Edited Thesis Group 6

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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

Don Jose Ecleo Memorial Foundation College of Science and Technology 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

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Don Jose Ecleo Memorial Foundation College of Science and Technology College of Teacher Education

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 Niño 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 wouldn’t have been possible.

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TABLE OF CONTENTS

Page

TITLE PAGE i

ACKNOWLEDGMENT ii

TABLE OF CONTENTS iii

LIST OF TABLES v

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

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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 Title Page

1 Distribution of Respondents 19

LIST OF FIGURES

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1 Schematic Model of the Study 4

2 Map of ALS CLCs- San Jose District 18

Chapter 1

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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 UNESCO’s 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

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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.

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INPUT PROCESS OUTPUT

Figure 1. Schematic Model of the Study

Statement of the Problem 1. Identify the profile of

the respondents. 2. Determine the possible

problems encountered by the student-respondents based on:

1.1 Assessment and evaluation 1.2 Resources 1.3 Content and

instruction 3. Determine the possible

problems encountered by the teacher-respondents based on:

1.1 Assessment and evaluation 1.2 Resources 1.3 Content and

instruction 4. Design an action plan to

solve the problems of the respondents. Solutions to Common Problems Encountered by Alternative Learning Students (ALS) & Mobile Teachers 1. Profile of the

Student-respondent: 1.1 Age 1.2 Sex 1.3 Highest formal educational attainment 1.4 Level of informal Education 1.5 Work/employm ent 2. 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 6

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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 teacher-respondent to the problems they encountered in ALS?

6. Is there significant relationship between the profiles of the student-respondents 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:

H 1.There is no significant relationship between the profiles of the teacher-respondentₒ to the problems they encountered in ALS?

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H 2.There is no significant relationship between the profiles of the student-ₒ respondents 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.

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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.

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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

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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

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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.

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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

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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

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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.

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Research Respondents Table 1:

Distribution of the Respondents

Barangay Student-Respondents Teacher-Respondents

Aurelio 2 Cuarinta 1 Don Ruben 1 Justiniana 1 Luna 1 Mahayahay 1 Matingbe 1 San Jose 1 San Juan 1 Sta. Cruz 3 Wilson 1 Jacquez 1 TOTAL 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 Slovin’sformula 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,

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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 don’t have to travel miles in order to reach their CLCs.

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

Research Instrument

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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 Doña 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 Doña 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.

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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.

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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 Out-Of-School Youth. Retrieved January 12, 2016, from

http://gracecarrido.blogspot.com.2011/04/sociaal-services-alternative-learning.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.

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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-in-CALABARZON-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/wp-content/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/wp-content/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-2015-3.4.3.23.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.

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Retrieved January 12, 2016 form

http://unesdoc.unesco.org/images/0021/002146/214655E.pdf

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-2014-Non-formal-education-for-OOSC-final.pdf

Appendix A

DISTRICT

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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 Master’s Degree Holder

With Units in Master’s 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;

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Assessment and Evaluation 1 2 3 4

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 Community Learning Centres.

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.

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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

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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;

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1 2 3 4 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 Community Learning Centres.

There are maintenance and improvement of facilities in the Community Learning Centres.

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.

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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:

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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, Signature JENGIE F. MAYBUENA _____________________________ MARIBEL S. LAPINID _____________________________ LIESEL S. MARBAS _____________________________ AILYN G. BOQUIL _____________________________ HIDEE C. BUCOL _____________________________ Researchers 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:

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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, Signature JENGIE F. MAYBUENA _____________________________ MARIBEL S. LAPINID _____________________________ LIESEL S. MARBAS _____________________________ AILYN G. BOQUIL _____________________________ HIDEE C. BUCOL _____________________________ Researchers 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 “COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING

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SYSTEM (ALS) STUDENTS AND MOBILE TEACHERS IN SAN JOSE 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:

The third year students are currently conducting their research study entitled “COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING SYSTEM (ALS) STUDENTS AND MOBILE TEACHERS IN SAN JOSE DISTRICT”.

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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:

The third year students are currently conducting their research study entitled “COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING SYSTEM (ALS) STUDENTS AND MOBILE TEACHERS IN SAN JOSE DISTRICT”.

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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 [email protected] 09463906780

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Personal Details:

Name: JENGIE F. MAYBUENA Sex: Female

Age: 25

Birthplace: Cuarinta, San Jose, SurigaodelNorte Birth Date: May 4, 1990

Mother’s Name: Nenita B. Fat Father’s 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

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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

AILYN G. BOQUIL

P-5 New Mabuhay, Dinagat, Dinagat Islands [email protected]

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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

Father’s Name: Mr. Casiano S. Boquil Sr. Mother’s 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 Year Graduated: 2011-2012

College Level

School: Don Jose Ecleo Memorial Foundation College of Science and Technology

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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 and TUBERCOLUSIS ORIENTATION

Seminar on Values Formation and Human Behaviour

HIDEE C. BUCOL

P-2 Cuarinta, San Jose, Dinagat Islands [email protected]

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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

Father’s name: Rufino G. Bucol Mother’s name: Lelia C. Bucol Educational Background

Elementary:

School: Cuarenta Elementary School Year Graduated: 2006-2007

Secondary:

School: Cuarenta National High School Year Graduated: 2010-2011

Tertiary:

Course & year: BEEd-3 School: DJEMFCST Seminars/Training Attended:

1st_{Sports Tournament Seminar Workshop 2015 on February 8, 2015 at} DJEMFCST, San Jose, Dinagat Islands.

HIV/AIDS, HEPA-B, HEPA-C, Syphilis and Tuberculosis Orientation – Seminar on February 11, 2015 at DJEMFCST, San Jose, Dinagat Islands.

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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.

MARIBEL S. LAPINID

Don Ruben, San Jose, Dinagat Islands. [email protected]

09464363535 Personal Details

Name: Maribel S. Lapinid Sex: Female

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Birth-date: December 22, 1995

Birth place: Edera, Basilisa, Surigao, Del Norte

Home Address: Don Ruben, San Jose, Dinagat Islands. Nationality: Filipino

Father’s name: Mansueto G. Lapinid Mother’s name: Nena S. Lapinid Educational Background

Elementary:

School: Don Ruben Elementary School. Year Graduated: 2007-2008 Secondary: School: DREESMNHS Year Graduated: 2011-2012 Tertiary: School: DJEMFCST Course & year: BEEd-3 Seminars/Training Attended:

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LIESEL S. MARBAS

Sta.Cruz, San Jose, Dinagat Islands. [email protected]

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. Nationality: Filipino

Father’s name: Carterio M. Marbas Mother’s name: Genara S. Marbas Educational Background

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Elementary:

School: Sta. Cruz Elementary School. Year Graduated: 2007-2008 Secondary: School: DREESMNHS Year Graduated: 2011-2012 Tertiary: School: DJEMFCST Course & year: BEEd-3 Seminars/Training Attended: