents.The respondents of this study will be the alternative learning
system (ALS) students and mobile teachers in San Jose District.
Setting.This study will be conducted at San Jose District which includes the
following twelve (12) barangays; Mahayahay, Cuarinta, Aurelio, San Jose, Jacquez,
Matingbe, San Juan, Wilson, Don Ruben, Justiana, Sta.Cruz, and Luna in its
respective CLCs.
Definition of Terms
To understand the concepts pointed out the researcher in this study, the
following terms are defines conceptually and operationally.
Alternative Learning System (ALS).It is conceptually defined as a ladderized,
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. It is operationally defined as a non-formal learning system where the
student-respondents in this study are enrolling in this class
Common Problems.It is conceptually defined as the matter or situation regarded as
unwelcome or harmful and needing to be dealt with and overcome. It is operationally
defined as the difficult situations encountered by the respondents of these study.

Mobile Teachers. It refers to the specialized public school teachers conducting

learning sessions using the alternative learning delivery mode who usually move from
one station to another in depressed, disadvantaged and undeserved communities.It is
operationally defined as the teacher-respondents of this study and handles the basic
literacy learners of the Alternative Learning System (ALS) students.
Review of Related Literature
This part presented a review of related literature and studies. The literature and studies
were taken from books, journals, online published journals and unpublished theses.
Foreign Literature
It is increasingly recognized that school alone cannot provide quality-based
education for all. There were more than 57 million out-of-school children primary
ages worldwide in 2011. At least another 69 million young adolescents were not
attending primary and secondary school, due to the multiple and often inter-connected
disadvantages they face, such as poverty, rural location, gender bias, disability and
social discrimination (UNESCO Institute for Statistics, 2013).
Flexible Learning Strategies (FLS) represent a shift way from a piecemeal
approach to meet the learning needs of educationally excluded children. It is
systematic, flexible and right-based/inclusive interventions appropriately designed to
match their needs and circumstances (UNESCO, 2013).
Community-based learning is recognized as a voluntary and available to all
members of the community. It can be split into the following occupational
strands:community-based adult learning, community education, youth work, and
parenting education/support.Most adult education in Scotland is provided by
10

Community Education Services. EGSA (the Educational Guidance Service for Adults,
Northern Ireland) is the main contact for adult basic education in Northern Ireland
(Teaching and Related Professions Task Group, 2009).
The ideas stated above are relevant to the study for it gives ideas to the
researchers about the alternative education in other countries.
Local Literature
The Open High School Program was designed originally as an alternative
learning system for those who are unable to start or complete secondary education due
to problems of time, distance, education design, physical impairment, or financial
difficulties, and for those living in areas of conflict (Corpuz, B., et al., 2013).
According to Corpuz, R, ALS is delivered by the Department of Education,
with ALS facilitators and District Managers managing learning interventions in far
flung areas. Their salaries are therefore provided by the national government. The
government contracts out ALS delivery to various non-government organizations,
church-based organizations and civil society groups (UNESCO, 2013).
A report revealed that the non-formal education- major changes in field of
Non-formal Education (NFE) in the Philippines have occurred, such as the change in
the concept, approach, focus and outcomes. The principal area reform was shift in the
concepts of NFE to the ALS (Orfiano, P., 2012).
Lapus (2012) says that ALS is the lifeblood of the education for all efforts.
Without it, implementers can never achieve the education for all targets at least, not
13

within the time frame that they have set for the public schools, prevent them from
really addressing the needs of many people.
According toa study, the educational system is changing its mode of delivering
quality education to learners with diverse needs. The Alternative Delivery Mode-Open
High School Program allows students who encounter difficulties in life to finish their
secondary education at a convenient mode. Schools implementing OHSP make
students dreams come to reality. The Alternative Delivery Mode of San Pedro
National High School blueprint serves as the implementing guidelines of the Open
High School Program (Margallo, L., et al.)
The concepts stated above are related to this study, since it provides ideas to
the researchers for the foregoing study.
Foreign Studies
According to the study of Sustainability ofCommunity Learning Centres:
Community Ownership and Support of Asia-Pacific Regional Action Research
Studies, Philippines is one of the Asian countries that has highest literacy rates,
second only to Thailand. Their research revealed that Philippine case clearly
illustrates that external intervention and community ownership are in a synergistic
relationship which enhances the sustainability of the CLCs. In the study, the
researchers concluded that sustainability of the Community Learning Centers (CLCs)
is enhanced if both external agencies and the community agree that this need will
remain constant.
11

According to the study on the facts and experiences associated with open and
distance learning and its target group in India, students and teachers experienced such
problem. These are nature of study material and multimedia instruction, insecurities
about learning, lack of student training, discrimination with the product of
the
Distance Education Departments are the problems faced associated with distance
education (Attri, A.,2013).
According to Comparative Studyof Alternative Education in America, Russia
and Kazakhstan, one of the main complaintsagainst the present system of education is
the quality of learning and teaching in Kazakhstan (Valeeva, R., 2015).
These foreign studies give ideas to the researchers since it revealed that these
problems existed even in foreign countries.
Local Studies
In the studyon problems encountered in the Alternative Learning System in
Tanauan City, one of the problems of the teachers is the difficulty in recruiting
learners, absenteeism of the students, and negative thoughts from the parents and even
barangay officials on ALS programs and projects. (Mercado, I.,2015).
The study of the effectiveness of the mobile program of the Alternative
Learning System in the Province of Albay, lack of funds and economic status, lack of
interest on the part of the learners, and recruiting the learners are the problem
encountered much by ALS Mobile Teachers (Asancha, I., 2011).
The study of Education beyond Borders: LivedExperiences in Teaching Basic
English Grammar among ALS Teachers in Bacolod City, Philippines, the researcher
14

conceptualized that education can be flexible according to the needs of the learners
thus, education can take beyond borders. His stated that ALS teachers were searching
for better teaching strategies for them to improve their skills in teaching Basic English
Grammar to ALS students particularly the one who were in jail and in the care of
DSWD (for minor age, 16 - 17 year old) and he concluded that ALS students need to
be provided with quality education beyond classroom.
In the study of Lifelong Learning in the Philippines revealed that the issues
and challenges in lifelong learning of Department of Education are limited funds and
human resources, reproduction of materials, difficulty tracking the learners and
graduates, problematic monitoring and evaluation, and not so very good performance
in Accreditation and Placement Test (Reyes, Z., 2012).
Furthermore, in the study on the Philippine Alternative Learning
System:Expanding the Educational future of the deprived, depressed and undesired at
the University of the Philippines, the most difficult group of learners to teach are
adult illiterates, those who never went to school or had to leave school early in life
( Arzadon, C., et al.,2014).
Lastly, the researcher studied on teachers competence and learners
performance in the alternative learning system towards an enriched instructional
program concluded that the gender and distance of residence from the community
learning centre had a significant relationship to their performance (Fernandez, R.,
2013).
On the contrary, a study revealed that the ALS program is perceived to have
provided full support to the learners in its main objective on the instruction and
15

education. She further revealed thatsuccess of the ALS program can be measured, not
only through the perception of the stakeholders but likewise, by tracking their
graduates present status and condition (Baywong, M.G., et al., 2011).
In the light of the foregoing concepts, the statements above are relevant to the
study since it gives the researchers somehints on determining the occurrence of the
possible problems.
Synthesis of the Review.The reviewed literature and studies have direct
bearing with the present study as elaborated on the common problems encountered by
Alternative Learning System students and mobile teachers. The reviewed literature
also gives hints to the researchers on what would be the basis in making the research
instruments.
Chapter 2
RESEARCH METHODOLOGY
This chapter discusses the methods being use, the research design, research
setting, research respondents, research instruments, data gathering procedure, and
statistical treatment of data.
Research Design
The researcher will be usethe descriptive survey method in order to identify
the issues and challenges of the students and mobile teachers they encountered by
alternative learning system in San Jose district.
16

Research Respondents
Table 1:
Distribution of the Respondents
Barangay
Student-Respondents
Aurelio
Cuarinta
Don Ruben
Justiniana
Luna
Mahayahay
Matingbe
San Jose
San Juan
Sta. Cruz
Wilson
Jacquez
TOTAL
Teacher-Respondents
2
1
1
1
1
1
1
1
1
3
1
1
15
There are seventeen (17) mobile teachers in San Jose District including the
facilitators, regular mobile teacher and the District ALS Coordinator. Their population
serves as sample size for teacher-respondents. Mostly, facilitators are volunteer
teachers to facilitate in teaching students in every barangay of San Jose.
There are nine hundred (900) ALS students in San Jose District. Due to large
scope of student-respondents, the researchers employ Slovinsformula to determine
the size of sample. It is to test the checklist reliability.
Research Setting
The study will cover all the barangay implementing ALS in San Jose District
including the Barangay of San Jose, Aurelio, Mahayahay, Luna, Cuarinta, Jacquez,

Matingbe, San Juan, Don Ruben, Sta. Cruz, Wilson and Justiniana.( See Figure 2).
The Community Learning Centres in every barangay is accessible by the
student-respondents. It is because the CLC is located in their community. They dont
have to travel miles in order to reach their CLCs.
The teacher-respondents have to take a ride to go to their respective CLCs.
18

Figure 2. Map of ALS-CLCs in San Jose District
Research Instrument
19

Questionnaire-checklist is used as a research instrument. Part 1 of the checklist

is the profile of the respondents. Part 2 is about the common problems perceived by
the respondents. The research instrument is adapted and modified by the researchers
from the study of Mercado, I. P. (2015).
Likert scale will be used in scaling with responses equivalent as follows:
1 = Strongly Disagree
2 = Disagree
3 = Agree
4 = Strongly Agree
Validity of the Research Instrument
The validation of the questionnaire-checklist will be done by the panellists.
Reliability of the Research instrument
The reliability of the questionnaire-checklist is tested through run-rerun. The
run-rerun will be done in Doa Helene, Basilisa, Dinagat Islands. The researchers
make a letter for the District ALS Coordinator in Basilisa District for permission to
conduct run-rerun of the questionnaire-checklist.
The questionnaire-checklist will be administered to ten (10) ALS students in
Doa Helene, Basilisa, Dinagat Islands. It will be retrieved after the students answer
the questionnaire-checklist.
Data Gathering Procedure
The researchers make a letter for the Schools Division Superintendent,Dr.
Karen L. Galanida; Education Program Supervisor 1-ALS,William R. Buhayan;
District ALS Coordinator, Leonor F. Roxas for the permission to conduct a study.
20

In the process, the checklist will be administered to the respondents. The

content will be explained clearly by the researchers to the respondents. The checklist
will be retrieved and will be tallied for further statistical analysis of the result.
Statistical Treatment of Data
Frequency and Percentage Countwill be used to compute the sex, age,
highest formal education attainment, work/employment, and level of informal
educational attained of the student-respondents. And forthe age, sex, civil status,
highest educational attainment, years of experience as ALS facilitator,and numbers of
trainings/seminars attendedof the teacher-respondents.
Analysis of Variance (ANOVA) will be used in analyzing the variance of the
data gathered. It is also used to prove the result after testing the hypothesis.
Mean and Standard Division will be used to analyse the extent to which the
common problems encountered occurred.
BIBLIOGRAPHY

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 OutOf-School
Youth.
Retrieved
January
12,
2016,
from
http://gracecarrido.blogspot.com.2011/04/sociaal-services-alternativelearning.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
Flynn, M., et al. (2009).Education Alternatives.Retrieved January 20, 2016, from
https://www2.warwick.ac.uk/services/scs/career/departments/education/teachi
ng_alternatives.pdf
Garcia, M. (September 2012). Lifelong learning.The Modern Teacher, Vol. 61, No.4,
132-135.

Margallo, L., et al. (2015).Assisting adult learners through Alternative Delivery

Mode of education: Open High School Program experience in San Pedro
National High School.R2A In CALABARZON Reflection Research Action,
Volume 2, No.1, Series 2015.Retrieved January 12, 2016 from
http://depedcalabarzon.ph/wp-content/uploads/2015/11/R2A-inCALABARZON-Volume-2-No.1-Series-2015.pdf
Mercado,I. P. (August 2015). Problems encountered in the alternative learning
system in Tanauan city. International Education and Social Science, Vol. 2 No.
8, Retrieved December 13, 2015, from www.ijessnet.com/wpcontent/uploads/2015/09/5.pdf
Moralista, R., and Delariarte, G. (2014). Alternative learning system (ALS
Education): Its influence on the intellectual abilities of indigenous people.
Asia Pacific Journal of Education, Arts and Sciences, Vol. 1, No. 1, Retrieved
January
12,
2016,
from
http://apjeas.apjmr.com/wpcontent/uploads/2014/04/APJEAS-2014-1-004.pdf
Pilar, J. (October 2015). Education Beyond Borders: Lived Experiences in Teaching

Basic English Grammar among ALS Teachers in Bacolod City, Philippines.
Asia Pacific Journal of Multidisciplinary Research, Vol. 3 No. 4, 170-178
November 2015 Part III. Retrieved January 12, 2016 from
http://www.apjmr.com/wp-content/uploads/2015/10/APJMR-20153.4.3.23.pdf
Rath, B., et al. (2011).The Rise of High School Dropouts in Adult Education: Making
the Case for Raising the Compulsory School Attendance Age and Expanding
Alternative Education Options in Connecticut. Retrieved January 20, 2016,
from
http://www.opp.org/About/docs/reports/The%20Rise%20of%20High
%20School%20Dropouts%20in%20Adult%20Education.pdf
Reyes, Z. (2012).Lifelong learning in the Philippines. Retrieved January 12, 2016,

fromhttp://asemlllhub.org/fileadmin/www.asem.au.dk/events/RN4_Hamburg_
April_2013/LLL_in_Philippines.pdf
UNESCO (2011).Sustainability of Community Learning Centres: Community
Ownership and Support. Asia-Pacific Regional Action Research Studies.

Retrieved
January
12,
2016
http://unesdoc.unesco.org/images/0021/002146/214655E.pdf
form
UNESCO (2013).Flexible learning strategies: Country case report. Retrieved on

January
12,
2016,
from
http://unesdoc.unesco.org/images/0022/002233/223325E.pdf
Valeeva, R., et al. (2015). Alternative Education: Comparative Study of the
American, Russian and Kazakhstan Experience. Retrieved January 12, 2016
from
http://iserjournals.com/journals/med/download/10.12973/iser.2016.21031a
Yasunaga, M. (2014, May 2).Non-Formal Education as A Means to Meet Learning
Needs of Out-Of-School Children and Adolescents. Retrieved January 12,
2016, from http://allinschool.org/wp-content/uploads/2015/01/OOSC-2014Non-formal-education-for-OOSC-final.pdf
Appendix A
DISTRICT
Questionnaire-Checklist for Teacher-Respondents

PART 1: Personal Information

Name: ____________________________________________________
Age: _____________ Sex: _____________ Civil status: ___________
Highest Educational Attainment (Please check only one.)
Education Degree Holder with LET Eligibility
Educational Degree Holder without LET Eligibility
Non-Education Degree Holder with LET Eligibility
Masters Degree Holder
With Units in Masters Degree
Years of Experience as an ALS Facilitator: ______________________
Number of Trainings and Seminars Attended: ___________________
PART 2: Common problems perceived by the teachers in implementation of

ALS. (Please check only one in every statement on the space provided)
1 = Strongly Agree;
2 = Agree;
3= Disagree;

Assessment and Evaluation

1
The learning outcomes of the
learners show readiness for the
Accreditation & Equivalency Test.
The Bureau of Alternative Learning
System (BALS) provides various
assessment tools.
The content of Examination is
provided by the BALS.
There are several numbers of
examination and assessment for
learners outcome.
The content of examination is based
on the learning strands.
There are available learning modules
that can be utilized.
There are available state of the art
equipments can be used both
teachers and learners.
There are accessible and relevant
educational
materials
in
the
Community Learning Centres.
There
are
maintenance
and
improvement of facilities in the
The educational materials present are
appropriate for learning.
The learners cannot cope up all the
desired learning outcome of all
learning strands because the length
program is too short.
The instruction and delivery mode in
learning process is appropriate for
various learners.
The scheduling of activities is based
on the time convenient for the
learners.
There are available innovative and
relevant programs for learners.
There are relevant trainings for
teachers provided by BALS.
Learners enrol their selves freely.

Facilitators experience difficulties in

mapping for learners.
Learners come to school regularly
based on the schedule.
Learners frequently come to school
because of their works.
Mostly, learners show their interest
in learning.
Appendix B
DISTRICT
Questionnaire-Checklist for Student-Respondents
PART 1: Personal Information
Name:

Age: ________________ Sex: __________________________

Highest Formal Attainment: _______________________________
Level: ________________________________________________
Level of Informal Education: _______________________________
Work/Employment (Please check only one)
Farmer
Housewife
Carpenter
Porter
Mason
Babysitter
House Helper
Utility Worker
Fisherman
Construction Worker
Other, please specify ____________________________
PART 2: Common problems perceived by the students in implementation of

ALS. (Please check only one in every statement on the space provided.)
1 = Strongly Agree;
2 = Agree;
3= Disagree;

1
The teacher follows the schedule of
administering the Accreditation &
Equivalency Test.
The teacher conducts assessment
through assessment tool provided by
the Bureau of Alternative Learning
System (BALS).
The content of Examination is
appropriate
for
our
learning
capabilities.
There are several numbers of
examination and assessment to
assess our learning outcome.
The content of examination is based
on the learning strands.
There are available learning modules
that can be utilized.
There are available state of the art
equipment can be used both teachers
and learners.
There are accessible and relevant
educational
materials
in
the
There
are
maintenance
and
improvement of facilities in the
The educational materials present are
appropriate for learning.
I cannot cope up all the desired
learning outcome of all learning
strands because the length program
is too short.
The instruction and delivery mode in
learning process is appropriate for
various learners.
The scheduling of activities is based
on the time convenient for the
learners.
There are available innovative and
relevant programs for learners.
There are numbers of curricular and
Extracurricular activities for the
learners.
I feel ashamed because people say

that I am too old to go to school.

Most of my classmates are older than

me.
Most of my classmates are active
learners than me.
Our Community Learning Center is
conducive for learning.
Our facilitator conducts learning
session promptly.
Appendix C
LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT
DR. KAREN L. GALANIDA, CESE
OIC/Office of the Schools Division Superintendent
Schools Division Office of Dinagat Islands
Dinagat, Dinagat Islands
Madam:
Greetings of Peace and Prosperity!

The researchers are currently conducting the research study titled COMMON
PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING SYSTEM
(ALS) STUDENTS AND MOBILE TEACHERS IN SAN JOSE DISTRICT in
partial fulfilment for the requirement of the degree, Bachelor of Elementary
Education.
In this regard, the researchers would like to ask permission from your office to allow
them to conduct a survey on your students in Alternative Learning System. This
would greatly help in the realization of the said study.
The researchers are hoping for your positive response regarding this matter.
Respectfully yours,
JENGIE F. MAYBUENA
MARIBEL S. LAPINID
LIESEL S. MARBAS
AILYN G. BOQUIL
HIDEE C. BUCOL
Researchers
Signature
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Noted by:
MARYLAND M. ESNARRDO
Adviser
Approved:
DR. KAREN L. GALANIDA, CESE
OIC/Office of the Schools Division Superintendent
Appendix D
LETTER TO THE EDUCATION PROGRAM SUPERVISOR-ALS
WILLIAM R. BUHAYAN
Education Program Supervisor 1-ALS
Schools Division Office of Dinagat Islands
Dinagat, Dinagat Islands
Sir:
Greetings of Peace and Prosperity!

The researchers are currently conducting the research study titled COMMON
PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING SYSTEM
(ALS) STUDENTS AND MOBILE TEACHERS IN SAN JOSE DISTRICT in
partial fulfilment for the requirement of the degree, Bachelor of Elementary
Education.
In this regard, the researchers would like to ask permission from your office to allow
them to conduct a survey on your students in Alternative Learning System. This
would greatly help in the realization of the said study.
The researchers are hoping for your positive response regarding this matter.
Respectfully yours,
JENGIE F. MAYBUENA
MARIBEL S. LAPINID
LIESEL S. MARBAS
AILYN G. BOQUIL
HIDEE C. BUCOL
Researchers
Signature
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Noted by:
MARYLAND M. ESNARRDO
Adviser
Approved:
WILLIAM R. BUHAYAN
Education Program Supervisor 1-ALS
Appendix E
LETTER TO THE DISTRICT ALS COORDINATOR
LEONOR F. ROXAS
DISTRICT ALS COORDINATOR
ST. CRUZ, SAN JOSE, DINAGAT ISLANDS
Madam:
The third year students are currently conducting their research study entitled


DISTRICT.
In this connection, we would like to ask permission to allow us in conducting a survey
on your students. This would greatly help in the realization of our study.
We would be grateful of your approval.
We are very truly yours,
Signature
JENGIE F. MAYBUENA
MARIBEL S. LAPINID
LIESEL S. MARBAS
AILYN G. BOQUIL
HIDEE C. BUCOL
Researchers
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Noted by:
MARYLAND M. ESNARDO
Adviser
Approved by:
LEONOR F. ROXAS
District ALS Coordinator
Appendix F
LETTER TO THE TEACHER-RESPONDENTS
Madam/Sir:
DISTRICT.

In this connection, we would like to ask permission to allow us in conducting a survey

on your students. This would greatly help in the realization of our study.
We would be grateful of your approval.
We are very truly yours,

Signature
JENGIE F. MAYBUENA
MARIBEL S. LAPINID
LIESEL S. MARBAS
AILYN G. BOQUIL
HIDEE C. BUCOL
Researchers
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Noted by:
MARYLAND M. ESNARDO
Adviser
Approved by:
______________________________
ALS Mobile Teacher/Facilitator
Appendix G
LETTER TO THE STUDENT-RESPONDENTS
Madam/Sir:
DISTRICT.

In this connection, the researchers would like to ask your heartfelt support for the
success of the study. Please give them the necessary information as well as the details
related in this research.
Thank you very much and hoping for your full cooperation.
Very truly yours,
Signature
JENGIE F. MAYBUENA
MARIBEL S. LAPINID
LIESEL S. MARBAS
AILYN G. BOQUIL
HIDEE C. BUCOL
Researchers
Noted by:
MARYLAND M. ESNARDO
Adviser
Approved by:
______________________________
ALS Facilitator
CURRICULUM VITAE
JENGIE F. MAYBUENA
Wilson, San Jose, Dinagat Islands
jengiefatmaybuena@yahoo.com
09463906780
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Personal Details:
Name: JENGIE F. MAYBUENA
Sex: Female
Age: 25
Birthplace: Cuarinta, San Jose, SurigaodelNorte
Birth Date: May 4, 1990
Mothers Name: Nenita B. Fat
Fathers Name: Teofredo D. Fat
Educational Background
Elementary:
San Jose Central Elementary School
SY: 2001-2002
Secondary:
Cuarenta National High School
SY: 2005-2006
Tertiary:
Surigao State College of Technology
AY: 2006-2008
Bachelor of Secondary of Education
Major: General Science
Don Jose Ecleo Memorial Foundation College of Science and
Technology
AY: 2011-2012, 2013-2015

Bachelor of Science in Civil Engineering

Don Jose Ecleo Memorial Foundation College of Science and

Technology
AY: 2015-present
Bachelor in Elementary Education
SEMINARS ATTENDED
Engineering; the Climate and The Role of Civil Engineering in Global
Development
Caraga Region Engineering and Architectural and Technology Educators
(CREATE) 2015
HIV/AIDS, HEPA-B, HEPA-C, Syphilis and Tuberculosis Orientation
Seminar on February 11, 2015 at DJEMFCST, San Jose, Dinagat Islands.
Seminar on Values Formation and Human Behaviour
CURRICULUM VITAE
AILYN G. BOQUIL
P-5 New Mabuhay, Dinagat, Dinagat Islands
ailyn_boquil@yahoo.com

09464352995
Personal Details:
Name: Ailyn G. Boquil
Sex: Female
Age: 20
Birth Date: June 8, 1995
Birth Place: P-5, New Mabuhay, Dinagat, Surigao del Norte
Home Address: P-5, New Mabuhay, Dinagat, Dinagat Islands
Nationality: Pilipino
Fathers Name: Mr. Casiano S. Boquil Sr.
Mothers Name: Mrs. Agnes G. Boquil
Educational Background:
Elementary Level
School: New Mabuhay Elementary School
Year Graduated: 2007-2008
High School Level
School: Dinagat School of Fisheries
College Level
School: Don Jose Ecleo Memorial Foundation College of Science and
Technology
Course/year: BEED-3

Seminars/Training Attended:
Orientation-Seminar on Self-Care and Healthy Lifestyle
Seminar Workshop on Students Rights and Responsibilities
Festival Management Enhancement Workshop for Tourism Development
1ST Sports Tournament Seminar Workshop 2015
HIV/AIDS,
HEPA-B,
HEPA-C,
SYPHILIS
ORIENTATION
CURRICULUM VITAE
HIDEE C. BUCOL
P-2 Cuarinta, San Jose, Dinagat Islands
hai_dheebucs@yahoo.com
09483101407
and
TUBERCOLUSIS

Personal Details
Name: Hidee C. Bucol
Sex: Female
Age: 21
Birth-date: February 9, 1995
Birth place: P-2 Cuarenta, San Jose, Dinagat Islands
Home Address: P-2 Cuarenta, San Jose, Dinagat Islands
Nationality: Filipino
Fathers name: Rufino G. Bucol
Mothers name: Lelia C. Bucol
Elementary:
School: Cuarenta Elementary School
Secondary:
School: Cuarenta National High School
Tertiary:
Course & year: BEEd-3
School: DJEMFCST
1st Sports Tournament Seminar Workshop 2015 on February 8, 2015 at
DJEMFCST, San Jose, Dinagat Islands.
Seminar on February 11, 2015 at DJEMFCST, San Jose, Dinagat
Islands.

Orientation Seminar on Self Care and Healthy Lifestyle held at

Justiniana Edera, San Jose, Dinagat Islands on June 27, 2013.
Seminar Workshop on Students rights and Responsibilities held at
NB-1, DJEMFCST, Justiniana Edera, San Jose, Dinagat Islands on
July 14, 2013.
Symposium on drug Prevention held at NB-1, DJEMFCST, Justiniana
Edera, San Jose, Dinagat Islands on December 19, 2013.
CURRICULUM VITAE
MARIBEL S. LAPINID
Don Ruben, San Jose, Dinagat Islands.
Lapinid_maribel@yahoo.com
09464363535
Personal Details
Name: Maribel S. Lapinid
Sex: Female
Age: 20

Birth-date: December 22, 1995

Birth place: Edera, Basilisa, Surigao, Del Norte
Home Address: Don Ruben, San Jose, Dinagat Islands.
Fathers name: Mansueto G. Lapinid
Mothers name: Nena S. Lapinid
Elementary:
School: Don Ruben Elementary School.
Secondary:
School: DREESMNHS
Tertiary:
School: DJEMFCST
Islands.
July 14, 2013.

CURRICULUM VITAE
LIESEL S. MARBAS
Sta.Cruz, San Jose, Dinagat Islands.
Liesel.marbas@yahoo.com
09097291530
Personal Details
Name: Liesel S. Marbas
Sex: Female
Age: 20
Birth-date: July, 17, 1995
Birth place: Sta. Cruz Surigao Del Norte
Home Address: Sta. Cruz, San Jose, Dinagat Islands.
Fathers name: Carterio M. Marbas
Mothers name: Genara S. Marbas

Elementary:
School: Sta. Cruz Elementary School.
Secondary:
School: DREESMNHS
Tertiary:
School: DJEMFCST
Islands.
July 14, 2013.

Edited Thesis Group 6

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Edited Thesis Group 6

Загружено:

Авторское право:

Доступные форматы

Don Jose Ecleo Memorial Foundation College of Science and Technology

College of Teacher Education

COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING

A Thesis Proposal Presented to the

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

PROBLEM AND REVIEW OF RELATED LITERATURE

Don Jose Ecleo Memorial Foundation College of Science and Technology

C. Letter to the Schools Division Superintendent

Don Jose Ecleo Memorial Foundation College of Science and Technology

Schematic Model of the Study

Map of ALS CLCs- San Jose District

Don Jose Ecleo Memorial Foundation College of Science and Technology

This chapter includes the introduction, theoretical and conceptual framework,

Don Jose Ecleo Memorial Foundation College of Science and Technology

facilities and equipments, lack of integration of livelihood and employment

The conceptual framework of the study is based on the Schematic model of

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Profile of the Studentrespondent:

Identify the profile of

Design an action plan to

Figure 1. Schematic Model of the Study

Don Jose Ecleo Memorial Foundation College of Science and Technology

This study focuses on identifying the common problems encountered by ALS

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Focus.This study will focus on the common problems encountered by

Don Jose Ecleo Memorial Foundation College of Science and Technology

Mobile Teachers. It refers to the specialized public school teachers conducting

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Don Jose Ecleo Memorial Foundation College of Science and Technology

Figure 2. Map of ALS-CLCs in San Jose District

Don Jose Ecleo Memorial Foundation College of Science and Technology

Questionnaire-checklist is used as a research instrument. Part 1 of the checklist

Don Jose Ecleo Memorial Foundation College of Science and Technology

In the process, the checklist will be administered to the respondents. The

Don Jose Ecleo Memorial Foundation College of Science and Technology

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

Don Jose Ecleo Memorial Foundation College of Science and Technology

Margallo, L., et al. (2015).Assisting adult learners through Alternative Delivery

Pilar, J. (October 2015). Education Beyond Borders: Lived Experiences in Teaching

Reyes, Z. (2012).Lifelong learning in the Philippines. Retrieved January 12, 2016,

Don Jose Ecleo Memorial Foundation College of Science and Technology

UNESCO (2013).Flexible learning strategies: Country case report. Retrieved on

Don Jose Ecleo Memorial Foundation College of Science and Technology

PART 1: Personal Information

PART 2: Common problems perceived by the teachers in implementation of

Don Jose Ecleo Memorial Foundation College of Science and Technology

Assessment and Evaluation

Don Jose Ecleo Memorial Foundation College of Science and Technology

Facilitators experience difficulties in

Don Jose Ecleo Memorial Foundation College of Science and Technology

Age: ________________ Sex: __________________________

Other, please specify ____________________________

PART 2: Common problems perceived by the students in implementation of

Don Jose Ecleo Memorial Foundation College of Science and Technology

I feel ashamed because people say

Age: Sex: __________