DIGITAL LEARNING TOOLS FOR

OUT OF SCHOOL YOUTHS AND ADULTS

OF THE INDIGENOUS PEOPLE UNDER
ALTERNATIVE LEARNING SYSTEM
OF BARANGAY TINUCAN, TANAY, RIZAL

MR. ANIVER MASINSIN VERGARA

Mobile Teacher
Alternative Learning System
District of Tanay II
Indigenous Peoples account for 14 million
Filipinos, they are the least served in terms
of quality education (United Nation 2013). It
is true that there are school who does cater
the needs of the Indigenous but they are still
in their early stage (DepEd 2015) and they
only accommodate the students and not
their parents and dropouts
It seems the idea of a rich and
intelligent indigenous people are hard
to reach given the current situations.
But should it be that way?

ROBERTO DELA CRUZ

ALS LEARNER-BASIC LITERACY The situation become worst with the
BRGY TINUCAN facts that the Indigenous are the
91 YEARS OLD poorest among the poor and have
little economic and political rights
(IWGIA 2011).
 Digital learning technologies
can enable learners to grasp to connect theory and
concepts more quickly and application more adeptly and to
fully engage in learning more readily
while also improving
instructional techniques
COMPUTER
TABLET

Digital learning technologies

includes smartphone,
computers, projectors and any
other gadget that use electricity
that can be utilized in teaching
POCKET and learning (Massachusetts
Institute of Technology 2014). VIRTUAL
PROJECTOR
REALITY
Why the current educational system doesn’t employ
such strategies such as digital learning to Indigenous
People? WHY???
Proposed Intervention, Innovation and Strategy

The study were design to address

the problem of illiteracy in
Barangay Tinucan, a remote area
in Tanay, Rizal during the 3rd
quarter of 2017.

It’s a common problem in the

said community are the lack
of basic human needs such
as health, education and
economic rights. This involves
the indigenous people
especially the out of school
youth and out of school
adults.
 RESEARCH QUESTION 3. What is the level of
acceptability of the
following Digital
1. What is the profile of the
Learning tools with
respondent in terms of;
respect to;
a. Age
a. Computer
b. Gender
Tablet,
c. Educational attainment
b. Virtual Reality
d. Daily Income
Headset and
e. Number of family
c. Video Based
members
Instruction?
f. Types of house live? 5. What are the different
ways the Indigenous ALS
2. What is the level of functional learners achieve their
literacy of the respondents post functional literacy
before and after the utilization of
score using thematic
Digital learning tools?
analysis?
4. What are the experiences of
Indigenous ALS learners in their
interaction with digital learning tools
to gain functional literacy using
thematic analysis?
 RESEARCH METHODOLOGY
The study used qualitative
Integration of different digital
descriptive method.
learning tools were utilized
Purposive Sampling were used
after they taken up the
and 20 respondents were
functional literacy test
selected.
 RESEARCH METHODOLOGY
Focus Group Discussion and interview
were utilized to gather data

These data will be studied through the

Thematic analysis method (Braun &
Clarke 2006). The aim was to provide
some labels which refer to the collected
open answers (Level 1- Coding),
secondly to identify groups of labels
Follow up interview to other which have similar meaning and cluster
respondents
them in to themes (Level 2- Coding),
• Most of them have age range of 26 to DISCUSSION OF RESULT
35 years old.
• There are same number of male and
female
• Most of them are elementary graduate
• Most of the respondents have less
than daily income
• Majority have 4 to 6 number of family
members
• All of them have a house made of
Nipa hut.

Experiences of Indigenous ALS learners in their
interaction with digital learning tools to gain
functional literacy using thematic analysis
Theme 1: Quality Education
Because of discrimination in terms of quality
education, they have an exciting and positive
experience towards the integration of digital
learning tools.
Theme 2: Poverty Alleviation
Motivational video which consist of success
story creates a positive learning environment
for them. They talk a lot about it in their small
area of families and someday want to be like it.
Theme 3: Cooperation
Success made and positive experience were
shared from other indigenous. In working with
learning activity using digital learning tools.
Ways the Indigenous ALS learners achieve their
post functional literacy score using thematic
analysis.
Theme 1: Intrinsic Motivation
Majority of the indigenous see their effort will
pay off after they study hard. They insist on telling
their child and neighbor about the importance of
having good education. They are motivated to have
education because this is long lasting and self-
sustaining.
Theme 2: Assessment
Immediate assessment and fast feedback of
academic score leads to the indigenous learner to
strive harder. This also leads them to find their
weakness and able to improve areas that they need
to develop.
Theme 3: Hedonic Adaptation
Educational Computer games has the tendency
to be addictive to the learner. These addiction leads
to development of basic literacy tools like mastery of
arithmetic and ability to read English sight words.
 RECOMMENDATIONS

1. Provide portable DVD player with contents

such as agriculture, business, health,
educational topic, and motivational video. This
will enhance the capability of the Indigenous.
2. Give extreme respect on the indigenous lack
of education and understanding about digital
tools like computer tablet, smartphone,
projector and laptop.
3. Invite stakeholders and other interested
individuals in increasing the functional literacy
of the indigenous through the use of modern
technology.
4. Create an environment of support from the
community about letting the indigenous believe
that their future with education is important.