RESEARCH PROPOSAL

COMPETENCE OF ALS TEACHERS AND LEARNERS’ PERFORMANCE

IN THE ACCREDITATION AND EQUIVALENCY TEST: BASIS FOR
INSTRUCTIONAL PROGRAM

Prepared by:

MICHELLE M. MUTYA ANICITA P. RICABLANCA

ALS Education Program Specialist II ALS Education Program Specialist II

ROLITO M. DELA CRUZ

EPS –TLE/ALS Focal Person
I. Introduction

Literacy is fundamental to the achievement of the quality of life of a person. It is more than

a basic reading ability, but rather an indication of how adults use written information to function

in society. Youths and adults should acquire literacy and lifelong skills necessary in getting a good

job, decent earnings, and access to quality learning opportunities. If not, they will become illiterate

and liabilities of the government and the society

Illiteracy was noted as the biggest obstacle that hampers the economic growth of a country.

Southeast Asian and African countries, most especially, have been bombarded with economic

crisis brought about by poverty which links to illiteracy. Philippines was tagged as one of the

countries to have the highest poverty incidence rates in Southeast Asia. Amongst everyone, the

Out-of-School Children (OSC), Out-of-School Youth (OSYs), and Out of-School Adults (OSAs)

were the most affected by poverty due to lack of educational opportunities created, however, by

illiteracy itself (Apao, Abao, & Dayagbil, 2014).

To alleviate the issue, Alternative Learning System (ALS) was established to provide all

Filipinos the chance to have access and complete their basic education in a way that fits their

distinct situations and needs (DepEd, 2016). Alternative Learning System is a parallel learning

system which combined non-formal education and informal sources of knowledge and skills

(DepEd, 2016). It specifically targets the learning needs of school leavers, adults and other learners

from marginalized groups who do not have access to formal education.

Through ALS, those who are “deprived, depressed, and underserved” as described by the

law will now be offered with education towards Accreditation and Equivalency (A&E) Test that

may grant either elementary or high school diplomas (Arzadon & Nato, 2015). This test was

developed by the Bureau of Non-formal Education (BNFE) and is administered yearly. It provides
an alternative means of certification of learning for Filipinos aged 15 years old and above who are

unable to avail or do not have access of the formal school system, or who have dropped out of the

formal elementary and secondary schools but are not basically illiterate. Passers of the test will get

a chance to be go back to the formal basic education system, higher education or any technical-

vocational school (“Philippine Education for All 2015: Implementation and Challenges

Philippines”, 2015).

Moreover, Alternative Learning System provides a second chance schooling to

marginalized learners to the end that they are able to find a better job after pursuing education. The

program requires highly dedicated and multi-skilled teachers who have to deal with diverse types

of learners. However, reports show that ALS has not produced significant results that address the

needs of out-of-school youth and adults. The study of Fernandez (2014) on teachers’ competences

and learners’ performance in the Accreditation and Equivalency (A& E) test revealed that teachers

have weaknesses that hinder the performances of the learners in the A & Test. Among which are

“manifest a thorough knowledge of the subject matter; formulate questions to clarify a lesson;

usage of various aids to make the subject matter in the module more interesting to learners; make

use of a variety of teaching strategies to make the lessons in the module more interesting; and

provide challenging task applicable to real life situations” (Fernandez, 2014, p.40).

The Division of Marindque has implemented and supported the ALS program since 2004

to present. The Division of Marinduque –ALS continuously promotes and increasingly spends its

literacy program where the focus of implementation is to equip its constituents with knowledge,

skills, and attitudes through non-formal education for people empowerment and self-sufficiency.

It caters two ALS program namely: Basic Literacy Program and Continuing Education Program-

Accreditation and Equivalency Program. The A & E program is a ten month learning session at
their respective Community Learning Centers (CLSs) through the use of ALS modules or group

session with their District ALS Coordinator (DALSC), Mobile Teachers (MT), or Instructional

Managers (IM) or Learning Facilitators (LF). ALS implementers use the delivery modes of

instruction such as e-Skwela, face to –face, independent learning, and radio-based instruction

(RBI). The delivery mode of instruction is adapted to the situation in the local setting in order to

meet the needs of the target learners.

After finishing the program, learners are then assessed by their learning facilitators and if

they are ready, they are given the Accreditation and Equivalent (A & E) Test covering all learning

strands in the ALS curriculum. However, not everyone seemed ready because there are some ALS

learners who failed the Accreditation and Equivalent (A & E) Test. Records of the ALS learners

from 2013 to 2015 showed a not significant results. For instance, in 2013 out of 907 test takers,

only 226 passed, in 2014 out of 807 test takers, only 260 passed; and in 2015, out of 25 test takers

passers are only 363.

Data are alarming to the ALS implementers. Hence, if learners’ performance in the

Accreditation and Equivalency (A &E) Test continuous to deteriorate, the performance of the ALS

in the whole division will also be affected. With this premise, the researchers would like to conduct

an investigation to find out reasons for this alarming situations. The investigation will cover the

competence of teachers, since teachers are the implementers and deliverers of the program. It will

delve in knowing the performance of the ALS learners in the A & E Test. Results will become the

basis for enhancement of instructional program. Ultimately, the Alternative Learning System

(ALS) aims to increase the passing rate of ALS in the Accreditation and Equivalency Test (A &

E) through proper delivery of instruction to Marinduque on a higher level of performance.

II. Review of Related Literature and Studies

This portion presents a review of literature and studies that have bearing on the present

study and are important in understanding the variables of the problems being investigated.

Legal Basis of Alternative Learning System

The creation of the Alternative Learning System is anchored on Republic Act No. 9155.

Basic Education is the education intended to meet basic learning needs which lays the foundation

on which subsequent learning can be based. It encompasses early childhood, elementary and high

school education as well as alternative learning systems for children, out-of-school youth and adult

learners and includes education for those with special needs.

It recognizes Alternative Learning System (ALS) as parallel learning system to provide a

viable alternative to the existing formal educational instruction. It encompasses both the nonformal

and informal sources of knowledge and skills. Thus, Executive Order No. 356 Section 1 renamed

the Bureau of Nonformal Education to Bureau of Alternative Learning System.

Alternative Learning System has two major programs: Non-Formal Education Program

which includes Basic Literacy Program which caters illiterate children, youth and adult learners.

A & E for literates who have not completed ten years of basic education while Informal Education

Program is a short courses for personality/community development and entrepreneurship to be

able to response to pressing community needs.

The program goals is to produce a functionally literate person who must be able to

communicate effectively, solve problems scientifically, creatively and think critically, use

resources sustainably and be productive as well as to develop oneself and sense of community and

to expand one’s world view.

 In relation to this, the ALS Curriculum was designed including the Basic Education

Curriculum for ALS Core Competencies. ALS Curriculum reflects the set of knowledge, skills and

competencies that learners should develop to meet the minimum requirements of basic education.

There are five Learning Strands developed in core competencies such as Communication Skills,

Critical Thinking and Problem Solving, Sustainable Use of Resources/Productivity, Development

of Self and A Sense of Community and Expanding One’s World Vision. These are the

competencies that learners could acquire to become globally competitive and productive citizen of

the community and country as well.

Most importantly, they should attend learning sessions preparatory and post program

activities. Moreover, they should develop literacy and other related skills based on the ALS A &

E Core Competencies and establish functional networking and supporting system as well.

Legal Mandates for Hiring Competent Teachers

As stipulated in DepEd Order No. 7, s. 2015, hiring Guidelines for Teacher I Positions for

School Year (SY) 2015-2016 aims to integrate and further institutionalized the primary objective

of K to 12 Basic Education Program which is to enhance the over-all quality of Basic Education

in the country by hiring highly competent teachers.

In addition, the Department of Education (DepEd) recognizes that the success of any

education system greatly relies on the competence of its teachers. The program plans to achieve

this objective through significantly improving professional standards that will better ensure that

the teachers hired are able to substantially contribute to the development of life-long learners.

In addition, DepEd Order No. 22, s. 2015 coverage are all applicants who have passed the

evaluation process set forth in the DO 7, s. 2015(i.e. those who have achieved 70 points and above)
shall have been appointed and assigned to their respective stations before these Guidelines are

used.

Defined Applicant as a person who holds a valid certificate of registration/professional

license as a teacher from the Professional Regulation Commission (PRC) seeking to be appointed

as a Teacher I position.

Qualified applicant refers to an applicant who has been screened and who therefore, meets

the evaluation and selection criteria used by the Schools Division as provided for in the enclosed

guidelines.

Accreditation and Equivalency (A & E) Test

The Alternative Learning System Accreditation and Equivalency (ALS A&E) Test,

formerly known as the Non-formal Education A&E Test, is a paper and pencil test designed to

measure the competencies of those who have neither attended nor finished elementary or

secondary education in the formal school system. It is one of the four components of ALS A & E.

The Accreditation and Equivalency Test (A & T) is anchored on DECS Order Nos. 22 and 28,

s.1999.

The A&E is a system of certification of learning for OSY and adults (15 years old and

above) who have dropped out of formal elementary or secondary education. Prospective A&E

examinees may avail of two programs as learning support: Learning Support Delivery System

(LSDS); and the Balik-Paaralan Para Sa Out-of- School Adult (BP-OSA). The LSDS is contracted

by DepEd to various providers while the BPOSA is directly delivered by Deped using

group/area/need-specific learning modules with schools as venue and the formal school teachers

as learning facilitators.
 Passers of the A&E Test are given a certificate/diploma, bearing the Department of

Education (DepEd) seal and the signature of the Secretary, certifying their competencies as

comparable graduates of the formal school system. Passers are qualified to enroll in secondary

schools and are allowed to mainstream in the Educational system of the country. It offers following

opportunities; enroll in post-secondary courses (technical I vocational, two/four/five year course)

of the CHED access to TESDA skills trainings program acquire eligibility for government

employment positions.

Teachers’ Competence

At every level, teachers’ competencies improve their performance are of great importance.

Teachers competencies not only affect their values, behaviors, communication, aims and practices

but they also support professional development and curricular studies (Selvi, 2012). Competencies

can be defined as “the set of knowledge, skills, and experience necessary for future, which

manifests in activities” (Fakhra & Akhtar, 2015, p. 129). Edwards and Kelly (2013) operationally

defined teachers competencies as knowledge and skills of teachers required for effective and

quality education at higher education level. These include a set of teaching skills that a teacher at

secondary level needs to possess, in order to become effective teacher and these are pedagogical

skills, management and assessment skills, and research skills.

All teachers should be able to measure their ability to meet the basic list of outcomes under

each competency area regardless of how they entered the profession. Additionally, if all teachers

desire to grow in a particular competency area, they can examine expected learning and skills

regardless of the grade level that they are handling. A teacher’s competency in 21st century

according to UNESCO (2013) is to have firm knowledge of the curriculum of his/her subject and

to use technology into the curriculum. Whether in formal or non-formal system of education, the
quality of teaching depends on three components such as curriculum of instruction, the teachers,

and learners. Moreover, the quality of education depends upon the provision of education that is

being provided by two sources these are teachers and curriculum implementers. In any system of

education, a learner has to depend on teacher who transmits, interpret, and facilitates subject

matter knowledge. Education of the highest quality requires teachers of the highest quality and

highly skilled and professional teaching can do this.

II. RESEARCH QUESTIONS

This research study aims to determine the competence of ALS Mobile Teachers and its

relationship to the learners’ performance in the A & E Test.

Specifically, it seeks to answer the following questions:

1. What is the profile of ALS teachers in terms of:

1.1 age;

1.2 educational attainment;

1.3 years of teaching in the ALS;

1.4 trainings attended; and

1.5 performance rating for the last three years?

2. What is the socio-demographic profile of the learner-respondents in terms of:

2.1 age;

2.2 gender;

2.3 civil status;

2.4 number of years gap in study?

3. What is the level teaching competence of ALS teachers in terms of:

 3.1 mastery of the subject content;

3.2 andragogy; and

3.3 evaluation of learning outcomes?

4. Is there a significant relationship between the socio-demographic profile and

teachers’ competence among teacher-respondents?

5. What is the learners’ performance in the A & E Test based on the following learning

competencies:

5.1 communication skills;

5.2 critical and problem solving skill;

5.3 development of self and a sense of community;

5.4 expanding one’s world vision; and

5.5 sustainable use of resources/productivity?

6. Is there a significant relationship between the socio-demographic profile and

learners’ performance among learner-respondents in the Accreditation and

Equivalency (A& E) Test?

7. Is there a significant relationship between the teachers’ competence and learners’

performance in the Accreditation and Equivalency (A& E) Test?

8. What Enhanced Instructional Program may be proposed as a result of this study?

III. SCOPE AND LIMITATIONS

The study will primarily focus on the identification of ALS mobile teachers’ competence

and learners’ performance in the Accreditation and Equivalency (A& E) test in the Division of

Marinduque as basis for enhanced instructional program.

 It will involve the 25 ALS mobile teachers in the nine districts in the Division of

Marinduque and the 25 learners’ performance in the 2015 Accreditation and Equivalency (A & E)

Test.

The will exclude the performance test takers who are not registered ALS learners who

underwent the 10 months learning session in any of the ALS community centers but will be limited

only to the sample 25 ALS learners who attended and completed the 10 months learning session

and took the A & E test.

III. RESEARCH METHODOLOGY

This part deals with the sampling, data collection, research ethics, and plan for analysis.

A. Sampling

This research will make use two sampling procedures in getting the sample

respondents. The first is the purposive sampling. It is a non-probability sample that is selected

based on characteristics of a population and the objective of the study. This sampling technique

will be used in getting the teacher respondents. The second sampling technique is fish bowl

technique. All the names of the ALS learners for CY 2015 will be listed in strips of paper.

Their names will be put in a bowl and will be drawn by the respondents. In this way, all the

ALS learners will have equal chances to become the respondents. Researchers will choose the

first 25 learners as respondents of the study.

B. Data Collection
 This study will use self-made questionnaire as the main tool to collect data.

Questionnaire is subdivided into parts. The first part of the questionnaire contains the

profile of the teacher-respondents. It is a checklist type, in which all the possible

descriptions of the respondents’ profile are listed and the respondents will check the item

that describes their profile. This is designed to facilitate easy way of answering the research

instrument. This second part of the questionnaire comprises the profile of the 25 ALS

learners. It is a checklist type. It includes all the possible indicators of the learners’ profile.

The third part of the questionnaire assesses the level of teaching competence of the ALS

mobile teachers as to mastery of the subject content, andragogy, and evaluation of learning

outcomes. A first point rating scale will be used to describe the level of competence as to:

5- Highly Competent, 4- Competent, 3- Moderately Competent, 2- Slightly Competent,

and 1- Not Competent.

In collecting data on the learners’ performance, researchers will request for the

records of the results of the Accreditation and Equivalency (A & E) test for CY 2015 in

the ALS- Division of Marinduque. Data will be sorted to get the learners’ performance in

five learning competencies such as communication skills, critical and problem solving

skill, development of self and a sense of community, expanding one’s world vision, and

sustainable use of resources/productivity.

With the permission of the SDS, the researchers will personally distribute and

administer the questionnaire to the respondents. Upon distribution of the questionnaire, the

researchers will give brief orientation on the purpose of the research. They will also

personally retrieve the questionnaire to maintain confidentiality of the respondent’s

answers.
 C. Ethical Issues

Dealing with school superiors require ethics. They are authorities and deserved

respect. Their time is precious. Thus, courtesy and protocol in approaching them must be

observed. Moreover, dealing with learners who are also respondents in the study requires

ethics. They must be properly oriented and motivated to get their full cooperation and

support. Likewise, they should be treated kindly and nicely. They should not feel that they

are being pressured and forced in answering the research questionnaire. Results of the

investigation will be will be kept and should maintain its confidentiality.

D. Plans for Data Analysis

This research will use the descriptive statistics and inferential statistics in analyzing

the results. Descriptive statistics such as frequency count, percentage, and mean will be

used to describe the respondents profile and the level of teachers’ competence. Inferential

statistics such as Independent T-test and two-paired ANOVA will be used to find out the

significant relationships between and among the variables of the study.

IV. TIMETABLE/GANTT CHART

Activities Aug. Sept. Oct. Nov. Dec. Jan. Feb. March

Securing Permit from the SDO
Crafting of Research Tools
Conducting Orientation to
Respondents
Data Gathering
 Data Analysis
Presentation of Output to
Division Office
Submission of the Final Paper

V. COST ESTIMATES:

ITEM EXPENDITURE QUANTITY UNIT UNIT COST TOTAL

Orientation of Participants:

Food for the Orientation of Participants 55 Pax 75.00 4,125.00

(Plenary)
Materials for the Encoding and
Printing of Research Instruments and
Final Copy:
- Bond Paper (Book Paper Short 4 Reams 150.00 600.00
- Ink (Printer) Canon G2000
-Black 1 Bottle 495.00 495.00
-Yellow 1 Bottle 495.00 495.00
-Magenta 1 Bottle 495.00 495.00
-Blue 1 Bottle 495.00 495.00
- Binding of Final Copy 6 Copies 500.00 1,500.00

Dissemination (Division Search) 3 Pax 500.00 1,500.00

Tarpaulin and Flyers 1000.00

Regional Research Summit 3 Pax 5,000.00 15,000.00

TOTAL 25,705.00

VI. PLANS FOR DISSEMINATIONS AND UTILIZATION

The research paper, after the acceptance and approval of the Division Office, the designed

Enhanced Instructional Programs will be implemented in the Schools Division of Marinduque –

Alternative Learning System. Monthly monitoring of the Enhanced Instructional Programs will be

conducted in order to observe activities which transpired in the session. Issues, problems and other
concerns will also be given emphasis or further enhancement and development of ALS

Implementers and for the sustainability of the ALS program.

VII. REFERENCES

Apao, L.T. Abao, E.L., & Dayagbil, F.T. (2014). Alternative learning system accreditation and
equivalency test (ALS A & E) Program: Quality of life beyond poverty. International
Journal of Interdisciplinary Research and Innovation, 2 (4), 20-26.
Arzadon, M. & Nato, R. (2015). The Philippine alternative learning system: Expanding the
education future of the deprived, depressed, and undeserved. Retrieved October 1,
2017 from http://hdl.voced.edu.au/10707/394970.
Edwards, G., & Kelley, A.V. (2013). Experience and education: Towards an alternative national
curriculum. In A.V. Kelley (Ed.). London: Paul Chapman.
Department of Education (2016). Press released. Isang Daan, Isang DepEd toward education for
all. Retrieved October 1, 2017 from http://www.deped.gov.ph/press-releases/isang-daan-
isang-deped-toward- education-all.
Fakhara, A. & Akhtar, M.S. (2012). Impact of training on teachers competencies at higher
education level in Pakistan. Academic Journal Article, 4 (2), 129-142. Retrieved October
1, 2017 from https://www.questia.com/library/journal/1P3-3236185851/impact-of-
training on-teachers-competencies-at-higher
Fernandez, R.M. (2014). Teachers’ competence and learners’ performance in the alternative
learning system towards an enriched instructional program. International Journal of
Information Technology and Business Management, 22 (1), 22-46. Retrieved October 1,
2017 from https://www.jitbm.com/22%20volume/4%20Learning%20Process.pdf
Selvin, M. L. (2014). Analysis of the relationship among school climate, teacher effectiveness
and teacher morale. Journal of Educational Measurement, 16, 245- 253.
UNESCO (2013). Sustainability of community learning centers: Community ownership and
support. Asia Pacific Regional Action Research Studies. Retrieved from October 1, 2017
from http://unesco.org/images/0022/002233/223325E.pdf
 Schools Division of Marinduque
Boac, Marinduque

QUESTIONNAIRE

Part 1. Profile of the ALS Mobile Teachers

Directions: Please put a check (/) on the blank that corresponds to description of your profile.

1.1 Age

_______ 20-30 _______ 31-40 _______ 41-50 _______ 51 -60

1.2 Educational Attainment

_______ Ph. D. Graduate _______ With Ph D. Units

_______ Masteral Graduate _______ With Masteral Units

_______ BS Degree Holder _______ Others, please specify

1.3 Number of Years in Teaching in the ALS Program

_______ below 5 years _______ 6 to 10 years

_______ 11- 15 years _______ 16 to 20 years

_______ 21- 25 years _______ above 26 years

1.4 Trainings Attended

1.4.1 Training Based

_______ International Level _______ Regional Level

_______ National Level _______ Division Level

1.4.2 Training Duration

_______ 1-2 days _______ 11 – 15 days _______ 2 months

_______ 3 – 5 days _______ 16-20 days _______ Others, pls. specify

_______ 6 - 10 days _______ 1 month

 1.4.3 Training Category

_______ Trade Skill Upgrading Program

_______ Curriculum Enhancement

_______ Others, please specify

1.4.4 Relevance of Training to the subject taught and mode of delivery used.

_______ Keeps pace with the current trends in the Alternative Learning System

_______ Acquire common understanding in the conduct of competency assessment (A &E)

_______ Enhance the competencies in the program being handled

_______ Improve communication skills and facilitating skills

_______ Others, please specify

Part 2. Demographic Profile of the ALS Learners for CY 2011-2015.

Directions: Please put a check (/) on the item that describes the demographic profile of the ALS
learners:

2.1 Age
______ 15-24 (OSY) ______ (25 and above) Adult

2.2 Sex

______ Male ______ Female

2.3 Civil Status

______ Single ______ Married

2.4 Number of years gap in study

______ 1 to 5 years ______11-to 15 years ______ above 20 years

______ 6 to 10 years ______ 16 to 20 years

Part 3. Teaching Competence

Directions: Please rate your teaching competence using the scale below.

5- Highly Competent 4-Competent 3-Moderately Competent

2- Slightly Competent 1- Not Competent

1. Mastery of the Subject Content 5 4 3 2 1

a. Demonstrates mastery of the subject content namely
communication skill, critical thinking and problem solving,
sustainable resources and productivity, development of self and
sense of the community.
b. Encourages and sustains learners’ interest in the subject matter
by making content meaningful and relevant
c. The teacher explained learning goals, instructional procedures
and content clearly to the learners
d. Presents lesson logically in a developmental manner
e. Others, please specify

2. Andragogy 5 4 3 2 1
a. Utilizes varied techniques and strategies suited to the
capabilities of the learners
b. Set lesson objectives within the experiences and capabilities of
the learners
c. Places lessons appropriate to the needs and difficulties of
learners
d. Aligns lesson objectives, teaching methods, learning
objectives, and instructional materials
e. Others, please specify

3. Evaluation of Learning Outcome 5 4 3 2 1

a. Design, use, and evaluate various assessment modes so as to
gather more accurate and comprehensive information to be used
to improve the effectiveness of learning
b. give learners timely and useful feedback with appropriate
encouragement and provide them with viable ways for
improvement
c. Keeps accurate records of learners’ performance level
d. Provides opportunity for learners to demonstrate their learning
e. Others, please specify