Developing A Scheme of Action For Enhanc PDF

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DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE

LEARNING SYSTEM
A Dissertation
Presented to
The Graduate School of
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus, R. Palma Street
Cebu City, Philippines
In Partial Fulfillment
of the Requirements for the Degree
DOCTOR IN DEVELOPMENT EDUCATION
ALFONSO C. ABASOLO JR.
May 2017
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APPROVAL SHEET
This Dissertation entitled: “DEVELOPING A SCHEME OF ACTION FOR

ENHANCED ALTERNATIVE LEARNING SYSTEM”, prepared and submitted by
ALFONSO C. ABASOLO JR. in partial fulfillment of the requirements for the degree in
DOCTOR IN DEVELOPMENT EDUCATION has been examined and is recommended
for acceptance and approval for Oral Examination.
DISSERTATION ADVISORY COMMITTEE
ROSEIN A. ANCHETA, JR., ASEAN ENGR., DM., Ph.D.

Chairperson
MARILYN M.MIRANDA, Ed. D. REBECCA DC MANALASTAS, Ed.D., Ph. D.

Adviser Member
ADORA A. VILLAGANAS, Ph. D. PERLA N. TENERIFE, Ed.D.,Ph. D.

Member Member
WILMA C. GIANGO, Ph. D. JANUARIO L. FLORES, JR. Ed.D., Ll.B.

Member Member
SEVERINO R. ROMANO, Ed.D

Member
______________________________________________________________________
APPROVED by the committee of Oral examination with the grade of _________
PANEL OF EXAMINERS
ROSEIN A. ANCHETA, JR., ASEAN ENGR., DM., Ph.D.

Chairperson
MARILYN M.MIRANDA, Ed. D. REBECCA DC MANALASTAS, Ed.D., Ph. D.

Adviser Member
ADORA A. VILLAGANAS, Ph. D. PERLA N. TENERIFE, Ed.D.,Ph. D.

Member Member
WILMA C. GIANGO, Ph. D. JANUARIO L. FLORES, JR. Ed.D., Ll.B.

Member Member
SEVERINO R. ROMANO, Ed.D

Member
Accepted and Approved in partial fulfillment of the requirements for the degree
DOCTOR IN EDUCATION MAJOR IN DEVELOPMENT EDUCATION (Dev.Ed)
Comprehensive Examination: PASSED

Date of Oral Examination: April, 2017
REBECCA DC MANALASTAS, Ed. D., Ph. D.

Dean, Graduate School
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ABSTRACT
DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE

LEARNING SYSTEM
Alfonso C. Abasolo Jr
alfonsoaxel@yahoo.com
Cebu Technological University – Main Campus
The main thrust of the research Developing a Scheme of Action for

Enhanced Alternative Learning System was to measured and assessed the
Alternative Learning System in the Department of Education, Talisay City Division
for the improvement of the program implementation and to develop on its operation
in the field. The study utilized the descriptive research supplemented by
questionnaire and were given to 12 implementers and 186 learners in Alternative
Learning System. It was found out that the ALS Implementers used andragogy
method of teaching for the learners who were the Last, Least and Lost learners
which is the out of school youth and adult learners. In terms of academic profile,
only few of the Implementers finished their Master’s degree and all of them are
Bachelor’s Degree holder with an area of specialization in education. It was also
established that the Implementers possess the attributes of a good leader based
on the performance in handling ALS sessions and linkage to stakeholders. The
challenges, threats and opportunities met in the program implementation were also
explored as basis for the proposals of an improved development plan. The attitude
of being an ALS facilitator is contributed much, as guide on the learners’
performance and how they responded on the program. The Alternative Learning
System is a way for the non-formal education program and busy students to
achieve elementary and high school education without need of going to attend
classroom instructions on a daily basis just like the formal education system.
Furthermore, an enriched instructional program was prepared for the
implementation of the delivery system of the Alternative Learning System (ALS)
Accreditation and Equivalency (A&E) Program. This study provided a direction on
how ALS will be implemented in the community through the factors that effect on
its implementation.
Key Words : Alternative Learning System, Development Plan, Scheme of
action, enhance; Talisay City, Cebu.
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ACKNOWLEDGMENT
The researcher wishes to extend his profound and sincerest gratitude to the
following persons for their valuable contributions in the research. The technical
group headed by the very able educator Dr. Rosein A. Ancheta, University
President; to Dr. Rebecca DC Manalastas, the Dean of Graduate School; to Dr.
Marilyn M. Miranda, his adviser for her guidance and professional advice to further
enhance his work; to Dr. Adora A. Villaganas, Dr.Perla N. Tenerife, Dr. Wilma C.
Giango, Dr. Junario L. Flores Jr and Dr. Severino R. Romano, for their valuable
suggestions and brilliant ideas to improve the research.
DepEd Talisay City Division, Talisay City, Cebu, our School Division
Superintendent Dr. Leah P. Noveras, for the never-ending support in ALS
Program, Augustus R. Larida, Glenn Tahanlangit, ALS Implementers (Junry, Ferdi,
Jovencio, Ingrid, Mera, Crista, and Dannah) and to all Education Program
Supervisors, for their unquestionable dedication in assisting all of his activities.
Mr.& Mrs.Alfonso C.Abasolo Sr.,the parents who always there for the love.
Ma. Ernestine A. Abasolo, the very understanding wife, who has shown
great concern and inspiration to finish this Doctorate Degree, together with the
three beautiful and cute kids: Juliene, Jules, Justine and above all, God Almighty
and Archbishop Teofilo Bastida Camomot, for the health and countless blessings.
ALFONSO CABELLON ABASOLO JR.

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DEDICATION
This humble work is humbly dedicated:
To the love of my life
Ma. Ernestine Alcantara Abasolo
My Gems
Juliene Luissa, Jules Lorenz, Justine Louise
My Inspirations
Raf Raf, Roi Roi, Rhea, Regie & Ryka
My understanding Papa Pony and Mama Lesing
Sisters Siony and Weng Weng
and especially to
Almighty God for his protection and guidance.
ALFONSO CABELLON ABASOLO JR.

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TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………….……..…..i
APPROVAL SHEET………………………………………………………….…..…....ii
ABSTRACT…………………………………………………………………...…..........iii
ACKNOWLEDGMENT……………………………………………………..………..…iv
DEDICATION ……………………………………………………..………..………..…v
TABLE OF CONTENTS……………………………………………………….……...vi
LIST OF TABLES…………………………………………………..………………….ix
LIST OF FIGURES…………………………………………………………...……..…xi
Chapter 1 THE PROBLEM AND ITS RESEARCH DESIGN
INTRODUCTION
Rationale of the Study……………………………………………...…1
Theoretical Background…………………………………………….…8
THE PROBLEM
Statement of the Problem ………………………………………….19
Significance of the Study …………………………………....………20
Flow of the Study ……………………………………………..…...…24
THE RESEARCH METHODOLOGY
Environment …………………………...……...……………….....…25
Subjects/ Respondents ………………………….…………………29
Instruments …………………………………………………………..38
Procedure for Data Gathering………………...……………...…….38
Treatment of Data ……………………………………………...……39
Scoring Procedures…………………………………………….....…41
DEFINITION OF TERMS…………….………………………….…….….…42
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Studies………………………………….……………….….46
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Chapter 3
PRESENTATION, DATA ANALYSIS AND INTERPRETATION
Profile of Respondents Groups…………………………….…..…..73
ALS Implementers …………………………………………….…73
Age and Gender……………………………………...….….73
Highest Educational Attainment……………...……….…...75
Year of Experience……………………...………….……….76
Appropriate Trainings and Seminars ………………….....78
ALS Learners……………………………...……………....……...79
Age and Gender ………………………………………….....79
Civil Status ………………………….………………..……...80
Highest Educational Attainment ……………………….….81
Combined Family Income………………...…………….…..83
Respondents’ Perception on the ALS Implementation………84
Instructional Materials…………………….......…………..85
Physical Facilities and Equipment……………….…..…..87
Financial Resources and Linkages…………….…...……88
Cooperation from stakeholders………………………..…91
Attitude of ALS Implementers……………………...……..92
Summary of Responses ………………………..………..……..94
Significant Coefficient of Correlation between ALS
Implementation and identified Variables……………....96
Perception of the ALS Implementers on the Best
Practices Related to ALS Implementation ……….…103
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings……………………………………….….105
Conclusions……………………………………………………..109
Recommendations……………………………………....…….111
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Chapter 5
Output of the Study
Rationale…………………….……………………………….………….112
Objectives……………………………………………...………………..114
Scheme of Implementation…………………………………………….115
Development Plan…………………………………………………..…..116
BIBLIOGRAPHY…………………………………………………………..…...…..119
APPENDICES
Transmittal Letter to the Superintendent……………………....………124
Transmittal Letter to the Adviser………………………………………..125
Teachers Profile………………………………………….....……..….....126
Learners Profile…………………………………………...…………..…129
Teachers Self-rating in Instructional Materials……………...………...131
Teachers Self-rating on Facilities and Equipment…………….…...…132
Teachers Self-rating on Financial Resources………………...……....133
Teachers Self-rating on Cooperation from stakeholders………….….133
Attitude of ALS Implementers……………………………………..…...134
Learners Self-rating on Instructional Materials…………………….…135
Learners Self-rating on Facilities and Equipment……………….……136
Learners Self-rating on Financial Resources………………….......…137
Learners Self-rating on Cooperation from stakeholders…………….137
Success story…………………………………………………….………138
CURRICULUM VITAE…………………………………………………………..….141
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LIST OF TABLES
Table Number Title Page
1 Distribution of the Respondents 30
2 Age and Gender of the Implementers 74
3 Highest Educational Attainment of the ALS Implementers 76
4 Years of Experience as ALS Implementor 77
5 Appropriate Trainings and Seminars 78
6 Age and Gender of Learners 79
7 Civil Status 80
8 Learners Highest Educational Attainment 81
9 Combined Family Monthly Income 83
10 Instructional Materials 85
11 Physical Facilities and Equipment 87
12 Financial Resources and Linkages 89
13 Cooperation from stakeholders 91
14 Attitude of ALS Implementers 92
15 Summary on Responses on ALS Implementation 95
16 Significant Relationship between the ALS Implementers Age
and the ALS Implementation 96
17 Significant Relationship between the ALS Implementers
Gender and the ALS Implementation 97
Educational Attainment and the ALS Implementation 97

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Years of Experience and the ALS Implementation 98
Trainings and Seminars and the ALS Implementation 99
Income and the ALS Implementation 99
22 Significant Relationship between the ALS Learners Age
and the ALS Implementation 100
23 Significant Relationship between the ALS Learners
Gender and the ALS Implementation 101
Combined Family Income and the ALS Implementation 101
Educational Attainment and the ALS Implementation 102
26 Best practices related to ALS implementation in Talisay City
Division, Cebu 103

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LIST OF FIGURES
Table Title Page
1 Theoretical-Conceptual Framework of the Study 18
2 Flow of the Study 24
3 Schools Implementing ALS in Talisay City, Cebu 31-36
4 Research Environment Respondents 37
5 A Career Pathing for ALS Implementers and Learners 114

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Chapter 1
THE PROBLEM AND RESEARCH DESIGN
INTRODUCTION
Rationale of the Study
Countries like South Africa, United States of America, Uganda and other
Countries needs a broad consolidated youth and adult education policy for the
many people who a have not benefited from the formal system of education and
training. Although this policy may understandably priorities literacy and basic
education and take in the attention to out-of-school youth and marginalized
children and to language issues and support for the creation of literate
environments (http://www.educationinnovations.org). In the Philippines and some
other countries, the children who face the most severe barriers to education, such
as those associated with gender, poverty, displacement, nomadism, disability,
and/or ethnicity, are still left behind. Many of these children do not get a chance to
go to school because their families bank on them for labor, the distance and the
risk in going to school. Some cannot attend because the local schools lack water
points, latrines, or accessible facilities for children with disabilities. The greatest
challenges are met by children who encounter several of these barriers.
The Mobile school is a cart with extendable blackboards and it can be set
up and torn down, a fully weather resistant and can be used on sidewalks, parks
and slums of big city. The mobile school is fully weather resistant that is suitable
in a burning Caribbean sun and freezing temperature in Romania. The Kariton
Klasrum in the Philippines provides street children, out-of-school children, and

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school dropouts aged five to 14 years old with easier access to education. After
six months, learners are assessed for school-readiness, before eventually being
reintegrated into regular schools or the Alternative Learning System (ALS).
The government of Micronesia is also contracted the National Training
Council (NTC) to work on the development of out-of-school youths’ skills and
potential through various training opportunities that will help them to find jobs and
thus secure better conditions for their future lives. The programme’s target groups
were out-of-school youths aged between 17 and 23 whose mother tongue was
Marshallese. In terms of their initial level of education, most were 9th to 11th grade
drop-outs. As most of the learners wanted to participate in a Job Corp training
programme in Hawaii. In Mumbai, India, if their children cannot go to school, then
the school should go to them. Around 3,000 children benefit from the project every
year. Everyday a school bus pulls up at 4 locations outside the slums and
Volunteer teachers hold non-formal education classes and encourage parents to
send their children to the school bus for a couple of hours per day (plan-
international.org).
In the Philippines the program intended for our out-of–school youth and
adult is called Alternative Learning System (ALS). Since every Filipino has a right
to free basic education, the Government creates ALS to deliver all Filipinos the
chance to have right of entry and complete basic education in a mode that fits their
present situations and needs.
The Alternative Learning System is a parallel learning system to provide a
viable alternative to the existing formal education instruction, encompassing both

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the non-formal and informal sources of knowledge and skills, the Department of
Education, through the Bureau of Non formal education is mandated to ensure that
all learning needs of the marginalized learners are addressed; one of the most
important initiatives in Non-Formal Education in the Philippines in the last 10 years
in the Alternative Learning System (ALS), which is a major component of basic
education with a clearly defined role within the overall educational goals; The ALS
will respond to the need of a more systematic and flexible approach in reaching to
all types of learners outside the school system (DepEd R.A. 9155).
Pursuant to Section 14 of Republic Act No. 9155, otherwise known as
“Governance of Basic education act of 2001,” hereinafter referred to as the “act,”
the following Rules and Regulation are hereby promulgated: the Department of
Education shall take appropriate steps to make such education accessible to all.
(Rule I Section 1.1)
The Department of Education (DepEd) shall establish, maintain and support
a complete adequate and integrated system of basic education relevant to the
needs of the teachers and society. It shall establish and maintain a system of free
and compulsory public education in the Elementary and Secondary level.
All educational institutional shall indicate patriotism and nationalism, foster
love of humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character and
personal disciplines, encourage critical and creative thinking, broaden scientific
and technological knowledge, and promote vocational efficiency.

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Non formal Education is defined as any organized, “systematic educational
activity carried outside the framework of the formal system to provide selected
types of learning to a segment of the population”( DepEd, Republic Act 9155). It is
“a lifelong process of learning by which every person acquire and accumulates
knowledge, skills, attitudes and insights from daily experiences at home, at work,
at play and from life itself”.
Bureau of Alternative Learning System (BALS) before is currently handled
by the (BLD-SID) Bureau of Learning Delivery-Student Inclusion Division that
carries out two Non formal Education Programs. These are the Basic Literacy
Program (BLP) for non-illiterate learners and the Accreditation and Equivalency
(A&E) Test for elementary and high school drop-outs/ overaged learners. BALS is
currently setting up the Informal Education Curriculum that will include self-interest
and life experience program. Initially, it has already developed a special curriculum
for Indigenous Peoples (IPs), Madrasah, SPED/ Special Education Program. With
their construct, greater learning needs will be addressed and funneled to promote
lifelong learning in all streams of education.
Perhaps literacy is not a remedy for solving all the problems facing in every
countries and communities implementing the Non-Formal Education or Alternative
Learning System, there is no doubt that a literate population is more productive
and empowered to make informed decisions to enjoy sustainable livelihoods than
an illiterate population. It should be pointed out that non-formal education should
not be assumed to be for non-literates only because it does accommodate literate

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people and contribute towards improving their livelihood and alleviate the status of
each individual in terms of living condition.
The researcher develop a scheme of action for enhance Alternative
Learning System of Division of Talisay City for the purpose of more and better
implementation on the program set by the government to the learners and to
enhance “the right of every citizen to quality basic education and shall take
appropriate steps to make such education accessible to all” (Section 1.1 R.A
9155).
For how many years Alternative Learning System implemented in the
Philippines many out of school youth and adult were benefited the program, most
of them entered in the field of work and some continued their studies. Manny
“PACMAN” Pacquiao , World Boxing Champ and a Senator in the Republic of the
Philippines, as anticipated, people milled around him during the registration. He
took the test as any usual test taker did, and finished it in four hours and a half.
Manny Pacquiao was one of the 11,736 test takers in the whole of Mindanao. A
Business Management student of Notre Dame University in Dadiangas, General
Santos City. An ALS A&E passer and a proud Ambassador of the Alternative
Learning System (ALS).
As an implementer and ALS advocates it is our Vision and Mission to
empower the learners through more responsive quality Alternative Learning
System Program and the empowerment of the Filipino with desirable knowledge,
skills, attitudes and values that will act innovatively and humanely in improving the
quality of his life, community and country. And to fulfill this, it is our aim to help
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those far from school, marginalized, underserved people to become literate and
functional in their own field, So that they can get a better job or uplift their lives into
the real world.
According to Republic Act 9155 that education is accessible to all where
there is free and compulsory elementary education with high school level. The
state shall encourage local initiatives for improvement, ensure the values, needs
and aspirations of school community. The statement under Item No. 7 of DepEd
Order No. 64, s. 2011 (Equal Opportunities and Standard Implementation of
DepEd Policies for the Alternative Learning System (ALS) Implementors) has
additional legal basis. Mobile Teacher and District ALS Coordinators who follows
flexible teaching schedule without summer vacation to meet the learning needs of
the Learners, they are entitled to earn leave credits and avail of the privilege of
monetization of leave credits. Availment of such privilege must be pursuant to the
guidelines prescribed under MEC Memorandum No. 12, s. 1982 entitled
“Accumulation and Crediting of Leaves”. DECS Order: (No. 51, s. 1997) under this
Circular, government officials and employees shall now be allowed to monetize a
maximum of thirty (30) day vacation leave/service credits, subject to the following
conditions. As a Teacher in DepEd, the Mobile Teacher/DALSC is entitled for
promotion to the next higher level as a Master Teacher, as a School Head or as a
Supervisor at the District, Division and Regional levels based on the Civil Service
Commission based on the qualification standards as what is stated in the Equal
Opportunities and Standard Implementation of DepEd Policies for the Alternative
Learning System (ALS) Implementors DepEd Order: (No.: 64, s. 2011), As a

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Teacher, the Mobile Teacher/DALSC shall receive the same benefits and
professional development packages awarded to regular teachers in terms of
fellowships, scholarships and training opportunities in all learning areas of the
basic education curriculum. Andragogy by (Knowles, 2000) to label the academic
discipline that reflects and researches the education and learning of adults. This is
give emphasis to the differentiation between the field of practice and the scholarly
approach. In our understanding “andragogy” comprises the “life wide learning” of
adults. This understanding includes not only institutionalized forms of learning, but
also self-directed and even partly-intentional or non-intentional forms of learning.
Contingency Theory by (Fiedler, 2004) is sometimes known as a “situational” view,
a contingency theory describes some aspect of leadership that applies to some
Contingency model of leadership, and this theory may explain how leader behavior
typically varies from one situation to another. The approach of Purposive
Behaviorism have been utilized to understand adolescent risk taking as a
purposive behavior enacted with a specific goal in mind. Adolescent risk taking is
the result of arrogance or perceived invulnerability and interpreted as a means to
an end. The Implementation of the ALS program in the City of Talisay with the
guide of these Theories and Memoranda through systematic planning become
successful and can reduce the non-literates, out of school youth and adult in the
community.
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Theoretical Background
This study is primarily anchored on the Contingency Theory of Fielder
(2004). Fiedler came up with this approach to leadership after realizing that leaders
could function well if they changed their styles to suit the situation at hand. This is
where the name contingency originates. Fielder conducted several studies of
effective and ineffective leaders. Thereafter, Fielder (2004) concluded that the
most successful approach would be to match organizational settings with
leadership styles. These two parameters form the basis of the contingency theory
of leadership.
According to Fiedler (2004), leadership style is the way leaders and
employees interact with one another. One cannot claim that a manager's
leadership style changes from time to time. On the contrary, this is a fixed
parameter since every leader has a different personality. The latter term largely
affects the nature of the leadership style. Since this trait is important, Fielder came
up with a method for categorizing leadership styles. He used the Least Preferred
Coworker Scale (LPC). The Scale is applied only to leaders; the latter are asked
to rate the person they feel has worked very poorly with them. The scale starts
from one to eight and may be a classification of a co-worker from the past or the
present depending on which worker was the worst. Examples of personality traits
that guide the scaling process include; Unfriendly versus friendly workers; hostile
versus supportive; guarded versus open; and uncooperative versus cooperative
(Fiedler, 2004).
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All the latter traits are in ascending order with number 1 representing the
character trait on the left while number 8 represents the character trait on the right.
The LPC scale's main purpose is to determine whether a particular form of
leadership style is task oriented or people oriented. Leaders who score high marks
in the scale favor interpersonal relationships. Consequently, those leaders who
rate their co-workers in a negative light may be more interested in the task at hand.
This also implies that such leaders have poor interpersonal relationships.
However, critics have asserted that such traits may not necessarily be accurate.
Some individuals may portray their co-workers in a negative light but still be keen
on interpersonal relationships.
Fielder (2004) felt that those leaders who managed to match the
requirements of the task with a dominant personality trait tended to be more
successful. Dominant personality traits largely determine the approach chosen by
leaders i.e. either people oriented or task oriented approach. The LPC scale
indicates whether or not a certain individual values interpersonal relationships. In
case leaders score highly, then they normally consider interpersonal relationships
as a crucial part of implementing tasks. However, those who score low marks in
the scale value task completion more than anything else does. Consequently, most
of them may not bother creating close relationships with their employees.
Fielder (2004) was also concerned with the organizational environment or
what is also called the situational variable. According to him, the situational
variable can be defined as that aspect within the organization that can allow
leaders to exert influence within their team.

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The leader-member structure is defined as the level of acceptance team
players have towards their leader. Task structures may be defined as the level of
job specificity among subordinates. Lastly, position power is described as the level
of authority attributed to a leader as result of his position within the organization
(Fiedler, 2004).
In the Leader-member situation, a leader would be more successful if he
establishes strong links between himself and the other people within the
organization; this is through trusting and respecting members of his organization.
Additionally, successful leaders in the task structure situation are those ones that
specify job detail well. Powerful leaders in the position power situation are those
ones that exercise their right to fire and hire or to reward individuals within the
organization.
All the latter three situations create eight leadership styles. These are then
divided into two important groups known as the relationship and task oriented
leaders. Five of the leadership styles fall under the latter category.
Fielder (2004) felt that task oriented approach were more appropriate in
disasters or extreme situations. In cases where a fire strikes an organization, then
leaders would be more efficient if they applied the task oriented approach. At this
time, the issue of position power is not very relevant and neither are the
relationships of the co-workers. In extreme cases or in disasters, the individuals
who direct tasks most efficiently become the leaders. The opposite is true for
leaders who try applying a people oriented approach. This would mean considering
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what people think and this would eventually delay outcomes. Such cases require
only the fastest responses for survival.
Task oriented relationships are also important in blue collar jobs. This is
because such workers normally require direction and job specificity. Therefore, this
leadership approach would be most appropriate. On the other hand, such
scenarios may still be characterized by strong leader member relationships. The
latter situation can be effected when leaders reward worker well for their efforts.
Relationship oriented leadership styles may be more favorable in situations
where the organizational environment is highly predictable. Some of the most
appropriate environments include research institutes. In such circumstances,
subordinates would not like it if their leaders interfered with the nature of their task.
Here, it would be more appropriate to work on building relationships with
subordinates.
It should be noted that Fielder's theory does not cover all the possible
factors affecting leadership. Some leaders may be more effective if they undergo
training or gain experience on the job. Such factors have not been accounted for
by the contingency theory.
This study is also anchored on the Burrhus Frederick Skinner (2010), the
“Behavioral Psychologist,” noted of his operant respondent. Operant learning
results from an organism’s operating on its environment. Whatever it does that
proves instrumental in obtaining its objective is reinforced by the obtaining of the
objective. A pigeon, for example, is placed in the box when, during its endeavor to
find food, it happens to depress a lever, a pallet of food into the dish. Gradually the
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animal learns to get food by pressing down the lever and instrumental conditioning
has been established.
Skinner believes that education should maximize knowledge. This is done
through operant conditioning through building up a student’s repertoire of
response. Skinner insists that when students can answer questions in a given
area, and speaks and write fluently about the area, then by definition, they
understand the area. A verbal repertoire is not a sign language – it is knowledge
Good teaching, therefore, is the ability to arrange the proper sequence of
reinforcement to make sure that these reinforcements are contingent upon
students emitting the appropriate responses.
Skinner also suggest that teachers should use techniques that produce
meaningful behavioral changes. Though teachers may sometimes use primary
reinforces such as candy, condition reinforces such as good grades, promotion
and prizes. He favored the use of teaching materials, programmed instruction, and
behavior therapy, for it can provide immediate reinforcement and help bridge the
gap between the students behavior and the more instant conditioned reinforces
such as promotion or grades. Skinner is against the use of punishment in the
schoolroom, not because it will not control behavior but it may produce a host of
negative emotional reaction. According to Skinner, teachers cannot always wait
for behavior to manifest itself; therefore they must sometimes shape the behavior
of the individual. By means of innovations such as videotape replay, for example,
students see themselves in action and discover their deficiencies. Such devices
prove beneficial in reinforcing learning in large classes, in which the teacher is

13
unable to cope with all individual problems that raise. To generalize the laws of
classical conditioning to the whole range of human behavior is to carelessly
overwork a fairly restricted formula. A Skinner pointed out, a human being is a far
more than a mere jack – in – a – box with a list of tricks to be elicited by pressing
the correct bottom. The bulk of an individual’s response takes another form.
For E.C. Tolman’s creator of “Purposive Behaviorism” a bridge between
rigid behaviorism and doctrinaire gestalts’, offered a cognitivist of learning. The
mental processes at work in the learning experience are more than mere stimulus
– response connectism. The fundamental law of learning is the acquisition of “sign
– gestalts,” that is, of cognitive representations intervening between stimulus and
response. It was called purposive behaviorism because Tolman insisted that far
from being random and chaotic, learning is goal directed. The learning organism
is a striving to give meaning to behavior. Yet Tolman’s theory was also
behavioristics because he believed that scientific validity could be achieved only
by observing objective behavior (Tulio, 2010). For Abraham Maslow and Carl
Rogers emphasize the individual’s self-concept and striving for growth,
development and self-actualization.
By Burrhus Frederick Skinner, in his operant conditioning, through building
up a student repertoire of responses. He suggest that the teachers may sometimes
use primary reinforces such as condition reinforces promotion, good grade and
others. He favored the use of teaching materials, programmed instruction, and
behavioral therapy, for it can provide immediate reinforcement and help bridge the
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gap between the students behavior and the more instant conditioned reinforces
such as promotion or grades.
This work has been of great interest to the educational psychologist, who
have long recognized that emphasis on the individual tended to result in neglect of
the socio-psychologist factors as found in classrooms and other school groups,
such as student councils, homerooms and other school activities, by Kurt Lewin in
his nature of small groups.
By the two psychologist Abraham Maslow and Carl Rogers emphasize the
individual’s self-concept and striving for growth, development and self-
actualization. For E.C. Tolman insisted that far being random and chaotic, learning
is goal directed. The learning organism is striving organism, striving to give
meaning to behavior.
This study is also anchored on Andragogy theory of teaching Adults by
Malcolm Knowles, Experiential Learning Theory by Carl Rogers and Humanistic
Theory by Abraham Maslow .
Andragogy is a concept popularized by Malcolm Knowles. Knowles’ theory
of andragogy was an attempt to create a theory to differentiate learning in
childhood from learning in adulthood. The term itself was not new. European adult
educators had been using it consistently to refer to both the practical aspects of
adult teaching and learning and to the academic study of adult education.
Knowles contrasted andragogy as “the art and science of helping adults
learn” with pedagogy, the art and science of helping children learn. The second
edition of his book, however, marked a rethinking in Knowles original conception

15
of andragogy as characterizing only adult learners—as indicated in the change in
subtitles from Andragogy Versus Pedagogy to From Pedagogy to Andragogy. His
most recent conclusion was that the use of andragogical and pedagogical
principles is to be determined by the situation and not by the age of the learner.
Andragogy is essentially a “model of assumptions” (Knowles, 2000) about
the characteristics of adult learners that are different from the traditional
pedagogical assumptions about child learners rather than an actual theory of adult
learning. Based on humanistic psychology, Knowles’ concept of andragogy
presents the individual learner as one who is autonomous, free, and growth-
oriented. The two dimensions of andragogy as elaborated by Knowles are its
assumptions about the characteristics of adult learners and the process elements
of adult education that stem from these characteristics. He initially related four
basic assumptions and added a fifth and sixth in later publications. Self-
concept: As people mature, they move being a dependent personality toward
being more self-directed; Experience: As people mature, they amass a growing
set of experiences that provide a fertile resource for learning; Readiness to learn:
As people mature, they are more interested in learning subjects that have
immediate relevance to their jobs or personal lives; Orientation to learning: As
people mature, their time perspective changes from gathering knowledge for future
use to immediate application of knowledge. As such, adult learners become more
problem-centered rather than subject-centered (Knowles, 2000) Motivation to
learn: As people mature, they become more motivated by various internal
incentives, such as need for self-esteem, curiosity, desire to achieve, and

16
satisfaction of accomplishment; and Relevance: As people mature, they need to
know why they need to learn something (Knowles, 2004). Furthermore, because
adults manage other aspects of their lives, they are capable of directing or, at least,
assisting in the planning and implementation of their own learning.
Self-direction. About the same time that Knowles introduced andragogy,
self-directed learning appeared as another model to help distinguish adult learners
from children. Not only did Knowles indicate that self-directed learning is one of
the key assumptions of adult learning, but he also contributed to the literature with
his book entitled Self-Directed Learning: A Guide for Learners and
Teachers (2005). His book explains the concept and outlines how to implement it
through learning contracts. According to Knowles (2005), in its broadest sense,
self-directed learning describes a process “... in which individuals take the initiative,
with or without the help of others, in diagnosing their learning needs, formulating
learning goals, identifying human and material resources for learning, choosing
and implementing appropriate learning strategies, and evaluating learning
outcomes. Being self-directed signifies that adult students can and should be
allowed to participate in evaluating their learning needs, planning and
implementing the learning activities, and evaluating those experiences. Knowles
further stated that individuals can be assisted in becoming more self-directed when
given appropriate learning tools, resources, experiences, and
encouragement. For example, educators might provide assistance to individuals
or groups of learners in locating resources or mastering alternative learning

17
strategies. The learners would then seek out this assistance through technology
or learning centers.
The Alternative Learning System is a parallel learning system to provide
viable to the existing formal education instruction, encompassing both the non-
formal and informal source of knowledge and skills.
Section 14 of Republic Act No. 9155, otherwise known as “Governance of
Basic Education Act of 2001, state that the Department of Education shall protect
and promote the right of all citizens to quality basic education and shall take
appropriate steps to make such education accessible to all. And shall maintain and
support a complete adequate, and integrated system of basic education relevant
to the needs of the people and society. It shall established and maintain a system
of free and compulsory public education in the elementary level and free education
in the high school level. The aforementioned theories served as bases in the
development of the research problem and interpretation of the data.

18
Andragogy
Republic Act 9155 by (Knowles, 2000)
Contingency
DECS Order: (No. 51, Theory
MEC s. 1997) by (Fiedler, 2004)
Memorandum: (No.
12, s. 1982) Purposive Operant
DepEd Order: (No.: 64, Behaviorism Conditioning
s. 2011) (Tolman, 2008) by (Skinner, 2010)
The Implementation of the Alternative

Learning System in the Division of Talisay
City
Persons Involved Activities Strategies

Schools Division Superintendent
Advocacy and Social Identify potential learners
Assistant Schools Division
Mobilization Information dissemination on ALS
Superintendent
Orientation programs and projects .
Chief Supervisor
Enroll Learners Strengthen partnership with
Public School District Supervisor
Conduct ALS Sessions community leaders.
Education Program Specialist-ALS
ALS A&E Registration Develop teachers’ competence in
ALS Implementers, LGUs,NGOs
ALS Graduation ALS Implementation through
ALS Learners
seminars and workshop
Development Plan
Monitor ALS sessions regularly

Conduct Mock test for learners
Increase number of ALS A&E test Passers
ALS INSET/ Team building for Implementers
Figure 1.
Theoretical-Conceptual Framework of the Study

19
THE PROBLEM
Statement of the Problem
This research assessed the level of implementation of the Alternative
Learning System (ALS) program, among the implementers and learners in the
Division of Talisay City, Cebu, during the calendar year 2016 as basis for an
enhanced development plan.
Specifically, this study sought to answer the following questions:
1. What was the profile of the respondents groups as to:
1.1 ALS Implementers’
1.1.1 age and gender
1.1.2 highest educational attainment;
1.1.3 years of experience as ALS Implementor; and
1.1.4 appropriate trainings and seminars?
1.2 ALS learners’
1.2.1 age and gender
1.2.2 civil status
1.2.3 highest educational attainment
1.2.4 combined family monthly income
2. As perceived by the respondents groups, what is the level of ALS
implementation as perceived by the respondents groups in terms of factors:
2.1 instructional materials,
2.2 physical facilities and equipment,
2.3 financial resources and linkages,

20
2.4 cooperation from stakeholders; and
2.5 attitude of ALS Implementers?
3. Is there a significant relationship between the levels of ALS implementation of
the ALS Implementers and their:
3.1 age and gender,
3.2 highest educational attainment,
3.3 years of experience as ALS Implementor,
3.4 appropriate trainings and seminars, and
3.5 learners combined family monthly income?
4. What are the best practices related to ALS implementation?
5. Based on findings what enhanced Development plan can be designed?
Null Hypothesis
This study postulates the given hypothesis:
Ho 1: There is no significant relationship between the respondents groups’
perception to the level of implementation of the ALS program.
Ho 2: There is significant relationship between the respondents groups’
perception to the ALS teachers’ profile and the level of implementation of the ALS
program.
Significance of the Study
This study is conducted in DepEd to determine the implementation of
Alternative Learning System of Division of Talisay City, Cebu for school year 2016-
2017, as bases for proposing a scheme of actions to promote, improve, monitor
and evaluate the Alternative Learning intervention for functional literacy of out-of-
school youth and adults, for ethnic minorities and other groups with special
21
educational needs that cannot be met by schools, and for desired competencies
that are part of lifelong learning,” ALS (EFA). It is expected that the findings of this
study will be useful for any training, programs, scheme of actions for the purpose
of the implementation of the Alternative Learning System.The importance and
value of this study can be benefited by the following persons;
Department of Education (DepEd). This study will benefit the department
because the results will be the basis for improvement of the implement of all non-
formal and adult learning programs of the government.
DepEd Talisay City Division. The office and the ALS Implementers can
benefit of this study to determine the strength and weaknesses of the ALS Program
Implementation in the division.
School Heads and Operating Officers. This study will be useful for
anything programs that involve community participation, to increase the rate of
participation of the youth who enrolled in ALS classes.
Education Program Specialist in Alternative Learning System. They
can assessed and improved the needs of the ALS program in their respective
offices.
District Alternative Learning System Coordinators. They will be able to
reassess the success and areas for improvement of the program through
quantitative and qualitative data generated from this study.
Alternative Learning System Mobile Teachers. They will learn new
knowledge and information from this study because this covers the implementation
level of ALS and the common problems they encountered.

22
Barangay Officials will also benefited from this study because they can
help the adult learners in their community.
Parents. Through the findings, they will be encouraged and help their
growing to continue their study through the ALS.
Alternative Learning System Learners. They are the adult learners who,
through the findings can be guided on how to seek the basic literacy skills
functional life skills and support services for the improvement of the quality of their
life.
Other Out-of-school youth. Through the findings of the study can became
educational opportunities of the formal school system who have dropped out from
the formal elementary and secondary education.
The Researcher. The output of the study will help the researcher and the
school to intensify the integration of study through the ALS.
Future Researchers. The findings of this study will serve as reference and
guide in developing future studies related to ALS.

23
Flow of the Study
This presents the inputs of the study which are required for the process that
will provide the necessary results or outputs. The inputs included the profile of ALS
teachers’ respondents as to their age and gender, highest educational attainment,
years of experience as ALS implementor and appropriate trainings and seminar;
and the profile of learners’ respondents as to their age and gender, civil status,
highest educational attainment, combined family monthly income.
Processes of the study are the act of surveying through the use of
questionnaires.
Evaluating ALS teachers and learners profile pertaining to the
implementation of ALS program. Also included the checking, presenting the data,
statistical treatment, analysis and interpretation of data. Then conclusions and
recommendations made.
The outputs are proposals to enhance the implementation of the Alternative
Learning System in the Division of Talisay City, Cebu.

24
INPUT PROCESS OUTPUT
1.The profile of the respondents

1.1 ALS Implementers Analysis of Inputs
1.1.1 age and gender;
through the use of:
1.1.2 highest educational attainment;
1.1.3 years of experience as ALS
Implementor; and Survey using the
1.1.4 appropriate trainings and Questionnaire
seminars?
1.2 Learners
1.2.1 age and gender Data Gathering
1.2.2 civil status Proposed
1.2.3 highest educational attainment
1.2.4 combined family monthly income Statistical Analysis
2. ALS implementation perceived by the
Development
respondents groups as to the Interpretation of
following factors: Data
2.1 instructional materials Plan
2.2 physical facilities and equipment
2.3 financial resources and linkages Findings
2.4 cooperation from stakeholders; For an Improved
and
2.5 attitude of ALS Implementers Conclusions
Implementation
3. Significant relationship between the Recommendations
levels of ALS implementation of the
ALS Implementers and their: of ALS
3.1 age and gender
3.2 highest educational attainment
3.3 years of experience as ALS
Implementor
3.4 appropriate trainings and
seminars; and
3.5 learners combined family
monthly income
4. Best Practices in ALS Implementation
Figure 2
Flow of the Study

25
RESEARCH METHODOLOGY
Research Environment
This study is conducted in Talisay City. Talisay was formerly an
estate/vesita of the Augustinian account. It was named after a tree species that
grows abundantly in the place called “Magtalisay”. The other account was that it
was named after a town in Spain. The town was founded in 1849 with Silverio
Fernandez as the first gobernadorcillo and Pedro Labuca as capitan. During the
Spanish, Japanese and American struggles, Talisay used to be the center of
guerilla operations. The American forces landed and liberating the entire province
of Cebu in the shores of Cansojong and Poblacion last August 28, 1945. Talisay
is the home of brave generals who fought furiously for the most cherished freedom
from the foreign colonizers who wished to invade and enslave the Talisaynons and
these were the Tres Aliños and the modern day generals of our times. Talisay is
rich in heritage and colorful culture that truly showcase the real essence of a
Talisaynon that is value-laden and an empowered citizenry. The center of
commerce in Talisay takes place in the Tabunok area, where several public
markets, malls and commercial establishments are situated. The biggest mall is
Gaisano Grand Fiesta Mall Tabunok, which has a supermarket, department store
and cinema. However, much of the population still depend on the public markets,
where they can find fresh meat, fish and vegetables, as well as other household
needs. Talisay City and the Tabunok area also serve as the commercial area for
municipalities south of the city, being the southern gateway to Cebu City.Talisay
City, its citizens and its surrounding barangays have benefitted from the
26
construction of the South Road Properties project, which is a 6-lane coastal
highway from downtown Cebu City to the town of Minglanilla, with several exits in
between, many of which serve several areas of Talisay. The highway, traffic, which
has always been a problem for the inhabitants in the past few years for this area,
has been greatly reduced, making the city a popular zone for housing once more,
as it was in the early 70s and 80s. By virtue of Republic Act 8979, Talisay became
one of the component cities in the province of Cebu on January 12, 2001.The
inception of the cityhood also gives birth to the Division of Talisay City on January
10, 2003. Talisay City then became a separate division from DepEd Cebu
Province. Department of Education (DepEd)Talisay City Division has 18
elementary schools and 25 secondary schools:
ALS Implementing Schools
Maghaway Elementary School is located in the mountain area in the
barangay. Barangay Maghaway has a land area of 244 hectares with six (6) sitios.
The barangay belongs to the 5th income class of the City of Talisay.
Lagtang Elementary School teaches students in grades first through sixth
in Talisay City, Cebu of Central Visayas (Region VII). The school has 33
instructional rooms and 1 non-instructional rooms, which are all powered by a
power grid. With 1,920 students, class size is around 58 students (2014-2015).
Lagtang is one of the 22 barangays of Talisay City in the province of Cebu,
Philippines. It has Tabunoc to the east, Jaclupan to the west, Lawaan II to the
south, and Bulacao to the north.

27
Bulacao Elementary School teaches students in grades first through sixth
in Talisay City, Cebu of Central Visayas (Region VII). The school has 22
instructional rooms and 2 non-instructional rooms, which are all powered by a
power grid. With 1,258 students, class size is around 57 students. Bulacao is a
barangay of Talisay City. Bulacao got its name from the word "bucaco", the
Visayan name for the highgrade variety of sorghum, "dawa" or "kabog". Most of
these bucaco trees were raised by the original settlers of this barangay. It was the
natives who adopted this name that when this place was transformed into a barrio,
the name Bulacao was used. This happened in the early 19th Century. In 2002,
Bulacao hand an estimated population on 9,125.
Tanke Elementary School has 11 instructional rooms and 1 non-
instructional rooms, which are all powered by a power grid. With 1,214 students,
class size is around 110 students.
Iba Elementary School is located in the mountain barangay of Jaclupan,
teaches students in grades first through sixth in Talisay City, Cebu of Central
Visayas (Region VII). The school has 4 instructional rooms and 0 non-instructional
rooms, which are all powered by a power grid. With 134 students, class size is
around 34 students.
Talisay City Central Elementary School belong to District of Talisay I,
teaches students in grades first through sixth in Talisay City, Cebu of Central
Visayas (Region VII). The school has 71 instructional rooms and 5 non-
instructional rooms, which are all powered by a power grid. With 4,533 students,
28
class size is around 64 students. Mostly of the sudent are coming from nearby
barangays which is Barangay Dumlog, Mohon and Cansojong.
Talisay City National High School located inside Talisay City Central
Elementary School, teaches students in grades seventh through twelveth in
Talisay City, Cebu. They offered ABM (Accountancy, Business and Management),
GAS (General Academic Strand), HUMSS (Humanities and Social Sciences),
STEM (Science, Technology, Engineering and Mathematics), TVL- ICT( Computer
Hardware Servicing), TVL-IA ( Electrical Installation and Maintenance). The school
has 32 instructional rooms and 0 non-instructional rooms, which are all powered
by a power grid. With 2,330 students, class size is around 73 students.(SY 2013-
2015).
Tabunoc Central Elementary School with the total population of 17,593
in the barangay(2010), most of the primary age student went to these school and
offers kindergarten to sixth grade ,Madrasah Education for the Muslim and Special
Education.
Tabunoc Night High School shared rooms from Tabunoc Central
Elementary School, teaches students in grades seventh through twelveth in
Talisay City, Cebu of Central Visayas (Region VII). The school offered ABM
(Accountancy, Business and Management), GAS (General Academic Strand ),
TVL-IA ( Electrical Installation and Maintenance).
San Roque National High School located inside Laray Elementary
School, also known as Laray National High School - Jaclupan National High
29
School Extension, teaches students in grades seventh through twelveth in Talisay
City, Cebu. They offered GAS (General Academic Strand), HUMSS (Humanities
and Social Sciences), TVL- HE ( Dressmaking NC II, Beauty and Nail Care NC-II
& Front Office Services NC II ).
San Isidro Night High School found inside the vicinity of San Isidro
Elementary School and some of the rooms are shared with the primary school,
Teaches students in grades seventh through tenth in Talisay City, Cebu. The
school has 3 instructional rooms and 0 non-instructional rooms, which are all
powered by a power grid. With 310 students, class size is around 103 students.
Respondents
Purposive and convenient sampling was used in determining the research
respondents. Those who are involved in ALS were part of the study and available
and willing to participate during the data collection. The respondents of this
research were the district and school coordinators, mobile teachers and learners
of the Alternative Learning System in Division of Talisay City. Mobile Teachers and
full-time District Alternative Learning System Coordinators are required to enlist at
least 75 learners for Nonformal Education (i.e Basic Literacy Program or
Accreditation and Equivalency Program) excluding enrollees of Informal Education
or InfEd (i.e. short term courses, livelihood training, etc.). All Mobile Teachers
(MTs) and District ALS Coordinators (DALSCs) are entitled to receive the teaching
aid and transportation allowances. Such allowances shall be used to defray
transportation expenses that they incur to reach all types of ALS learners in far-
flung areas and other types of barangays. On the other hand, the teaching aid
30
allowance is intended for purchase of supplies and/or reproduction of materials
they will use in the teaching-learning process DepEd (Order 59, s.2016). There
were 198 respondents in this study coming from Alternative Learning System
facilitators, coordinators and learners. Specifically, 6 mobile teachers (3 Male and
3 Female), 1 Female district coordinator, 5 school coordinators (3 Female and
2 Male ) a total of 12 ALS Implementers and 186 learners(113 Male and 73
Female).
Table 1
Distribution of the Respondents
Schools ALS Facilatators % Learners Total
Implementing ALS District ALS Mobile Teacher School ALS
Coordinator Coordinator
Maghaway Elementary 1 0 0 23 24
School
Lagtang Elementary 0 1 0 23 24
School
Bulacao Elementary 0 1 0 23 24
School
Tanke Elementary 0 1 0 23 24
School
Iba Elementary 0 1 0 23 24
School
Talisay City 0 1 1 28 30
Central Elementary School
Talisay City 0 1 0 23 24
National High School
Tabunoc Central 0 0 1 5 6
Elementary School
Tabunoc Night 0 0 1 5 6
High School
San Roque 0 0 1 5 6
National High School
San Isidro 0 0 1 5 6
Night High School
TOTAL 1 6 5 186 198
31
As shown in the Table 1, the 75 learners of Mobile Teachers and District ALS
Coordinators and of the 15 learners from the schools ALS coordinators, 30% of
learners in each Implementers were utilized for this research, a total of 12 ALS
Implementers and 186 Learners.
Maghaway Elementary School
Lagtang Elementary School

32
Bulacao Elementary School
Tanke Elementary School

33
Iba ElementarySchool
Talisay City Central Central Elementary School

34
Talisay City National High School
Tabunok Central Elementary School

35
Tabunok Night High School
San Roque National High School

36
San Isidro Night High School
Figure 3
Schools Implementing ALS in Talisay City, Cebu

37
ddd
Iba Elementary School
Maghaway Elementary Lagtang Elementary

School School
San Isidro Night High Bulacao Elementary
School School
Tabunok Central
Elementary School
Talisay City National

Tabunok Night
T High
High School
School
Talisay City Central San Roque National High

Elementary School School
Tanke Elementary School
Figure 4
Research Environment Respondents

38
Instruments
A researcher-made questionnaire was used in the study supplemented by
the documents. Some parts of survey questionnaire were paralleled from the
Functional Literacy Test (FLT).
Procedures for Data Gathering
The Data gathering followed procedures to go through the study:
Preliminary Preparation
Upon the approval of the research design, the researcher ask permission
from the schools division superintendent to conduct the study in the ALS
implementing schools. The data gathering instrument was developed based on the
readings of the researcher. This was substantiated analysis of the Department of
Education Enhanced Basic Education Information System (EBEIS) and Learner
Information System (LIS). The instrument mentioned the level of implementation
of ALS particularly as to instructional materials, physical facilities and equipment,
financial resources and linkages and cooperation from stakeholders.
Administration of the Questionnaire
After the approval to conduct the study, the ALS Implementers was
informed the purpose and importance of the research. The tools be administered
by the ALS coordinators, facilitators, mobile teachers and other teachers involved
in ALS implementation. Individual administration and interview be conducted on
some occasions. High confidentiality of the responses be strictly observed. The
interviews conducted in various ALS centers in Division of Talisay City. A
researcher-made brief questionnaire was also being provided in order to gather

39
the selected profile of the ALS Implementers to determine the age and gender,
highest educational attainment, years of experience as ALS implementor and
appropriate trainings and seminars attended. Also the profile sheet of learners to
determine the age and gender, civil status, highest educational attainment and
combined family monthly income.
1. Retrieval of the Questionnaire
After accomplishing the instruments of the ALS implementation evaluation,
the researcher retrieved the instruments and the data will be tabulated and
processed.
Treatment of Data
This study utilized the following statistical formula in the treatment of the data:
1. Simple Percentage. This was used to determine the percentage of the
responses of the respondents.
2. The weighted mean. This was utilized to analyze and interpret the
responses of the respondents.
3. Mode. This was used to assess and evaluate the attributes that were
chosen most often by the respondents.
4. Chi-Square. This was used to find the significant relationship between
ALS implementers and learners on the levels of ALS implementation in
Talisay City Division, Cebu
5. Scoring Procedures
The first part of the questionnaire was about the ALS teachers’ profile and
they answered by themselves. The ALS learners were chosen in a random

40
sampling using the Survey Sampling. A five point scale as introduced in the
questionnaire on the different items in each level of competencies, namely:
instructional materials, physical facilities and equipment, financial resources and
linkages and cooperation from stakeholders.
The responses are assigned to the following:
Mean Values:
Weight Interpretation Verbal Description
3.36 - 4 Excellent If the categories is highly possessed
2.6 - 3.35 Good If the categories is well possessed
1.76 - 2.5 Fair If the categories is possessed
1 .0 – 1.75 Poor If the categories is poorly possessed
The second part of the questionnaire was about the best practices related
to the level of implementation of ALS as perceived by the Implementers and
Learners. There were several items stipulated such as support from the LGUs
about the program, more participation from the out of school youth and adult
who are interested in ALS and permanent community learning centers. The
following parametric scale was used to describe the degree of the
aforementioned variables:
A questionnaire also develop intended to gather the selected socio-economic
profile of the ALS learners.
Percentage. To provide clear, objective valid and reliable presentation,
analysis and interpretation of the facts or information gathered in the study, the
41
simple percentage was used treating statistically the profile of the teacher and
learner respondents.
Weighted Mean. To determine the effectiveness of the ALS implementers in
the extent of their implementation in ALS, the weighted mean was utilized. The
formula is:
Pearson Product-Moment Coefficient Correlation. To determine the
implementers’ level of ALS implementation and their profile, the Pearson Product-
Moment Correlation was used. It employed the following formula:
Chi- Square (x2). The chi- square (x2) is used in finding the relationship
between the ALS implementation in DepEd,Talisay City Division of implementers
and learners.
Coefficient of Contingency. To test the significant relationship through the
Chi-square (x2) the coefficient of contingency as used. The formula is:
Scoring Procedure
Qualitative terms are qualified.
The adjectival or quantitative descriptions or scores were used in assessing
the ALS implementation of the ALS Implementers and best practice are presented
below:
Parametric Scale Adjectival Description
3.36 - 4 Excellent
2.6 - 3.35 Good
1.76 - 2.5 Fair
1 .0 – 1.75 Poor
42
DEFINITION OF TERMS
The following terms are defined operationally to clarify the text and for better
understanding and appreciation from the teachers.
Accreditation and Equivalency (ALS A&E) Test. This is 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.
Alternative Learning System. This is a parallel learning system to provide
a viable alternative to the existing formal educational instruction. It encompasses
both the non-formal and informal sources of knowledge and skills (Sec. 1.4 RA
9155).
Alternative Learning System for Differently-Abled Persons (ALS-DAP).
This refers as a project which aims to deliver Basic Literacy Program to the
special/differently abled children/OSYs/adults, e.g., hearing impaired learners who
have not availed of/have no access to the formal school system through
specialized approaches.
Arabic Language and Islamic Values Education in Alternative
Learning System (ALIVE in ALS). This is intended for the Muslim Migrants to be
able to positively contribute to the peace efforts of our government in order to
improve the quality of life of Muslim OSY and adults.
Attitude of Administrators. This is refers to the disposition and behavioral
responses shown by the administrators toward the implementation of the ALS
program in Division of Talisay City.

43
Attitude of Mobile Teachers. This is refers to the disposition and
behavioral responses manifested by the mobile teachers in carrying out the goals
of ALS.
Challenges. This term refers to the problems and concerns of the teachers
which are related to ALS implementation.
Community Learning Center (CLC). This is where the teaching-learning
process takes place between the learners and the literacy volunteer.
Cooperation from Stakeholders. This is refers to the degree of support,
participation and involvement of teachers, parents, government officials and the
teachers in the community who have stake in implementation of the ALS.
DepEd-delivered. This is refers to the implementation arrangement where
program is directly carried-out by DepEd ALS implementers such as the ALS
Mobile Teachers and District ALS Coordinators.
DepEd Partners-delivered. This term refers to the implementation of ALS
Programs by non-DepEd organizations such as Local Government Units (LGUs),
Non-Government Organizations (NGOs) and other Government Organizations
(GOs), international donor agencies, church-based organizations and individuals
on a voluntary basis using their own resources.
DepEd-procured. This is refers to the implementation arrangement where
program is contracted by DepEd to service providers such as non-government
organizations and other government organizations and literacy volunteers.

44
Facilities and Equipment. This means the software, hardware and other
materials like projector, screen, television, radio and other necessary appliances
used in teaching- learning process used by ALS teachers.
Family Basic Literacy Program (FBLP). This is a literacy service learning
intervention utilizing literate family members to help non-literate members upgrade
their literacy skills and improve the educational opportunities of poor families in the
depressed, deprived and underserved (DDU) areas.
Financial Support. This is refers to the logistics or monetary support from
the lead implementer department, local government and other organizations which
are tasked to implement the ALS program.
Functional Literacy Test (FLT). This is to determine the level of learners
learning
Implementation. This is refers to the degree of realization and the level of
achievement of the Alternative Learning System in Division of Talisay City.
Indigenous Peoples Education. This is a research and development
project which aims to provide basic education support services to IP communities.
Informal Education for Disadvantaged Children. This is a program that
focuses on packaging of short-term educational activity that addresses the special
needs and interests of the street and working children. It intends to use life skills
active learning approaches/strategies aimed at developing/enhancing social, civic,
aesthetic, cultural, recreational physical and personal development
Instructional Materials. This is refers to the tools used in teaching adult
learners. These are the materials used in teaching under the ALS program.
45
Learners Portfolio. This must be made when a learner is registered into
ALS Program, may fashion and decorate the front of their portfolio as they desire,
inside the portfolio are the Personal information, Literacy Assessments, History of
skills, Learning goals and record of current progress with ALS.
Parent Education. This means a life skills short-term course that
addresses the special needs and interests of the parents to promote pride in their
work and ownership of their responsibilities as members of the family and their
community.
Problems Encountered. This is refers to the challenges and setbacks
experienced by the ALS coordinators and mobile teachers in carrying out the
objectives of the ALS program.
Profile. This is refers to the age, gender civil status, highest educational
attainment, years of teaching experience in ALS, trainings and seminars.
Proposed Development Plan. This is refers to the output of this study that
will suggest reforms and solutions to address the poorly implemented programs of
the ALS.
Radio-Based Instruction (RBI). This is an alternative delivery mode using
radio broadcast to deliver the ALS programs. As a form of distance learning, it is
able to develop access to education by transporting it to where the learners are.

46
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant literatures and related studies to
expound the variables of this study.
Related Literature
The Department of Education informed the public that the Alternative
Learning System become a source of hope for many teachers who are outside the
formal school system. And they include learners who are behind bars. ALS
addresses basic education needs of school – age children who are out – of school.
Moreover, it caters to those who are beyond school age but who have not been to
school at all or those who have dropped out of school. It also seeks to reach those
living in far – flung areas and isolated communities. From Bureau of Alternative
Learning System (BALS) carriers out two Non formal Education Programs: a) the
Basic Literacy Program (BLP) for illiterates; and the b) Accreditation and
Equivalency (A&E) System for elementary and high school drop-outs. Teaching-
Learning Strategy – Alternative Learning System is flexible. It is anytime and
anywhere learning. It uses interactive modules and learning sessions at
community learning centers at an agreed schedule between the learners and the
learning facilitator. Primarily, ALS anchored on the teaching of life skills that goes
beyond obtaining information but is more concerned about the application of the
competencies and values to develop within the individual the power to make
decisions towards improving the quality of his or her life. Programs Delivery
Mechanisms – ALS programs are delivered in various delivery modes such as

47
face-to-face group learning, family or household approach, individual tutorial and
others. An Information Communication Technology component is being tested in
the radio-based approach where learning modules are being aired in selected
provinces of the country. ALS programs are either implemented by DepEd ALS
implementer or contracted to provide service providers. From DepEd
Memorandum no. 443 s. 2007, state. “in order to standardize the program
operations and ensure increased access, efficiency and effectiveness of the
program delivery, the Bureau of Alternative Learning System (BALS) has
developed the United Guidelines for the Alternative Learning System (ALS)
Contracting Scheme. This set of guidelines cover the Basic Literacy (BL), School
Adults (BPOSA) programs of the ALS. To support this unified contracting scheme,
there is also a unified fund known as Field Operations Funds for ALS as provided
for in the General Appropriations Act, R.A. No. 9162, Special Provision No. 11.
This fund replaces the former Literacy Service Contracting Scheme (LSCS),
Learning Support Delivery System (LSDS) and Balik–Paaralan Para sa Out-of-
School Adults (BPOSA) funds used for field implementation of the above ALS
program.The Bureau of Alternative Learning System (BALS) implements two
major programs namely, the Basic Literacy Programs (BLP) and the Accreditation
and Equivalency (A&E) Program. Funds were used separately to implement the
two programs, i.e., BLP using the LSCS funds and A&E using the LSDS funds.
The funds from the Central Office are transferred to the Regional Office (RO).
Using these funds, the Division Office (DO) contracts the services of qualified
education service providers. Service Providers (SPs) are private groups or

48
organizations, private and state universities and colleges (SUCs) as well as other
government organizations, who are awarded the funds in order to deliver the
BL/A&E Programs to target learners in the community. Selection of Service
Providers is based on criteria and award is made covering specific contract
periods. Consequently, there were two different implementations guidelines for
contracting the services of service providers for the two ALS programs. In order to
standardize program operations and ensure increased participation, efficiency and
effectiveness of programs delivery, there is now a consolidation of the funds as
well as unification of the guidelines for service contracting. Bureau of Non-Formal
Education is hereby renamed to Bureau of Alternative Learning System (BALS)
(Section, EO 356). The Bureau of Alternative Learning System shall have the
following functions: a. address the learning needs of the marginalized groups of
the population including the deprived, depressed and undeserved citizens; b. to
coordinate a with various agencies for skills development to enhance continuing
employability, efficiency, productivity, and competitiveness in labor market; c.
ensure the expansion of access to education opportunities for citizens of different
interest, capabilities, demographic characteristics and socio-economic origins and
status; and d. promote certification and accreditation of alternative learning
programs both formal and informal in nature for basic education, (Sec. 2, E.O.
356). The Bureau of Alternative Learning System mandate the following: 1. The
Department of Education is undertaking significant initiatives to attain Education
for all; 2. Two Bureaus of DEPED (Bureau of Elementary Education and
Secondary Education) are responsible for the in-school children through the formal
49
school system. The third Bureau of Alternative Learning System (BALS) addresses
basic education needs of school – age children who are out-of-school and more
importantly those who are beyond school age but who have not been to school at
all or those who have dropped out of school especially those living in far-flung and
isolated communities of the country; and 3. Education for All states that: “the
existing Bureau of Alternative Learning System of the DEPED should be
developed, strengthened and mandated to serve as the government agency to
guide the evolution of the country’s alternative learning system. Among its key
functions should be to promote, improve, monitor and evaluate, alternative learning
intervention for functional literacy of out-of school youth, and adults for ethnic
minorities and other groups with special educational needs that cannot be met by
school, and for desired competencies that are part of lifelong.” To reach this
marginalized group of learners. BALS implements non formal and informal school
system. In developing the organizational structures, the Department of Education
also identified the themes or organizational strands common to all levels of the
Department. These organizational strands reflect the similarity of functions and
objectives of offices and units. The organizational strands are as follows: The
Office of the Secretary (OSec) provides overall leadership and direction at the
national level. Attached and support agencies to DepEd are included under the
OSec. Curriculum and Instruction; this strand ensures that the organization
focuses on the delivery of a relevant, responsive, and effective basic education
curriculum around which all other strands and offices provide support. Strategic
Management; this strand enables the organization to focus on long-term directions

50
and interface with the internal and external environment and stakeholders.
Governance and Operations; this strand ensures the capacity of the organization
to continuously improve and be strategic in managing the environment for which
“teaching and learning” takes place. In accordance with RA 9155, the Secretary of
Education delegates the supervision of field offices (regional and schools division
offices) to the Undersecretary for Governance and Operations. The Office of the
Regional Director provides leadership and management of the Department’s
mandate at the regional level; and The Office of the Schools Division
Superintendent provides local management and administration of the
Department’s mandate at the schools division level. The Alternative Learning
System is under the management and staff of Curriculum and Instructions
Department in the Central Office and Curriculum Implementation Development
(CID) in the DepEd Division Offices while the ALS Accreditation and Equivalency
Test (A&E) is under the management of Bureau of Education Assessment (BEA).
Learning can be defined formally as the act, process, or experience of acquisition
of knowledge or skills. In contrast, memory can define the capacity of storing,
retrieving, and acting on that knowledge. Learning helps us move from novices to
experts and allows us to gain new knowledge and abilities. Learning strengthens
the brain by building new pathways and increasing connections that we can rely
on when we want to learn more. Definitions that are more complex add words such
as comprehension and mastery through experience or study. Physiologically,
learning is the formation of cell assemblies and phase sequences. Children learn
by building these assemblies and sequences. Adults spend more time making new
51
arrangements than forming new sequences. Our experience and background
allow us to learn new concepts. At the neurological level, any established
knowledge (from experience and background) appears to be made up of
exceedingly intricate arrangements of cell materials, electrical charges, and
chemical elements. Learning requires energy; re-learning and un-learning requires
even more. We must access higher brain functions to generate the much-needed
energy and unbind the old. Remarkably, teachers can learn from the moment of
birth. Learning can be and should be a lifelong process. Learning should not be
defined by what happened early in life, only at school. They constantly make sense
of their experiences and consistently search for meaning. In essence, they
continue to learn.Though humans like the familiar and are often uncomfortable with
change, the brain searches for and responds to novelty. Rote learning frustrates
them because the brain resists meaningless stimuli. When they invoke the brain’s
natural capacity to integrate information, however, they can assimilate boundless
amounts. This may explain why sometimes a tough class, one they never thought
you would get through, was one of your all-time favorites. Western society once
believed adults did not learn. Even today, if you ask a group why adults cannot
learn, it may surprise you how many begin answering the question without
challenging the premise. Unfortunately, many adults deny themselves what should
be one of the most enriching parts of life because they assume they cannot
learn.They can learn from everything the mind perceives (at any age). Our brains
build and strengthen neural pathways no matter where we are, no matter what the
subject or the context. In today’s business environment, finding better ways to

52
learn will propel organizations forward. Strong minds fuel strong organizations. We
must capitalize on our natural styles and then build systems to satisfy needs. Only
through an individual learning process can we re-create our environments and
ourselves (Tschannen - Moran, 2007). The Department of Education shall take
into account the regional and sectoral needs and shall encourage local planning in
the development of educational policies and programs are as follows: Basic
Education is the education intended to meet the basic learning needs which lays
the foundation on which subsequent learning can be based. It encompasses early
childhood, elementary, high school education and alternative learning system for
out – of school youth and adult learners that includes education for those with
special needs. Quality Education is the appropriateness, relevance and excellence
of the education given to meet the needs and aspiration of an individual and
society. Each of these dimensions are measured by a subtest of the Organizational
Health Inventory for Elementary Schools (OHI-E). The reliability scores for the
scales were relatively high: Institutional Integrity, Collegial Leadership, Resource
Influence, Teacher Affiliation and Academic Emphasis. A factor analysis of several
samples of the instrument supports the construct validity of the concept of public
schools’ culture (Hoy, Tarter, & Kottkamp, 2001; Hoy &Tarter, 2007). In addition,
the predictive validity has been supported in other studies. See Hoy, Tarter, and
Kottkamp (2001).
Institutional Integrity. The overall reputation of the institution is of critical
importance to Iowa State University leaders. Faithful pursuit of the institutional
mission, compliance with local, state, and federal laws and regulations, and
53
responsiveness to the needs of students, faculty, staff, and other constituents are
top priorities of the administration. Academic administrators work closely with
faculty to maintain and enhance academic quality while seeking to embrace best
practices in institutional policies and procedures. Highly aware of their
responsibility to the public, University personnel administer curricular and
co−curricular programs, including extension and auxiliary activities, in the best
interest of the constituencies that they serve. The evidence in the sections will
demonstrate that Iowa State upholds and protects its integrity while always looking
for areas to improve overall institutional effectiveness.
Collegial leadership is characterized by supportive and democratic
behavior. The leader is not only focused with task achievement, but is considerate,
helpful, and genuinely concerned about the social welfare of teachers. The leader
is caring, but also the faculty aware what is expected of them while maintaining
definite standards of performance (Tschannen - Moran, 2007). Traits of a collegial
leadership of the principal as measured on the Organizational Climate Index
include the following: “The principal treats the faculty members as equal, maintains
definite standards of performance, friendly and approachable and explores all
sides of topics and admits that other opinions exist”(Ho y, Sweetland & Smith,
2002). Following up on the work of Hoy and Sabo (2008), Hoy, Hannum and
Tschannen - Moran (2008) condensed all 12 factors of the Obsessive-Compulsive
Data Quality (OCDQ) and the Omega Healthcare Investors (OHI) into the same
four factors to study the climate in 86 New Jersey middle schools. They also
attained student achievement scores in reading, writing, and math along with
54
socioeconomic data for students during the same year that teacher climate data
was collected and again two years later. They concluded that environmental press,
collegial leadership, teacher professionalism, and academic press play a
significant role in raising student achievement. The correlation between student
achievement and climate was similar even after two years, demonstrating that high
performing middle schools are places where teachers are committed to their work,
respect their colleagues, and view their principal as supportive and enabling.
Mascall and Leithwood (2008) even replaced academic emphasis with
organizational citizenship in their study on academic optimism and distributive
leadership because “successful change in schools depends on the willingness of
teachers to engage in work with their colleagues outside of their own
classrooms”(p. 216). Collegial leadership, faculty trust in colleagues, and
academic emphasis strongly correlate with organizational citizenship (DiPaola
&Hoy, 2005). Supportive leadership is the key to getting teachers to do beyond
what is formally expected. Collegial leadership affords more decision - making
opportunities to teachers. Sweetland and Hoy ( 2000 ) concluded that the two
strongest climate predictors of teacher empowerment were collegial leadership
and academic press. They stated, “Schools in which the principal’s leadership is
collegial, teachers demonstrate a high degree of professionalism, and there is a
strong internal academic press are conducive to teacher empowerment”
(Sweetland & Hoy, 2000, p. 720). Mascall and Leithwood ( 2008 ) discovered that
the more academically optimistic are teachers, the more likely they are to report
that leadership is distributed in their schools in a planfully - aligned pattern.

55
Teacher empowerment must be authentic in order to be effective (Malen et al.,
2000; Marks & Louis, 2007). Teachers are not impressed by school health who
share decision - making only because it is mandated by superiors (Malen &
Ogawa, 1988; Malen et al., 2000).Teachers must feel like they are trusted by their
administrators as professionals who are capable of making choices to help the
organization. Collegial leadership is the key component that allows school head to
release power to teachers whom they trust. The academic optimism of school
evolved from general work on positive psychology, which goes beyond the
traditional focus on pathology to examine human experience in terms of hope and
fulfillment; that is, academic optimism is rooted in humanist psychology. The
theoretical foundations of academic optimism are Albert Bandura's social cognitive
and self-efficacy theories, James Coleman's social capital theory, Wayne Hoy and
his colleagues' work on culture and climate, and Martin Seligman's study of learned
optimism. Conceptions of optimism treat it as a cognitive characteristic - a goal or
expectancy based on knowledge and thinking, but our conception of academic
optimism includes both cognitive and affective (emotional) dimensions and adds a
behavioral element. Collective efficacy is a group belief or expectation; it is
cognitive. Faculty trust in parents and students is an effective response. Academic
emphasis is the push for particular behaviors in the school workplace; it captures
the behavioral enactment of efficacy and trust. Optimism is the overarching theme
that unites efficacy, trust, and academic emphasis because each of these
elements contains a sense of the possible. The three (3) facets interact with each
other to produce a positive force for learning. These elements are not only similar
56
in nature and function but also in their potent and positive influence on student
achievement; in fact, Hoy and his colleagues (Hoy et al., 2006) have demonstrated
at the collective level that the three properties of schools come together in a unified
fashion to create a positive academic environment, which they label academic
optimism of a school. Further, they demonstrate that the academic optimism of the
school positively influences school achievement even controlling for
socioeconomic status (SES), prior student achievement, and urbanity. Additional
research (McGuigan & Hoy, 2006; Smith & Hoy, 2007) has also supported the
academic optimism link with student achievement in urban schools and elementary
schools, namely: 1. The school sets high standards for performance; 2. Students
respect others who get good grades; 3. Students seek extra work so they can get
good grades; 4. Academic achievement is recognized and acknowledged by the
school; 5. Students try hard to improve on previous work; 6. The learning
environment is orderly and orderly; 7. The students in this school can achieve the
goals that have been set for them; and 8. Teachers in this school believe that their
students have the ability to achieve academically. Alternative Learning System is
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 part of the education system of the
Philippines but an alternative to the regular classroom studies where Filipino
students are required to attend daily. The alternative system only requires students
to choose schedules according to their choice and availability. The program has
two different schematics for conducting instruction; school-based and community-

57
based. On the school-based program, instructions are conducted in school
campuses while in the community-based program, formal instruction are
conducted in community halls or on private places. The ALS program follows a
uniform lesson modules for all academic subjects covering the sciences,
mathematics, English, Filipino, social studies, current events among others.
Delivery of instructions are provided by government-paid instructors or by private
non-government organization. Aside from schematics, the program has two levels;
elementary and secondary. Students have to start from elementary level, then
proceed to high school level. If a student is a graduate of elementary under a formal
classroom system, the student is automatically admitted to the secondary levels
depending on which year level the student stopped schooling. Program
administration is held by the Department of Education, an agency of the
government of the Philippines in charged in providing education to all Filipinos.
Private non-government organization may deliver the program but still under the
supervision of the Philippine education agency. After finishing the curriculum, all
participants of the program belonging to a particular education district are given
the final comprehensive examinations covering all subject areas in the curriculum.
Successful examinees are then grouped together in a closing ceremony where
they are given their certificate of completion either for the elementary or secondary
level (McDonald, 2012). Elementary. If a student has never reach the first grade,
the student will be admitted in the Grade 1 level with the corresponding module of
instruction given. The students has to finish all the modules for the first grade level
and pass assessment test before proceeding to the next level. After successfully
58
finishing all the modules, the students are given the comprehensive examinations
prior to admission in the graduation. High School. The procedure for the secondary
level is the same as the elementary level. Once the student is graduated in the
secondary level, he or she may opt to enroll in the tertiary level without need for
attending in the formal classroom system, hence the name alternative learning
system. Normally, under the education system of the Philippines, no student is
allowed to enter tertiary level of education without high school diploma. The
alternative system is the other path and opportunity to access vocational
technology or college education in the Philippines. The program covers mostly
among dropouts in elementary and secondary schools, out-of-school youths, non-
readers, working teachers and even senior citizens wanting to read and write.
Students enrolled under the classroom-system are disallowed to participate in the
program. Age level, economic and personal circumstances are among the
determinants in availing the program (McDonald, 2012). The Alternative Learning
System evolve from the non-formal education that has been conducted by the
government of the Philippines. Previously, non-formal education was mostly
concentrated in instructions in livelihood skills training with basic reading and
writing incorporated in the module. Under the current system, skills training and
livelihood training have been excluded and established as a separate education
system. Skills training had become a stand-alone program with Technical
Education and Skills Development Authority (Philippines) taking charge of the
program. The Alternative Learning System is a way for the informal and busy
students to achieve elementary and high school education without need of going
59
to attend classroom instructions on a daily basis just like the formal education
system. Secondary education has now become a prerequisite in vocational
technology and college education in the Philippines. Livelihood trainings however,
do not need formal or non-formal education in the Philippines (McDonald, 2012).
Instructional materials are highly important for teaching, especially for
inexperienced teachers. Teachers rely on instructional materials in every aspect
of teaching. They need materials for background information on the subject they
are teaching. Young teachers usually have not built up their expertise whenever
they enter into the field. Teachers often use instructional materials for lesson
planning. These materials are also needed by teachers to assess the knowledge
of their students. Teachers often assess students by assigning tasks, creating
projects, and administering exams. Instructional materials are essential for all of
these activities. Teachers are often expected to create their own lesson plans. This
can be difficult, especially if the teacher has limited background knowledge on the
subject. Teachers are expected to have a wide variety of expertise in many
different fields. Often, they need instructional aides to supplement their knowledge.
Instructional materials can help provide background knowledge on the subject the
teacher is planning for, and offer suggestions for lesson plans. Lesson planning is
often the most stressful aspect of teaching. Teachers are usually dependent on
them to do their job properly (McDonald, 2012). When thinking about teachers
expectations for students, take a moment to brainstorm everything they do each
and every day. Also, think about those issues that are extremely important to them.
These may include things such as honesty, integrity, neatness, being prompt,
60
striving for personal best, and cooperation with others. Other expectations may
include what they want students to do when entering the classroom, leaving the
classroom, requesting a break or hall pass, sharpening pencils or getting supplies,
turning in homework, working as a group, or taking a test (McDonald, 2012). When
they stop to think about it, they actually have quite a few specific expectations of
their students. However, too often these expectations are assumed on their part
and never explained or outlined to students. How can they expect our students to
meet our guidelines and set procedures if they never communicate them?
Imagine that one are visiting a country that they have never seen before. When
they arrive, a list of cultural guidelines and laws are given to you to help them know
what is and is not acceptable. They read over these, and feeling confident that you
are aware of everything they need to know, they venture out for dinner. Upon
arriving at a restaurant, they enter and wait to be seated. The hostess comes and
beckons for they to follow her. They calmly follow her to their table. Suddenly she
turns around, looks down at their feet and begins to scream at them. They are
startled and do not really understand the problem. The hostess is now quickly
ushering them out of the restaurant. As the teachers are being pulled back towards
the exit they realize that everyone else is wearing closed toe shoes with socks
while they are wearing sandals. It is an unwritten rule, or expectation, that
everyone wear socks and closed shoes inside buildings. Unfortunately, this was
not in the list of guidelines and no one ever told them about this "unwritten rule".
Now they are flustered, they feel stupid, and feelings of anger and resentment
begin to build because they are being punished for not knowing the expectation.
61
While this anecdote is a bit far-fetched, it does come close to describing what
happens in many classrooms. This is the last thing they want to happen. When
students begin to feel flustered and resentful, we start to see behavior problems
that refuse to go away. Instead, one of their goals at the beginning of the school
year should be to explain, teach, and train their students in what is expected of
them while in their classroom. Now with the many different expectations we have,
is it possible to do this all in the first day? Absolutely not! Humans can only process
so much information in a given time. Instead, prioritize your expectations and go
over the most important ones on the first day. Then, throughout the first several
weeks, continue to teach and train their students in what is expected of them
(Banach and Gregory, 2001). For example, instead of going over the expectations
for group work on the first day, wait until they have a group activity planned.
Schedule some extra time, or even an extra class period, to explain and model
how they expect students to act when working as a group. Although this will take
up more time at the beginning of the year, it will be well worth it later on. You will
not have to continually train each time they work in groups. Instead, they will only
need to remind them before starting an activity. Now, when going over
expectations at the beginning of the year, they want to be sure to: maintain eye
contact with each student this type of body language helps keep students focused
on them; speak slowly and pause after each sentence -- this emphasizes the
importance of what they are saying and gives the brain time to process the
information; practice procedures over and over until they are a reflex for students;
use activities to help students think about and work with their expectations. For
62
example, students could show what an expectation Is/ Is Not; create a skit showing
what an expectation/ procedure should look like; draw pictures of what the
expectation looks like, sounds like, feels like; etc. Copying the rules does not fall
under this category. They want students to internalize these expectations, not feel
like they are being punished on the very first day of school. Stakeholders offer
important insight into each phase of program planning, implementation and
evaluation in the Alternative Learning System. Stakeholders are most commonly
involved at the beginning stages of program planning. They are able to provide
insight for the various needs that a program or curriculum should meet. Experience
shows that once the goals have been set in the first part of program development,
stakeholders are sometimes not consulted in latter stages of program
implementation and evaluation. This is unfortunate because stakeholders have the
potential to illuminate issues and needs during the course of program
implementation (Banach & Gregory, 2001). Frequently stakeholders who
participate in an initial needs assessment may not be the same stakeholders who
ultimately sustain the program. Consequently, eliciting on-going feedback and
keeping lines of communication open are crucial to program success. This is
particularly true in community-based youth development programs. A broad range
of stakeholders has the knowledge, daily life experiences and expertise that can
contribute to program success. Stakeholders may be involved in multiple roles and
various functions. Focus groups may be conducted to get initial ideas and reveal
community norms, history and players. Community mapping may be conducted to
learn about the important features, places and events. Volunteer opportunities,
63
advisory committees, participation in hiring processes, program committees, and
various other means can be explored. The important point is that if stakeholders
are valued, they will be welcomed and their voices heard. School culture is the
behind-the-scenes context that is reflects of the values, beliefs, norms, traditions,
and rituals that build up over time as teachers in a school work together—school
heads, teachers, students, parents, and community members. School culture
influences not only the actions of the school population, but also its motivations
and spirit (Peterson, 2009). Understanding school culture can help us to use "a
broader framework for understanding difficult problems and complex relationships
within the school" (Stolp, 2004). Sometimes called the school climate, school
culture often determines how teachers will think and act. School culture can affect
the way teachers relate with each other, students, parents, school heads, and the
community. Mentors help their protégé by encouraging them to understand how
school culture can influence and affect them. School culture affects how teachers
define their work (Rosenholtz, 2001). School culture can also affect how problems
are solved, the ways new ideas are implemented, and how teachers will work
together. A teacher's belief systems and values can change and adapt to the
culture that is dominant in the school. Beginners in isolated settings soon abandon
their initial humanistic notions about tending to students’ individual needs in favor
of a routine technical culture characterized by a more custodial view, where order
is stressed over learning, and where students are treated more impersonally,
punitively, and distrustfully (Rosenholtz, 2001). Walk into any school—stopping
by the office, the teachers' lounge, the cafeteria, and the playground — and you
64
can gain a sense of what characterizes the school's culture. Often, what teachers
are saying to each other will signal the type of climate within the school. School
cultures are thought to be located on a continuum, ranging from bureaucratic
(known also as standard or traditional) culture to collegial (or interactive) culture.
And there is one type of school culture that is a death knell for longevity of teaching
careers and an instigator of high teacher turnover in a school—the toxic culture—
which is evident in a negative ambience and dissatisfaction that is highly palpable.
Characteristics of the bureaucratic school culture include: School Head at the
helm; teachers are followers of the dictated regimen; Strong emphasis on
standardization, or following the book; Teachers work in isolation with little chance
for interaction with peers; Policies are mandated from above, with little or no input
from teachers; and Bureaucratic cultures leave many teachers feeling isolated and
devalued. There is little incentive to grow, and growth can be seen as threatening
to others. Turf-guarding is common. Bureaucratic cultures also encourage
individual teachers to solve the problem (which they see as a "the student's
problem") in their own classrooms. School Heads and parents are only called in
when the teacher cannot resolve the problem on his/her own in the classroom.
Characteristics of the collegial school culture include: collegiality; experimentation;
high expectations; trust and confidence; tangible support; reaching out to the
knowledge bases (ie. "going to the source of information", developing information
networks rather than trying to solve problems in isolation or assuming one person
has all the answers); appreciation and recognition; caring, celebration and humor;
involvement in decision making; protection of what's important (ie. not "throwing

65
the baby out with the bathwater"); traditions (ie. the rituals, ceremonies and
symbols that strengthen the school culture); and Honest, open communication;
(Butler & Dickson, 2007). Collegial cultures engender a sense of cohesiveness and
collaboration. Teachers are encouraged to grow. Community is treasured, and
sharing of resources and ideas is commonplace. Collegial cultures also value
involvement of parents, teachers, school heads and even students in solving
problems, which are seen as a social, not individual, challenges (Deal & Peterson,
2008). Characteristics of the toxic school culture include: View students as the
problem rather than as their valued clients; are sometimes part of negative
subcultures that are hostile and critical of change; believe they are doing the best
they can and don't search out new ideas; frequently share stories and historical
perspectives on the school that are often negative, discouraging, and
demoralizing; complain, criticize, and distrust any new ideas, approaches, or
suggestions for improvement raised by planning committees; rarely share ideas,
materials, or solutions to classroom problems; and have few ceremonies or school
traditions that celebrate what is good and hopeful about their place of work (Deal
& Peterson, 2008). Toxic cultures engender feelings of hostility and hopelessness.
The focus is on failure—failure of students, failure of programs, failure of new
ideas. Energy is spent on maintaining the negative values causing high levels of
stress for those unfortunate enough to be part of that culture. The field of education
lacks a clear and consistent definition of school culture. The term has been used
synonymously with a variety of concepts, including "climate," "ethos," and "saga"
(Deal 2003). The concept of culture came to education from the corporate
66
workplace with the notion that it would provide direction for a more efficient and
stable learning environment. Scholars have argued about the meaning of
CULTURE for centuries. Noted anthropologist Clifford Geertz (2003) has made a
large contribution to our current understanding of the term. For Geertz, culture
represents a "historically transmitted pattern of meaning." Those patterns of
meaning are expressed both (explicitly) through symbols and (implicitly) in our
taken-for-granted beliefs. A review of the literature on school culture reveals much
of Geertz's perspective. Terrence E. Deal and Kent D. Peterson (2000) note that
the definition of culture includes "deep patterns of values, beliefs, and traditions
that have been formed over the course of history." Paul E. Heckman (2003)
reminds us that school culture lies in "the commonly held beliefs of teachers,
students, and school head." These definitions go beyond the business of creating
an efficient learning environment. They focus more on the core values necessary
to teach and influence young minds. Thus, SCHOOL CULTURE can be defined as
the historically transmitted patterns of meaning that include the norms, values,
beliefs, ceremonies, rituals, traditions, and myths understood, maybe in varying
degrees, by members of the school community (Stolp and Smith 2004). This
system of meaning often shapes what teachers think and how they act.
Researchers have compiled some impressive evidence on school culture. Healthy
and sound school cultures correlate strongly with increased student achievement
and motivation, and with teacher productivity and satisfaction. Consider several
recent studies. Leslie J. Fyans, Jr. and Martin L. Maehr (2000) looked at the effects
of five dimensions of school culture: academic challenges, comparative

67
achievement, and recognition for achievement, school community, and perception
of school goals. In a survey of 16,310 fourth-, sixth-, eighth-, and tenth-grade
students from 820 public schools in Illinois, they found support for the proposition
that students are more motivated to learn in schools with strong cultures (Keefe
2003). In a project directed at improving elementary student test scores, Jerry L.
Thacker and William D. McInerney (2002) looked at the effects of school culture
on student achievement. The project they studied focused on creating a new
mission statement, goals based on outcomes for students, curriculum alignment
corresponding with those goals, staff development, and building level decision-
making. The results were significant. The number of students who failed an annual
statewide test dropped by as much as 10 percent. These results are consistent
with other findings that suggest the implementation of a clear mission statement,
shared vision, and school wide goals promote increased student achievement.
School culture also correlates with teachers' attitudes toward their work. In a study
that profiled effective and ineffective organizational cultures, Yin Cheong Cheng
(2003) found stronger school cultures had better motivated teachers. In an
environment with strong organizational ideology, shared participation, charismatic
leadership, and intimacy, teachers experienced higher job satisfaction and
increased productivity. School heads who are interested in changing their school's
culture should first try to understand the existing culture. Cultural change by
definition alters a wide variety of relationships. These relationships are at the very
core of institutional stability. Reforms should be approached with dialogue, concern
for others, and some hesitation (Keefe 2003). One strategy was outlined by Willis
68
J. Furtwengler and Anita Micich (2001). At a retreat, students, teachers, and school
heads from five schools were encouraged to draw visible representations of how
they felt about their school culture. The idea was to "make thought visible" and
highlight positive and negative aspects of their respective school cultures.
Teachers, parents, and school heads were able to identify several areas that would
benefit from change. Likewise, school artifacts such as the routines, ceremonies,
rituals, traditions, myths, or subtle difference in school language can provide clues
for how to approach cultural change. School artifacts change over time. A principal
may decide to shorten time between classes only later to find out that this time was
important for teacher interaction and unity. Paying attention to such routines,
before changing them, may provide valuable insights into how school cultures
function. A formal and well-tested instrument for approaching cultural change is
NASSP's Comprehensive Assessment of School Environments' Information
Management System (CASE--IMS). This instrument focuses on leadership styles,
organizational structure, beliefs and values, classroom satisfaction, and
productivity. CASE--IMS offers a diagnostic assessment that focuses on the entire
school environment (Keefe 2003). A coherent vision specifies the particular values
and beliefs that will guide policy and practice within the school. Ideally, the school
board and superintendent set a broad vision for all schools in the district, and,
within that context, the principal coordinates the process of arriving at a particular
vision for each school. The creation of a vision is not a static event, because the
vision must change as culture changes. As Peter Senge (2000) notes, "At any one
point there will be a particular image of the future that is predominant, but that
69
image will evolve." The principal who is able to adapt a vision to new challenges
will be more successful in building strong school cultures. A vision for creating a
healthy school culture should be a collaborative activity among teachers, students,
parents, staff, and the principal. Michael G. Fullan (2002) writes, "Whose vision is
it?" "School Head," he says, "are blinded by their own vision when they must
manipulate the teachers and the school culture to conform to it." A more useful
approach is to create a shared vision that allows for collaborative school cultures
(Keefe 2003). The most effective change in school culture happens when school
head, teachers, and students model the values and beliefs important to the
institution. The actions of the principal are noticed and interpreted by others as
"what is important." A principal who acts with care and concern for others is more
likely to develop a school culture with similar values. Likewise, the principal who
has little time for others places an implicit stamp of approval on selfish behaviors
and attitudes. Besides modeling, Deal and Peterson suggest that school head
should work to develop shared visions--rooted in history, values, beliefs--of what
the school should be, hire compatible staff, face conflict rather than avoid it, and
use story-telling to illustrate shared values. More practical advice comes from Jane
Arkes, a principal interviewed by Stolp and Smith: work on team-building; put your
agenda second; know that you don't have all the answers--everyone has
limitations; learn from students and staff; put teachers before paper. Finally and
most important, school head must nurture the traditions, ceremonies, rituals, and
symbols that already express and reinforce positive school culture (Keefe, 2003).
70
Related Studies
In the study of Beyans and Miech (2007), it said that an organizationally
healthy school environment is associated with favorable student and staff
outcomes and thus is often targeted by school improvement initiatives. However,
few studies have differentiated staff-level from school-level predictors of public
schools’ culture. Social disorganization theory suggests that school-level factors,
such as faculty turnover, student mobility, and concentration of student poverty,
would be negatively associated with public schools’ culture, but these relationships
may be moderated by staff-level factors. The Beyans and Meich (2007) study
examined the association among school- and staff-level predictors of staff-
perceived public schools’ culture (eg, academic emphasis, collegial leadership,
and staff affiliation), as measured by the Public Schools’ Culture Inventory. Subban
and Sharma (2005) investigated the attitudes of mainstream teachers toward the
philosophy of inclusive education. Results suggest that teachers in Victorian
schools generally hold positive attitudes toward the inclusion of students with
disabilities into mainstream settings. These positive views may be attributable to
an increase in the awareness of students with disabilities among the respondents,
possibly due to renewed efforts by the Department of Education, Victoria to
educate teaching personnel regarding their roles as inclusive educators. It is
evident that the inclusion of students with disabilities into regular classrooms is
additionally viewed as nurturing increased feelings of tolerance and respect among
all participants within the inclusive setting. However, a student's level of disability
may emerge as a factor shaping the attitudes of teachers to the inclusion of

71
students with disabilities. Respondents were also strong in their expression of a
need for more information, knowledge, and expertise in their attempts to include
students with disabilities into mainstream classrooms. Respondents who had
members of their family with a disability, and who had worked closely with teachers
with disabilities, appear to have heightened awareness, when it came to including
students with disabilities into the regular classroom. Further, the responses of
participants revealed that previous experience with including students with
disabilities into regular settings appears to better prepare teachers for inclusion.
The findings of this study should be interpreted in the light of the following
limitations. Findings were largely based on self-reports by mainstream teachers;
there will always be some doubt as to whether teachers' responses reflect their
true attitudes and concerns regarding the inclusion of students with disabilities into
mainstream settings. Responses should therefore be interpreted with caution. This
study only investigated a limited number of variables related to the attitudes and
concerns of mainstream educators regarding the inclusion of students with
disabilities into their classrooms. There are undoubtedly other variables that should
be considered, when ascertaining such attitudes and concerns. The influence of
factors such as those relating to systemic supports including school culture,
language, and geographic location have not been considered. Future
investigations may consider the influence of these variables on teacher attitude
and concern about inclusive education. The preceding literature and studies
provided a direction and bases in developing the research problem and in the
interpretation of data.
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Chapter 3
PRESENTATION, DATA ANALYSIS AND INTERPRETATION
This chapter presents the analysis and interpretation of the data gathered
from the questionnaires administered to the respondents.
Part I of this chapter reveals the profile of the ALS Implementers in terms of
age and gender, highest educational attainment, years of experience as ALS
Implementor and appropriate trainings and seminars and profile of ALS Learners
in terms of age and gender, civil status, highest educational attainment and
combined family monthly income.
The teacher’s ability to teach contributes significantly on the achievement
of learners in schools. Implementers found in schools and in the learning centers
have their different particularities and characteristics that distinguish one being
from the other.
It is on this basis that to decided and find out if the difference in teachers
profile will influence student’s achievement.
The learners profile is the complete picture of his/her learning preferences,
their strengths and weaknesses on where the learning begins.
Part II discusses the level of implementation of ALS as to the following
factors: instructional materials, physical facilities and equipment, financial
resources and linkages and cooperation from stakeholders. Learning materials are
one of the factor that is important on the ALS implementation and they can
significantly increase learner’s achievement by supporting learners learning.

73
Part III presents the rest significant relationship between the levels of ALS
implementation of the ALS Implementers and their age and gender, highest
educational attainment, years of experience as ALS Implementor, appropriate
trainings and seminars and learners combined family monthly income.
It is precisely determined the Implementers-learners profile, their
competence and performance in the ALS implementation in Talisay City Division.
Part IV displays the best practices related to ALS implementation in terms
of support from the LGUs about the program, more participation from the out of
school youth and adult who are interested in ALS and permanent community
learning centers.
PROFILE OF THE RESPONDENT GROUPS
This portion shows the profile of the respondents the profile of the ALS
Implementers of Talisay City Division as to their age and gender, highest
educational attainment, years of experience as ALS Implementor and appropriate
trainings and seminars.
ALS Implementers :
Age and Gender. Age and gender play vital roles in analyzing the
responses of the respondents in terms of who and which age controls the
leadership roles in the institutions and who and which age dominates the teaching
world.
74
Table 2
Age and Gender of the Implementers
ALS Implementers
Male Female Total
Age F % F % F %
61-70 0 0 0 0 0 0
51-60 1 8.33 1 8.33 2 16.67
41-50 0 0 1 8.33 1 8.33
31-40 3 25 3 25 6 50
20-30 1 8.33 2 16.67 3 25
Total 5 41.67 7 58.33 12 100
Legend : F-Frequency %-Percentage
As what is reflected in Table 2 the age and gender of Alternative Learning
System Implementers, three (3) or 25.00 percent of implementers were between
ages 20-30. Most of the implementers who age 31-40, six (6) or 50.00 percent of
the total respondents. On the other hand only one (1) or 8.33 percent age 41-50
and the ALS implementers who are between 51-60 years old were only two (2),
who are 16.67 percent of the respondents. Lastly, none of the implementers who
were between 61-70 years old. In analyzing the age of the ALS Implementers,
most the implementers in Talisay City Division are range from 31-40 which were
50 percent in which at this age the teachers uses personal experience to enhance
and can affect learning to the learners. They can encourage active participation of
the out of school youth and adult to join the program in ALS. They already possess
experience and knowledge about teaching, leadership, and wisdom to lead the
75
learners. The new DepEd Secretary, Dr. Leonor Briones is pushing for a more
dynamic implementation of Alternative Learning System (ALS) to bring education
to more learners across the country. The ALS Program is a flagship to our
President Rodrigo Duterte and Deped Secretary, to help the OSY and OSA in the
country. This paved the way for the young and energetic teachers to be hired to be
part of the teaching force of Department of Education (DepEd). With regard to the
gender of the ALS Implementers, five (5) or 41.67 percent of the respondents are
male, while seven (7) or 58.33 percent are female. This means that female
teachers are dominant in the teaching profession and only few men are entering
the craft. The reason probably why women dominate school leadership is that more
women are in to teaching profession. However, men are not discriminated in this
craft; they are given equal opportunity to women. Sometimes, it is advantage to
the male teachers to become ALS Implementers to some factors that being an ALS
mobile teachers they have to go to one place to another and have a flexible time
to teach on which the availability of the time of the learners will be followed.
Highest Educational Attainment. The teacher is the essential figure in the
classroom from whom the lesson comes. For this reason, a look was made into
his qualification to identify how educationally and professionally prepared he is to
perform the delicate task of teaching.

76
Table 3
Highest Educational Attainment of the ALS Implementers
ALS Implementers
Educational Attainment F %
Doctoral Degree 0 0
Master’s Degree 2 16.67
BSED/BEED/AB with CAR 4 33.33
BSED/BEED/AB 6 50.00
Total 12 100
Legend : F-Frequency %-Percentage
As shown in the Table, there were 12 ALS Implementers in Talisay City
Division. None of them finish Doctoral Degree, two (2) or 16.67 percent of the
Implementers is a full-fledged M.A. Holder, four (4) or 33.33 percent are having
Complete Academic Requirements and six (6) or 50.00 percent of the ALS
implementers who are Bachelor Degree Holders.
The data show that most of the ALS Implementers are Bachelor’s Degree
holders, followed by with earned units towards the master’s degree or said to have
completed academic requirements (CAR) holders and lastly with Master’s Degree
Holder. Such findings imply that the teacher are very much concerned on their
professional growth and had exerted effort for their professional enhancement.
Years of Experience. Years experienced in teaching can be considered as
one of the key factor for effective teacher, thus many claimed that experience is
the best teacher.

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Table 4
Years of Experience as ALS Implementor

ALS Implementers
No. of years in Service F %
21-above 1 8.33
16-20 2 16.67
11-15 1 8.33
6-10 5 41.67
1-5 3 25
Total 12 100
Legend: F-Frequency %-Percentage
As indicated in the Table the number of years of experience as an ALS
Implementor. Their experiences include the years of being classroom teacher,
whether in private or in public institution. Based on the Table, three (3) or 25
percent implementers has an experience between 1-5 years. Furthermore, five (5)
or 41.67 percent the majority of the implementers experienced 6-10 years. One (1)
or 8.33 percent experienced 11-25 and 21-above years as an ALS Implements.
However, two (2) implementers or 16.67 percent experience 16-20 years in
teaching the out of school youth and adult. The data reflect information that most
of the Implementers experienced are in the range within 6-10 years in teaching.
This meant that the most of the ALS Implementers of Talisay City Division are new
in the field of teaching the out of school youth and adult or in the ALS program.
Thus, the need to upgrade these teachers of the current trends in the profession
78
particularly in the ALS curriculum, which could develop them to be more dynamic
and proficient in their line of work.
Appropriate Trainings and Seminars. The training seminars/workshop
attended was included as among the variables considered in determining factors
that correlate with competencies and effectiveness. Mobile Teachers are
“specialized” teachers who live among the people in remote barangay of the
country and to conduct sessions for ALS, the District ALS Coordinators are
primarily designated to harmonize ALS initiatives in a district. Tainings and
Seminars are very useful to the ALS Implementers I help them understand the
least, last and lost learner in the country. The results of the survey are reflected in
Table 5.
Table 5
Appropriate Trainings and Seminars

ALS Implementers
No. of Trainings and F %

Seminars/workshops
10-15 2 16.66
6-10 3 25
1-5 7 58.33
Total 12 100
Legend F-Frequency %-Percentage
As shown in Table 5 there were seven (7) or 58.33 percent ALS
Implementers who have attended between 1 to 5 training, seminars/workshop.
Three (3) or 25 percent attended 6 to 10 5 training, seminars/workshop and two
(2) or 16.66 percent have attended 10-15 training, seminars/workshop. Based on

79
these findings, these indicated that the ALS Implementers in Talisay City Division
had a very limited number of appropriate seminars attended in their teaching
profession as a mentor of out of school youth/adult and not all of them attended
such seminars for their professional development, they should be given more
seminars and workshop either in the Division, Regional and Central level to
upgrade their professional growth.
ALS Learners
Age and gender. Table 6 presents the age and gender distribution
of the ALS learners of Talisay City Division, Cebu who were the respondents of
this study.
Table 6
Age and Gender of Learners

ALS Learners
Male Female Total
Age F % F % F %
27-above 13 11.50 6 8.21 19 10.21
22-26 18 15.92 20 27.39 38 20.43
17-21 51 45.13 33 45.20 84 45.16
12-16 31 27.43 I4 19.17 45 24.19
Total 113 100 73 100 186 100
Legend F-Frequency %-Percentage

Alternative Learning System Accreditation and Equivalency (A&E)Test
2015, qualification to take the test for elementary students presently enrolled in the
formal school system age 13 years old and for the dropouts with age of at least 11
years old on or before the day of the test. For high school students enrolled in the
80
formal school system with age 17 years old or older and for the dropout with age
of at least 15 years old on or before the day of the test. Usually in Philippine setting,
our elementary graduates’ age ranges from 12-13 years old and 16-17 years old
for junior high school.
As indicated in Table 6, majority of the learners in Talisay City Division,
Cebu are males which is 113 or 60.75 percent. Fifty one or 45.13 percent of males
are from ages 17-21 and thirty-three or 45.20 percent of females are also 17-21
years of age. This is followed by thirty- one or 27.43 percent of males ages 12- 16
years old and twenty (20) or 27.39 percent for females ages 22-26 years old. Only
the over-all, eighty four (84) or 45.16 percent of the ALS Learners are on the ages
of 17-12 years old. These data implies that most learner-respondents 17-21 years
old on which supposedly at these age one should be a college graduate or already
working.
Civil Status. Civil status play an important role in the people’s goal of
solidarity and progress and it has a big significance to the society.
Table 7
Civil Status
ALS Learners
Male Female Total
Civil Status F % F % F %
Married 9 7.96 21 28.76 30 16.12
Single 104 92.03 52 71.23 156 83.87
Total 113 100 73 100 186 100

81
The data provided information that most of the learner-respondent were
single which is 156 or 83.87 percent and only thirty or 16.12 percent were married.
This implied that, not only learners who are single are interested to finish their
studies as well as the married learners for their future, but it is advantage if the
learners are still single because they don’t have children to take care of, while
having their ALS sessions. We cannot deny that some of the married learners
cannot attend the ALS classes because of their family chores or need to work for
their family but in ALS, parent are allowed to bring their kids while having sessions
as long that it will not interrupt the classes and they can concentrate the lessons.
Highest Educational Attainment. Educational attainment is a word used in ALS
to mention the highest level of education of an individual has established.
Table 8
Learners Highest Educational Attainment

ALS Learners
Male Female Total
F % F % F %
Grade 9 21 18.58 27 36.98 48 25.80
Grade 8 32 28.31 18 24.65 50 26.88
Grade 7 12 10.62 15 20.54 27 14.52
Grade 6 16 14.16 4 5.47 20 10.75
Grade 5 17 15.04 3 4.10 20 10.75
Grade 4 4 3.54 4 5.48 8 4.30
Grade 3 3 2.65 0 0 3 1.61

Grade 2 3 2.65 2 2.74 5 2.69
Grade 1 5 4.42 0 0 5 2.69
Total 113 100 73 100 186 100
82
The data provided information that the learners-respondent were in the
position to help their educational requirements. It can be implied that the children
could get enough support from their parents and relatives to be able to go through
their schooling properly.
Table 8 reveals that 16 or 14.16 percent of male-respondent and four (4) or
5.47 percent of female-respondent finished grade 6, a total of twenty or 10.75
percent for elementary level and pursue their education through ALS program. In
Secondary level 21 or 18.58 percent of male-respondents and twenty-seven or
36.98 percent, total of forty-eight or 25.80 percent finished grade 9 on which these
learners are now in ALS to continue and hopefully finish their studies. But most of
the learner-respondents as shown in the data stopped their schooling in Grade 8
on which there were fifty or 26.88 percent.
Based on the ALS Management Information System (MIS) Form, there are
factors and reasons that the ALS potential learners answers during the initial
interview on why they stopped their studies.
1. High cost of education. Although Philippine public schools do not charge
tuition fees but consider also the meals and other expenses in the family
such as a family member falling ill, parent losing his job or when an
emergency occurs and cannot cope with school work and projects.
2. Schools are very far. These set of learners were beneficiaries of the old
government administration, where roads are not yet developed and
schools were concentrated mainly in the center of the town.

83
3. Employment/looking for work. The low income of their parents prevented
them from continuing higher education. But the most common problem
is poverty so the learners were forced to stopped and help their family.
4. Housekeeping/Housework. Learners are forced to assist with domestic
chores. Oftentimes, the family is in a very poor financial situation with
large number of family members.
5. Lack of personal interest. Many students gave personal reasons for
leaving school, which included the need to get a job, parenthood, or
having to care for family members. This also encompasses teens who
decide to drop out high school to join a gang or to be accepted in other
teen groups and street communities.
Combined Family Income. Income is important because with it, we can
afford the things we desire, such as paying and buying our needs. In real life, things
are not always so simple without money.
Table 9
Combined Family Monthly Income
Income Frequency Percentage
P 10,000.00 and above 8 4.30
8,000-9,000 11 5.91
6,000-7,999 16 8.60
4,000-5,999 54 29.03
2,000 and below 97 52.15

Total 186 100
84
Table 9 shows the combined family income. The combined family monthly
income is grouped into five. Leading among them was the income from P2,000.00
and below a month where ninety-seven or 52.15 percent of the families of the
respondents belonged to the lowest bracket. This is followed by the fifty-four or
29.03 percent families of the learners belonged to the bracket group from
P4,000.00-P5,000.00. Sixteen or 8.60 percent had an income ranging from
P6,000.00-P7,000.00. Eleven or 5.91 percent families on which their income range
from P8,000.00 – P9,000.00. Only eight (8) or 4.30 percent had an income of
P10,000 and above. This is a reality and very typical of the families of the ALS
learners where the income is not sufficient, a reality where finances are in wanting,
a member of the family with a job but the salary is not enough “hand to mouth”
enough only to buy food, a lot of things can happen and can go wrong. The table
implied that, one of the reason why learners attend the ALS program because they
want to finish their schooling and earned a four year course or even a short
program from TESDA so that they can help and support their families, the only
method they can fulfill their dreams. Through ALS program flexibility of class
schedule and time they can attend sessions while they are working.
RESPONDENTS’ PERCEPTION ON THE ALS IMPLEMENTATION
ALS teachers and learners were made to perceive the ALS Implementation
in Talisay City Division, Cebu through different categories: instructional materials,
physical facilities and equipment, financial resources and linkages and cooperation
from stakeholders.
85
Instructional Materials
Learning is better facilitated when teacher use organized materials. It is
communication process in teaching between the implementers and learners. This
part of the study dole out the instructional materials of the ALS implementers as
perceived by the respondents.
Table 10
Indicator Implementers Learners
WM Interpretation WM Interpretation
1.Adequacy of Visual Aids in ALS 3.75 Excellent 3.20 Good
Classes
2.Integrate on the use of media in 3.16 Good 3.00 Good

the delivery of the lesson to
various subjects
3.Quality Instructional Materials 3.08 Good 3.30 Good

available during ALS sessions
4.Appropriateness instructional 3.66 Excellent 3.22 Good

materials to ALS learner
5.Relevance of instructional 3.58 Excellent 3.34 Excellent

materials use during ALS session
Overall Average 3.44 Excellent 3.21 Good

Weighted Mean
Legend: 3.36 - 4 Excellent, 2.6 - 3.35 Good, 1.76 - 2.5 Fair, 1 .0 – 1.75 Poor
Teaching on the 21st century learners is not easy task, teachers must be
cautious to the methods used and must enrich the skills in dealing our learner
needs. The Table shows for the Implementers, that the overall average weighted
mean of 3.44, interpreted as Excellent. The findings clearly showed that the
Implementers preferences for the availability of instructional materials was directly

86
related to their educational preparations and are versatile in using these materials
depending on the needs and interests of the learners in a certain community. On
the learners perception there were four categories interpreted as good; adequacy
of visual aids used in ALS classes (3.20), adequacy of institutional media for
various subjects (3.00); quality of instructional materials in ALS (3.30), and
appropriateness of instructional materials (3.22). One were interpreted as
excellent which is the relevance and acceptability of instructional materials to ALS
materials learner (3.34). The instructional materials interpreted as good with the
overall average weighted mean of 3.21. This means that the implementers provide
appropriate materials for learning and select them for his learning sessions. It can
be implied that the implementers help best the learners on the learning sessions
and provide instructional materials for the improvement of the lessons. ALS regular
Implementers are entitled to receive allowances that shall be used to cover
transportation expense that they incur to reach all types of ALS learners in far-
flung areas and other types of barangays and teaching aid allowance is intended
to purchase of supplies and/or reproduction of materials they will use in the
teaching-learning process. Implementers must develop and integrate the use of
technology in community learning center to accommodate the K-12 curriculum.
The Implementers must understand that they must be willing to immerse
themselves the world of their learners, they should embrace the new digital reality.
If they cannot relate and just ignore change, then they would not able to make
learning relevant to the current and future needs of the digital generation.
87
Physical Facilities and Equipment
Physical facilities and equipment can have a deep influence on both teacher
and student outcomes and can affect health, behavior, engagement, learning, and
growth in achievement.
Table 11
Physical Facilities and Equipment
1. Facilities and equipment for 3.33 Good 3.31 Good
ALS are always available.
2. Suitable facilities for ALS 3.16 Good 3.27 Good

instruction
3. Enough of materials and 3.16 Good 3.21 Good

facilitates for ALS
4. Relevance of ALS Facilities 3.08 Good 3 Good
5.Appropriateness of available 3.33 Good 3.21 Good

equipment
6. Relevance of learning center 3.33 Good 3.21 Good

instructional materials
7. Quality of learning center 3.33 Good 3.18 Good

resources for ALS
8. Appropriate of learning 3.16 Good 3.10 Good

instructional resources
9. Accessibility and safety of ALS 3.5 Good 3.31 Good

learning center materials
10. Availability of learning center 3.33 Good 3.80 Excellent

materials
Overall Average Weighted Mean 3.27 Good 3.26 Good
88
The table shows that the facilities and equipment used by the ALS
implementers in DepEd Talisay City, Cebu, all the categories was rated Good with
the Overall Average weighted mean of 3.27 which is interpreted as Good. The
Learners perception on facilities and equipment shows that most of the categories
are interpreted as Good except one which were interpreted as excellent; the
availability of learning center materials with weighted mean of 3.80. The overall
average weighted mean is 3.26 interpreted as good. The Findings show that the
implementers know that the learning center climate is one of the most treasured
assets to the teaching-learning situation, they work hard to maintain a healthy
climate, a learner friendly environment in the learning center. Most of the learners
are satisfied with facilities and equipment which being used by the implementers
in the implementation on the program. Although there are learning centers in the
community on which the facilities are not always available just because they are
conducting there sessions on the learners residence or any vacant and available
lot to conduct ALS learning sessions.
Financial Resources and Linkages. The accomplishment of ALS implementation
will depend on the ability to bring partnership to the local level, to the provinces, to
the cities, to the municipalities, and the barangays. Cultivate and coordinate
partnerships with the private sector, international agencies, national government
agencies, LGUs, and other community-based groups involved in mobilizing
donations and to ensure that these are reliable and associated with the goals of
the DepEd.
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Table 12
Financial Resources and Linkages
1. Provided Funds for overall 3.42 Excellent 3.31 Good
ALS program implementation
2. Immediate release of funds for 3.33 Good 3.21 Good

ALS
3. Appropriation of ALS Projects 4.33 Excellent 3.00 Good
4. Availability of fund for special 3.5 Good 3.10 good

program
5. Sufficiency of funds and 3.08 Good 3.21 Good

personal services
Overall Average Weighted 3.53 Excellent 3.16 Good

Mean
The Table for Financial resources for the Implementers shows that three
categories interpreted as good; Immediate release of funds for ALS with the
weighted mean of 3.33; availability of fund for special program with the weighted
mean of 3.5 and sufficiency of fund for salaries and personal services with the
weighted mean of 3.08. Two categories rated as excellent; provided funds for
overall ALS program implementation with weighted mean of 3.42 and appropriation
of ALS projects with weighted mean of 4.33. The overall average weighted mean
was 3.53 for the financial resources and interpreted as excellent. The perception
of learners on financial resources and linkages; all categories are interpreted as
good and with the overall average weighted mean of 3.16 with the interpretation
as good. The community and the school are two important social bodies. Both
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community and school have organic linkage as the school cannot be seen as an
independent institution out-of-the-way from the society in which it is located.
The table implies that the support and linkages are sufficient given to the
ALS Implementers. Though there are legal bases on the use of the Special
Education Fund (SEF) “Section 272 of RA No. 7160, provides that the SEF shall
be allocated to the following: operation and maintenance of public schools,
construction and repair of school buildings, facilities and equipment,
educational research, purchase of books and periodicals and sports
development.” The Talisay City Government allocated funds for ALS program of
operation like training and seminars and special program related to ALS, but still
there are factors and areas in the implementation of the program in some of the
barangays in Talisay City the support is not really good simply because the
barangay officials are lack of orientation about ALS or the barangay do not have
funds allocation for ALS. The Implementers can fully implement of the Program if
the barangay officials cooperate and fully aware in the ALS program so that there
is no problem when it reaches in the community. Community involvement is one
of the major objective of the planning, implementation and monitoring of ALS
program. Several NGOs and LGUs have also played active role in activities
relating to strengthening and community awareness activities for the out of school
youth and adult.

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Table 13
Cooperation from stakeholders

1.Attendance in Meetings and 2 Fair 3.31 Good
Planning Session
2.Attendance and participation in 2.33 Good 3.21 Good

ALS activities
3.Involvement of Parents,Teachers 1.33 Poor 3 Good

and government officials
4. Moral support in ALS activities 1.92 Fair 3.10 Good
5. Provision of Constructive 2 Fair 2.06 Fair

Feedback
Overall Average Weighted Mean 1.92 Fair 2.93 Good
Legend: 3.36 - 4 Excellent, 2.6 - 3.35 Good, 1.76 -2.5 Fair, 1 .0– 1.75 Poor
For the cooperation from stakeholders, none of the Implementers
respondents interpreted as excellent, only one category interpreted as good which
is the attendance and participation in ALS activities with the weighted mean of
2.33. The involvement of parents, teachers and government officials was rated
poor with the weighted mean of 1.33 and three categories was rated fair;
attendance in meetings and planning session with the weighted mean of 2; moral
support in ALS activities with the weighted mean of 1.92 and provision of
constructive feedback with the weighted mean of 2. The overall average weighted
mean was 1.92 and interpreted as fair. As can be seen in the Table for the
learners, most of the indicator in cooperation from stakeholders were interpreted
as good; attendance in meetings and planning session with the weighted mean of
3.31, attendance and participation in ALS activities with the weighted mean of 3.2,
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involvement of parents, teachers and government officials with the weighted
mean of 3 and moral support in ALS activities with the weighted mean of 3.10. The
category provision of constructive feedback interpreted as fair with the weighted
mean of 2.06. Overall average weighted mean of 2.93 and interpreted as good.
The implications on the data found in the table that, it is lack of the Parents
involvement, teachers and government officials. Implementers, learners, parents
and local authorities must be introduced to the importance and effective ways of
parent involvement and worked together to share their opinion, ideas, suggestions
and recommendations not only for the planning of a cooperation program, but also
for its successful implementation. The Cooperation from stakeholders are
important to sustain the ALS program in a certain barangay or community inviting
the out of school youth and adult to join the project by the Department of Education.
The Implementers cannot work alone, they really need help and support with the
people in the community.
Table 14
Attitude of ALS Implementers
1. Dedication and Passion 3.42 Excellent 3.31 Good

2.Leadership potential 3.33 Good 3.80 Excellent
3.Knowledge of ALS curriculum 3.58 Excellent 3.34 Excellent
4.Teaching-learning management 4.33 Excellent 3.00 Good
skills/strategies
5.Relationship with both internal 3.5 Good 3.10 Good

and external stakeholders
Overall Average Weighted Mean 3.63 Excellent 3.31 Good

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As presented in the table, the attitude of ALS teachers as interpreted by the
Implementers; three (3) categories interpreted as excellent, dedication and
passion with the weighted mean of 3.42, knowledge of ALS curriculum with the
weighted mean of 3.58 and teaching-learning management skills/strategies with
the weighted mean of 4.33; two (2) categories interpreted as good, the leadership
potential with the weighted mean of 3.33 and relationship with both internal and
external stakeholders with the weighted mean of 3.5. In the learners interpretation
two(2) categories were interpreted as excellent, the leadership potential with the
weighted mean of 3.80 and knowledge of ALS curriculum with the weighted mean
of 3.34 and three (3) categories were interpreted as good, the dedication and
passion with the weighted mean of 3.31, and teaching-learning management
skills/strategies with the weighted mean of 3.00 and relationship with both internal
and external stakeholders with the weighted mean of 3.10. The overall average
weighted mean of excellent from the implementers and good from the learners.
Teachers attitude contribute much in the learning process of a student. The
dedication and love of the teacher towards their works influence the quality of
learners’ learning the subject. In the interview conducted among the ALS
implementers on how their performance evaluated by the administrators and
coordinators in ALS, all of them answers, that they are monitored and observed in
their community learning centers twice a month, they are required to submit
accomplishment report every month together with their daily time record and they
are also required to submit quarterly report. This implies that the implementers
passion to teach for the learners are commendable and based on teachers’
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competence, the weakness were identified so the following programs is hereby
recommended for enrichment: conduct a seminar- workshop through the use of
modern technology to enrich mastery of the subject matter. Furthermore, realistic
learning approach in the lessons must be provided to related lessons to real life
positions; provide tools and techniques using the multi-media that will enhance
resourcefulness and innovativeness. To improve teaching performance a training
seminar concerning managing difficult learners and implement program at the
division level. And request stakeholders for funding in implementing ALS program
and intensify campaign/lobby for legislators to take in budget for ALS. As for the
learners’ performance, immersion are recommended for exposures, sessions to
address the weakness on limited awareness to the different cultures together with
their teachers.
Summary of Responses. The summary of responses on the ALS
Implementation as perceived by the implementers and learners is shown in Table
18. The total average responses on the levels of ALS implementation are 3.0
interpreted as Good. Along the area in the levels of ALS implementation, the
respondents described as Good: Instructional materials with the average weighted
mean of 3.32, in physical facilities and equipment with the average weighted mean
of 3.26, in financial resources and linkages with the average mean of 3.34 and in
cooperation from stakeholders with the average weighted mean 2.42.

95
Table 15
Summary on Responses on ALS Implementation
Level of ALS Implementation AS PERCEIVED BY AVERAGE INTERPRETATION
Implementers Learners
Instructional materials 3.44 3.21 3.32 Good
Physical Facilities and Equipment 3.27 3.26 3.26 Good
Financial Resources and Linkages 3.53 3.16 3.34 Good
Cooperation from Stakeholders 1.92 2.93 2.42 Good
Attitude of ALS Implementers 3.63 3.31 3.47 Excellent
Total Average 3.15 3.17 3.16 Good
Interpretation Good Good Good Good
Legend 3.36 - 4 Excellent , 2.6 - 3.35 Good, 1.76 - 2.5 Fair, 1 .0 – 1.75 Poor
It can be discussed that the ALS program in Talisay City are proficient in the
implementation of the program in all aspects of concerns in the communities like
in the instructional materials, physical facilities and equipment, financial resources
and linkages and cooperation from stakeholders. The Implementers of ALS assign
in DepEd Talisay City are skillful enough to implement the program but still they
are open and welcome of any change and suggestions for the improvement of the
ALS program.
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SIGNIFICANT COEFFICIENT OF CORRELATION BETWEEN ALS
IMPLEMENTATION AND IDENTIFIED VARIABLES
This part of the study dwells in the relationship on the ALS Implementation as
to the instructional materials, physical facilities and equipment, financial resources
and linkages, cooperation from stakeholders and attitude of ALS Implementers
between the identified variables as to age and gender, highest educational
attainment, years of experience as ALS Implementor, appropriate trainings and
seminars and learners combined family monthly income.
Implementers
Significant relationship between the ALS implementers’ profile and the ALS
Implementation. Table 16
Significant Relationship between the ALS Implementers Age and the
ALS Implementation
p
Correlation R Decision Interpretation
Parameters value
Fail to Reject Not Significant
.047 .884
Instructional Materials Ho
Facilities and Fail to Reject Not Significant
-.310 .326
Equipment Ho
Fail to Reject Not Significant
.149 .644
Financial Resources Ho
Cooperation of Fail to Reject

-.432 .161 Not Significant
Stakeholders Ho
Pearson
With the use of Pearson R Correlation, the test of significant difference
between the age of the ALS implementer and the implementation of the program,
it was revealed that there is no significant relationship between the age of the
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implementer and the implementation of ALS. Therefore, the null hypothesis is
confirmed.
Table 17
Significant Relationship between the ALS Implementers
Gender and the ALS Implementation
Chi square p
Decision Interpretation
Parameters value value
Instructional Materials Fail to Reject
0.010 .689 Not Significant
Ho
Facilities and Fail to Reject
Equipment Ho
Fail to Reject

Stakeholders Ho
Chi square (Gender)
Using the Chi-Square to test the significant relationship between the ALS
implementers profile with regard to gender, it was shown that there is no significant
relationship between the implementers’ gender and the implementation of ALS,
Therefore, the null hypothesis is confirmed.
Table 18
Significant Relationship between the ALS Implementers Educational
Attainment and the ALS Implementation
Correlation
p value Decision Interpretation
Parameters R
Instructional Materials .169 .599 Fail to Reject Ho Not Significant
Facilities and Equipment .333 .290 Fail to Reject Ho Not Significant
Financial Resources -.577* .049 Reject Ho Significant
Cooperation of
.110 .733 Fail to Reject Ho Not Significant
Stakeholders
Spearman Correlation (Education)
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As what Table 21 presented on the significant relationship between the ALS
implementers profile with regard to educational attainment, it was revealed that
there is no significant relationship between the educational attainment of the
implementers and the success of ALS implementation. Thus, the null hypothesis
is confirmed.
Table 19
Significant Relationship between the ALS Implementers

Years of Experience and the ALS Implementation
Correlation R p value Decision Interpretation

Parameters
.099 .761 Fail to Reject Ho Not Significant

-.331 .293 Fail to Reject Ho Not Significant
Facilities and Equipment
.000 1.000 Fail to Reject Ho Not Significant
Financial Resources
Cooperation of Stakeholders -.360 .250 Fail to Reject Ho Not Significant
Pearson Correlation (years’ experience)
implementers profile with regard to years of experience, it was revealed that there is no
significant relationship between the years of experience and the success of ALS
implementation. Thus, the null hypothesis is confirmed.

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Table 20
Significant Relationship between the ALS Implementers Trainings and Seminars
and the ALS Implementation
p
Parameters value
Fail to Reject
.406 .190 Not Significant
Instructional Materials Ho
Fail to Reject
Facilities and Equipment Ho
Fail to Reject
-.286 .368 Not Significant
Stakeholders Ho
Pearson Correlation (trainings and seminars)
With the use of Pearson R Correlation, the test of significant difference between the
trainings and the seminars attended by the implementers and the implementation of the
program, it was revealed that there is no significant relationship the trainings and seminars
and the implementation of ALS. Therefore, the null hypothesis is confirmed.
Table 21
Significant Relationship between the ALS Implementers Income and the ALS
Implementation
p
Parameters value
Fail to Reject Not
.223 .486
Instructional Materials Ho Significant
Fail to Reject Not
-.520 .083
Facilities and Equipment Ho Significant
Fail to Reject Not
-.362 .248
Financial Resources Ho Significant
Cooperation of Fail to Reject Not
-.504 .095
Stakeholders Ho Significant
Pearson Correlation (income)
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The test reveals that significant relationship between the ALS Implementers income
and the ALS implementation program using the Pearson Correlation, it was revealed that
there is no significant relationship the income of the implementers and the implementation
of ALS. Therefore, the null hypothesis is confirmed.
Only financial resource correlated with education, yielded a significant negative correlation
(p=.049), less than .05. This indicates that those with higher education, those with masters
rated financial resources lesser, while those only with undergraduate rated financial
resources higher.
Leaners
Significant relationship between the ALS learners profile and the ALS Implementation.
Table 22
Significant Relationship between the ALS Learners Age and the ALS
Implementation
p
Parameters value
Fail to Reject Not
-.032 .781
Facilities and Fail to Reject Not
-.003 .979
Equipment Ho Significant
Fail to Reject Not
-.022 .850
Not
Fail to Reject
Cooperation of -.075 .510 Significant
Ho
Stakeholders
Pearson R Correlation (age)
p > .05 = not significant
With the use of Pearson R Correlation, the test of significant difference
between the age of the ALS learner and the implementation of the program, it was
revealed that there is no significant relationship between the age of the learner and
the implementation of ALS. Therefore, the null hypothesis is confirmed.

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Table 23
Significant Relationship between the ALS Learners Gender and the

ALS Implementation
Chi square p
Decision Interpretation
Parameters value value
Fail to Reject Not
2.74 .259
1.31 .337
Fail to Reject Not
.830 .531
.137 .526
Chi square (gender) p > .05 = not significant
Using the Chi-Square to test the significant relationship between the
learners profile with regards to gender, it was shown that there is no significant
relationship between the learners gender and the implementation of ALS,
Therefore, the null hypothesis is confirmed.
Table 24
Significant Relationship between the ALS Learners Combined Family
Income and the ALS Implementation
p
Parameters value
Fail to Reject Not
.011 .926
.132 .245
Fail to Reject Not
.119 .295
-.074 .517
Spearman rho Correlation
(income)
p > .05 = not significant
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Table 25
Significant Relationship between the ALS Learners Educational
Attainment and the ALS Implementation
p
Parameters value
Fail to Reject Not
-.028 .807
Fail to Reject Not
-.003 .980
Facilities and Equipment Ho Significant
Fail to Reject Not
.142 .210
-.080 .481
Spearman rho Correlation (educational attainment) p > .05 = not significant
learners profile with regards to educational attainment, it was revealed that there
is no significant relationship between the educational attainment and the success
of ALS implementation. Thus, the null hypothesis is confirmed.
Pearson is used correlation for age, since age is a scale or ratio data,
meaning a data that is a true measure. Spearman is for correlation income,
educational attainment since they are in ranks, income was transformed in a form
of rank data, income was ranked based on NEDA categorization. Chi square was
used for relationship for gender since they are categories or nominal data. All of
these statistical tests are for determining relationships between variables. The
results show that, all the p values, for the statistical analysis are all above .05,
which means not significant. This means that age, income, educational attainment,
and gender of the have no bearing on the perceived level of implementation of
ALS.
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PERCEPTIONS OF THE ALS IMPLEMENTERS ON THE ALS BEST

PRACTICES RELATED TO ALS IMPLEMENTATION
Table 26
Best practices related to ALS implementation in Talisay City Division, Cebu
INDICATOR WM Interpretation
More participation from the out of school youth and 3.31 Good
adult who are interested in ALS program

Talisay City Jail inmates participation in ALS 3.31 Good
program
Positive relationship of learner’s parents and 3.22 Good
implementers
Community cooperation on the affairs of the ALS 3.21 Good
programs and activities

Increase number of passers in ALS A&E Test 3.18 Good
Positive views of learners towards education 3.10 Good
Technical support from DepEd in the program of ALS 3 Good
Permanent community learning centers 2.06 Fair
Average Weighted Mean 3.0 Good
Implementers were made to perceive the different ALS best practices
related as to the implementation of the program in Talisay City, Cebu. As revealed
in Table 20, the enrollment of ALS learners calendar year 2017 that can be found
in the Learners Information System (LIS) there were increased participation of out-
of–school youth and adult in the program maybe because the Secretary of
Education encouraged all the school drop-out and school leavers to attend ALS
sessions if they cannot get into the formal school system so that they can finish
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their education. There were also increased Inmates enrollment in Talisay City Jail
even though they met only twice every week by the implementers to received
diploma from the ALS that can earned them points if they pass the A&E test. The
active involvement of the parents in the program can create positive relationship
amongst the implementers in the community that encouraged their children to join
the ALS. Most of the community in Talisay City already aware that there is an
existing program for the OSY/ OSA because of the implementers and the
department initiative to promote the program and letting the community attend in
program and affairs in ALS. Through the effort made by the ALS implementers the
ALS A&E passers are increasing every year and because of the advocacy social
mobilization every year made by the teachers there are more support coming from
the LGUs and NGOs received by the program. Most of the best practices related
to ALS implementation in Talisay City Division, Cebu were interpreted as Good
and only one interpreted as fair which is the permanent community learning
centers. The average weighted mean of these best practices are 3.26, 3.33, 3,
3.31, 2.06, 3.31,3.18, 3.10, 3.21 and 3.22 respectively. It had an overall weighted
mean of 3.0.
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Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of findings
It was established that the developing a scheme of action for enhanced Alternative
Learning System in DepEd Talisay City as basis for Development Plan intervention
for the implementation of the program. This is to encourage active participation of
the out of school youth and adult to join the program in ALS. The ALS
Implementers are already possess experience and knowledge about teaching,
leadership, and wisdom to lead the learners. Female teachers are dominant in the
teaching profession and only few men are entering the craft. It is advantage to the
male teachers to become ALS Implementers to some factors that being an ALS
mobile teachers they have to go to one place to another and have a flexible time
to teach on which the availability of the time of the learners will be followed. The
teachers are very much concerned on their professional growth and had exerted
effort for their professional enhancement. On the years of experience as
implementer, majority of the implementers experienced 6-10 years in teaching.
There are limited number of appropriate seminars attended in their teaching
profession as a mentor of out of school youth/adult and not all of them attended
such seminars for their professional development. A review of climate studies is
necessary when discussing collegial leadership. A parsimonious view of school
climate uses both metaphors of health and openness. Collegial leadership
measured the openness of teacher - principal relationship while teacher
professionalism measured the openness of teacher interactions. Relying on

106
Parsons ’view of healthy service organizations, Hoy and Sabo not only focused on
the three levels of public schools’ culture, the institutional (environmental press),
the managerial (collegial leadership), and the technical (teacher professionalism),
they also concluded that a fourth level existed the client level. Therefore, they
proposed that four important relationships exist in schools: community - school
(environmental press), principal - teacher (collegial leadership), teacher - teacher
(teacher professionalism), and teacher - student (academic press). The high cost
of education is one of the factor that affects the respondents in some barangay in
Talisay, City Cebu and it followed by the learners must need to work to support
family, not only learners who are single but also the married learners are interested
to finish their studies for their future and most of the learner-respondents stopped
their schooling in Grade 8. In reality and very typical of the families of the ALS
learners the income is not sufficient, a reality where finances are in wanting, a lot
of things can happen and can go wrong. The findings clearly showed that the
Implementers preferences for the availability of instructional materials was directly
related to their educational preparations and are versatile in using these materials
depending on the needs and interests of the learners in a certain community. The
implementers knows that the learning center climate is one of the most treasured
assets to the teaching-learning situation. They work hard to maintain a healthy
climate, a learner friendly environment in the learning center. The perception of
learners on facilities and equipment, their implementers help them on the learning
sessions and provide instructional materials for the improvement of the lessons.
Both community and school have organic linkage as the school cannot be seen as
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an independent institution out-of-the-way from the society in which it is located.
Community involvement is one of the major objective of the planning,
implementation and monitoring of ALS program. Several NGOs and LGUs have
also played active role in activities relating to strengthening and community
awareness activities for the out of school youth and adult. Stakeholders are
persons or organizations that have investments in the content of a program, or in
the dissemination and evaluation of a program. Over the last several years the
interpretation of stakeholder involvement has changed as programs have focused
not just on individuals and families, but the broader ecology including
neighborhood, workplace, schools, and places of worship, communities and the
society. Work in the area of teen pregnancy prevention, for example, as in the
general public health, social service and education fields, involves partnerships.
Consequently, decisions regarding programs should include the considerations
and perspectives of multiple stakeholders (Banach and Gregory, 2001).
Stakeholders include funders and administrators of programs, but also include
staff, program participants and their peers, family members, and the wider
community. It would not be unusual for stakeholders in a youth development
program to include elected city, county and state officials, religious leaders,
business owners, neighborhood association members, sports figures and
coaches, students, out-of-school youth, parents, health and social service
providers, educators, representatives of the art community, and any other
interested person or group. They should represent the diversity of the community
in many ways—race, ethnicity, ability, income, sexual orientation, family

108
constellation, etc. Youth development is the responsibility and a domain of interest
for all citizens in a community. Furthermore, the ALS program in Talisay City are
proficient in the implementation of the program in all aspects of concerns in the
communities like in instructional materials, physical facilities and equipment,
financial resources and linkages and cooperation from stakeholders. Hoy, Smith,
and Sweetland (2002) further explored this parsimonious view of climate creating
a new instrument called the Organizational Climate Index (OCI). They reduced the
95 - question survey from the previous study of Hoy, Hannum and Tschannen -
Moran (2008) into a 27 - item questionnaire. The items were taken from th e OHI
and the OCDQ and measured four essential features of school climate: the
relationship between the school and community (institutional vulnerability); the
relationship between the principal and teachers (collegial leadership); the
relationship among teachers (professional teacher behavior) ; and teacher,
parents, and principal press for achievement (achievement press). The OCI have
strong validity and demonstrated that collegial principal leadership is crucial in
developing faculty trust in school heads. Leaders who were open with teachers,
treating them as colleagues while setting reasonable standards were not only
respected by teachers but are rewarded with their trust. Faculty trust was also a
prominent component of healthy and open school climates. The most important
outcome of these studies are the different dimensions of school climate and
responsible for different trust relationships. Collegial leadership has strong links to
other climate factors such as organizational citizenship. Organizational citizenship
is voluntary and discretionary behavior of teachers that exceeds the formal

109
requirements of the job (Di Paola, Tarter, & Hoy, 2005). There is only a few
organizational properties that seem to make a difference in school achievement
beyond socioeconomic status: faculty trust in students and parents, collective
efficacy, academic emphasis, and organizational citizenship behavior. Faculty
trust in clients, collective efficacy, and academic emphasis are the factors that
combine to create academic optimism (DiPaola and Hoy, 2005). The age, income,
educational attainment, and gender of the respondents have no bearing on the
perceived level of implementation of ALS. In addition to the findings on the test of
relationship between the success of implementation to the profile of the
implementers, it was revealed that no relationship was established with regard to
the profile of the implementers and success of ALS implementation. On the ALS
best practices related as to the implementation of the program in Talisay City,
Cebu. The Implementers focus on the Increase learners attendance in
symposiums and activities to updates the learners on the current issues and trends
in the society, prioritize technical support from DepEd in the program of ALS for
the fully implementation of the program, participation of Talisay City Jail inmates
in ALS program to give them access in education, increase number of passers in
ALS A&E Test, positive views of learners towards education, community
cooperation on the affairs of the ALS programs and activities.
Conclusions
The success of the ALS program in developing personal and socio-
economic aspect of the learners has likewise been creditable. The ALS program
is an effective venue to lessen the out of school youth and adults in the country
110
and an effective ways to address unemployment issues in the country. The
implementation of ALS program in Talisay City, Cebu are commendable although
there are some areas that need enhancement like most of the ALS session held in
the barangay hall, make shift “payag-payag”, under the shade of a tree and
residence of a learner, there were no permanent learning centers for the
implementers and they need to move from one place to another where the
numbers of out-of-school youth and adult in the community are located but there
are also school heads provided classroom to our implementers for their sessions
inside the vicinity. However, issues and challenges were identified like: lack of
facilities to implement the learning experience, inadequate Instructional Materials
and Equipment, lack of ALS implementers and lack of Training and workshop for
the implementers. Among the issues are lack of teacher training, lack of teacher
strategies, lack of on the job training for the learners, and the lack of
sponsors/partners/linkages, lack of personality development, the lack of livelihood
Program to implement the learning experience, lack of modules/learning materials,
lack of livelihood program, and the lack of motivation from the learners. The
support from the parents and government officials or the cooperation from
stakeholder also play a big role in the ALS program for the security of the learners
and implementers in the community. Implementers plays a big role in the
implementation of ALS program in the community, the attitude of being humble,
patient and flexible must possessed by the Mobile Teachers and District
Coordinators in order to manage the different attitudes of their learners outside in
the formal school system. The implementers are given comprehensive seminars
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about basic orientation and updates in ALS program. They are called “specialized”
teachers because they live among the people in remote barangay of the country
to conduct sessions. To give emphasis that the education of the out of school youth
must not only conform to the curriculum content but rather lack of funding in the
program per se.
Recommendations
The following recommendations are offered for related studies on the developing
a scheme of action for enhanced Alternative Learning System.
1. Provide opportunities for ALS Implementers to pursue their professional
growth through scholarship program and encourage them to undergo
further graduate study.
2. Strengthen partnership with the stakeholders and develop teacher
competencies in the implementation through seminars and workshop.
3. Supervisors and School Administrators must also aware the functions of
ALS Implementers to fully understand and appreciate the tasks and
achievements of the District ALS Coordinators and Mobile Teachers.
4. Development plan were created and implemented in the Department of
Education Alternative Learning System program to thoroughly identify
potential learners.
5. Disseminate ALS program and projects in the community.

112
Chapter 5
OUTPUT
Enhanced Development Plan
This output presents the Enhanced Alternative Learning System
Development Plan for ALS Implementers as basis for their personal, leadership,
research and functional improvement as leaders in the school and in the
community.
Rationale
The implementers are given comprehensive seminars about basic
orientation in ALS program, once they will hired as ALS teacher; Mobile Teachers
are “specialized” teachers who live among the people in remote barangay of the
country to conduct sessions for ALS, the District ALS Coordinators are primarily
designated to harmonize ALS initiatives in a district. Attitudes of an Implementers
are very important to understand the least, last and lost learner in the country.
All Mobile Teachers and District ALS Coordinators are entitled to receive
the teaching aid transportation allowance that shall be used to defray
transportation expense that they incur to reach all types of ALS learners in far-
flung areas and other types of barangays, the teaching aid allowance is intended
to purchase of supplies and/or reproduction of materials they will use in the
teaching-learning process. The Implementers are monitored and observed in their
community learning centers twice a month, they are required to submit
accomplishment report every month together with their daily time record and they
are also required to submit quarterly report.

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The Talisay City Government allocate funds for ALS program operation like
training and seminars and special program related to ALS. The cooperation from
stakeholders are very important factors for the implementation of the ALS program.
There is a need to improve the performance concept of the stakeholders in ALS
program in order to align all indicators to the goals and objectives to the out-of-
school youth and adult to finish their education and can get a better job. The
Development plan is design to improve, effectiveness and efficiency the
Implementation of the ALS program in the DepEd Talisay City, considered the
areas of concern, strategies, time-frame, persons responsible, budget and
success indicator. This development plan must, identify potential learners and
increase public awareness on ALS programs and projects and to increase
participation rate through mapping and information drive, increase number of
Passers, strengthen partnership with community leaders, to improve ALS
Instruction through updates, monitoring, evaluation and research and developed
teachers’ competence in ALS Implementation.
In other words, it is the foundation for evaluating the internal potential and
limitations and the probable opportunities and threats from the external
environment. It views all positive and negative factors inside and outside the firm
that affect the success. Moreover, it was also suggested that a development plan
must be crafted that will address the deficient areas for improvement.
114
Enroll in College
Enter on the field of work

Implemententers
Learners
Promoted as Education
Elementary passers enroll in Junior High School Program Specialist II
Secondary passers enroll in Senior High School
Apply for promotion (Teacher
I,II,III,MT), Designated as District
Pass A&E Test ALS Coordinator
Apply for the position as ALS

Elementary Level
Implementers (Mobile Teacher )
Secondary level
Earned Bachelor’s Degree in
Education and pass the LET
A Career Pathing for ALS Implementers and Learners
Figure 4
Objectives of Scheme of Action for Enhanced Alternative Learning System
Development Plan
The Scheme of Action for Enhanced Alternative Learning System Development
Plan designed by the researcher aims to improve Implementation of ALS program.
Enhanced Alternative Learning System Development Plan is a path to a
greater responsibility and different type of roles for Implementers and
Stakeholders.
Enhanced Alternative Learning System Development Plan for
Implementers and Stakeholders aims to:

115
• immerse ALS Implementers to different trainings, workshop and
seminars that will enhance their personality and leadership skills;
• improve the performance of ALS Implementers by engaging them in
meaningful trainings, seminars and workshop;
• provide personal, leadership, functional and research plan for ALS
Implementers; and,
• educate and orient stakeholders by engaging them in seminars for
ALS program.
Scheme of Implementation
For the fulfillment of the Developing a Scheme of Action for Enhanced
Alternative Learning System, the development plan is provided. This will serve as
the guide for the improvement of ALS program Implementation in Talisay City
Division.
This will also to educate ALS implementers as to what is action research, how to
do an action research and why do action research.

116
eas of Objectives Strategies Persons Budget Source Time Actual

ncern Involved of Frame Expected Accompli
Budget Outcome shment
This section specifically Developed
Venue:
aims to: and
1.School 35,000.00
Division enhanced
Division Meals:
Educate MOOE Intra -nter
Superinte 55,000.00
Implementers Implement (Mainten personal
ndent Speakers:1
on Human ers will ance relationship
2.Assistan 0,000.00
Relations and undergo and of the
t Schools Training
its functions three(3) Other participants
Division Kits:
Develop Day Operatin
Superinte 10,000.00
Implementers Seminar in g
ndent Transportati
personal Capacity Expense 3 Days
3.Public on
onal relationship with Building: s )and
Schools Allowance:
colleagues, “Bridging /or
District 10,000.00
learners, Gaps in SEF(
Superviso Decoration:
parents, the Special
r 5,000.00
stakeholders Community Educatio
4.Educatio Other
and superiors Towards n Fund)
n Program Miscellaneo
Provide the
Superviso us
opportunity to Success of
r expenses:
solve gaps ALS”
5.ALS 10,000.00
encountered in
Implement Total
the community
ers Budget:125,
000.00
This section specifically Barangay 5,000.00 Division Developed
aims to: mapping 1.School MOOE the ALS
Advocate and ,interviews Division (Mainten Implementer
Social and enroll Superinte ance s leadership
Mobilization potential ndent and skills
Develop learners 2.Assistan 80,000.00 Other
learning t Schools Operatin Enhanced
materials in Reproduce Division g the learners
raising Advocacy Superinte Expense talents and
2
k awareness on materials ndent s )and skills
quarter
ALS programs training 3.Public /or
s
and projects facilitated Schools SEF( Involve the
implemented and District Special brgy officials
Develop Skills conducted Superviso 50,000.00 Educatio and sustain
training for the r n Fund) the ALS
learners 4.Educatio projects in
n Program the
Involve Conduct Superviso 20,000.00 community
Learners in different r
Activities Skills
117
training for 5.ALS

the Implement
learners ers
Establish 6.
functional e- Include Barangay 120,000.00
learning center ALS officials
learners in
different Total
activities( Budget:
Brigada 275,000.00
Eskwela,N
utrition
Month and
others)
Create and
Facilitate
Functional
e-Learning
Centers in
every
barangay
This section specifically 1.School computer,
aims to: Division digitized,
Identify the Superinte drawn to
Conduct
location of non- ndent Division scale literacy
Literacy
literate 2.Assistan MOOE maps
maps 6,000.00
members of the t Schools (Mainten Recruited
geograhica
community Division ance more
lly
Conduct Superinte and learners
illustrated
immersion in ndent Other
raising 3.Public Operatin
Immerse 25,000.00
awareness in Schools g
the
order to District Expense 1st
munity Implement
increase Superviso s )and quarter
ers in the Total
enrolment, r /or
community Budget :
completers and 4.Educatio SEF(
31,000.00
A&E passers n Program Special
Report and
Superviso Educatio
enroll
r n Fund)
learners
5.ALS
profile in
Implement
the MIS
ers
generated
6.
Barangay
officials
118
119
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123
http://www.deped.gov.ph/als/programs
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124
APPENDIX A
TRANSMITTAL LETTER TO THE SUPERINTENDENT
___________
DR.LEAH P.NOVERAS
DepEd,Talisay City Division
Talisay City, Cebu
Dear Madame:
The undersigned is currently finishing his dissertation for Doctor in

Development Education at the Graduate School of Cebu Technological University,
Cebu City. In compliance with the degree, the undersigned is presently working on
his dissertation titled “THE IMPLEMENTATION OF THE ALTERNATIVE
LEARNING SYSTEM IN THE DIVISION OF TALISAY CITY.”
In this connection, he would like to seek permission from your good office
to allow me to gather data and to interview the ALS Implementers and learners.
Rest assured that your responses will be treated with utmost respect and
confidentiality.
Thank you.
Respectfully yours,

Researcher
Approved:
LEAH P. NOVERAS, Ed.D.,CESO VI

125
Appendix B
TRANSMITTAL LETTER TO THE ADVISER
DR. MARILYN M. MIRANDA

Education Program Supervisor
DepEd,Regional Office
Sudlon,Lahug,Cebu City
Dear Madame:
The undersigned is currently finishing his dissertation for Doctor in

Development Education at the Graduate School of Cebu Technological University,
Cebu City. In compliance with the degree, the undersigned is presently working on
his dissertation titled “THE IMPLEMENTATION OF THE ALTERNATIVE
LEARNING SYSTEM IN THE DIVISION OF TALISAY CITY”.
In this connection, the undersigned would like to ask your approval to be

the adviser of the undersigned.
Thank you.
Respectfully yours,

Researcher
Noted:
REBECCA DC. MANALASTAS,Ed.D.,PH.D

Dean, Graduate School
Approved:
MARILYN M. MIRANDA, Ed.D
Education Program Supervisor
126
Appendix C
Part 1. Teachers Profile
Name :__________________________________________
(Family Name, First Name Middle Name)
Age :_______
Gender (pls check) : Male Female Status : MT DALSC SALC
Highest Educational Attainment :__________________________
Years of experience as ALS Implementor :__________
Training and Seminars :
Title: _____________________________________Year:_________
_____________________________________ __________
_____________________________________ __________
_____________________________________ __________
Part II.
Excellent Good Fair Poor
A.INSTRUCTIONAL MATERIALS (4) (3) (2) (1)
1. Adequacy of Visual Aids in ALS Classes
2. Integrate on the use of media in the

delivery of the lesson to various subjects
3.Quality Instructional Materials available

during ALS sessions
4. Appropriateness of instructional materials

to ALS learner
5. Relevance of instructional materials use

during ALS session
B.FACILITIES AND EQUIPMENT
1. Facilities and equipment for ALS are

always available.
2. Suitable facilities for ALS instruction
3. Enough of materials and facilitates for ALS

127
4. Relevance of ALS Facilities
5.Appropriateness of available equipment
6. Relevance of learning center instructional

materials
7. Quality of learning center resources for

ALS
8. Appropriate of learning instructional

resources
9. Accessibility and safety of ALS learning

center materials
10. Availability of learning center materials
C.FINANCIAL RESOURCES
1. Provided Funds for overall ALS program

implementation
2. Immediate release of funds for ALS
3. Appropriation of ALS Projects
4. Availability of fund for special program
5. Sufficiency of fund for salaries and

personal services
D.COOPERATION FROM
STAKEHOLDERS
1.Attendance in Meetings and Planning
Session
2. Attendance and participation in ALS

activities
3. Involvement of Parents, Teachers and

government officials
4. Moral support in ALS activities

128
5. Provision of Constructive Feedback
E. ATTITUDE OF ALS IMPLEMENTERS
1.Dedication and Passion
2.Leadership potential
3.Knowledge of ALS curriculum
4.Teaching-Learning management
5.Relationship with both internal and external

stakeholders
129
Appendix D
Part 1. Learners Profile
Name : __________________________________________
(Family Name, First Name Middle Name)
Age : _______
Gender (pls check) : Male Female
Highest Educational Attainment: __________________________
Family Income: __________
Reason for not attending school:
___________________________________________________________
___________________________________________________________
Part II.
Excellent Good Fair Poor
(4) (3) (2) (1)

INSTRUCTIONAL MATERIALS
1. Adequacy of Visual Aids used in ALS

Classes
2. Adequacy of Institutional Media for various

subjects
3. Quality of Instructional Materials in ALS
4. Relevance and acceptability of

instructional materials to ALS materials
learner
5. Appropriateness of instructional materials
FACILITIES AND EQUIPMENT
1. Facilities and equipment for ALS are

always available.
2. Quality of facilities for ALS instruction
3. Adequacy of materials and facilitates for

ALS
130
4. Relevance of ALS Facilities
5.Appropriateness of available equipment
6. Relevance of learning center instructional

materials
7. Quality of learning center resources for

ALS
8. Appropriate of learning instructional

resources
9. Accessibility and safety of ALS learning

center materials
10. Availability of learning center materials
ATTITUDE OF ALS TEACHERS
1.Promptness and punctuality of teachers
2.Effectiveness in instructional delivery
3.Counseling and follow-up of ALS Learners
4.Communication and Feed backing with

ALS Learners
131
Appendix E
Teachers Self-rating in Instructional Materials
Excellent Good Fair Poor Int
(4) (3) (2) (1)
f % f % f % f %
1. Adequacy of Visual Aids in ALS 9 75 3 25 0 0 0 0 Excellent

Classes
2. Integrate on the use of media in the 3 25 8 66.66 1 8.33 0 0 Good

delivery of the lesson to various
subjects
3.Quality Instructional Materials available 2 16.66 9 75 1 8.33 0 0 Good

during ALS sessions
4. Appropriateness of instructional 8 66.66 4 33.33 0 0 0 0 Excellent

materials to ALS learner
5. Relevance of instructional materials 8 66.66 3 25 1 8.33 0 0 Excellent

use during ALS session
Rubrics :
4 - 76%-100%- Utilizes complete set of modules, use laptop, LCD projector, printer with visual
aids in the learning center
3 - 51%-75% Utilizes complete set of modules, use laptop, LCD projector, printer
2 - 26%-50% Utilizes complete set of modules,
1 - 0% - 25 % Utilizes not complete set of modules
Legend: Int-Interpretation
132
Appendix F
Teachers Self-rating on Facilities and Equipment
(4) (3) (2) (1)
f % f % f % f %
1. Facilities and equipment for ALS are 6 50 4 33.33 2 16.66 0 0 Excellent

always available.
2. Suitable facilities for ALS instruction 4 33.33 6 50 2 16.66 0 0 Good
3. Enough of materials and facilitates for 3 25 8 66.66 1 8.33 0 0 Good

ALS
4. Relevance of ALS Facilities 2 16.66 9 75 1 8.33 0 0 Good
5.Appropriateness of available 6 50 4 33.33 2 16.66 0 0 Excellent

equipment
6. Relevance of learning center 5 41.66 6 50 1 8.33 0 0 Good

7. Quality of learning center resources 5 41.66 6 50 1 8.33 0 0 Good

for ALS
8. Appropriate of learning instructional 3 25 8 66.66 1 8.33 0 0 Good

resources
9. Accessibility and safety of ALS 8 66.66 2 16.66 2 16.66 0 0 Excellent

10. Availability of learning center 6 50 4 33.33 2 16.66 0 0 Excellent

materials
133
Appendix G
Teachers Self-rating on Financial Resources
(4) (3) (2) (1)
f % f % f % f %
1. Provided Funds for overall ALS 7 58.33 3 25 2 16.66 0 0 Excellent

program implementation
2. Immediate release of funds for ALS 6 50 4 33.33 2 16.66 0 0 Excellent
3. Appropriation of ALS Projects 9 75 2 16.66 1 8.33 0 0 Excellent
4. Availability of fund for special program 10 83.33 2 16.66 0 0 0 0 Excellent
5. Sufficiency of fund for salaries and 5 41.66 4 33.33 2 16.66 1 8.33 Excellent
personal services
Appendix H
Teachers Self-rating on Cooperation from stakeholders
(4) (3) (2) (1)
f % f % f % f %
1.Attendance in Meetings and Planning 0 0 2 16.66 8 66.66 2 16.66 Fair
Session
2. Attendance and participation in ALS 0 0 7 58.33 2 16.66 3 25 Good
activities
3. Involvement of Parents, Teachers and 0 0 0 0 4 33.33 8 66.66 Poor

4. Moral support in ALS activities 0 0 3 25 5 41.66 4 33.33 fair
5. Provision of Constructive Feedback 0 0 3 25 6 50 3 25 Fair
134
Appendix C8
Attitude of ALS Implementers

(4) (3) (2) (1)
f % f % f % f %
1. Dedication and Passion 9 75 3 25 0 0 0 0 Excellent
2.Leadership potential 10 83.33 2 16.66 0 0 0 0 Excellent
3.Knowledge of ALS curriculum 11 91.66 1 8.33 0 0 0 0 Excellent
4.Teaching-learning management 5 41.66 7 58.33 0 0 0 0 Good

skills/strategies
5.Relationship with both internal and 3 25 5 41.66 4 33.33 0 0 Good

external stakeholders
Rubrics:
Teaching-learning management
Dedication and Passion skills/strategies
a. Regularly monitor and supervise a. Competent in feed backing

b. Sensitive to the needs of the ALS learners
c. Provide technical Assistance b. Provide technical assistance on
improving teaching learning process
Leadership potential c. Recommend appropriate
interventions
a. Management of the program
b. Share Innovative ideas Relationship with both internal and
c. Respect ones ideas external stakeholders
Knowledge of ALS curriculum
a. Communicating the ALS program
a. Familiar with the ALS Curriculum
b. Listening to the voice of the
b. Provide Technical Assistance on the stakeholders
alignment of k 12 Curriculum
c. Implement the ALS Curriculum c. Recognize the stakeholders
efforts
4- Observed three indicators 3- Observed two indicators 2- Observed one indicator
1- Indicators does not observed

135
Appendix I
Learners Self-rating on Instructional Materials
(4) (3) (2) (1)
f % f % f % f %
1. Adequacy of Visual Aids used in 72 38.70 92 49.46 20 10.75 2 1.07 Good

ALS Classes
2. Adequacy of Institutional Media for 47 25.26 126 67.74 8 4.30 5 2.68 Good
various subjects
3. Quality of Instructional Materials in 65 34.94 120 64.51 1 .53 0 0 Good

ALS
4. Relevance and acceptability of 84 45.16 89 47.84 13 6.98 0 0 Good

instructional materials to ALS
materials learner
5. Appropriateness of instructional 71 38.17 98 52.68 17 9.13 0 0 Good

materials
Rubrics :
4 - 76%-100%- Utilizes complete set of modules, use laptop, LCD projector, printer with visual
aids in the learning center
3 - 51%-75% Utilizes complete set of modules, use laptop, LCD projector, printer
2 - 26%-50% Utilizes complete set of modules,
1 - 0% - 25 % Utilizes not complete set of modules
136
Appendix J
Learners Self-rating on Facilities and Equipment
(4) (3) (2) (1)
f % f % f % f %
1. Facilities and equipment for ALS 74 39.78 97 52.15 15 8.06 0 0 Good

are always available.
2. Quality of facilities for ALS 61 32.79 116 62.36 9 4.83 0 0 Good

instruction
3. Adequacy of materials and 51 27.41 124 66.66 11 5.91 0 0 Good

facilitates for ALS
4. Relevance of ALS Facilities 45 24.19 110 59.13 17 9.13 14 7.52 Good
5.Appropriateness of available 59 31.72 108 58.06 19 10.21 0 0 Good

equipment
6. Relevance of learning center 64 34.40 98 52.68 24 12.90 0 0 Good

7. Quality of learning center resources 48 25.80 125 67.20 13 6.98 0 0 Good

for ALS
8. Appropriate of learning instructional 49 26.34 113 60.75 18 9.67 6 3.22 Good

resources
9. Accessibility and safety of ALS 71 38.17 109 58.60 0 0 6 3.22 Good

10. Availability of learning center 68 36.55 99 53.22 19 10.21 0 0 Good

materials
137
Appendix K
Learners Self-rating on Financial Resources
(4) (3) (2) (1)
f % f % f % f %
1. Provided Funds for overall ALS 74 39.78 97 52.15 15 8.06 0 0 Good

program implementation
2. Immediate release of funds for ALS 64 34.40 98 52.68 24 12.90 0 0 Good
3. Appropriation of ALS Projects 45 24.19 110 59.13 17 9.13 14 7.52 Good
4. Availability of fund for special program 49 26.34 113 60.75 18 9.67 6 3.22 Good
5. Sufficiency of fund and personal 59 31.72 108 58.06 19 10.21 0 0 Good

services
Appendix L
Learners Self-rating on Cooperation from stakeholders
(4) (3) (2) (1)
f % f % f % f %
1.Attendance in Meetings and Planning 18 9.67 11 60.75 49 26.34 6 3.22 Good

3
Session
2. Attendance and participation in ALS 51 27.41 12 66.66 11 5.91 0 0 Good
activities 4
3. Involvement of Parents, Teachers and 13 6.98 48 25.80 125 67.20 0 0 Good

4. Moral support in ALS activities 19 10.21 68 36.55 99 53.22 0 0 Good
5. Provision of Constructive Feedback 24 12.90 64 34.40 98 52.68 0 0
138
Success Story
A success story of an ALS Learner in Talisay City Division and submitted
by the researcher to the DepEd Central office and published in the DepED
Official Gazette with the permission of Mr. Jamon.
The story of Bernard: A life full of failures, challenges and hope

“ALS gives light to those who are lost like me.” – Bernard Evangelicom V. Jamon
“I am really thankful to the ALS program. It gave me another chance to prove that I can
succeed. I hope that the Department of Education through ALS would continue to
search for the lost out of school youths and adults.” – Bernard Evangelicom V. Jamon
“I hope that the government would continue to enhance ALS program.” – Bernard
Evangelicom V. Jamon
Bernard Evangelicom V. Jamon left home at the age of ten and became an out of school
youth; he just finished Grade V at that time. After five years of stopping going to school,
at the age of 15, he transferred in Cebu; there he took the ALS. He is now a high school
teacher, college instructor, and lecturer for the Licensure Examination Test for Teachers
(LET).
Bernard Evangelicom V. Jamon was born in Valenzuela, Metro Manila on February

21, 1992. His parents are Evangeline V. Jamon and Bernabe P. Jamon. He has three
siblings; namely, Bernard Evan, Bernie Emmanuel, and Berna Evangelli. He was second
among the four.
Bernard as a young boy showed no interest in education. He used to cut classes and
often told his mother that he did not like to go to school. Though he did not like
schooling because he considered it boring, he excelled in his classes; there is no school
year that he did not receive an award or recognition. As the years go by, Bernard fully
lost his appetite in education. He decided to stop going to school, but her mother
insisted that he should be educated but he was too stubborn to follow her. He
continued to cut classes and if he was in class, he would always create trouble. One day
his mother became tired of him, she asked him to leave their house. Bernard did not
hesitate, he thought that he could stand by himself. He left home at the age of ten (10)
nowhere to go. He was too young then to survive, but he was too proud to be stopped
by anyone. On his first nights on the street, he slept at the pavement, took a bath in a
carwash station, and used to borrow shirts from the carwash boys in exchange for their
errands.
As he went on with his life without any guardian and wanderer, he did his best in
order to survive. He worked as a fruit vendor in Dagonoy Public Market in Manila. He
also learned to huddle fruits and vegetables in Divisoria to have something to sell in the
market. He used to go to Divisoria in the evening to huddle, then sell the fruits and
139
vegetables in whole sale to the vendors in the market and after he would go to the
Philippine National Railway to sell tickets in Vito Cruz Station.
Since he had no guardian, he was greatly influenced by his peers. He learned the
language of the street. He met different kinds of people. He joined gangs, engaged in
gambling (all types of gambling), and he became drug dependent. At the age of 13, he
already knew how to drink liquor and smoke. He also became involved in fraternity
wars. He also used to transfer from one place to another just to find a living. He lived
in Manila, Makati, Pangasinan, and Laguna. He transferred in those places because
someone invited him to work there.
The turning point of his life was when he got sick, probably because of his vices and
work. He told me that he would just sleep for two hours a day, because he had to work
in the morning and play tongits in the evening until dawn, and he would do it almost
everyday. So, the age of fourteen (14) he suffered from over fatigue and diagnosed
with ulcer. Due to his illness, he became bedridden for at least three months. He could
hardly stand due to the pain in his stomach. That made him incapable of working. He
just relied from the contribution of his neighbors and some friends to continuously
survive. He really felt miserable. He even wished that he would die because he felt that
he could not stand anymore the pain.
After few months of suffering, his parents and aunt in Cebu learned his condition
from some unknown people. Probably his friends tried to find some of his relatives and
his relatives after knowing his condition reported to his mother and aunt his situation.
At that time, he was residing in Cabuyao, Laguna. His aunt was first to help him. She
sent money to him for his medication. Then his mother brought him back to their
house. There his condition started to get better.
After few weeks, his mother offered to help him by sending back to school, but he
again refused. But another offer came; it was from his aunt, the one who helped him.
His aunt offered him to live with her in Cebu. She promised that she would send him to
school and gave him a better life. He was first hesitant but later on agreed.
In 2007, he went to Cebu for another opportunity. He was 15 years old. His aunt told
him that there is an Alternative Learning System (ALS) that helps the out of school youth
an opportunity to be educated in a special way. He hesitantly decided to enroll in ALS
under the Mr. Alinsonorin and Mrs. Valde. They helped him by giving him modules and
teaching him regularly. They also kept on encouraging him to be a better person.
In 2008, he took the A&E Test, and fortunately he passed the test. That test made
him eligible to be enrolled in college. And on that year, he enrolled college and took-up
education course at St. Cecilia’s College. He studied well because he knew that he was
behind from his classmates because they have undergone formal education. He spent
most of his vacant time in the library studying and asking his classmates about the
things he did not know. He was also befriended by his professors due to his diligence.
And semester after semester, he was part of the Dean’s List.
After four years, he graduated college With Honors obtaining the General Weighted
Average of 1.32 equivalent for Magna Cum laude. He took the Licensure Examination
Test for teacher in the same year and passed it. And in the same year, he was hired at
the Department of Education as Teacher Aid Volunteer. After a year, he was hired by
140
the DepEd as regular permanent teacher. He was also hired as a part-time faculty
member of Talisay City College and he is serving the college until today. He also taught
at the Graduate School of Cebu Technological University. He is also currently a guest
lecturer of GeenEd CTRC for the Licensure Examination Test for Teachers (LET). He has
written various workbooks and modules, and invited to lecture in various topics in
education.
Bernard Evangelicom V. Jamon already finished his Master’s Degree in Education and
now finished the Academic Requirements for the degree of Doctor in Education. He is
hoping that he could finish his Doctorate Degree in 2017.
His life is just like roller coaster ride, but he proved that it is never too late to succeed.
He said in an optimistic gesture, “I want my life, not to be remembered as a miserable
life; I want it to be remembered as a life full of failures, challenges, and hope.” He hopes
that his life would be an inspiration to those who are lost.
His life is truly an inspiration, not just to us, his colleagues at the Division of Talisay
but also to the out of school youth out there that it is not too late to change for the
better.
We salute him! His success story is worth sharing.
Barangay Poblacion, Talisay City, Cebu

Alfonso Abasolo Jr.
0933-389-2443/09163626693
Education Program Specialist in ALS, Talisay City Division
He was the classmate in the Doctorate studies and a good friend of Mr. Bernard
Evangelicom V. Jamon
Bernard Evangelicom V. Jamon (Contact Number: 0923-117-5704 or email him at
jamonbernardevangelicom@yahoo.com)
141
CURRICULUM VITAE
Inayawan,Cebu City
Mobile No.09333892443
Email:alfonsoaxel@yahoo.com
PERSONAL DATA
Date of Birth : June 30, 1970
Gender : Male
Place of Birth : Cebu City
Citizenship : Filipino
Civil Status : Married
Spouse : Ma. Ernestine Alcantara Abasolo
Children : Juliene Luissa A.Abasolo
: Jules Lorenz A. Abasolo
: Justine Louise A. Abasolo
Religion : Roman Catholic

142
EDUCATIONAL BACKGROUND
Graduate Studies : Doctor in Development Education
Cebu Technological University-Main Campus
M.J. Cuenco Ave., Cor. R. Palma St., 6000 Cebu
March 2017
:Master of Arts in Teaching (MAT)
Major in Alternative Learning System
University of Visayas
March 2013
Vocational : Comprehensive Live-In Caregiver Program
TESDA-NC II
ABQ, Talisay City, Cebu, 2008
Tertiary : Bachelor of Science in Medical Technology
Southwestern University, Cebu City
October 1991
Certificate of Professional Education
: Cebu Normal University
Cebu City, 2008
Secondary : Holy Rosary School
Cebu City, 1987
Elementary : Inayawan Elementary School
: Inayawan, Cebu City, 1983

143
TEACHING EXPERIENCE
= Education Program Specialist
2015-Present
DepEd Talisay City
Poblacion, Talisay City, Cebu
=District ALS Coordinator
2008-2015
DepEd Talisay City
=Mobile Teacher
2004-2008
DepEd Talisay City
=Classroom Teacher
2002-2004
Laray Elementary School
San Roque,Talisay City Cebu
=Teacher Aide Volunteer
Tapul Elementary School
Jaclupan Elementary School
Tabunoc Central Elementary School
TRAININGS AND SEMINARS
 Orientation-Seminar for ALS Coordinators/Facilitators in Handling Learners

with Psycho-Social and Emotional Challenges( Children in Conflict with the
Law)
Mibang Hotel,Dipolog City, February 21-24,2017,DepEd
144
 Dualtech 101 Work-life Effectiveness Seminar –Workshop

Canlubang, Laguna City, November 16-17,2016,DepEd DualTech
 Community Caravan Activities ALS

Surigao City, November 14-16, 2016,DepEd
 Field Validation of the Inclusive Education Policy Framework

Deped, Lahug Cebu City, November 8-10, 2016, DepEd
 Consultative Conference on the Implementation of ALS

Deped, Lahug, Cebu City, October 26-28, 2016, DepEd
 Finalization of ALS Monitoring and Evaluation (M&E)Forms

Fortuna Hotel, Cebu City,October 10-14,2016, DepEd
 2016 Reg.ALS and Teachers day celebration

DepEd Lahug Cebu City, September 30,2016,DepEd
 Mid Year Review and Planning for Human Resource Training and Development
Cebu City, August 23,2016, DepEd
 Reg.ALS,Abot Alam,Indigenous People Education Conference/Monitoring

Valencia Negros Oriental,July 5-8,2016,DepEd
 Regional Madrasah Focal Persons Conference

Deped Lahug Cebu City, August 4-5, 2016, DepEd
 Regional In Service Training of Arabic Language Islamic values

ANC Banilad,Cebu City,May 14-18,2016,DepEd
 Capacity Building Workshop for Regional and Division

Cebu City, April 25-29,2016, DepEd
 HIV and Aids Educ. Prevention in the workplace(Speaker)

Talisay City Division,July 26,2013,DepEd
 Hope "Child Protection System Training

Laray Elementary School,October 24,2013,Hope
145
 Training of Trainors on HIV and AIDS Educ. Prevention In The Work Place
Ecotech Lahug, Cebu City, August 8-10,2012,DepEd HNC PNAC
 Training on Survival Skills ( ALS Fear Factor ) for District ALS Coordinator and
Core Trainors
Davao City,January 17-20,2011,DepEd BALS
 Orientation on the Registration for the August 2010 ALS Accreditation &
Equivalency Test
Lahug Cebu City ,April 29,2010,DepEd BALS
 Training for Alternative Learning System e-learning Centers Facilitators

UP Diliman Quezon City,September 22-25,2009,DepEd BALS
 ALS Alumni Homecoming and Recognition of Achievers

Teachers Camp Baguio City, August 18-20 ,2009, DepEd BALS
 Basic course on alternative learning system for district als coordinators

ECOTECH Lahug, Cebu City,February 12-14,2008, DepEd BALS

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i

DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE

ALFONSO C. ABASOLO JR.

This Dissertation entitled: “DEVELOPING A SCHEME OF ACTION FOR

ROSEIN A. ANCHETA, JR., ASEAN ENGR., DM., Ph.D.

MARILYN M.MIRANDA, Ed. D. REBECCA DC MANALASTAS, Ed.D., Ph. D.

ADORA A. VILLAGANAS, Ph. D. PERLA N. TENERIFE, Ed.D.,Ph. D.

WILMA C. GIANGO, Ph. D. JANUARIO L. FLORES, JR. Ed.D., Ll.B.

SEVERINO R. ROMANO, Ed.D

ROSEIN A. ANCHETA, JR., ASEAN ENGR., DM., Ph.D.

MARILYN M.MIRANDA, Ed. D. REBECCA DC MANALASTAS, Ed.D., Ph. D.

ADORA A. VILLAGANAS, Ph. D. PERLA N. TENERIFE, Ed.D.,Ph. D.

WILMA C. GIANGO, Ph. D. JANUARIO L. FLORES, JR. Ed.D., Ll.B.

SEVERINO R. ROMANO, Ed.D

Comprehensive Examination: PASSED

REBECCA DC MANALASTAS, Ed. D., Ph. D.

DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE

The main thrust of the research Developing a Scheme of Action for

President; to Dr. Rebecca DC Manalastas, the Dean of Graduate School; to Dr.

suggestions and brilliant ideas to improve the research.

Superintendent Dr. Leah P. Noveras, for the never-ending support in ALS

Program, Augustus R. Larida, Glenn Tahanlangit, ALS Implementers (Junry, Ferdi,

Supervisors, for their unquestionable dedication in assisting all of his activities.

ALFONSO CABELLON ABASOLO JR.

This humble work is humbly dedicated:

To the love of my life

Ma. Ernestine Alcantara Abasolo

Juliene Luissa, Jules Lorenz, Justine Louise

Raf Raf, Roi Roi, Rhea, Regie & Ryka

My understanding Papa Pony and Mama Lesing

Sisters Siony and Weng Weng

Almighty God for his protection and guidance.

ALFONSO CABELLON ABASOLO JR.

Table Number Title Page

1 Distribution of the Respondents 30

2 Age and Gender of the Implementers 74

3 Highest Educational Attainment of the ALS Implementers 76

4 Years of Experience as ALS Implementor 77

5 Appropriate Trainings and Seminars 78

6 Age and Gender of Learners 79

8 Learners Highest Educational Attainment 81

9 Combined Family Monthly Income 83

11 Physical Facilities and Equipment 87

12 Financial Resources and Linkages 89

13 Cooperation from stakeholders 91

14 Attitude of ALS Implementers 92

15 Summary on Responses on ALS Implementation 95

16 Significant Relationship between the ALS Implementers Age

and the ALS Implementation 96

17 Significant Relationship between the ALS Implementers

Gender and the ALS Implementation 97

18 Significant Relationship between the ALS Implementers

Educational Attainment and the ALS Implementation 97

19 Significant Relationship between the ALS Implementers

Years of Experience and the ALS Implementation 98

20 Significant Relationship between the ALS Implementers

Trainings and Seminars and the ALS Implementation 99

21 Significant Relationship between the ALS Implementers

Income and the ALS Implementation 99