Determinants on the Achievements of Alternative Learning System

Accreditation and Equivalency Program in the

Division of Occidental Mindoro.

A MASTERAL THESIS PROPOSAL

SHERLY I. SABADO

Submitted to the Faculty of Graduate School

Occidental Mindoro State College
In Partial Fulfilment of the
Requirements for the
Degree

MASTER OF ARTS IN EDUCATION

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 CHAPTER 1

INTRODUCTION

Background of the study

In this era of globalization and technological revolution, education is considered

as a first step for human activity. It plays a vital role in the development of human capital

and is linked with an individual’s wellbeing and opportunities for better living (Battle &

Lewis, 2008). Educators have long struggled to understand why some students fail to

sustain schooling in traditional classroom settings. Some contented that the problem lies

within educational programming, whereas others think that the problems lies within the

students themselves (Quinn et al.,2007).

Educators, trainers, and researchers have long been interested in exploring

variables contributing effectively for quality performance of learners. These variables are

inside and outside school that affects students’ quality of academic achievement. These

factors may be termed as student factors, family factors, teachers’ factor, school factors,

and peer factors. The formal investigation about the role of these demographic factors

rooted back in 17th century (Mann, 2009). Generally these factors include age, gender,

geographical belongingness, ethnicity, marital status, socioeconomic status, parents’

education level, parental profession, language, income and religious affiliations. These

are usually discussed under the umbrella of demography. Unfortunately, defining and

measuring the quality of education is not a simple issue and the quality attributes

associated with the different stakeholders’ view point (Blevins 2009; Parri, 2006).

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 Moreover, according to the 2012 EFA Global Monitoring Report, an estimated

250 million primary school age children worldwide are not able to read, write or count

well. The figure includes out-of-school children but also children who have spent at least

four years in school but have not been learning. This indicates that formal schools have

also not been able to meet the individual learning needs of children in their specific

contexts often prompting them to dropout. Deep-rooted inequalities associated with

gender, ethnicity, wealth and location in addition to poor quality education, are major

barriers to getting more children into school. Whatever different variables inside and

outside school that affects students’ quality of academic achievement the quality of

students’ performance remains at top priority for educators. It is meant for making a

difference locally, regionally, nationally and globally. Guerrero (2013)

The Philippines is one of the developing countries in Asia. Government,

Educationalists, researchers are continuing to find out the solutions in order to uplift the

quality of education and to combat poverty in the country. Because of poverty many

children and young people suffer from child labor, child prostitution and human

trafficking. Although elementary and high school education is free, still many are not in

school because of the lack of other essential needs. Many are forced to do manual labor

to help their families. Unable to focus on their studies, most end up being drop-outs and

repeaters. The high dropout rate in schools is alarming.

According to the 2008 NSO census (FLEMMS) puts the Philippine Population

from 6 and above years old at 80M. It also shows that 62% of this population or

49,600,000 did not complete basic education. “Out of 100 Grade One pupils, only 66

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finish Grade Six. Only 58 of the 66 go on to enroll in first-year high school and only

43 finish high school. Of the 43 who finished high school, only 23 enroll in college and

only 14 of the 23 graduate from college.” To help combat this problem, an Alternative

Learning System (ALS) was developed by the Department of Education to educate

individuals and offer them the chance to take an Accreditation and Equivalency Exam

that can accelerate them with a qualification recognized as an Elementary or High school

diploma. Alternative Learning System is a free education program implemented by the

DepEd under the Bureau of Alternative Learning System (BALS) which benefits those

who cannot afford formal schooling and follows whatever is their available schedule. The

program provides a viable alternative to the existing formal education instruction,

encompassing both the non-formal and informal sources of knowledge and skills.

Guerrero (2013)

ALS aims to open more educational opportunities for Filipino citizens of different

interest, capabilities and demographic characteristics, socioeconomic origins and status as

well as addressing the needs of marginalized groups. Aside from giving hope to the less

fortunate, it also provides opportunities to Out-of-School Youths (OSY) and adults,

elementary and secondary drop-outs; industry-based workers; housewives; maids; factory

workers, drivers; fisherman; farmers; members of cultural minorities; indigenous people

and the disabled/physically challenged. The various alternative learning programs and

activities cater to the different learning needs of the out-of-school children, youths and

unemployed/underemployed adults. It is through Alternative Learning System that those

who are not extended the benefits of formal education can develop their total wellbeing.

They shall be able to learn the basic knowledge and skills that embrace the areas of

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community living such as functional literacy, civic education, socio-cultural

development, sport and physical fitness development, leadership training, vocational and

technical skills and economic development.

In other words, Alternative Learning System is an alternative measure whereby a

community or a nation as whole could bloom up educationally, economically, socially,

culturally, spirituality, and morally.

In the Division of Occidental Mindoro, ALS program is being implemented by

the District ALS coordinators (DALSC), Mobile Teachers, and Instructional managers,

through the guidance and support of the District Supervisors who work hand and hand in

building linkages with different government organizations to subsidize the district

implementation of ALS Program. A minimum of 75 learners/enrollees per implementers

in a year only 50% of them are completers despite of a flexible time, 15-20% of them

passed the A&E test and 1-5% of the passers continued to college or tertiary level, and 5-

10% find their job or employment. Intend a researcher to find out what could be the

determinants affecting the Achievements of the Accreditation and Equivalency Program

of the Alternative Learning System in the Division of Occidental Mindoro.

Statement of the Problem

Education is predictably associated with learning that takes place in schools. This

is a general perception historically based on tradition. But there is another kind of

education that does not need to take place in school and just as good as formal schooling,

the Alternative Learning system which is provided by the Department of Education to

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help those who cannot go to school to learn or who do not want to go to school to learn.

They include those who have never gone to school and those who have dropped out of

school. Hence, a flexible, affordable and appropriate alternative learning system (ALS) is

a viable option. In this system, the learners can acquire their learning needs in their own

learning styles at the appropriate time and place. But still the ALS implementation in the

Division of Occidental Mindoro is not as good as to the other division.

This study looked into the determinants affecting the achievements of the

Accreditation and Equivalency Program of the Alternative Learning System in the

Division of Occidental Mindoro.

Specifically, the researcher sought answers to the following:

1. What is the profile of the respondents in terms of

a. Age

b. civil status

c. socio economic status

2. What is the level of competencies of implementers in terms of :

 Delivery of ALS Program

 Advocacy and Social Mobilization

 Instructional materials

 Personality Traits

3. What is the level of external support to ALS A&E program in terms of :

a. Family

b. Community

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4. What is the level of achievement of ALS A&E Program with respect to :

a. passers in ALS A&E test,

b. Continuing to education program / tertiary education, and

c. Employment?

5. Is there a significant relationship between the respondent’s personal factor in the

level of achievement of ALS A&E Program in A&E passers, continuing education

program/tertiary education, and employment?

6. Which of the implementer’s competencies and external support significantly

influence the achievement of ALS A&E Program?

Objectives of the Study

General objectives

This study aimed to determine the determinants affecting the achievements of

Alternative Learning System A&E program in the Division of Occidental Mindoro

Specifically, the study aim to:

1. Identify the profile of the respondents in terms of personal factors such as age, civil

status, parents’ educational attainment, socioeconomic status.

2. Determine the level of competencies of implementers in terms of delivery of the ALS

program, advocacy and social mobilization, instructional materials, and personality

traits.

3. Asses the level of external factors to ALS A&E Program in terms of family and

community support.

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4. Identify the level of achievement of ALS A&E Program with respect to the rate of

passers in ALS A&E test, continuing to education program / tertiary education, and

employment.

5. Analyze the significant relationship between the respondent’s personal factor in the

level of achievement of ALS A&E Program in A&E passers, continuing education

program/tertiary education, and employment..

6. Evaluate the implementer’s competencies and external support influence to the level of

achievement of the ALS A&E Program.

Scope and Limitations of the Study

This study will be conducted to evaluate the factors affecting the achievement of

Alternative Learning System (ALS) Accreditation and Equivalency Program in the

Province of Occidental Mindoro. It also aim to find out the influence of personal factors

such as age, civil status, socio economic status; Implementers competencies such as the

delivery of the ALS program, advocacy and social mobilization, instructional materials,

and personality traits; external support such as family, and community support to the

ALS A&E Program on the A&E passers, continuing education program/tertiary

education, and employment.

The target respondents of the study were the selected elementary and secondary

completers in the Alternative Learning System Implementers and Stakeholders in 13

districts of Occidental Mindoro specifically Abra de Ilog, Mamburao, Paluan, Sta.Cruz,

Sablayan North and South district, Calintaan, Rizal, Magsaysay and San Jose North, East,

West and South District. Looc and Lubang District will not be included in the sample due

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to far distance and weather constraints. However, it will not in any way affect the study

because there is only one implementer in that area.

Significance of the Study

The result of this study reveals the determinants on achievements of the

Accreditation and Equivalency Program of the Alternative Learning System in the

Division of Occidental Mindoro. Based on this the researcher believed that this study will

be useful to the following:

To the ALS Implementers who are in service, beginning teachers/implementers and

Implementers to be, because the determinants of the effectiveness of the Accreditation

and Equivalency Program of the Alternative Learning System will contribute much to

becoming a competent implementers will be identified and will be taken into

consideration for further enhancement and improvement of their competency and for

them to be guided on how have clear vision on the determinants of the effectiveness of

the ALS A&E Program. Also for them to be more dedicated in work and have more

teaching engagement and helping hands to the OSY.

Local Government Units (LGUs), They could be helped in facilitating the

implementation of educational development programs for out-of-school youths, adults

and even other members of the marginalized sector to promote ALS as alternative

education to the less fortunate members of society. Aside from the banking of data on the

number of OSYs and illiterates in their Planning and Development Offices, the LGUs

could also prepare a long-term plan for implementation with the support of different

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agencies of the executive department. They might be able to assist OSYs by providing

them with permanent learning centers to better facilitate the delivery of instruction and

for them to allocate a sufficient fund intended for the development of ALS A&E program

also it would be enlightened on socio economic status of OSY to provision of allocating

or giving a fund in livelihood program for them that will uplift their standard of living.

ALS Learners, for they will value the implementers as an important element in teaching

learning process, and to give the value of education in their lives, they could understand

the socio-economic importance of acquiring alternative education provided by the

Department of Education. From the result of this study, they would be able to assess the

impact of ALS instruction on previous learners who have improved their quality of life

and become successful after qualifying for the A&E Test.

Community Leaders. They would benefit from this study as they could be able to

suggest innovation to facilitate learning, especially in the weak points identified in this

study, it would enhance their working relationship with one another and work

performance as Mobile Teachers. They can also be of help in identifying the number of

illiterates and OSYs in their areas for necessary support from ALS Mobile Teachers.

Parents of OSYs. They can understand the benefits derived from ALS. They may be able

to encourage their children to attend ALS programs of instruction to complete their basic

education and be eventually supported to pursue technical-vocational and degree courses

in college.

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Future researchers, they could use this as a relevant material to support their local

studies and to deepen the justification of the possible result and encourage future

researchers to investigate further on the results of the findings of the study.

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 CHAPTER II

REVIEW OF RELATED LITERATURE and STUDIES

This chapter presents and discusses the review of related literature and studies

from local and foreign sources related to the study and ideas drawn for the present study.

History and Implementation of Alternative Learning System

Many Filipinos do not have a chance to attend and finish formal basic education

(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while some

do not have schools in their communities. Since every Filipino has a right to free basic

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

access and complete basic education in a mode that fits their distinct situations and needs.

The 1987 Philippine Constitution provides for the recognition and promotion of

other forms of education other than formal education. Article XIV, Section 2, Paragraph

(1) declares that the State shall establish, maintain and support a complete, adequate and

integrated system of education relevant to the needs of the people and society; and

paragraph (4) concisely encourages non-formal, informal and indigenous learning

systems as well as self-learning, independent and out-of-school study programs

particularly those that respond to community needs. (DepEd ALS FAQ 2013)

Furthermore, the Governance Act for Basic Education otherwise known as the

Republic Act 9155 stipulates the establishment of the Alternative Learning System (ALS)

to provide out-of-school children, youth and adults population with basic education. It is

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a parallel learning system in the Philippines that provides a practical option to the

existing formal instruction. When one does not have or cannot access formal education in

schools, ALS is an alternate or substitute. ALS includes both the non-formal and informal

sources of knowledge and skills. (Carag,2014)

There are two major programs on ALS that are being implemented by the

Department of Education, through the Bureau of Alternative Learning System (BALS).

One is the Basic Literacy Program and the other is the Continuing Education Program -

Accreditation and Equivalency (A&E). Both programs are modular and flexible. This

means that learning can take place anytime and anyplace, depending on the convenience

and availability of the learners.

The ALS Programs are carried out by ALS Mobile Teachers and District ALS

Coordinators in the 17 regions of the country. Both are DepEd employed and hold regular

teacher items. Mobile Teachers are “specialized” teachers who live among the people in

remote barangays of the country to conduct the BLP for illiterate out-of-school children,

youth and adults who are willing to learn basic literacy skills and proceed to Continuing

Education program: Accreditation and Equivalency (A&E) for those who left formal

school system or have no access to schools. The District ALS Coordinators are primarily

designated to harmonize ALS initiatives in a district. (DepEd ALS FAQ 2013)

However, just like the Mobile Teachers, they also serve as learning facilitators in

the delivery of the different ALS programs/projects. The learning facilitator (Facilitator,

Instructional Manager, ALS Mobile Teacher, District ALS Coordinator) goes to

a sitio or barangay with Functional Literacy Test and a set of learning materials to
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conduct learning sessions until such time that the learners have become literate before

going to another sitio orbarangay. However, depending on the need of the learners, the

learning facilitator goes back to a sitio or barangay for visitation and follow-up.

Most of the time, instead of the learners going to the Community Learning

Center, the learning facilitator brings the learning materials to the learners to help them

acquire basic and or functional literacy skills. ALS programs are delivered in various

modes such as face-to-face, radio-based, eSkwela/computer-based or independent

learning.

At present, capturing the nature of ALS in the country produces diverse results.

Pockets of practices have been developed over time by individual communities or social

organizations. The challenge now for the Philippine government and the Department of

Education (DepEd) is to facilitate the growth of ALS in the country by providing and

strengthening the institutional support to the Bureau of Alternative Learning System

(BALS).

Bigelow (2011) reported the results of adopting an Alternative Core Learning

System at Boise State University. It was found out that the College of Business and

Economics obtained feedback from recent graduates and from business constituents. The

findings indicate that they are doing well with the technical aspects of business education

but are under-represented in these areas: 1.) “People skills” and in particular, the

competencies of negotiation, teamwork and leadership; 2.) the international area; 3.)

earlier stages of decision-making (problem/opportunity raising and creativity; and 4.)

self-managed learning and career management.

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 Berkeley (2012) conducted a research on school-to-work program in the United

States. The results revealed that the job counselors should have ready access to help the

out-of-school youth and adults identify a career and desired job, combined skills

assessment and methods to determine additional education or training the out-of-school

youth and adults need to become competitive in the market, give the needed skills and

teach them how to be more effective on their job seeking efforts.

Capillano (2012) studied the contribution of Nonformal Education Program to the

socio-economic condition of the province of Camarines Sur. The findings revealed that

the effect could be manifested on the functional literacy and livelihood skills of the

students. He stressed that the nonformal education is a driving force in economic and

social progress of the people in the community since it responded to the challenges of

eradicating illiteracy on vocational skills to make the learners more productive.

Mataac (2010) determined the status of implementation of Alternative Learning

System (ALS) in selected Division of National Capital Region; Input to policy

formulation the findings revealed that the instructional materials and facilities and

equipment came out to be negative predictors of the percentage of passers in

Accreditation and Equivalency examination. Furthermore, it was found out that the

shorter length of service of instructional manager the greater the percentage of passing in

the accreditation and equivalency test; the more frequent the use of instructional

materials, the lower is the passing rate of the students in the accreditation and

equivalency test. Finally, the hypothesis which states that the profile of the respondents

and the program management factors singly or in combination predict the effectiveness of

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the delivery of Alternative Learning System program in the National Capital Region is

partly sustained.

Personal Factors

The personal factors in this study include the following: age, civil status,

economic status, parents educational attainment, and distance of home on the community

learning center of the ALS beneficiaries.

The age of the person can help to determine his level of ability in his job.

Paraeswaran (2009) stated that aging is a growth experience. As is connotes, growth is a

sense of expansion, awareness and development experience. Growth is identified by

one’s sense of achievement of the goals purposed to be meaningful to one’s self and not

those superimposed by others.

Miller (2010) revealed that geriatric studies of aging and mental powers show that

the mind loses very little of its intellectual power until well into sixties, and then in

different ways for different people. Some gradual losses before this time may well be

compensated for the experience of confidence.

However, in most of the studies done on academic performance of students, it is

not surprising that social economic status is one of the major factors studied while

predicting academic performance.

According to Graetz (2011), one’s educational success depends very strongly on

social economic status of the parents. Considine and Zappala (2012) argue that families

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where the parents are advantaged socially, educationally and economically foster a high

level of achievement in their children. The researcher agrees with it because students

from high social economic backgrounds are well exposed to scholastic materials, which

aid their intelligence.

Furthermore, Farooq et.al (2011) study revealed that socio-economic status (SES)

and parents’ education have a significant effect on students’ overall academic

achievement as well as achievement in the subjects of Mathematics and English. The

high and average socio-economic level affects the performance more than the lower

level. It is very interesting that parents’ education means more than their occupation in

relation to their children’s academic performance at school.

Parents’ educational background can have a major influence on school

achievement. In one of the study of 90 rural African families with firstborn children ages

9 to 12, parents with more education were likely to have higher incomes and to be more

involved in the child’s schooling. Higher income families also tended to be more

supportive and harmonious ( Papalia 2010).

Implementers’ Competencies

The teacher is the key person in the classroom who unlocks the door of the

students to see the favorable climate that exists, and the resources available. He is the

provider of motivation and encouragement to explore, investigate and find responses to

the manifold questions along life and most of them could be seen in his behavior

reflective of practices Balaba (2010)

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 According to Veloria (2011) A professional is someone who does not need

supervision and regulation to have a continuing growth plan to achieve competence and

continually strive to raise the level of each new group of students; shows characteristics

of an effective teacher, has good classroom management skill, teach for mastery and has

positive expectations for students success.

Dizon (2012) mentioned that public school teachers appraise their teaching

performance through the PAST or (Performance Appraisal System for Teaschers). As

teachers, they should not only perform their teaching duties and responsibilities. Let us

also set a high standard or see to it that their everyday performance is with a high degree

of quality and achievement. Teachers should have to avoid factors resulting to low

performance such as habitual tardiness. A tardy teacher cannot execute completely the

plan for the day.

. Teachers must be resourceful and creative in using instructional materials. SA

Adalikwu (2012) revealed that students taught with instructional materials performed

significantly better than those taught without instructional materials and also that the use

of instructional materials generally improved students’ understanding of concepts and led

to high academic achievements

External Factors

The environment and the personal characteristics of learners play an important

role in their academic success. The school personnel, members of the families and

communities provide help and support to students for the quality of their academic

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performance. This social assistance has a crucial role for the accomplishment of

performance goals of students at school.Goddard (2010)

The home environment also affects the academic performance of students.

Educated parents can provide such an environment that suits best for academic success of

their children. The school authorities can provide counseling and guidance to parents for

creating positive home environment for improvement in students’ quality of work

(Marzano, 2009). The academic performance of students heavily depends upon the

parental involvement in their academic activities to attain the higher level of quality in

academic success Farooq (2011)

Across the board, when taken into account with other factors including ethnicity,

socio-economic factors, and even education of parents--parental involvement is the single

most influential factor in academic success. Teens who have parents who are involved in

their lives and generally know what's going on at school are more likely to attend four-

year colleges. Delp (2013)

Mushtaq & Nawaz Khan(2012) found that students’ performance is significantly

correlated with satisfaction with academic environment and the facilities of library,

computer lab and etc. in the institution. With regard to background variables, he found a

positive effect of high school performance and school achievement he found no statistical

evidence of significant association between family income level and academic

performance of the student.

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 Furthermore, there are several in which peers influence each other. Not all of

them are bad. Variables of peer influence include the ethnicity of the students, the socio-

economic background of the students, family relationships and group interests. In

addition, studies suggest that peers influence each other more heavily in the early teen

years. 14 year olds are more than twice as likely to engage in risky, self-destructive

behavior than 18 year olds are. The theory is that by 18, a young man or woman is more

autonomous and has clear aspirations of where he or she wants to go and how to get

there. Consequently, if risky behavior doesn't fit into the equation, an older teen is able to

pass easily without feeling badly. However, the pressure to 'fit in' for someone entering

high school is tremendous. Many peer groups can be a positive influence on their friends

as well. It is thought that intelligent students help their peers bring up their grades. Delp (

2013)

Moreover, one way of looking at influence from a parental perspective is to

consider that your child will most likely be friends with students who are interested in the

same activities. Most high school activities require a certain GPA and consequently, kids

who are involved in school sports, drama, student council and other activities tend to do

better in school. However, it's important to note that peer influence is not the most

important factor on a student's academic success.

According to Valverde et al. (2004), some individuals in the community are in a

position to know the needs of the residents. Barangay officials, midwives, teachers, and

other personalities in the community can provide certain kinds of information. However,

they may see the needs or the problems only from the point of view of the organization

they represent. Although they may administer a program but they not be in touch with

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their needs on life situation. The active participation and commitment of the people in the

community are necessary for its development, everything becomes easier if the work is

divided and equally shared by the members of the group.

Undoubtedly, experts agree that peer groups have an influence on academic

performance. What experts do not agree on is to what extent and the variables within that

influence.

The most common partners of ALS at the local level are the Community and

LGUs. It was recognized that LGUs are important partners in the delivery of Alternative

Learning System in the communities. There are several issues involved in the dynamics

between ALS and LGUs. The first issue has to do with allocation of share from the

Special Education Fund for ALS. It is a fund intended to help local education but it is not

regularly and predictably granted to ALS. The second issue pertains to the delineation of

roles and responsibilities between ALS and Literacy Coordinating Councils at the local

level. The third issue refers to the instrument to use in order to make the ALS-LGU

partnership official.

Theoretical Framework

Different theories can explain the learning behavior of learners that may affect

their academic performance

According to Kohberg’s theory “Specific factors influencing differences among

Learners” in view of those individual differences, the problem of meting adequately all

the needs of learner in education becomes the task of the teacher. For this task to be

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effectively accomplished, the teacher has to aware of the nature and extent of school

learner’s differences. Individual variation can also be attributed to environmental

influences, poor home background, low economic status etc. The experiences which an

individual acquires in his contact with his physical and social environmental at home and

in the community causes him to be different in his attitude toward learning and in his

demonstrated achievement.

Behaviorism, also known as behavioral psychology, is a theory of learning based

upon the idea that all behaviors are acquired through conditioning. Conditioning occurs

through interaction with the environment. Behaviorist believe that an individual’s

responses to environmental stimuli shape his/her behaviors. According to behaviorism,

behavior can be studied in a systematic and observable manner with no consideration of

internal mental states. This school of thought suggests that only observable behaviors

should be studied, since internal states such as cognitions, emotions and moods are too

subjective.

Learning theories.com, exemplifies on Vygotsky’s Social Development Theory

that social interaction plays a fundamental role in the process of cognitive development.

Such occurs first between the child and other people (inter-psychological) and then inside

the child (intra-psychological). Other people can be conceptualized as the ‘The More

Knowledgeable Other (MKO)”. The MKO refers to anyone who has a better

understanding or a higher ability level than the learner, with respect to particular task,

process, or concept. The MKO is normally thought of as being a teacher, and could also

be peers.

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 The aforementioned theories serve as from of reference to the present study

because researchers believe that there some factors that really affect the study of the

pupils. As cited by the aforementioned theories, teachers must be aware of the learning

condition of their pupils. They should keep on monitoring not only as to whether the

pupils learn or not, but also they should monitor the family living; the individual

problems for this could affect their learning. The most important is how to teach

effectively and how we can encourage the learners to learn.

With the presentation of the different theories above, determining the factors that

greatly influence the performance of students will pave the way for better learning – for

better quality of education, thus the study was conducted.

Conceptual Framework

The foregoing discussions, theories, assumptions, hypothesis given by various

authors, theorist and educators gave proof of the possible effects of the profile of learners,

implementers competencies, and external support to the achievements of ALS

beneficiaries.

Personal factors like age, civil status, socio-economic status as well as the

implementers’ competencies and external support are important because it provides

psychological support to learners through environments that encourage the development

of skills necessary for the success in school or learning. It turns influencing the academic

performance of learners because it set the parameters of learners’ learning experience.

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 Independent Variables Dependent Variable

 Personal factors
 Age
 Civil status
 Socio-economic status
Level of
 Implementers Competencies Achievements of ALS
A&E Program with
 Delivery of ALS respect to:
Program
 Advocacy and  Rate of passers in
Community Mobilization Accreditation and
 Instructional materials Equivalency Test
 Personality Traits
 Continuing
 External Factors education/ Tertiary
 Family and level
 Community support
 Employment

Figure 1. The Conceptual Framework of the Study

Figure 1. Shows the variables included in the study. On the left side, the independent

variables composed of personal factors such as age, civil status, and socio-economic

status. At the bottom are implementers competencies can be seen as well as the external

factors. On the implementer’s competencies are the delivery of ALS program, advocacy

and social mobilization, the use of instructional materials and personality traits. Under the

external factors composed of family and community support.

On the right side of the paradigm, the dependent variables are located and they are

represented by the level of achievements of ALS in Accreditation and Equivalency

Program in the rate of passers, continuing education/Tertiary level and employment.

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 Hypothesis

The personal, implementer’s competencies and external factors has no significant

influence on the achievement of ALS A&E Program in Accreditation Equivalency test

rate of passers, continuing education program/tertiary level and employment in the

Division of Occidental Mindoro.

Assumptions

The condition and academic achievement of the ALS beneficiaries will be

affected positively after attending the Alternative Learning System Accreditation and

Equivalency Program.

Operational Definition

In order to facilitate better understanding of this study, the following terms are

conceptually and operationally defined:

Achievements of A&E Program of ALS. In this study, the achievements of

Accreditation and Equivalency Program of ALS is measured by the passers of A&E Test

in two categories elementary and secondary passers, the tracking system of continuing

education/ tertiary level, and employment. The data was obtained from the records of

Division Office of Occidental Mindoro.

Alternative Learning System (ALS). It is a parallel learning system that provides a

viable alternative to the existing formal education instruction. It compasses both the

nonformal and informal sources of knowledge and skills.

ALS Implementers. A key person responsible for teaching and facilitating the learning

process. Mobile Teacher, District ALS Coordinator, and Instructional Manager become

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the initiator and guide of the learning process and help learners learn by themselves.

He/She provides technical assistance to learners.

Accreditation and Equivalency Program (A&E). Refers to the ALS program that

issues certification of learning after passing the test to out-of-school youth and adults

aged 11 years old and above for elementary and 15 years old and above in secondary who

are unable to go to to have dropped out of formal school. It is comparable to an

elementary and secondary education of the formal school system.

Community Support. This refers to the assistance provided by the following: local

government units, church leaders, industry, civic groups and related sectors and among

others. Cooperative effort of people in the community in support of the ALS

Accreditation and Equivalency Program such as encouraging the OSY in joining the

program; participation in policy making; maintain peace and order, etc. this is measured

by 5 items in the questionnaire.

Competence of Implementers. This refers to the performance of ALS implementers

particularly in the A&E Program. In this study, this is measured by 3 items and 5 sub

questions in each item in the questionnaire.

Factors. Refer to the effects of independent variables to the achievement of Alternative

Learning System beneficiaries.

Socio-economic Status. Social economic status is most commonly determined by

combining parents’ educational level, occupational status and income level

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the procedures to be implemented by the researcher which

include time and place of the study, research design, respondents, sample and sampling

procedure, research instrument and data gathering procedure and data analysis.

Time and Place of the Study

This study will be conducted in the Division of Occidental Mindoro. It covers 13

districts in the province that implemented the Alternative Learning System Accreditation

and Equivalency Program.

Occidental Mindoro is a province in the Philippines located in the Mimaropa

region. Its capital is Mamburao and occupies the western half of the island of Mindoro.

The province is bordered on the east by the province of Oriental Mindoro, and on the

south by the Mindoro Strait. The South China Sea is to the west of the province and

Palawan is located to the southwest, across the Mindoro Strait. Batangas is to the north,

separated by the Verde Island Passage. There are 487,414 total population on 2015

census.

The Division of Occidental Mindoro has 15 districts, Looc, Lubang, Abra de Ilog,

Paluan, Mamburao, Sta.Cruz, Sablayan North and South district, Calintaan, Rizal,

Magsaysay and San Jose North, East, West and South District. The entire barangays of

the 13 districts implemented the ALS program.

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 Not included in
the study

Figure 2. shows the Location of the study

Research Design

Taking into account the nature of this study, descriptive, correlational design will

be employed to investigate the relationship between different variables namely personal

factors, implementer’s competencies and community factors in relation to the level

achievements of ALS A&E program in the Division of Occidental Mindoro.

Generally, this study used descriptive type of research. This kind of research gives

emphasis at the information collected without changing the environment, or rather

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without manipulating any information gathered (Shuttleworth (2008), also affirmed that

this design is a scientific method which involves observing and describing the behavior

of a subject without influencing it in any way. Correlational survey is specifically applied

in this thesis. Calmorin & Calmorin (2002) explained this design as “determine

relationship of two variables”. Relationship may vary to very high, high, marked or

moderate, slight, or negligible. In essence, positive and negative correlation is attained

with the use of this design.

Sampling Procedure

This study use proportional stratified random sampling. The size of the sample

was determined using Slovin’s formula as shown below.

n= _____N_______
1 + N ( 𝑒 2)

Where : n = sample size

N = total population

𝑒 2 = margin of error at 5%

Applying the above formula the researcher arrived at the following computation

n = _____2,110____
1 + 2,110( 0.052 )

n = _____2,110_______
1 + 5.28

n = _____2,110_______
6.28

n = 336

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DISTRICT IMPLEMENTERS POPULATION SAMPLE SIZE

Abra de Ilog 2 150 24

Paluan 2 167 27

Mamburao 2 155 25

Sta. Cruz 2 153 24

Sablayan North 3 215 34

Sablayan South 3 220 35

Calintaan 3 210 33

Rizal 3 180 29

San Jose North 2 100 16

San Jose East 2 130 21

San Jose West 2 155 25

San Jose South 2 135 21

Magsaysay 2 140 22

TOTAL 30 2,110 336

Table 1. Population and Sample Sizes.

Respondents

A total of 336 Alternative Learning System beneficiaries/learners, 30

Implementers and 30 stakeholders serve as the respondents of the study. They were

drawn from the 2,110 learners of 30 nationally funded implementers in 13 districts of the

Division of Occidental Mindoro.

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 Data Gathering Procedure

The gathering of data was made possible through the use of questionnaire

developed and validated by the researcher. However, ten items were taken from PAST to

suit the needs of the study. The researcher sought permission from the Schools Division

Superintendent to allow her to distribute the questionnaire to the ALS A&E beneficiaries.

A letter of request was also given to the District Supervisor of each district thru Division

ALS Supervisor. It will be administered by the researcher personally to the ALS

beneficiaries to ensure appropriate response. The data to be collected will be tallied and

computed through SPSS.

Research Instruments

As previously discussed, the questionnaire developed by the researcher will be the

major instrument to be used in the investigations. A thorough reading of various books,

pamplets, journal, and unpublished materials was done in preparation for the initial draft

of the questionnaire. It will be presented to the research adviser pool of experts for the

face and content validation.

The suggestions offered will be incorporated in the final copy of the research tool.

It will be validated among ten students studying under the Alternative Learning System

in this calendar year to determine the clarity of language, time allotment and other matter.

The instrument consists of two (2) parts. Part I shows the demographic profile of

the respondents. Part II reveals the level of implementer’s competencies and external

factors of ALS Accreditation and Equivalency Program (ALS A&E) Implementation.

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 The following mode of responses will be used in answering the different parts of

the questionnaire.

Scale Verbal Interpretation

4.51 – 5.00 Always / Very Strong

3.51 – 4.50 Often / Strong
2.51 – 3.50 Sometimes / Moderate
1.51 – 2.50 Seldom / Weak
1.00 – 1.50 Never / Very Weak

Data Analysis and Interpretation

In order to analyze and interpret the data, the following statistical tools will be

utilized in the study.

Frequency, percentage, rank distribution and weighted mean are use to describe

the respondents personal profile, implementer’s competencies and external factors.

The stepwise multiple regression analysis will be applied to determine the effect

of personal, implementers, and external factors to the levels of achievement of the ALS

beneficiaries with respect to passers in ALS A&E test, Continuing to education program /

tertiary education, and Employment.

All the analysis will be done using computer software, the Statistical Package for

Social Sciences (SPSS)

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