edited thesis group 6

8/18/2019 Edited Thesis Group 6

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Don Jose Ecleo Memorial Foundation College of Science and Technology

College of Teacher Education

COMMON PROBEMS ENCO!NTERED B" #TERN#T$%E E#RN$N&

S"STEM '#S( ST!DENTS #ND MOB$E TE#C)ERS $N S#N JOSE

D$STR$CT

A Thesis Proposal Presented to the

Faculty of the College of Teacher Education

Don Jose Ecleo Memorial Foundation College of Science and TechnologyJustiniana Edera, San Jose, Dinagat Islands

In Partial Fulfilment

of the e!uirements for the Degree

B#C)EOR OF EEMENT#R" ED!C#T$ON

JEN&$E F* M#"B!EN#

M#R$BE S* #P$N$D

$ESE S* M#RB#S

#$"N &* BO+!$

)$DEE C* B!CO

Fe"ruary #$%&


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#C,NO-ED&MENT

The researchers 'ould li(e to e)tend their profound than(s to the people 'ho

supported them in the completion of this study*

First of all, the #lmighty Father 'ho guides them al'ays in ma(ing this

study successful* +i(e'ise, they are grateful to Di.ine Master Ru/en E* Ecleo Sr*,

Master Ru/en B* Ecleo Jr* and Sir Ru/en M* Ecleo 0 for the spiritual support*

They than( also to )on* &lenda B* Ecleo, Proincial -oernor and Founder

of the Institution for the scholarship grants, and to the School President, PacitaT*

Or/ita1 Ph* D*, for the motherly support*

The researchers 'ish to e)press their sincere appreciations to Ni2o * Ecle1

Ma* Ed*, 'ho fully supported them in this research, and for his e)tended effort in

ma(ing necessary corrections needed to ma(e this study successful*

They gratefully ac(no'ledge Maryland M* Esnardo, 'ho shared her

(no'ledge and neer ending support in reali.ing the completion of their thesis*

The researchers 'ould li(e to than( the mem"ers of the panelist namely/ May

Marie O* E.iota1 M*#* and Jhesorley M* aid1 for the corrections, changes,

modifications of the manuscript 'hich all lead to the completion of the study*

+astly, the researchers appreciate all the support of their family, and to the

mem"ers of their group for the cooperation and harmonious relationship that has "een

deelop during their companionship* 0ithout all these support and contri"utions, the

completion of this study 'ouldn1t hae "een possi"le*

The esearchers


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T#BE OF CONTENTS

Page

TIT+E PA-E i

AC2340+ED-ME3T ii

TA5+E 4F C43TE3TS iii

+IST 4F TA5+ES

+IST 4F FI-6ES i

C)#PTER

0* PROBEM #ND RE%$E- OF RE#TED $TER#T!RE

Introduction #

Theoretical and Conceptual Frame'or( 7

Statement of the Pro"lem &

8ypothesis 9

Significance of the Study 9

Scope and +imitation of the Study :

Definition of Terms :eie' of elated +iterature ;

3* RESE#RC) MET)ODOO&"

esearch Design %9

esearch Setting %9

esearch espondents %9

esearch Instrument %;

Data -athering Procedure #$

Statistical Treatment of Data #$

B$B$O&R#P)"

#PPEND$CES

A*


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C* +etter to the Schools Diision Superintendent

D* +etter to the Education Program Superisor=A+SE* +etter to the District A+S Coordinator

F* letter to the teacher=espondents

-* +etter to the Student=espondents

C!RR$C!!M %$T#E

$ST OF T#BES

Ta/le Title Page

% Distri"ution of espondents %;

$ST OF F$&!RES

Figure Title Page


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% Schematic Model of the Study >

# Map of A+S C+Cs= San Jose District %:

Chapter %

PROBEM #ND RE%$E- OF RE#TED $TER#T!RE


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This chapter includes the introduction, theoretical and conceptual frame'or(,

statement of the pro"lem, hypothesis, significance of the study, scope and limitation,

definition of terms and reie' of related literature*

$ntroduction

The Department of Education ?DepEd@ in the Philippines has designed the

Alternatie +earning System ?A+S@ to comply the 63ESC41s Education for All of

eradicating illiteracy across nations* Alternatie +earning System ?A+S@ is a free

education program implemented "y Department of Education ?DepEd@ under the

5ureau of Alternatie +earning System* The program proides a ia"le alternatie to

the e)isting formal education instruction, encompassing "oth non=formal and informal

sources of (no'ledge and s(ills*

Alternatie +earning System ?A+S@has learning streams, namely 5asic

+iteracy Program ?5+P@seres illiterate indiiduals,Elementary Accreditation and

E!uialency ?ABE@ Program for learners 'ho did not finish elementary education,

and Secondary ABE Program for learners on the secondary leel*In the A ;% The

-oernance Act of 5asic Education recogni.ed the Alternatie +earning System

?A+S@ as a complement of formal education and a maor component of "asic

education 'ith a clearly defined role 'ithin the oerall educational system*

ecently, seeral researchers hae conducted study and found out that there

'ere many challenges and pro"lems in Alternatie +earning System implementation

such as a"senteeism of the learners, proision of more learning facilitators,

Community +earning Centres, insufficient and irreleant learning materials, lac( of


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facilities and e!uipments, lac( of integration of lielihood and employment

opportunities, and lac( of interest ?on the part of the 4S@ ?Carag, E*, #$%7@*

The researchers made the preliminary data gathering, the District A+S

Coordinator and facilitators said that most common pro"lem of the teacher is the

aaila"ility of learning modules* The a"senteeism of the learners and Community

+earning Centers are another common pro"lem of the teachers*

8o'eer, this scenario is the "asis of the conduct of this study* 8ence, the

researchers aim to study to find out the common pro"lems encountered "y Alternatie

+earning System ?A+S@ students and Mo"ile teachers in San Jose District, and design

an action plan on ho' to sole these pro"lems*

Theoretical and Conce4tual Frame5or6

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

The conceptual frame'or( of the study is "ased on the Schematic model of

the study*The model sho's the elements needed for the study 'hich is composed of

input, process and output*

The input is the profile of the student=respondents 'hich are the age, se),

gradeyear leel completed and 'or(employment/ and teacher=respondents 'hich are

age, se), educational attainment, area of speciali.ation, years of e)perience as A+S

facilitator and the num"er of trainings* The process is the procedure and methods to

"e done in gathering and analy.ing the data to come up 'ith the output* The output is

the result of the study conducted* This frame'or( is considered to "e related to each

other*

#

7


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>


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$NP!T PROCESS O!TP!T

Figure %* Schematic Model of the Study

Statement of the Pro/lem

%* Identify the profile of

the respondents*

#* Determine the possi"le

pro"lems encountered "y the student=

respondents "ased on

%*% Assessment and

ealuation%*# esources

%*7 Content and

instruction7* Determine the possi"le

pro"lems encountered

"y the teacher=respondents "ased on

%*% Assessment and

ealuation

%*# esources

%*7 Content andinstruction

>* Design an action plan tosole the pro"lems ofthe respondents*

Solutions to

Common

Pro"lems

Encountered "y

Alternatie

+earning

Students ?A+S@

B Mo"ileTeachers

%* Profile of the Student=

respondent

%*% Age

%*# Se)%*7 8ighest formal

educational

attainment

%*> +eel ofinformal

Education

%* 0or(employment

#* Profile of theteacher=respondent

%*% Age

%*# Se)

%*7 8ighest

EducationalAttainment

%*> ears of

E)perience as

A+S Facilitator %* 3um"er of

Trainings and

Seminars

Attended7* Perception of the

student=respondents

on A+Simplementation

>* Perception of

teacher=respondents

on A+Simplementation

&


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This study focuses on identifying the common pro"lems encountered "y A+S

Students B Mo"ile Teachers in San Jose District*

Specifically, it aims to ans'er the follo'ing pro"lems

%* 0hat is the profile of the student=respondents in terms of

%*% Age

%*# Se)

%*7 8ighest formal educational attainment

%*> +eel of informal education attained

%* 0or( employment

#* 0hat is the profile of the teacher=respondents in terms of%*% Age

%*# Se)

%*7 Ciil status

%*> 8ighest educational attainment

%* 3um"er of trainings and seminars attended

7* 0hat are the possi"le pro"lems encountered "y the student=respondents

"ased on

%*% Assessment and ealuation

%*# esources

%*7 Content and instruction

>* 0hat are the possi"le pro"lems encountered "y the student=respondents

"ased on

%*% Assessment and ealuation

%*# esources

%*7 Content and instruction

* Is there significant relationship "et'een the profiles of the teacher=

respondent to the pro"lems they encountered in A+SG

&* Is there significant relationship "et'een the profiles of the student=

respondents and the pro"lems they encountered in A+SG

)y4othesis

The pro"lem num"ers %, #, 7, and >are hypothesis free* Pro"lem and &are

hypothesi.ed as follo's

8 %*There is no significant relationship "et'een the profiles of the teacher=respondentₒ

to the pro"lems they encountered in A+SG


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8 #*There is no significant relationship "et'een the profiles of the student=ₒ

respondents and the pro"lems they encountered in A+SG

Significance of the Study

The follo'ing 'ill "e a"le to "enefit this study*

Students*This study 'ill ena"le to students to address the pro"lems they

encountered* It may also enlighten their minds to'ards positie outloo( of the

learning to the learners in the alternatie learning program*

Mo/ile Teacher*This 'ill ena"le to the A+S facilitators of eery "arangay in

San Jose District to practice professional deelopment for their careers*

District #S Coordinator* This study is significant for the District A+S

Coordinator to carry out and apply the action plan for the common pro"lems they

encountered in A+S*

Education Program Su4er.isor in #S* This study 'ill help the Education

Program Superisor in A+S in the proision of the needed in the further

implementation of A+S in the district*

Parents*This 'ould "e helpful to the parents in 'hich their children can

enhance their (no'ledge 'ith free all*

Community*The community 'ould hae "etter (no'ledge and e)perience to

help in improing the !uality of education in each mem"er of the community*

Sco4e and imitation of the study

The scope of this study 'ill "e limited in terms of focus, respondents and

setting*

:


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Focus*This study 'ill focus on the common pro"lems encountered "y

alternatie learning system ?A+S@ students and mo"ile teachers in San Jose District*

Res4ondents*The respondents of this study 'ill "e the alternatie learning

system ?A+S@ students and mo"ile teachers in San Jose District*

Setting*This study 'ill "e conducted at San Jose District 'hich includes the

follo'ing t'ele ?%#@ "arangays/ Mahayahay, Cuarinta, Aurelio, San Jose, Jac!ue.,

Mating"e, San Juan, 0ilson, Don u"en, Justiana, Sta*Cru., and +una in its

respectie C+Cs*

Definition of Terms

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

follo'ing terms are defines conceptually and operationally*

#lternati.e earning System '#S(*It is conceptually defined as a ladderi.ed,

modular non=formal education program in the Philippines for dropouts in elementary

and secondary schools, out=of=school youths, non=readers, 'or(ing Filipinos and een

senior citi.ens* It is operationally defined as a non=formal learning system 'here the

student=respondents in this study are enrolling in this class

Common Pro/lems*It is conceptually defined as the matter or situation regarded as

un'elcome or harmful and needing to "e dealt 'ith and oercome* It is operationally

defined as the difficult situations encountered "y the respondents of these study*

;


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Mo/ile Teachers* It refers to the speciali.ed pu"lic school teachers conducting

learning sessions using the alternatie learning deliery mode 'ho usually moe from

one station to another in depressed, disadantaged and undesered communities*It is

operationally defined as the teacher=respondents of this study and handles the "asic

literacy learners of the Alternatie +earning System ?A+S@ students*

Re.ie5 of Related iterature

This part presented a reie' of related literature and studies* The literature and studies

'ere ta(en from "oo(s, ournals, online pu"lished ournals and unpu"lished theses*

Foreign iterature

It is increasingly recogni.ed that school alone cannot proide !uality="ased

education for Hall* There 'ere more than 9 million out=of=school children primary

ages 'orld'ide in #$%%* At least another &; million young adolescents 'ere not

attending primary and secondary school, due to the multiple and often inter=connected

disadantages they face, such as poerty, rural location, gender "ias, disa"ility and

social discrimination ?63ESC4 Institute for Statistics, #$%7@*

Fle)i"le +earning Strategies ?F+S@ represent a shift 'ay from a piecemeal

approach to meet the learning needs of educationally e)cluded children* It is

systematic, fle)i"le and right="asedinclusie interentions appropriately designed to

match their needs and circumstances ?63ESC4, #$%7@*

Community="ased learning is recogni.ed as a oluntary and aaila"le to all

mem"ers of the community* It can "e split into the follo'ing occupational

strandscommunity="ased adult learning, community education, youth 'or(, and

parenting educationsupport*Most adult education in Scotland is proided "y

%$


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Community Education Serices* E-SA ?the Educational -uidance Serice for Adults,

3orthern Ireland@ is the main contact for adult "asic education in 3orthern Ireland

?Teaching and elated Professions Tas( -roup, #$$;@*

The ideas stated a"oe are releant to the study for it gies ideas to the

researchers a"out the alternatie education in other countries*

ocal iterature

The 4pen 8igh School Program 'as designed originally as an alternatie

learning system for those 'ho are una"le to start or complete secondary education due

to pro"lems of time, distance, education design, physical impairment, or financial

difficulties, and for those liing in areas of conflict ?Corpu., 5*, et al*, #$%7@*

According to Corpu., , A+S is deliered "y the Department of Education,

'ith A+S facilitators and District Managers managing learning interentions in far

flung areas* Their salaries are therefore proided "y the national goernment* The

goernment contracts out A+S deliery to arious non=goernment organi.ations,

church="ased organi.ations and ciil society groups ?63ESC4, #$%7@*

A report reealed that the non=formal education= maor changes in field of

3on=formal Education ?3FE@ in the Philippines hae occurred, such as the change in

the concept, approach, focus and outcomes* The principal area reform 'as shift in the

concepts of 3FE to the A+S ?4rfiano, P*, #$%#@*

+apus ?#$%#@ says that A+S is the life"lood of the education for all efforts*

0ithout it, implementers can neer achiee the education for all targets at least, not

%7


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'ithin the time frame that they hae set for the pu"lic schools, preent them from

really addressing the needs of many people*

According toa study, the educational system is changing its mode of deliering

!uality education to learners 'ith dierse needs* The Alternatie Deliery Mode=4pen

8igh School Program allo's students 'ho encounter difficulties in life to finish their

secondary education at a conenient mode* Schools implementing 48SP ma(e

students1 dreams come to reality* The Alternatie Deliery Mode of San Pedro

3ational 8igh School "lueprint seres as the implementing guidelines of the 4pen

8igh School Program ?Margallo, +*, et al*@

The concepts stated a"oe are related to this study, since it proides ideas to

the researchers for the foregoing study*

Foreign Studies

According to the study of Sustaina"ility ofCommunity +earning Centres

Community 4'nership and Support of Asia=Pacific egional Action esearch

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

second only to Thailand* Their research reealed that Philippine case clearly

illustrates that e)ternal interention and community o'nership are in a synergistic

relationship 'hich enhances the sustaina"ility of the C+Cs* In the study, the

researchers concluded that sustaina"ility of the Community +earning Centers ?C+Cs@

is enhanced if "oth e)ternal agencies and the community agree that this need 'ill

remain constant*


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According to the study on the facts and e)periences associated 'ith open and

distance learning and its target group in India, students and teachers e)perienced such

pro"lem* These are nature of study material and multimedia instruction, insecurities

a"out learning, lac( of student training, discrimination 'ith the product of the

Distance Education Departments are the pro"lems faced associated 'ith distance

education ?Attri, A*,#$%7@*

According to Comparatie Studyof Alternatie Education in America, ussia

and 2a.a(hstan, one of the main complaintsagainst the present system of education is

the !uality of learning and teaching in 2a.a(hstan ?aleea, *, #$%@*

These foreign studies gie ideas to the researchers since it reealed that these

pro"lems e)isted een in foreign countries*

ocal Studies

In the studyon pro"lems encountered in the Alternatie +earning System in

Tanauan City, one of the pro"lems of the teachers is the difficulty in recruiting

learners, a"senteeism of the students, and negatie thoughts from the parents and een

"arangay officials on A+S programs and proects* ?Mercado, I*,#$%@*

The study of the effectieness of the mo"ile program of the Alternatie

+earning System in the Proince of Al"ay, lac( of funds and economic status, lac( of

interest on the part of the learners, and recruiting the learners are the pro"lem

encountered much "y A+S Mo"ile Teachers ?Asancha, I*, #$%%@*

The study of Education "eyond 5orders +iedE)periences in Teaching 5asic

English -rammar among A+S Teachers in 5acolod City, Philippines, the researcher

%%

%>


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conceptuali.ed that education can "e fle)i"le according to the needs of the learners

thus, education can ta(e "eyond "orders* 8is stated that A+S teachers 'ere searching

for "etter teaching strategies for them to improe their s(ills in teaching 5asic English

-rammar to A+S students particularly the one 'ho 'ere in ail and in the care of

DS0D ?for minor age, %& = %9 year old@ and he concluded that A+S students need to

"e proided 'ith !uality education "eyond classroom*

In the study of +ifelong +earning in the Philippines reealed that the issues

and challenges in lifelong learning of Department of Education are limited funds and

human resources, reproduction of materials, difficulty trac(ing the learners and

graduates, pro"lematic monitoring and ealuation, and not so ery good performance

in Accreditation and Placement Test ?eyes, K*, #$%#@*

Furthermore, in the study on the Philippine Alternatie +earning

SystemE)panding the Educational future of the depried, depressed and undesired at

the 6niersity of the Philippines, the most difficult group of learners to teach are

adult illiterates, those 'ho neer 'ent to school or had to leae school early in life

? Ar.adon, C*, et al*,#$%>@*

+astly, the researcher studied on teachers1 competence and learners1

performance in the alternatie learning system to'ards an enriched instructional

program concluded that the gender and distance of residence from the community

learning centre had a significant relationship to their performance ?Fernande., *,

#$%7@*

4n the contrary, a study reealed that the A+S program is perceied to hae

proided full support to the learners in its main o"ectie on the instruction and

%


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education* She further reealed thatsuccess of the A+S program can "e measured, not

only through the perception of the sta(eholders "ut li(e'ise, "y trac(ing their

graduates present status and condition ?5ay'ong, M*-*, et al*, #$%%@.

In the light of the foregoing concepts, the statements a"oe are releant to the

study since it gies the researchers somehints on determining the occurrence of the

possi"le pro"lems*

Synthesis of the Re.ie5*The reie'ed literature and studies hae direct

"earing 'ith the present study as ela"orated on the common pro"lems encountered "y

Alternatie +earning System students and mo"ile teachers* The reie'ed literature

also gies hints to the researchers on 'hat 'ould "e the "asis in ma(ing the research

instruments*

Chapter #

RESE#RC) MET)ODOO&"

This chapter discusses the methods "eing use, the research design, research

setting, research respondents, research instruments, data gathering procedure, and

statistical treatment of data*

Research Design

The researcher 'ill "e usethe descriptie surey method in order to identify

the issues and challenges of the students and mo"ile teachers they encountered "y

alternatie learning system in San Jose district*

%&


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Research Res4ondents

Ta"le %

Distri"ution of the espondents

5arangay Student=espondents Teacher=espondents

Aurelio #

Cuarinta %

Don u"en %Justiniana %

+una %

Mahayahay %

Mating"e %

San Jose %

San Juan %

Sta* Cru. 7

0ilson %

Jac!ue. %

T4TA+ %

There are seenteen ?%9@ mo"ile teachers in San Jose District including the

facilitators, regular mo"ile teacher and the District A+S Coordinator* Their population

seres as sample si.e for teacher=respondents* Mostly, facilitators are olunteer

teachers to facilitate in teaching students in eery "arangay of San Jose*

There are nine hundred ?;$$@ A+S students in San Jose District* Due to large

scope of student=respondents, the researchers employ Sloin1sformula to determine

the si.e of sample* It is to test the chec(list relia"ility*

Research Setting

The study 'ill coer all the "arangay implementing A+S in San Jose District

including the 5arangay of San Jose, Aurelio, Mahayahay, +una, Cuarinta, Jac!ue.,


20/46



Mating"e, San Juan, Don u"en, Sta* Cru., 0ilson and Justiniana*? See Figure #@*

The Community +earning Centres in eery "arangay is accessi"le "y the

student=respondents* It is "ecause the C+C is located in their community* They don1t

hae to trael miles in order to reach their C+Cs*

The teacher=respondents hae to ta(e a ride to go to their respectie C+Cs* %:


21/46



Figure #* Map of A+S=C+Cs in San Jose District

Research $nstrument

%;


22/46




23/46



In the process, the chec(list 'ill "e administered to the respondents* The

content 'ill "e e)plained clearly "y the researchers to the respondents* The chec(list

'ill "e retrieed and 'ill "e tallied for further statistical analysis of the result*

Statistical Treatment of Data

Fre8uency and Percentage Count'ill "e used to compute the se), age,

highest formal education attainment, 'or(employment, and leel of informal

educational attained of the student=respondents* And forthe age, se), ciil status,

highest educational attainment, years of e)perience as A+S facilitator,and num"ers of

trainingsseminars attendedof the teacher=respondents*

#nalysis of %ariance '#NO%#( 'ill "e used in analy.ing the ariance of the

data gathered* It is also used to proe the result after testing the hypothesis*

Mean and Standard Di.ision 'ill "e used to analyse the e)tent to 'hich the

common pro"lems encountered occurred*

B$B$O&R#P)"


24/46



#r9adon1 M* and Nato1 R* '3:0;(* The Philippine alternative learning system:

Expanding the educational future of the deprived, depressed, and undeserved.etrieed January %$, #$%&, from

http'''*r'l#$%*compapersPaper%$*pdf

#ttri1 #* ,* 'Octo/er 3:03(* Distance education Pro"lem and solutions*

International Journal of Behavioural Social ovement and Sciences, ol* $%,

Issue $>, etrieed January %$, #$%&, from

'''*io"sms*inissue>*ol%,p9N#$attri*pdf

Bay5ong1 M*1et al '3:00(*Social Services: !lternative "earning System #or The $ut%$f%School &outh. etrieed January %#, #$%&, from

httpgracecarrido*"logspot*com*#$%%$>sociaal=serices=alternatie=

learning*html

Cor4u91 B*1 et al* '3:0


25/46



Margallo1 *1 et al* '3:0;(*Assisting adult learners through Alternatie Deliery

Mode of education 4pen 8igh School Program e)perience in San Pedro

3ational 8igh School* (! In /!"!B!(0$' (eflection 1 (esearch 1 !ction,

olume #, 3o*%, Series #$%*etrieed January %#, #$%& from

httpdepedcala"ar.on*ph'p=contentuploads#$%%%#A=in=

CA+A5AK43=olume=#=3o*%=Series=#$%*pdf

Mercado1$* P* '#ugust 3:0;(* Pro"lems encountered in the alternatie learning

system in Tanauan city* International Education and Social Science, ol* # 3o*

:, etrieed Decem"er %7, #$%, from '''*iessnet*com'p=contentuploads#$%$;*pdf

Moralista1 R*1 and Delariarte1 &* '3:0?(* Alternatie learning system ?A+S

Education@ Its influence on the intellectual a"ilities of indigenous people*

!sia Pacific Journal of Education, !rts and Sciences, ol* %, 3o* %, etrieed

January %#, #$%&, from http://apjeas.apjmr.com/wp-content/uploads/2014/04/APJEAS-2014-1-004.pdf

Pilar1 J* 'Octo/er 3:0;(* Education 5eyond 5orders +ied E)periences in Teaching5asic English -rammar among A+S Teachers in 5acolod City, Philippines*

!sia Pacific Journal of ultidisciplinary (esearch, ol* 7 3o* >, %9$=%9:

3oem"er #$% Part III* etrieed January %#, #$%& from

http'''*apmr*com'p=contentuploads#$%%$APJM=#$%=

7*>*7*#7*pdf

Rath1 B*, et al* '3:00(*The (ise of )igh School 2ropouts in !dult Education: a3ing

the /ase for (aising the /ompulsory School !ttendance !ge and Expanding

!lternative Education $ptions in /onnecticut. etrieed January #$, #$%&,

from http'''*opp*orgA"outdocsreportsTheN#$iseN#$ofN#$8igh

N#$SchoolN#$DropoutsN#$inN#$AdultN#$Education*pdf

Reyes1 @* '3:03(* "ifelong learning in the Philippines* etrieed January %#, #$%&,

fromhttpasemlllhu"*orgfileadmin'''*asem*au*d(eents3>O8am"urgO

AprilO#$%7+++OinOPhilippines*pdf

!NESCO '3:00(*Sustaina4ility of /ommunity "earning /entres: /ommunity$5nership and Support. !sia%Pacific (egional !ction (esearch Studies.

http://depedcalabarzon.ph/wp-content/uploads/2015/11/R2A-in-CALABARZON-Volume-2-No.1-Series-2015.pdfhttp://depedcalabarzon.ph/wp-content/uploads/2015/11/R2A-in-CALABARZON-Volume-2-No.1-Series-2015.pdfhttp://www.ijessnet.com/wp-content/uploads/2015/09/5.pdfhttp://www.ijessnet.com/wp-content/uploads/2015/09/5.pdfhttp://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.3.23.pdfhttp://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.3.23.pdfhttp://www.opp.org/About/docs/reports/The%20Rise%20of%20High%20School%20Dropouts%20in%20Adult%20Education.pdfhttp://www.opp.org/About/docs/reports/The%20Rise%20of%20High%20School%20Dropouts%20in%20Adult%20Education.pdfhttp://asemlllhub.org/fileadmin/www.asem.au.dk/events/RN4_Hamburg_April_2013/LLL_in_Philippines.pdfhttp://asemlllhub.org/fileadmin/www.asem.au.dk/events/RN4_Hamburg_April_2013/LLL_in_Philippines.pdfhttp://depedcalabarzon.ph/wp-content/uploads/2015/11/R2A-in-CALABARZON-Volume-2-No.1-Series-2015.pdfhttp://depedcalabarzon.ph/wp-content/uploads/2015/11/R2A-in-CALABARZON-Volume-2-No.1-Series-2015.pdfhttp://www.ijessnet.com/wp-content/uploads/2015/09/5.pdfhttp://www.ijessnet.com/wp-content/uploads/2015/09/5.pdfhttp://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.3.23.pdfhttp://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.3.23.pdfhttp://www.opp.org/About/docs/reports/The%20Rise%20of%20High%20School%20Dropouts%20in%20Adult%20Education.pdfhttp://www.opp.org/About/docs/reports/The%20Rise%20of%20High%20School%20Dropouts%20in%20Adult%20Education.pdfhttp://asemlllhub.org/fileadmin/www.asem.au.dk/events/RN4_Hamburg_April_2013/LLL_in_Philippines.pdfhttp://asemlllhub.org/fileadmin/www.asem.au.dk/events/RN4_Hamburg_April_2013/LLL_in_Philippines.pdf


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etrieed January %#, #$%& form

httpunesdoc*unesco*orgimages$$#%$$#%>&#%>&E*pdf

!NESCO '3:0=

3on=formal=education=for=44SC=final*pdf

#44endi7 #



D$STR$CT

+uestionnaireAChec6list for TeacherARes4ondents

http://unesdoc.unesco.org/images/0021/002146/214655E.pdfhttp://unesdoc.unesco.org/images/0022/002233/223325E.pdfhttp://iserjournals.com/journals/med/download/10.12973/iser.2016.21031ahttp://allinschool.org/wp-content/uploads/2015/01/OOSC-2014-Non-formal-education-for-OOSC-final.pdfhttp://allinschool.org/wp-content/uploads/2015/01/OOSC-2014-Non-formal-education-for-OOSC-final.pdfhttp://unesdoc.unesco.org/images/0021/002146/214655E.pdfhttp://unesdoc.unesco.org/images/0022/002233/223325E.pdfhttp://iserjournals.com/journals/med/download/10.12973/iser.2016.21031ahttp://allinschool.org/wp-content/uploads/2015/01/OOSC-2014-Non-formal-education-for-OOSC-final.pdfhttp://allinschool.org/wp-content/uploads/2015/01/OOSC-2014-Non-formal-education-for-OOSC-final.pdf


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P#RT 0 Personal $nformation

3ame OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

Age OOOOOOOOOOOOO Se) OOOOOOOOOOOOO Ciil status OOOOOOOOOOO

)ighest Educational #ttainment 'Please chec6 only one*(

Education Degree 8older 'ith +ET Eligi"ility

Educational Degree 8older 'ithout +ET Eligi"ility

3on=Education Degree 8older 'ith +ET Eligi"ility

Master1s Degree 8older

0ith 6nits in Master1s Degree

"ears of E74erience as an #S Facilitator OOOOOOOOOOOOOOOOOOOOOO

Num/er of Trainings and Seminars #ttended OOOOOOOOOOOOOOOOOOO

P#RT 3 Common 4ro/lems 4ercei.ed /y the teachers in im4lementation of

#S* 'Please chec( only one in eery statement on the space proided(

% L Strongly Agree/

# L Agree/

7L Disagree/

> L Strongly Disagree


28/46



Assessment and Ealuation % # 7 >

The learning outcomes of the

learners sho' readiness for the

Accreditation B E!uialency Test*

The 5ureau of Alternatie +earning

System ?5A+S@ proides arious

assessment tools*

The content of E)amination is

proided "y the 5A+S*

There are seeral num"ers of

e)amination and assessment for

learners1 outcome*

The content of e)amination is "ased

on the learning strands*

There are aaila"le learning modules

that can "e utili.ed*

There are aaila"le state of the art

e!uipments can "e used "oth

teachers and learners*

There are accessi"le and releant

educational materials in theCommunity +earning Centres*

There are maintenance and

improement of facilities in the

Community +earning Centres*

The educational materials present are

appropriate for learning*

The learners cannot cope up all the

desired learning outcome of all

learning strands "ecause the length

program is too short*

The instruction and deliery mode inlearning process is appropriate for

arious learners*

The scheduling of actiities is "ased

on the time conenient for the

learners*

There are aaila"le innoatie and

releant programs for learners*

There are releant trainings for

teachers proided "y 5A+S*

+earners enrol their seles freely*


29/46



Facilitators e)perience difficulties in

mapping for learners*+earners come to school regularly

"ased on the schedule*

+earners fre!uently come to school

"ecause of their 'or(s*

Mostly, learners sho' their interest

in learning*

#44endi7 B



D$STR$CT

+uestionnaireAChec6list for StudentARes4ondents

P#RT 0 Personal $nformation

3ame


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Age OOOOOOOOOOOOOOOO Se) OOOOOOOOOOOOOOOOOOOOOOOOOO

8ighest Formal Attainment OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

+eel OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

+eel of Informal Education OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

-or6Em4loyment 'Please chec( only one(

Farmer 8ouse'ife

Carpenter Porter

Mason 5a"ysitter

8ouse 8elper 6tility 0or(er

Fisherman Construction 0or(er

4ther, please specify OOOOOOOOOOOOOOOOOOOOOOOOOOOO

P#RT 3 Common 4ro/lems 4ercei.ed /y the students in im4lementation of

#S* 'Please chec( only one in eery statement on the space proided*(

% L Strongly Agree/

# L Agree/

7L Disagree/

> L Strongly Disagree


31/46



% # 7 >

The teacher follo's the schedule of administering the Accreditation B

E!uialency Test*

The teacher conducts assessment

through assessment tool proided "y

the 5ureau of Alternatie +earning

System ?5A+S@*

The content of E)amination is

appropriate for our learning

capa"ilities*

There are seeral num"ers of

e)amination and assessment to

assess our learning outcome*

The content of e)amination is "ased

on the learning strands*

There are aaila"le learning modules

that can "e utili.ed*

There are aaila"le state of the art

e!uipment can "e used "oth teachers

and learners*

There are accessi"le and releant

educational materials in theCommunity +earning Centres*

There are maintenance and

improement of facilities in the

Community +earning Centres*

The educational materials present are

appropriate for learning*

I cannot cope up all the desired

learning outcome of all learning

strands "ecause the length program

is too short*

The instruction and deliery mode inlearning process is appropriate for

arious learners*

The scheduling of actiities is "ased

on the time conenient for the

learners*

There are aaila"le innoatie and

releant programs for learners*There are num"ers of curricular and

E)tracurricular actiities for the

learners*

I feel ashamed "ecause people say

that I am too old to go to school*


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Most of my classmates are older than

me*Most of my classmates are actie

learners than me*

4ur Community +earning Center is

conducie for learning*

4ur facilitator conducts learning

session promptly*

#44endi7 C

ETTER TO T)E SC)OOS D$%$S$ON S!PER$NTENDENT

DR* ,#REN * #N$D#1 CESE

4IC4ffice of the Schools Diision Superintendent

Schools Diision 4ffice of Dinagat Islands

Dinagat, Dinagat Islands

Madam

-reetings of Peace and Prosperity


33/46



The researchers are currently conducting the research study titled HCOMMON

PROBEMS ENCO!NTERED B" #TERN#T$%E E#RN$N& S"STEM'#S( ST!DENTS #ND MOB$E TE#C)ERS $N S#N JOSE D$STR$CT in

partial fulfilment for the re!uirement of the degree, 5achelor of Elementary

Education*

In this regard, the researchers 'ould li(e to as( permission from your office to allo'

them to conduct a surey on your students in Alternatie +earning System* This

'ould greatly help in the reali.ation of the said study*

The researchers are hoping for your positie response regarding this matter*

espectfully yours, Signature

JEN&$E F* M#"B!EN#

M#R$BE S* #P$N$D

$ESE S* M#RB#S

#$"N &* BO+!$

)$DEE C* B!CO

esearchers

3oted "y

M#R"#ND M* ESN#RRDO

Adiser

Approed

DR* ,#REN * #N$D#1 CESE

4IC4ffice of the Schools Diision Superintendent

#44endi7 D

ETTER TO T)E ED!C#T$ON PRO&R#M S!PER%$SORA#S

-$$#M R* B!)#"#N

Education Program Superisor %=A+S

Schools Diision 4ffice of Dinagat Islands

Dinagat, Dinagat Islands

Sir

-reetings of Peace and Prosperity


34/46



The researchers are currently conducting the research study titled HCOMMON

PROBEMS ENCO!NTERED B" #TERN#T$%E E#RN$N& S"STEM'#S( ST!DENTS #ND MOB$E TE#C)ERS $N S#N JOSE D$STR$CT in

partial fulfilment for the re!uirement of the degree, 5achelor of Elementary

Education*

In this regard, the researchers 'ould li(e to as( permission from your office to allo'

them to conduct a surey on your students in Alternatie +earning System* This

'ould greatly help in the reali.ation of the said study*

The researchers are hoping for your positie response regarding this matter*

espectfully yours, Signature

JEN&$E F* M#"B!EN#

M#R$BE S* #P$N$D

$ESE S* M#RB#S

#$"N &* BO+!$

)$DEE C* B!CO

esearchers

3oted "y

M#R"#ND M* ESN#RRDO

Adiser

Approed

-$$#M R* B!)#"#N

Education Program Superisor %=A+S

#44endi7 E

ETTER TO T)E D$STR$CT #S COORD$N#TOR

EONOR F* RO#S

DISTICT A+S C44DI3AT4

ST* C6K, SA3 J4SE, DI3A-AT IS+A3DS

Madam

The third year students are currently conducting their research study entitledHCOMMON PROBEMS ENCO!NTERED B" #TERN#T$%E E#RN$N&


35/46




D$STR$CT*

In this connection, 'e 'ould li(e to as( permission to allo' us in conducting a surey

on your students* This 'ould greatly help in the reali.ation of our study*

0e 'ould "e grateful of your approal*

0e are ery truly yours,

Signature

JEN&$E F* M#"B!EN# M#R$BE S* #P$N$D

$ESE S* M#RB#S

#$"N &* BO+!$

)$DEE C* B!CO

esearchers

3oted "y

M#R"#ND M* ESN#RDO

Adiser

Approed "y

EONOR F* RO#S

District A+S Coordinator

#44endi7 F

ETTER TO T)E TE#C)ERARESPONDENTS

MadamSir

The third year students are currently conducting their research study entitled

HCOMMON PROBEMS ENCO!NTERED B" #TERN#T$%E E#RN$N&


D$STR$CT*


36/46



In this connection, 'e 'ould li(e to as( permission to allo' us in conducting a surey

on your students* This 'ould greatly help in the reali.ation of our study*

0e 'ould "e grateful of your approal*

0e are ery truly yours,

Signature

JEN&$E F* M#"B!EN#

M#R$BE S* #P$N$D $ESE S* M#RB#S

#$"N &* BO+!$

)$DEE C* B!CO

esearchers

3oted "y

M#R"#ND M* ESN#RDO

Adiser

Approed "y

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

A+S Mo"ile TeacherFacilitator

#44endi7 &

ETTER TO T)E ST!DENTARESPONDENTS

MadamSir

The third year students are currently conducting their research study entitled

HCOMMON PROBEMS ENCO!NTERED B" #TERN#T$%E E#RN$N&


D$STR$CT*


37/46



In this connection, the researchers 'ould li(e to as( your heartfelt support for the

success of the study* Please gie them the necessary information as 'ell as the detailsrelated in this research*

Than( you ery much and hoping for your full cooperation*

ery truly yours,

Signature

JEN&$E F* M#"B!EN#

M#R$BE S* #P$N$D $ESE S* M#RB#S

#$"N &* BO+!$

)$DEE C* B!CO

esearchers

3oted "y

M#R"#ND M* ESN#RDO

Adiser

Approed "y

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

A+S Facilitator

C!RR$C!!M %$T#E

JEN&$E F* M#"B!EN#

0ilson, San Jose, Dinagat Islands

engiefatmay"uenaQyahoo*com$;>&7;$&9:$

mailto:[email protected]:[email protected]


38/46



Personal Details

3ame JE3-IE F* MA56E3A

Se) Female

Age #

5irthplace Cuarinta, San Jose, Surigaodel3orte

5irth Date May >, %;;$

Mother1s 3ame 3enita 5* Fat

Father1s 3ame Teofredo D* Fat

Educational 5ac(ground

Elementary

San Jose Central Elementary School

S #$$%=#$$#

Secondary

Cuarenta 3ational 8igh School

S #$$=#$$&

Tertiary

Surigao State College of Technology

A #$$&=#$$:

5achelor of Secondary of Education

Maor -eneral Science

Don Jose Ecleo Memorial Foundation College of Science and

Technology A #$%%=#$%#, #$%7=#$%

5achelor of Science in Ciil Engineering


39/46



Don Jose Ecleo Memorial Foundation College of Science and

Technology A #$%=present

5achelor in Elementary Education

SEMI3AS ATTE3DED

HEngineering/ the Climate and HThe ole of Ciil Engineering in -lo"al

Deelopment

Caraga egion Engineering and Architectural and Technology Educators

?CEATE@ #$%

8IAIDS, 8EPA=5, 8EPA=C, Syphilis and Tu"erculosis 4rientation R

Seminar on Fe"ruary %%, #$% at DJEMFCST, San Jose, Dinagat Islands*

Seminar on alues Formation and 8uman 5ehaiour

C!RR$C!!M %$T#E

AI+3 -* 54


40/46



$;>&>7#;;

Personal Details

3ame Ailyn -* 5o!uil

Se) Female

Age #$

5irth Date June :, %;;

5irth Place P=, 3e' Ma"uhay, Dinagat, Surigao del 3orte

8ome Address P=, 3e' Ma"uhay, Dinagat, Dinagat Islands

3ationality Pilipino

Father1s 3ame Mr* Casiano S* 5o!uil Sr*

Mothers "ame: Mrs. A#nes $. %o&u'l


Elementary +eel

School 3e' Ma"uhay Elementary School

ear -raduated #$$9=#$$:

8igh School +eel

School Dinagat School of Fisheries

ear -raduated #$%%=#$%#

College +eel

School Don Jose Ecleo Memorial Foundation College of Science and

Technology

Courseyear 5EED=7


41/46



SeminarsTraining Attended

4rientation=Seminar on Self=Care and 8ealthy +ifestyle

Seminar 0or(shop on Students ights and esponsi"ilities

Festial Management Enhancement 0or(shop for Tourism Deelopment

%ST Sports Tournament Seminar 0or(shop #$%

8IAIDS, 8EPA=5, 8EPA=C, SP8I+IS and T65EC4+6SIS

4IE3TATI43


C!RR$C!!M %$T#E

8IDEE C* 56C4+

P=# Cuarinta, San Jose, Dinagat Islands

haiOdhee"ucsQyahoo*com$;>:7%$%>$9



42/46



Personal Details

3ame 8idee C* 5ucol

Se) Female

Age #%

5irth=date Fe"ruary ;, %;;

5irth place P=# Cuarenta, San Jose, Dinagat Islands

8ome Address P=# Cuarenta, San Jose, Dinagat Islands

3ationality Filipino

Father1s name ufino -* 5ucol

Mother1s name +elia C* 5ucol


Elementary

School Cuarenta Elementary School

ear -raduated #$$&=#$$9

Secondary

School Cuarenta 3ational 8igh School

ear -raduated #$%$=#$%%

Tertiary

Course B year 5EEd=7

School DJEMFCST


%st Sports Tournament Seminar 0or(shop #$% on Fe"ruary :, #$% at

DJEMFCST, San Jose, Dinagat Islands*

8IAIDS, 8EPA=5, 8EPA=C, Syphilis and Tu"erculosis 4rientation

R Seminar on Fe"ruary %%, #$% at DJEMFCST, San Jose, Dinagat

Islands*


43/46



4rientation R Seminar on Self R Care and 8ealthy +ifestyle held at

Justiniana Edera, San Jose, Dinagat Islands on June #9, #$%7*

Seminar 0or(shop on Students rights and esponsi"ilities held at

35=%, DJEMFCST, Justiniana Edera, San Jose, Dinagat Islands on

July %>, #$%7*

Symposium on drug Preention held at 35=%, DJEMFCST, Justiniana

Edera, San Jose, Dinagat Islands on Decem"er %;, #$%7*


C!RR$C!!M %$T#E

MAI5E+ S* +API3ID

Don u"en, San Jose, Dinagat Islands*+apinidOmari"elQyahoo*com

$;>&>7&77

Personal Details

3ame Mari"el S* +apinid

Se) Female

Age #$



44/46



5irth=date Decem"er ##, %;;

5irth place Edera, 5asilisa, Surigao, Del 3orte

8ome Address Don u"en, San Jose, Dinagat Islands*


Father1s name Mansueto -* +apinid

Mother1s name 3ena S* +apinid

Educational 5ac(groundElementary

School Don u"en Elementary School*

ear -raduated #$$9=#$$:

Secondary

School DEESM38S


Tertiary

School DJEMFCST



%st Sports Tournament Seminar 0or(shop #$% on Fe"ruary :, #$% at




Islands* 4rientation R Seminar on Self R Care and 8ealthy +ifestyle held at




July %>, #$%7*




45/46




C!RR$C!!M %$T#E

+IESE+ S* MA5AS

Sta*Cru., San Jose, Dinagat Islands*

+iesel*mar"asQyahoo*com

$;$;9#;%7$

Personal Details

3ame +iesel S* Mar"as

Se) Female

Age #$

5irth=date July, %9, %;;

5irth place Sta* Cru. Surigao Del 3orte

8ome Address Sta* Cru., San Jose, Dinagat Islands*


Father1s name Carterio M* Mar"as

Mother1s name -enara S* Mar"as




46/46



Elementary

School Sta* Cru. Elementary School*ear -raduated #$$9=#$$:

Secondary

School DEESM38S


Tertiary

School DJEMFCST


SeminarsTraining Attended%st Sports Tournament Seminar 0or(shop #$% on Fe"ruary :, #$% at




Islands*

4rientation R Seminar on Self R Care and 8ealthy +ifestyle held at




July %>, #$%7*




edited thesis group 6

Documents