Alternative Learning System Research Articles

Untold Stories of Teachers and Graduates of Alternative Learning Systems

The study aimed to determine the experiential accounts of Alternative Learning System teachers and graduates and the relationship between their experiences in the 1st District of Ilocos Sur. It utilized the transcendental phenomenological research applying the focus group discussion and a reviewed semi structured open-ended question. Participants' responses were recorded and transcribed verbatim, listed, categorized, coded, and thematized using the Moustakas framework. Teachers and graduates of Alternative Learning System share a unique relationship characterized by equal efforts to achieve a common goal and built on mutual respect, trust, and understanding. In conclusion, the relationship between teachers and graduates is crucial to the program's success. The equal efforts of both parties have resulted in the empowerment of individuals who have not been able to complete their basic education through traditional means. It is important to recognize the role of teachers in the lives of graduates and provide them with the necessary support and resources to continue their work. In this way, Alternative Learning System programs can continue to make a positive impact on the lives of those seeking to improve their lives through education.

The Lived Experiences of Alternative Learning System Teachers in English Literacy Instruction

This study explores the challenges that Alternative Learning System (ALS) teachers face in English literacy instruction and the coping strategies they employ to overcome these hurdles. Given the crucial role of English literacy, this study aims to delve into the lived experiences of ALS teachers, who are pivotal in the knowledge transfer process. Employing a phenomenological approach within qualitative research, the study draws on in-depth, in-person interviews with five ALS teachers to gather rich, experiential data. The thematic analysis of the interview transcripts reveals that ALS teachers' roles encompass physical demands, mental fortitude, emotional investment, and social engagement. The themes that emerge as challenges in teaching the Communication Skills strand in English include high demands on teachers' resilience, diversity of students, limited instructional materials, limited instructional time, and negative public perception of teachers' roles and the program. Despite these challenges, ALS teachers develop coping strategies, including cultivating resilience to manage the demands of teaching the strand and maintaining a positive outlook. This study concludes that while ALS teachers face significant obstacles in managing the learning strand, their effective use of specific coping strategies ensures that each learner receives appropriately leveled instruction. Based on the findings, the researcher proposes a training program that can improve ALS teachers' pedagogical approaches to enhance further their capabilities in making a difference in the field of education through ALS and, most importantly, in the lives of their learners.

Training Needs Assessment of Monkayo District Alternative Learning System: Basis for Community Extension

Training Needs Assessment of Monkayo District Alternative Learning System: Basis for Community Extension

Optimizing Lifelong Learning Opportunity for the Out-of-School Youth and Adults: A Needs Assessment for Empowerment and Educational Advancement

As advocated in UNSDG 4, lifelong learning is crucial in providing alternative learning opportunities to marginalized individuals with limited access to formal education. Through the non-formal and informal education projects under the Alternative Learning System (ALS), the out-of-school youth and adults are given a chance to acquire the necessary knowledge, skills, and attitudes that will enhance their employability, personal development, and overall well-being. This needs analysis research, anchored with the Participatory Learning and Action Approach and the Theory of Critical Pedagogy, aimed at designing innovative non-formal and informal education projects aligned with the needs and interests of out-of-school youth and adults. The data collected from 136 ALS learners showed that the priority projects should focus on pre-employment activities, personality development and career planning, substance abuse prevention, eCommerce and entrepreneurship, cooking and baking, and sports and fitness. Results revealed that the project components are implemented successfully to a moderate extent. The factors that affected its implementation included the need for more sufficient resources, inadequate monitoring and evaluation, and limited opportunities to participate or apply the acquired skills. The ALS learners pinpointed that low interest or motivation, lack of time due to work commitments, low awareness of the programs, and transportation or distance-related issues contributed to low peer engagement.

Improving Reading Literacy Rate of ALS (Alternative Learning System) Students Through Casaup-Literacy Program

ne of the imminent programs the government instituted for this concern is the Alternative Learning System (ALS) which aims at providing opportunities for students who are not succeeding in the traditional classroom setting to obtain academic credit, career exploration activities, and extended teacher/peer support in an alternative setting where the ultimate goal is that obtaining a diploma. The study aimed to determine the reading levels of the respondents before and after the administration of a reading intervention program. The Reading program was conceptualized as an extended service to enhance the reading abilities of the ALS students. It employed the descriptive type of research to gather facts and information regarding the reading performance levels of the respondents. The respondents of the study consisted of 70 students from ALS Program of the DepEd ALS Program. The researchers utilized the Functional Literacy Test (FLT) a standardized reading assessment tool which was administered before the intervention and after the reading program. T-test was used in the treatment of the data. Based on the findings; generally, the respondents’ age ranges from 15-23 with a minimal percentage of the ages 42-51. This shows that students tend to stop their education after attending basic education. The mean results of the pre-test which is 4.0294 are far behind the results of the post-test, which is 9.4411 mean, this indicates a highly significant difference is evident in the statistical treatment. A t-value of -29.583 resulted and a p-value of 0.000 was obtained from the data. This proves a high significance is displayed in the results and that the intervention program has proven its effectiveness in the reading performance of the ALS Students.

Compositional skills error analysis: The case of the university environmental engineering first-year students

<span lang="EN-US">The compositional skills are analyzed to determine whether college students have improved their writing ability after the two years additional in the senior high school curriculum. This study examines the errors committed by first-year engineering students. There were 90 student respondents written outputs collected and subjected to Grammarly software. The researchers analyzed the data using the Scheffe test, comparing the difference between clarity, engagement, and delivery. Analysis of Variance (ANOVA) was employed to test whether there is a significant difference among other variables. Findings revealed that clarity is the most common error committed by the student-respondents. The errors committed between male and female respondents do not show a difference. The K-12 graduates’ compositional errors do not differ significantly from that in the Alternative Learning System (ALS) passers or the old basic education curriculum graduates. It is in delivery that students vary. This finding implies that college students' compositional skills still need strengthening. Instructors are encouraged to provide comprehensive activities and writing exercises to both genders, regardless of their curriculum. It is recommended that University language instructors identify specific interventions to help students struggling with writing. Therefore, providing enough written opportunities and practices is vital to make college students enhance their compositional skills.</span>

Assessment of Basic Computer Skills of the Alternative Learning System (ALS) Learners

Lack of instructional materials like computers was determined as one of the problems the ALS itself has faced therefore, this study objectified the basic computer skills among Alternative Learning System (ALS) Learners in San Jose, Dinagat Islands. 51 ALS learners comprised the respondents’ group and the assessment was conducted at Sta. Cruz, San Jose, Dinagat Islands. Results revealed that majority of the ALS learners had good knowledge of operating Windows, while a large percentage of them cannot effectively operate the Microsoft Word software with little to no knowledge of creating and editing documents. On the other hand, learners were determined to be beginners whose knowledge of operating emails and the internet were insufficient and were less exposed to learning Excel as this has found more complicated to use. However, ALS learners showed positive personal interest in learning computers despite their inability to own one due to socioeconomic or situational. Thus, it may recommend that the government must support the ALS program by providing an adequate number of computer facilities to cater to all the ALS learners and better enhance their level of basic computer skills, particularly in areas of General Windows, Microsoft Word, MS Excel or Spreadsheet and Internet/E-mail. Significantly, the DepEd needs to closely monitor the ALS program as its parallel learning system, so that out-of-school youth are provided with improved learning opportunities in all areas, especially in ICT.

A Proposed Theory for the Pedagogic Practices in Alternative Learning System (ALS)

This study explored the pedagogic practices on modalities in facilitating instruction and assessing learning employed for the PDLs, IPs, and Non-Literate Adults as group of learners in the ALS and consequently propose a theory along these dimensions. Data were obtained from 18 purposively chosen programs-implementers through semi-structured, observations of class activities, and field notes. These were analyzed through Charmaz’ framework on grounded theory data analyses. Results of the findings showed that educational goods and services are delivered through flexible modalities specifically face-to-face aided with modern technologies and home visitation aided with traditional technologies. Assessment in learning, on the other hand, is realized in multi-modal fashion specifically trough performance-based, module-based, and portfolio assessment formats. These findings point towards a theoretical conception that the delivery of educational good and services is unique and dependent on the circumstance, condition, and situation of the target learners and assessing the learners’ learning is actualized in a multi-modal fashion in response and recognition of the learners’ diversity, diverse learning needs and teaching and learning environment. With these theoretical conceptions, the Granular Learning Theory is proposed. The basic tenet of the theory is that instructional delivery and assessment in learning are case-dependent.

Contributions and Partnership Strategies of External Stakeholders in the Implementation of the Alternative Learning System in Bontoc District: Insights from Teachers

The involvement and partnership of stakeholders have been identified as crucial factors influencing program implementation. This study focuses on examining the contributions and partnership strategies of external stakeholders involved in the implementation of the Alternative Learning System (ALS) program in Bontoc District, Mountain Province. Using a qualitative research design through interview, observation and focus group discussion, the study identified and described the contributions and partnership strategies of external stakeholders in the ALS program implementation, based on insights provided by the five ALS teachers in the district. Through thematic approach, the results show that external stakeholders play a significant role in the implementation of ALS programs in Bontoc District. They contribute through financial assistance and provision of learning spaces by the Municipal and Barangay Local Government Units, monetary and non-monetary donations from alumni, learning materials from the Provincial Local Government Unit (LGU), free skills trainings and certifications from Technical Education and Skills Development Authority (TESDA), and psychosocial support from parents. These contributions are the result of effective partnership strategies employed by the stakeholders, including resource sharing, collaboration with professional colleagues, engagement with alumni, and partnering with TESDA. ALS teachers recognize the value of these engagements in enhancing program implementation. However, they also acknowledge the need to strengthen partnerships with these stakeholders to fully leverage their potential for strengthening the ALS program implementation. Establishing networks and linkages with external stakeholders such as Non-Governmental Organizations (NGOs) and Higher Education Institutions (HEIs) is identified as a means to significantly enhance the curricular and instructional efficiency and effectiveness of the ALS program.

Revealing the Lived Experiences of Alternative Learning System (ALS) Volunteer-Teacher in the New Normal: An Inquiry

This research study aimed to explore the lived experiences of volunteer teachers in Alternative Learning System (ALS) in the new normal modality of teaching. A qualitative research design was employed, specifically utilizing phenomenological approach. The study focused on the experiences, coping mechanisms, and the insights drawn from the experiences of the 14 ALS volunteer-teachers of the Division of Davao de Oro, seven (7) of whom undergone in-depth interviews, while the remaining seven (7) underwent focus group discussion. Data were analyzed using thematic analysis. The findings revealed major themes on the experiences of the ALS volunteer-teachers in the new normal: extend extra effort, mixed emotion and limited resources. On the other hand, the participants cope with the challenges through: Tenacity to help and teach, Inspiration from Students’ Determination and Collaborating with others. The findings present substantial information for policymakers to review and provide substantial support to the volunteer-teachers who traversed and provided learning resources to the learners despite the pandemic. To be able to capture a more generalizable findings, future study utilizing a bigger group and scope is recommended.

Assessment of Reading Comprehension Skills of Senior High School ALS Learners: Basis for School Reading Progress Program

The general purpose of this study was to assess the reading comprehension skills of the Biliran National Agricultural High School Senior High School Alternative Learning System (ALS) learners, specifically Grade 11. This study utilized a descriptive research design and employed purposive sampling to gather 40 respondents. In assessing the word reading level and comprehension level of the ALS Learners, the Philippine-Informal Reading Inventory (Phil-IRI) Manual Tool was the foundation for this investigation, provided by the Department of Education. Furthermore, after the assessment of reading level and comprehension level, a follow-up survey questionnaire adapted from Tong and Ming-hao (2017) was distributed among the respondents to identify the barrier factors to their reading comprehension difficulty. As revealed by the study, the majority of respondents were male and were 19 years old. Furthermore, it is evident that ‘mispronunciation’ was the most common miscue committed by the ALS Learners. Meanwhile, 85% of the respondents were under the frustration level, and the rest belong to the instructional level, thus construed to signify extensive remediation, teacher guided instruction for learners under the frustration level, and teacher-directed instruction for the instructional level. In addition, it can be noted from the survey questionnaire that there were barriers to reading comprehension among the ALS learners, and the following were identified: Reading habit factor, Reading Strategies Factor, Psychological factors, Cultural background barriers, Reading interest factor, Discourse barriers, Grammar barriers, and Vocabulary barriers, respectively. Considering these findings, this study recommends utilizing the intervention scheme to improve the school reading program. Keywords: Alternative Learning System Learners, Reading Comprehension Skills

Prinsip Pembelajaran Bahasa Arab Daring Perspektif Rusydi Ahmad Thu’aimah

The Covid-19 has been encouraging the educational sector to reconstruct its systems and implementation, including in Arabic language education. Among the alternative Arabic learning systems that comply with health protocols and have been implemented by many educational institutions is online learning. However, this alternative learning system still requires a deeper review of the learning principles. By using a descriptive qualitative method based on library research, this article reveals the basic principles of online Arabic learning from the perspective of Rusydi Ahmad Thu'aimah. Data is processed from Thu'aimah's works using integrated reading techniques linked to online learning facts from various articles and news sources. This article produces three aspects of online Arabic learning principles from Thu'aimah's perspective: communication principles, learning method principles and learning media principles. So far, no Thu'aimah learning theories have connected them to online learning. These findings can be the primary for implementing of online Arabic learning system today and in the future, both during a pandemic and post-pandemic.

Prinsip Pembelajaran Bahasa Arab Daring Perspektif Rusydi Ahmad Thu’aimah

The Covid-19 has been encouraging the educational sector to reconstruct its systems and implementation, including in Arabic language education. Among the alternative Arabic learning systems that comply with health protocols and have been implemented by many educational institutions is online learning. However, this alternative learning system still requires a deeper review of the learning principles. By using a descriptive qualitative method based on library research, this article reveals the basic principles of online Arabic learning from the perspective of Rusydi Ahmad Thu'aimah. Data is processed from Thu'aimah's works using integrated reading techniques linked to online learning facts from various articles and news sources. This article produces three aspects of online Arabic learning principles from Thu'aimah's perspective: communication principles, learning method principles and learning media principles. So far, no Thu'aimah learning theories have connected them to online learning. These findings can be the primary for implementing of online Arabic learning system today and in the future, both during a pandemic and post-pandemic.

Development of Critical Thinking-Infused Localized Learning Module for Alternative Learning System (ALS) Learners

Development of Critical Thinking-Infused Localized Learning Module for Alternative Learning System (ALS) Learners

Teaching Competence and Adversity Quotient of Teachers in Alternative Learning System (ALS) and Students’ Learning Engagement in The City Schools Division Offices in the Province of Laguna

This study attempted to determine the ALS teachers’ teaching competence and adversity quotient as predictors of students’ learning engagement in the city schools division offices in the Province of Laguna. Specifically, it investigated the respondents’ level of teaching competence in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, community linkages and professional engagement and professional growth and professional development; respondents’ level of adversity quotient and its dimensions; control, ownership, reach and endurance, and level of students’ learning engagement. The findings showed that the overall weighted mean of 3.64 revealed that the ALS teachers’ teaching competence was very high; while the overall weighted mean of 2.76 revealed that the respondents’ AQ level was high. Moreover, the findings showed that the average weighted mean of 3.31 revealed that the level of the students’ learning engagement was very high. Meanwhile, the findings showed that the relationship between the respondents’ level of teaching competence and level of adversity quotient were all greater than the 0.01 significance level. Therefore, there was no significant relationship between the ALS teachers’ teaching competence and their level of adversity quotient was observed. In addition, the finding showed that the relationship between the respondents’ teaching competence and students’ learning engagement were less than the test of significance at 0.01 leading to the rejection of the null hypotheses. This showed that there was a significant relationship between the respondents’ teaching competence and student learning engagement. Lastly, the relationship between the respondents’ level of adversity quotient and level of students’ learning engagement were higher than the test of significance at 0.01 leading to the acceptance of the null hypotheses. This shows that there was no relationship between the respondents’ level of adversity quotient and the level of student learning engagement.

Recognizing the Status, Needs, and Challenges of Alternative Learning System Students in a Rural District

Recognizing the Status, Needs, and Challenges of Alternative Learning System Students in a Rural District

Instructional Approaches and Learners’ Attitude Towards Alternative Learning System (ALS)

All learners depth and caliber of learning are mostly impacted by their teachers. The study explores the level of usage of the following approaches, the level of learners attitude towards ALS learning various teaching methods. It assesses learner engagement, motivation, and achievement in the ALS program. The study was conducted in the ALS Centers of the Municipality of Libertad and Initao, and the respondents were the ALS learners (n=171) of the district of Libertad, Initao North, and Initao South, Division of Misamis Oriental, School Year 2022-2023. The instrument was adapted and modified from the study by Cardino and Ortega-Dela Cruz (2020). It employed both correlational and causal methods of research to achieve the objectives set in this study using the mean and standard deviation and Pearson Product Coefficient and Multiple Linear Regression to identify any significant relationships between the variables. This study used random sampling, which ensures equal chances of population selection. The study found that the ALS teachers and Community ALS Implementers (CAI) highly utilized the four approaches, and the learners attitude towards ALS learning was highly positive. In addition, the four approaches such as cooperative learning, deductive approach, inductive approach, and integrative approach, were positively correlated to the learners attitude cooperative and integrative approaches best influenced the attitude of the learners. It was recommended that the teachers may continue to intensify the use of these approaches and strongly support the positive attitudes of the learners toward ALS learning.

Profile And 21st Century Skills of Alternative Learning System Teachers

Profile And 21st Century Skills of Alternative Learning System Teachers

Status of Implementation and Extent of Problems Encountered in Alternative Learning System in the Fourth Congressional District of Iloilo

Status of Implementation and Extent of Problems Encountered in Alternative Learning System in the Fourth Congressional District of Iloilo

Lived Experiences of Alternative Learning System (ALS) Completers

The ALS (Alternative Learning System) program allows out-of-school youth and adults to continue their education through modular and flexible means. This study aims to determine the lived experiences of ALS completers in the Salay District during the SY 2021-2022. The study utilized the Phenomenology Approach, and a criterion sampling was used in selecting the participants. The data gathered were summarized by coding the common responses, and themes were identified through thematic analysis. This study found that the majority of ALS learners were student mothers who experienced dual roles. They developed effective time management and multitasking skills to overcome the challenges of life. ALS learners sources of motivation came from their children, family, teachers, and even from those who opposed them. Their common challenges included financial instability, multiple responsibilities, curriculum and learning tools, and the learning environment. In terms of coping mechanisms, four themes were evident: faith in God and confidence in oneself, time management, learning with fellow ALS learners, and the teaching-learning process of ALS. The results provide useful findings for ALS facilitators, teachers, and policymakers. To effectively address the needs and interests of ALS learners, an intervention plan can be implemented to help them cope with their psychological crises and become more resilient and productive despite their multiple roles.