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K-12 TEACHING SKILLS READINESS OF ALS TEACHERS IN

THE DIVISION OF LAGUNA: INPUT TO A PROPOSED


SKILLS TRAINING PROGRAM

A Thesis Proposal Presented to the

In Partial Fulfilment
of the Requirements for the Degree

Name nyo po

2018
ACKNOWLEDGMENT

The researchers would like to extend their profound thanks to the

people who supported them in the completion of this study.

First of all, the Almighty Father who guides them always in making

this study successful. Likewise, they are grateful to __________. and

_______________ for the spiritual support.

The researchers wish to express their sincere appreciations to

___________________., who fully supported them in this research, and for

his extended effort in making necessary corrections needed to make this

study successful.

They gratefully acknowledge _____________, who shared her

knowledge and never ending support in realizing the completion of their

thesis.

The researchers would like to thank the members of the panelist

namely; _________________ and __________________, for the corrections,

changes, modifications of the manuscript which all lead to the completion of

the study.

Lastly, the researchers appreciate all the support of their family and to

the members of their group for the cooperation and harmonious relationship

that has been develops during their companionship. Without all these support

and contributions, the completion of this study wouldn’t have been possible.

The Researchers
TABLE OF CONTENTS

Page

TITLE PAGE i

ACKNOWLEDGMENT ii

TABLE OF CONTENTS iii

LIST OF TABLES v

LIST OF FIGURES vi

CHAPTER

1. PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

Theoretical and Conceptual Framework

Statement of the Problem

Hypothesis

Significance of the Study

Scope and Limitation of the Study

Definition of Terms

Review of Related Literature

RESEARCH METHODOLOGY

Research Design

Research Setting
Research Respondents

Research Instrument

Data Gathering Procedure

Statistical Treatment of Data

BIBLIOGRAPHY

APPENDICES

A. Questionnaire-Checklist for Teacher-respondents

B. Questionnaire-Checklist for Student-Respondents

C. Letter to the Schools Division Superintendent

D. Letter to the Education Program Supervisor-ALS

E. Letter to the District ALS Coordinator

F. letter to the teacher-Respondents

G. Letter to the Student-Respondents

CURRICULUM VITAE
Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Department of Education (DepEd) in the Philippines has designed

the Alternative Learning System (ALS) to comply the UNESCO’s Education

for All of eradicating illiteracy across nations. Alternative Learning System

(ALS) is a free education program implemented by Department of Education

(DepEd) under the Bureau of Alternative Learning System. The program

provides a viable alternative to the existing formal education instruction,

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

Alternative Learning System (ALS)has learning streams, namely: Basic

Literacy Program (BLP)serves illiterate individuals,Elementary Accreditation

and Equivalency (A&E) Program for learners who did not finish elementary

education, and Secondary A&E Program for learners on the secondary

level.In the RA 9155: The Governance Act of Basic Education recognized the

Alternative Learning System (ALS) as a complement of formal education and

a major component of basic education with a clearly defined role within the

overall educational system.( http://www.deped.gov.ph)

It is a delivery mode of ALS programs where “specialized” teachers

called the ALS Mobile Teachers live among the people in remote barangays

of the country to conduct intensive community-based training for illiterate out-

of-school youth and adults who are willing to learn basic literacy skills.
Recently, several researchers have conducted study and found out that

there were many challenges and problems in Alternative Learning System

implementation such as absenteeism of the learners, provision of more

learning facilitators, Community Learning Centres, insufficient and irrelevant

learning materials, lack of facilities and equipments, lack of integration of

livelihood and employment opportunities, and lack of interest (on the part of

the OSY) (Carag, E., 2013).

The researchers made the preliminary data gathering, the training skills

of ALS Teachers in terms of; training skills of ALS teachers; Communication

skills; Computer literacy; professional skill ?What are the performances of

ALS learners in terms of: Communication skills; writing; reading; listening;

However, this scenario is the basis of the conduct of this study. Hence,

the researchers aim to study to find out the K-12 Teaching Skills Readiness of

ALS Teachers in the Division of Laguna

.
Background of study

For the full and effective implementation of the ALS, 600 Mobile

Teachers have been deployed and assigned to areas where the unreached

and underserved population of the country is. The ALS Mobile Teachers are

bachelor degree holders and are duly licensed professional teachers. The

ALS Mobile Teachers perform various duties and responsibilities that range

from conduct of learning sessions with the learners, develop literacy and other

related skills based on the ALS competencies, establish functional networking

and reporting system, conduct action-research activity and other related

functions.

Division of Laguna,

The ALS is identified as a Community-Based Learning Service (Pinca,

2015), where it pursues the growth of students’ intellectual capacity along

their chosen career path and aims to promote their sense of social

responsibility, providing them the opportunity to serve the community. This

challenges ALS teachers to try their best to provide a meaningful learning

experience to such a diverse group. Galima (2012).


Theoretical and Conceptual Framework

This study is anchored in the theory of informal learning theory of

The conceptual framework of the study is based on the Schematic

model of the study.The model shows the elements needed for the study which

is composed of input, process and output.

The input is the profile of the student-respondents which are the age,

sex, grade/year level completed and work/employment; and teacher-

respondents which are age, sex, educational attainment, area of

specialization, years of experience as ALS facilitator and the number of

trainings. The process is the procedure and methods to be done in gathering

and analyzing the data to come up with the output. The output is the result of

the study conducted. This framework is considered to be related to each

other.
INPUT PROCESS OUTPUT

1. Profile of the Student-


respondent:
1.1 Age
1.2 Sex
1.3 Highest formal
educational
attainment
1.4 Level of
informal 1. Identify the profile of
Education the respondents.
1.5 Work/employm 2. Determine the possible
ent problems encountered
by the student-
2. Profile of the respondents based on: Solutions to
teacher-respondent: 1.1 Assessment and
1.1 Age Common
evaluation
1.2 Sex 1.2 Resources Problems
1.3 Highest 1.3 Content and
Educational instruction Encountered by
Attainment 3. Determine the possible
1.4 Years of problems encountered
Alternative
Experience as
ALS Facilitator
by the teacher- Learning Students
respondents based on:
1.5 Number of 1.1 Assessment and (ALS) & Mobile
Trainings and evaluation
Seminars 1.2 Resources Teachers
Attended 1.3 Content and
3. Perception of the instruction
student-respondents 4. Design an action plan to
on ALS solve the problems of
implementation the respondents.
4. Perception of
teacher-respondents
on ALS
implementation

Figure 1. Schematic Model of the Study


Statement of the Problem

This study focuses on identifying the K-12 teaching skills readiness of

ALS teachers in the division of Laguna: input to a proposed skills training

program.

Specifically, it aims to answer the following problems:

1. What are the training skills of ALS Teachers in terms of;

1.1 training skills of ALS teachers;

1.2 Communication skills;

1.3 Computer literacy;

1.4 professional skill ?

2. What are the performances of ALS learners in terms of:

2.1 Communication skills;

2.1 writing;

2.2 reading;

2.3 listening;

2.4 numeracy?

...
Hypothesis

The problem numbers 1, 2, 3, and 4 are hypothesis free. Problem 5

and 6 are hypothesized as follows:

Hₒ1.There is no significant relationship between the profiles of the teacher-

respondent to the problems they encountered in ALS?

Hₒ2.There is no significant relationship between the profiles of the student-

respondents and the problems they encountered in ALS?

Significance of the Study

The following will be able to benefit this study.

Students.This study will enable to students to address the problems

they encountered. It may also enlighten their minds towards positive outlook

of the learning to the learners in the alternative learning program.

Mobile Teacher.This will enable to the ALS facilitators of every

barangay in San Jose District to practice professional development for their

careers. 8

District ALS Coordinator. This study is significant for the District ALS

Coordinator to carry out and apply the action plan for the common problems

they encountered in ALS.

Education Program Supervisor in ALS. This study will help the

Education Program Supervisor in ALS in the provision of the needed in the

further implementation of ALS in the district.

Parents.This would be helpful to the parents in which their children can

enhance their knowledge with free all.


Community.The community would have better knowledge and

experience to help in improving the quality of education in each member of

the community.

Scope and Limitation of the study

This research study aim to determine the K-12 Teaching Skills

Readiness of ALS Teachers in the Division of Laguna. This research

investigation covered two groups of respondents namely; (1) learner

respondents who are the ALS learners and (2) the teacher-respondents who

are mobile teachers. This research which has laid out a parameter was strictly

defined by the following qualifications. First, the learner respondents who

were officially enrolled in the Alternative Learning System (ALS) for C.Y.

2018. Second, the teacher-respondents who are mobile teachers (MTs) must

be presently involved in implementing the Alternative Learning system (ALS).

This research study included a total of __________ teacher-

respondents and ______________ learner-respondents for C.Y. 2018. The

number of learner-respondents was based on regular attendees of each MTs

from their respective community learning center (CLC). The researcher limited

the conduct of the study among elementary level (EL) and secondary level

(SL) Alternative Learning System learners within the Division of Laguna..


Definition of Terms

To understand the concepts pointed out the researcher in this study,

the following terms are defines conceptually and operationally. 9

Alternative Learning System (ALS).It is conceptually defined as a

ladderized, modular non-formal education program in the Philippines for

dropouts in elementary and secondary schools, out-of-school youths, non-

readers, working Filipinos and even senior citizens. It is operationally defined

as a non-formal learning system where the student-respondents in this study

are enrolling in this class

Mobile Teachers. It refers to the specialized public school teachers

conducting learning sessions using the alternative learning delivery mode who

usually move from one station to another in depressed; disadvantaged and

undeserved communities.It is operationally defined as the teacher-

respondents of this study and handles the basic literacy learners of the

Alternative Learning System (ALS) students.


Teaching skills. It is defined as a group of teaching acts or behaviors

intended to facilitate students learning directly or indirectly

Readiness. It is the State of preparedness of persons, systems, or

organizations to meet a situation and carry out a planned sequence of

actions. Readiness is based on thoroughness of the planning, adequacy and

training of the personnel, and supply and reserve of support services or

systems.
Chapter 2

Review of Related Literature

This part presented a review of related literature and studies. The literature

and studies were taken from books, journals, online published journals and

unpublished theses.

Foreign Literature

Jangira (2014) has mentioned teaching skills required of a teacher as

under: writing instructional objectives, organizing the content, creating set for

introducing the lesson, introducing the lesson, structuring classroom

questions, question delivery and distribution, response management,

explaining, illustrating with examples, using teaching aids, stimulus variation,

reinforcement, management of the class, pacing of the lesson, promoting

pupil participation, use of black board, achieving closure of the lesson, giving

assignments, evaluating the pupil's progress and diagnosing pupil-learning

difficulties and taking remedial measures.

In another study Mann (2015) established that more successful

teachers, in comparison to less successful teachers were significantly more

expressive, ready to cooperate, attentive to people, generous in personal

relation, bright and alert, fast in learning, efficient in abstract thinking,

emotionally mature, realistic about life and effective in adjustment.

Centra (2013) stated that the key attributes of effective teacher are:

communication skills and speaking ability, favorable attitudes toward students,

knowledge of the subject, good organization of the course and subject,

fairness in examinations and grading, flexibility, encouragement of student

thought, interest in and enthusiasm for subject, and preparation for class
Oliva (2018) has described an effective teacher as one: who is fully

prepared in his or her subject, has a broad general education, understands

the role of a school in the society, holds an adequate concept of himself or

herself, understands basic principles of learning process, demonstrate

effective techniques of instruction, efficiently handles the management of the

classroom and possesses personal characteristics conducive to the success

in the classroom.

George (2012) enumerated teaching competencies as, gaining pupils

attention, explaining and narrating, giving directions, asking and adapting

questions to pupils, recognizing pupils difficulties of understanding, quality of

voice and speech habits, use of non-verbal cues, holding pupils' attention,

gaining pupils' participation, controlling pupils and use of aids (blackboards

and illustrating material.

It is increasingly recognized that school alone cannot provide quality-

based education for “all”. There were more than 57 million out-of-school

children primary ages worldwide in 2011. At least another 69 million young

adolescents were not attending primary and secondary school, due to the

multiple and often inter-connected disadvantages they face, such as poverty,

rural location, gender bias, disability and social discrimination (UNESCO

Institute for Statistics, 2013).

Flexible Learning Strategies (FLS) represent a shift way from a

piecemeal approach to meet the learning needs of educationally excluded

children. It is systematic, flexible and right-based/inclusive interventions

appropriately designed to match their needs and circumstances (UNESCO,

2013)
According to the study of Sustainability ofCommunity Learning Centres:

Community Ownership and Support of Asia-Pacific Regional Action Research

Studies, Philippines is one of the Asian countries that has highest literacy

rates, second only to Thailand. Their research revealed that Philippine case

clearly illustrates that external intervention and community ownership are in a

synergistic relationship which enhances the sustainability of the CLCs. In the

study, the researchers concluded that sustainability of the Community

Learning Centers (CLCs) is enhanced if both external agencies and the

community agree that this need will remain constant.

According to the study on the facts and experiences associated with

open and distance learning and its target group in India, students and

teachers experienced such problem. These are nature of study material and

multimedia instruction, insecurities about learning, lack of student training,

discrimination with the product of the Distance Education Departments are

the problems faced associated with distance education (Attri, A.,2013).

According to Comparative Studyof Alternative Education in America,

Russia and Kazakhstan, one of the main complaintsagainst the present

system of education is the quality of learning and teaching in Kazakhstan

(Valeeva, R., 2015).


Local Literature

Alternative learning system was designed originally for those who are

unable to start or complete secondary education due to problems of time,

distance, education design, physical impairment, or financial difficulties, and

for those living in areas of conflict (Corpuz, B., et al., 2013).

According to Corpuz, R, ALS is delivered by the Department of

Education, with ALS facilitators and District Managers managing learning

interventions in far flung areas. Their salaries are therefore provided by the

national government. The government contracts out ALS delivery to various

non-government organizations, church-based organizations and civil society

groups (UNESCO, 2013).

UNESCO (2013) observed that a teacher has to make students literate

in terms of reading, writing and arithmetic along with maintaining harmony

between school and community. To make students functional and

accountable members of society is the primary duty of the teacher. The

teacher's role requires the teacher to make certain students' physical well-

being, encourage skills and competency in literacy and numeracy, ensure

cognitive, social, moral and emotional growth of students by helping in growth

of basic skills and attitude, make students aware of the world community by

imparting knowledge of culture, nourish creative and critical abilities, help

each student achieve full self-actualization, and act like a role model and be

accountable to the community and parent

A report revealed that the non-formal education- major changes in field

of Non-formal Education (NFE) in the Philippines have occurred, such as the


change in the concept, approach, focus and outcomes. The principal area

reform was shift in the concepts of NFE to the ALS (Orfiano, P., 2012).

Lapus (2012) says that ALS is the lifeblood of the education for all

efforts. Without it, implementers can never achieve the education for all

targets at least, not within the time frame that they have set for the public

schools, prevent them from really addressing the needs of many people.

Study conducted by Fernandez (2017) on the teacher’s competence

and learner’s performance in the Alternative Learning System. It specifically

determined the teacher-learner respondent’s profile, their competence using

Competency Based Examination and the relationship between teachers‟

competence and learners‟ performance in the Competency Based

Examination. The research investigation covered two groups of respondents

namely; (1) learner-respondents who are the ALS learners and (2) the

teacher-respondents who are instructional managers (IMs) and mobile

teachers (MTs). The instructional managers (IMs) and mobile teachers (MTs),

who were officially teaching learners in the different Community Learning

Centers (CLC) or schools implementing the Alternative Learning

System Accreditation and Equivalency (A&E) Program for C.Y. 2012

were included in this study. It was found out that no significant relationship

exists between teachers “competence and certain socio-demographic profile


such as gender and educational background. While teachers‟ years of

teaching experience in ALS, salary and performance rating are found to have

significant relationship. Among the learners, gender and distance of residence

from the community learning center had a significant relationship to their

performance

The study of Education beyond Borders: Lived Experiences in

Teaching Basic English Grammar among ALS Teachers in Bacolod City,

Philippines, the researcher conceptualized that education can be flexible

according to the needs of the learners thus, education can take beyond

borders. His stated that ALS teachers were searching for better teaching

strategies for them to improve their skills in teaching Basic English Grammar

to ALS students particularly the one who were in jail and in the care of DSWD 15

(for minor age, 16 - 17 year old) and he concluded that ALS students need to

be provided with quality education beyond classroom.

Lastly, the researcher studied on teachers’ competence and learners’

performance in the alternative learning system towards an enriched

instructional program concluded that the gender and distance of residence

from the community learning centre had a significant relationship to their

performance (Fernandez, R., 2013).

On the contrary, a study revealed that the ALS program is perceived to

have provided full support to the learners in its main objective on the

instruction and education. She further revealed thatsuccess of the ALS

program can be measured, not only through the perception of the


stakeholders but likewise, by tracking their graduates present status and

condition (Baywong, M.G., et al., 2011).

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the methods being use, the research design,

research setting, research respondents, research instruments, data gathering

procedure, and statistical treatment of data.

Research Design

The researcher will be use the descriptive survey method in order to

identify the training skills of ALS Teachers in terms of; training skills of ALS

teachers; Communication skills; Computer literacy; professional skill ?What

are the performances of ALS learners in terms of: Communication skills;

writing; reading; listening at the Division of Laguna.

Research Respondents

Table 1:
Distribution of the Respondents

Municipality Student-Respondents Teacher-Respondents

2
2
2
2
2
2
2
2
2
2
2
2
TOTAL

There are seventeen ( ) mobile teachers in the Division of Laguna

including the facilitators, regular mobile teacher and the District ALS

Coordinator. Their population serves as sample size for teacher-respondents.

Mostly, facilitators are volunteer teachers to facilitate in teaching students.

There are ________ ( ) ALS students in he Division of Laguna. Due to

large scope of student-respondents, the researchers employ Slovin’s formula

to determine the size of sample. It is to test the checklist reliability.

Research Setting

The study will cover all the barangay implementing ALS in Division of

Laguna including the Barangay of _________________and ________.

The Community Learning Centres in every barangay is accessible by

the student-respondents. It is because the CLC is located in their community.

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


The teacher-respondents have to take a ride to go to their respective

CLCs. 18

Research Instrument

Questionnaire-checklist is used as a research instrument. Part 1 of the

checklist is the training skills of ALS Teachers in terms of; training skills of

ALS teachers; Communication skills; Computer literacy; professional skill

performances of ALS learners in terms of: Communication skills; writing;

reading; listening at the Division of Laguna. The research instrument is

adapted and modified by the researchers from the study of Mercado, I. P.

(2015).

Likert scale will be used in scaling with responses equivalent as

follows:

1 = Strongly Disagree

2 = Disagree

3 = Agree
4 = Strongly Agree

Validity of the Research Instrument

The validation of the questionnaire-checklist will be done by the

panellists.

Data Gathering Procedure

The researchers make a letter for the Schools Division

Superintendent,__________; Education Program Supervisor 1-

ALS,_____________; District ALS Coordinator, _______________ for the

permission to conduct a study. In the process, the checklist will be

administered to the respondents. The content will be explained clearly by the

researchers to the respondents. The checklist will be retrieved and will be

tallied for further statistical analysis of the result.

Statistical Treatment of Data

Frequency and Percentage Count will be used to compute the sex,

age, highest formal education attainment, work/employment, and level of

informal educational attained of the student-respondents. And for the age,

sex, civil status, highest educational attainment, years of experience as ALS

facilitator,and numbers of trainings/seminars attendedof the teacher-

respondents.

Analysis of Variance (ANOVA) will be used in analyzing the variance

of the data gathered. It is also used to prove the result after testing the

hypothesis.

Mean and Standard Division will be used to analyse the

performances of ALS learners.


BIBLIOGRAPHY

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Expanding the educational future of the deprived, depressed, and
undeserved. Retrieved January 10, 2016, from
http://www.rwl2015.com/papers/Paper105.pdf

Attri, A. K. (October 2012). Distance education: Problem and solutions.


International Journal of Behavioural Social Movement and Sciences,
Vol. 01, Issue 04, Retrieved January 10, 2016, from
www.ijobsms.in/issue4.vol1,p7%20attri.pdf

Baywong, M.,et al (2011).Social Services: Alternative Learning System For


The Out-Of-School Youth. Retrieved January 12, 2016, from
http://gracecarrido.blogspot.com.2011/04/sociaal-services-alternative-
learning.html

Corpuz, B., et al. (2013). Special topics in education. Open high School
Program. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro manila: Lorimar Publishing, Inc.
Dela Rosa, R. (August 2015). Effectiveness of the alternative learning
system using the adolescent reproductive health education teaching
program as implemented to selected out-of-school youth in Philippines:
Implications to health teaching. International Journal of Novel Research
in Healthcare and Nursing, Vol. 2, issue 2, Retrieved January 10, 2016,
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he%20Alternative-336.pdf&act=book

Fernandez, R. (Feb. 28, 2013). Teachers’ competence and learners’


performance in the alternative learning system towards an enriched
instructional program.
International Journal of Information Technology and Business
Management,
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www.jitbm.com/22%20volume/4%20Learning%Process.pdf

Flynn, M., et al. (2009).Education Alternatives.Retrieved January 20, 2016,


from
https://www2.warwick.ac.uk/services/scs/career/departments/education
/teaching_alternatives.pdf

Garcia, M. (September 2012). Lifelong learning.The Modern Teacher, Vol.


61, No.4, 132-135.

Margallo, L., et al. (2015).Assisting adult learners through Alternative


Delivery Mode of education: Open High School Program experience in
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Research • Action, Volume 2, No.1, Series 2015.Retrieved January 12,
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content/uploads/2015/11/R2A-in-CALABARZON-Volume-2-No.1-
Series-2015.pdf

Mercado,I. P. (August 2015). Problems encountered in the alternative


learning system in Tanauan city. International Education and Social
Science, Vol. 2 No. 8, Retrieved December 13, 2015, from
www.ijessnet.com/wp-content/uploads/2015/09/5.pdf

Moralista, R., and Delariarte, G. (2014). Alternative learning system (ALS


Education): Its influence on the intellectual abilities of indigenous
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content/uploads/2014/04/APJEAS-2014-1-004.pdf
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OOSC-final.pdf
Appendix A

COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING


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

Questionnaire-Checklist for Teacher-Respondents

PART 1: Personal Information

Name: ____________________________________________________

Age: _____________ Sex: _____________ Civil status: ___________

Highest Educational Attainment (Please check only one.)

Education Degree Holder with LET Eligibility

Educational Degree Holder without LET Eligibility

Non-Education Degree Holder with LET Eligibility

Master’s Degree Holder

With Units in Master’s Degree

Years of Experience as an ALS Facilitator: ______________________

Number of Trainings and Seminars Attended: ___________________


PART 2: Common problems perceived by the teachers in

implementation of ALS. (Please check only one in every statement on the

space provided)

1 = Strongly Agree;

2 = Agree;

3= Disagree;

4 = Strongly Disagree

Assessment and Evaluation 1 2 3 4


The learning outcomes of the
learners show readiness for the
Accreditation & Equivalency Test.
The Bureau of Alternative
Learning System (BALS)
provides various assessment
tools.
The content of Examination is
provided by the BALS.
There are several numbers of
examination and assessment for
learners’ outcome.
The content of examination is
based on the learning strands.
There are available learning
modules that can be utilized.
There are available state of the
art equipments can be used both
teachers and learners.
There are accessible and
relevant educational materials in
the Community Learning Centres.
There are maintenance and
improvement of facilities in the
Community Learning Centres.
The educational materials
present are appropriate for
learning.
The learners cannot cope up all
the desired learning outcome of
all learning strands because the
length program is too short.
The instruction and delivery mode
in learning process is appropriate
for various learners.
The scheduling of activities is
based on the time convenient for
the learners.
There are available innovative
and relevant programs for
learners.
There are relevant trainings for
teachers provided by BALS.

Learners enrol their selves freely.


Facilitators experience difficulties
in mapping for learners.
Learners come to school
regularly based on the schedule.
Learners frequently come to
school because of their works.
Mostly, learners show their
interest in learning.
Appendix B

COMMON PROBLEMS ENCOUNTERED BY ALTERNATIVE LEARNING


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

Questionnaire-Checklist for Student-Respondents

PART 1: Personal Information

Name:

Age: ________________ Sex: __________________________

Highest Formal Attainment: _______________________________

Level: ________________________________________________

Level of Informal Education: _______________________________

Work/Employment (Please check only one)

Farmer Housewife

Carpenter Porter

Mason Babysitter

House Helper Utility Worker

Fisherman Construction Worker


Other, please specify ____________________________

PART 2: Common problems perceived by the students in

implementation of ALS. (Please check only one in every statement on the

space provided.)

1 = Strongly Agree;

2 = Agree;

3= Disagree;

4 = Strongly Disagree

1 2 3 4
The teacher follows the schedule
of administering the Accreditation
& Equivalency Test.
The teacher conducts
assessment through assessment
tool provided by the Bureau of
Alternative Learning System
(BALS).
The content of Examination is
appropriate for our learning
capabilities.
There are several numbers of
examination and assessment to
assess our learning outcome.
The content of examination is
based on the learning strands.
There are available learning
modules that can be utilized.
There are available state of the
art equipment can be used both
teachers and learners.

There are accessible and


relevant educational materials in
the Community Learning Centres.
There are maintenance and
improvement of facilities in the
Community Learning Centres.
The educational materials
present are appropriate for
learning.
I cannot cope up all the desired
learning outcome of all learning
strands because the length
program is too short.
The instruction and delivery mode
in learning process is appropriate
for various learners.
The scheduling of activities is
based on the time convenient for
the learners.
There are available innovative
and relevant programs for
learners.
There are numbers of curricular
and
Extracurricular activities for the
learners.
I feel ashamed because people
say that I am too old to go to
school.
Most of my classmates are older
than me.
Most of my classmates are active
learners than me.
Our Community Learning Center
is conducive for learning.
Our facilitator conducts learning
session promptly.