Chapter IV PRESENTATION, INTERPRETATION AT ANALYSIS OF DATA

This chapter serves as representation of data collected during the research procedure, as well as the analysis and interpretation of data to address the problems raised in this study.

Table 1. Reason for enrolling in the Alternative Learning System. Reasons Parents Choice Overage Easy to enroll Financial Problem Past time Earn higher degrees Job opportunities Others * Multiple Responses Table 1 shows that 6 (55%) respondents enrolled in the Alternative Learning System because it is easy to enroll. Five (45%) said they enrolled because of their parents choice and to earn higher degrees. Three (27%) of them enrolled because of financial problem. Two (18%) enrolled for more job opportunities. One (9%) enrolled because of being over aged. Another one (9%) enrolled because of her aunts choice. Frequency* 5 1 6 3 0 5 2 1 Percentage (%) 45 9 55 27 0 45 18 9

Table 2. Person who influenced/encouraged the respondents to enroll in the ALS. Choices Brgy. Captain Myself Friends Family ALS Teacher Others *Multiple Responses As shown in Table 2, 7 (64%) of the respondents enrolled in the Alternative Learning System because of the influence of their friends. Five (45%) enrolled because they were encouraged by their family. Four (36%) were persuaded by their Barangay Captain and by themselves. One (9%) was motivated by a school principal. Frequency* 4 4 7 5 0 1 Percentage (%) 36 36 64 45 0 9

Table 3. Benefits gained from ALS. Benefits To gain highest lifestyle/better job All things provided by government Inexpensive To improve personality Gain more friends To be literate Others *Multiple Responses Based on Table 3, 6 (55%) believe that with Alternative Learning System, they can gain highest lifestyle or better job and that all things are provided by the government. Five (45%) suppose that Alternative Learning System would improve their personality and allows them to gain more friends. Four (36%) would benefit them because it is inexpensive. Another 4 (36%) consider Alternative Learning System as one way to become literate. my are the Frequency* 6 Percentage (%) 55

55 6

4 5 5 4 0

36 45

45 36 0

Table 4. Regret for enrolling for the Alternative Learning System. Choices Yes No Frequency 1 10 Percentage (%) 9 91

Table 4 shows whether the respondents have regrets in enrolling in the Alternative Learning System. Ten (91%) said that they do not have regrets in enrolling. Meanwhile, only 1 (9%) has regret in enrolling.

Table 5. Reasons for having no regret. Reasons To finish education To gain additional knowledge To meet new friends No answer Frequency 1 5 1 3 Percentage (%) 10 50 10 30

As shown in Table 5, 5 (50%) of the respondents have no regret in enrolling because they can gain additional knowledge. Three (30%) did not state their reason for having no regret in enrolling. Only one (10%) wants to finish education. Another one (10%) would like to meet new friends through the Alternative Learning System.

Table 6 Conduciveness of ALS classroom environment. Choices Yes No Frequency 9 2 Percentage (%) 82 18

Based on Table 6, 9 (82%) of the respondents consider their ALS classroom environment to be conducive for learning. While only two (18%) say that their ALS classroom environment is not conducive for learning

Table 7. Reasons for saying they have a conducive ALS classroom environment. Reason Clean Fresh air New building Good condition facilities Well ventilated Complete facilities No answer of Frequency 2 1 1 1 1 2 1 Percentage (%) 22 11 11 11 11 22 11

Table 7 presents the reasons for saying that the ALS classroom environment is conducive for learning. Two (22%) say that the ALS classroom environment is conducive for learning because it is clean. Another two (22%) stated that the ALS classroom environment has complete

facilities. One (11%) states that the classroom environment is conducive because of the fresh air. Furthermore, one (11%) respondent believes that the reason of the conduciveness of the classroom environment is the good condition of facilities. Another one (11%) says that new building is favorable for learning. Moreover, one (11%) claims that well ventilation contributes to the conduciveness of their learning environment. One (11%) did not specify the reason for the conduciveness of their learning environment.

Table 8. Subjects taken in ALS classes. Subjects Mathematics Science T.L.E. Social Science English Values Education Filipino Christian Education Others *Multiple Response Frequency* 9 9 4 5 10 8 10 1 0 Percentage (%) 82 82 36 45 91 73 91 9 0

It is seen in Table 8 that 10 (91%) of the respondents take the subject English in their ALS classes. Also, 10 (91%) learn about Filipino in their ALS classes. Nine (82%) of the respondents have Mathematics as one of their subjects. Nine (82%) respondents, as well, are

taking up Science classes. Eight (73%) have a Values Education class. Meanwhile, 5 (45%) of the respondents have Social Science subject. Four (36%) respondents take the subject T.L.E. in their ALS classes. Only one (9%) of the respondents is taking up Christian Education.

Table 9 Attendance in their ALS class sessions. Choices Yes No Frequency 3 8 Percentage (%) 27 73

Table 9 shows whether there are times when the students do not want to attend their classes. It is revealed that 8 (73%) stated that they never thought of not attending their classes while 3 (27%) said that there are times when they do not want to attend their classes.

Table 10. Reasons for always attending their classes. Reasons Enjoyable Additional knowledge To finish my studies I dont want to miss my lessons No answer 1 3 1 12.5 37.5 12.5 Frequency 2 1 Percentage (%) 25 12.5

Based on Table 10, 3 (37.5%) attend their classes because they do not want to miss their lessons. Two (25%) said they do not fail to attend their class because it is enjoyable. One (12.5%) is motivated to attend class sessions for additional knowledge. Another one (12.5%) attends classes to finish studies.

Table 11. Materials used during classes. Materials Books Modules Chalkboard Charts Computer Handouts DVD/VCD Presentation Graphs Others *Multiple Response As seen in Table 11, 7 (64%) of the respondents use modules during their ALS sessions. Six (55%) respondents stated that a chalkboard is used during their classes. Five (45%) use books while having their ALS classes. Four (36%) of the respondents are using charts during their ALS classes. Two (18%) have their handouts while having their ALS classes. Another two (18%) make use of graphs in their ALS classes. 2 0 18 0 Frequency* 5 7 6 4 0 2 0 Percentage (%) 45 64 55 36 0 18 0

Table 12. Occupation while undergoing ALS. Occupation Farming Teaching Brgy. Official Garbage Collector Fishery Janitorial Street sweeper Tricycle driver Others *Multiple Response Based on Table 12, two (18%) of the respondents are tricycle drivers, while one (9%) of the respondents is a farmer. Among the respondents who checked others, four have no occupation, three are housewives, one owns an eatery, and one is a laborer. The respondents manage to study and work at the same time by giving a equal time for their family and their studies. One of them goes to school only during Saturdays and Sundays. They understand how important education is in their lives because, as one of their said, its very hard to have an education because you cannot apply for a good job. Frequency* 1 0 0 0 0 0 0 2 9 Percentage (%) 9 0 0 0 0 0 0 18 81