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DIVISION OF BULACAN

LA CONSOLACION UNIVERSITY PHILIPPINES

City of Malolos, Bulacan
Design and Development of Alternative Education Modalities
DR. PERLITA CRUZ

ASSESSMENT ON THE EFFECTIVENESS OF ALTERNATIVE

LEARNING SYSTEM PROGRAM IN THE LITERACY
ACHIEVEMENT OF ALS STUDENT

by

Dorothy S. De Dios
Victor T. Dela Cruz II
Keno Piad
Oliver Lopez
Erwin Urian
Larry Lagman
Joey Cabigao
Jovita R. Toledo
Grace C. Gonzales
Leonora P. Santiago
Ma. Lourdes Ramos
Mary Ann Valentino
Nelia C. Guinto

September 2017
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Abstract

Education is a right of every Filipino. Education is for all. The ALS gives opportunities

to Filipinos whether young or old to improve themselves and reach their full potentials.

This program will enable the Filipino learners to achieve quality education and help

them improve their own lives. The main focus of this study is to assess the effectiveness

of the Alternative Learning System Program in literacy achievement. Specifically, it

aims to gauge the level of literacy of the ALS graduates in terms of: 1) Reading ; 2)

Communication ; 3) Writing ; and 4) Technology. This study employed quantitative

method in analyzing the variables under study. The findings of this study revealed that:

1) the mean age of the respondents of the study is 18 majorities are females (58.33%)

and single (58.31) as to date of the survey. ; 2) based on the self-perception of the

respondents, their reading literacy skills are in good standing. ; 3) respondents have

high degree of speaking skills as shown in the high percentages of responses in the

Strongly Agree scale. ; 4) the respondents at this point are not as confidently literate in

writing compare to their literacy levels in reading and speaking. ; and 5) respondents

showed that they are not much competent in using high technology in manifesting

learning.
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Introduction

The 1987 Philippine Constitution provides for the recognition and promotion of

other forms of education other than formal education. Article XIV, Section 2, Paragraph

(1) declares that the State shall establish, maintain and support a complete, adequate and

integrated system of education relevant to the needs of the people and society; and

paragraph (4) concisely encourages non-formal, informal and indigenous learning

systems as well as self-learning, independent and out-of-school study programs

particularly those that respond to community needs.

The Governance Act for Basic Education otherwise known as the Republic Act

9155 stipulates the establishment of the Alternative Learning System (ALS) to provide

out-of-school children, youth and adults population with basic education.

With ALS, every Filipino is given a chance to complete basic education through

basic Literacy Program or Continuing Education Program- Accreditation and

Equivalency. Both programs are modular and flexible to suit the specific need of the

individual learner. This means that learning can take place anywhere, anytime,

depending on the availability of the learners.

Unlike in regular schooling the learners need to attend classes in schools, ALS is

designed to cater the needs of children, youth and adults, who were deprived of their

right to enter regular schooling. Through the two programs, education happens outside

the classroom. It is community based and is usually conducted at community learning

centers, barangay hall, public libraries or even at home.

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ALS is managed by learning facilitators, District Coordinators, mobile teachers

and instructional managers. They are responsible to schedule lessons and communicate

with the learners and their families regarding the needs, progress and accomplishment

of learners.

Education is a right of every Filipino. Education is for all. The ALS gives

opportunities to Filipinos whether young or old to improve themselves and reach their

full potentials. This program will enable the Filipino learners to achieve quality

education and help them improve their own lives.

The Alternative Learning System in the Philippines, abbreviated as ALS, is a

program by the Department of Education that seeks to help Out of School Youths,

industry-based workers, people with disabilities, former inmates, rebels, members of

cultural minorities, and other people who, for one reason or another cannot afford to go

through formal schooling.

It was first launched in 1984 under the name of Non-Formal Education and was

primarily focused on helping students acquire technical skills that they can use to earn a

living. After getting its name changed into Alternative Learning System in 2004, its

focus widened to include literacy classes that are aimed at eventually granting

elementary and high school diplomas to deserving students who were forced to drop out

of primary and secondary school.

An examination of an alternative learning program and its effect on student

motivation and self-esteem in selected Eddis was conducted. The dependent variables

of interest were literacy in writing, oral communication and in technology.

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The primary goal of the project was to determine if this specific alternative

Learning program could have a positive effect on its respondents. In addition, this paper

was intended to provide feedback in the literacy effectiveness of ALS students. Upon

their entry and exit from the program, students completed a questionnaire that focused

on the dependent variables described above. An analysis of the pre- and post-

questionnaire data is presented. This study was based upon existing research in

motivational theory and additional programs in other education circles that provide

alternative forms of educational service for at-risk students.

The limits of levels: Understanding the International Adult Literacy Surveys

(IALS)

According to St. Clair, Ralf of International Review of Education. The

International Adult Literacy Survey (IALS), an initiative of the Organization for

Economic Cooperation and Development (OECD), was carried out in the early to mid-

1990s across more than 20 countries. It was followed in the early years of the 21st

century by the Adult Literacy and Life Skills (ALL) survey and the Programme for the

International Assessment of Adult Competencies (PIAAC, currently in data analysis).

This article reviews the philosophical basis, theoretical underpinnings and data analysis

of the original and subsequent IALS-based surveys. The purpose is to inform users of

the survey data of what the surveys can, and cannot, provide. The author argues that the

key use of these surveys is providing insights into population-level distribution of one

form of literacy, namely a particular kind of text consumption in a developed society.

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He also points out the challenges regarding the use of the survey series for making

international comparisons, for documenting change over time and for representing

broad models of literacy. The tendency to use the survey findings for these uses is

considered by the author as a misuse of the data, which leaves the potential of the IALS

surveys to provide insights into the effectiveness and equity of different educational

systems largely untapped.

The effectiveness of Additional Literacy Support (ALS) in Years 3 and 4

According to Bunn, Tim of Dyslexia. This study compared the progress in

reading and spelling of 256 children in 11 classes in 9 English primary schools in Years

3 and 4, and a partially overlapping sample of 126 children who received additional

help with literacy during 1 year. Teachers and teaching assistants used either

Additional Literacy Support (ALS), a highly structured set of small group teaching

materials devised by the English National Literacy Strategy, or a wide variety of other

materials including other published intervention programmes, reading scheme-based,

computer-based and individually designed interventions, or a combination of ALS and

other interventions. The influence of a broad range of contextual factors were

investigated, especially whether children's qualities, school factors such as socio-

economic status and class size, and delivery differences made significant differences to

the outcomes of the different interventions. The study used a naturalistic quasi-

experimental design, in which teachers were asked to record details of their children and

interventions without altering their professional decisions, which has not been used

before in investigating literacy difficulties in context. ALS was marginally more

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effective than other interventions in the majority of classes, but was clearly superior in

value for money terms. Children's qualities did not appear to affect outcomes. Although

children receiving additional help made better than average progress, overall catch-up

was limited, especially in spelling.

Cost-efficiency assessment of Advanced Life Support (ALS) courses based on the

comparison of advanced simulators with conventional manikins

According to Iglesias-Vasquez, Jose Antonio of BMC Emergency Medicine.

Simulation is an essential tool in modern medical education. The object of this study

was to assess, in cost-effective measures, the introduction of new generation simulators

in an adult life support (ALS) education program. Methods: Two hundred fifty primary

care physicians and nurses were admitted to ten ALS courses (25 students per

course). Students were distributed at random in two groups (125 each). Group A

candidates were trained and tested with standard ALS manikins and Group B ones with

new generation emergency and life support integrated simulator systems. Results: In

group A, 98 (78%) candidates passed the course, compared with 110 (88%) in group B

(p < 0.01). The total cost of conventional courses was 7689 per course and the cost of

the advanced simulator courses was 29034 per course (p < 0.001). Cost per passed

student was 392 in group A and 1320 in group B (p < 0.001). Conclusion:

Although ALS advanced simulator systems may slightly increase the rate

of students who pass the course, the cost-effectiveness of ALS courses with standard

manikins is clearly superior.

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What Can States Learn about College and Career Readiness Accountability Measures

from Alternative Education? Ask the CCRS Center

According to Deeds, Carinne; Malter, Zachary College and Career Readiness

and Success Center. This "Ask the CCRS Center Brief" provides an overview of the

accountability measures used by states and districts to assess the college and career

readiness of students who are educated in alternative programs and schools (defined

hereafter as "alternative settings"). Alternative settings are designed to serve at-risk

students by providing pathways to educational success for students whose needs are not

met in traditional school environments. Accountability measures currently used in

alternative settings acknowledge the differing needs of students served and offer

flexibility for measuring readiness as students progress through alternative settings.

Given that states now have the opportunity to design new accountability systems under

the Every Student Succeeds Act (ESSA), they will have the flexibility to consider the

needs of, and to develop accountability measures for, students in alternative settings.

Whether states develop new accountability systems for alternative settings or revise

existing measures, they can use this opportunity to ensure that all students receive a

high quality education that adequately prepares them for life beyond high school. This

brief describes various accountability measures used in alternative settings and offers

considerations for states as they move forward in designing new accountability systems

under ESSA.

Perceptions of Educators Regarding the Effectiveness of Alternative Programs in a

Southern State
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According to Roberson, Lydia Online Submission, Ed.D. Dissertation, Nova

Southeastern University. At-risk students are engaged in dangerous behaviors that lead

them to become involved in the juvenile justice system and cause the feeling of low

self-worth. This eventually causes at-risk youths to drop out of school and engage in

detrimental behaviors that meddle in their academic success. The alternative education

program provides these at-risk youth with the opportunity to develop positively their

academics and behavior to complete a regular high school program. This mixed method

study with quantitative and qualitative research enhanced the understanding of the

perceptions of the effectiveness of alternative programs from an educator's viewpoint.

Conveniently selected educators who worked at an alternative education site, had

referred students to an alternative program, had worked with a student who was at an

alternative site, or had a student who had been at a program completed a survey

examining their perceptions of the effectiveness of alternative programs. From the

selection, 10 educators were asked to partake in the qualitative section of the research to

strengthen the validity of the research. The means were estimated to analyze the

educators' perceptions of the effectiveness of alternative programs in southern state. The

results revealed alternative education programs are needed and are effective in

developing the needs of at-risk youths, which was consistent with the research shared in

the literature review. Appendices include: (1) Survey Instrument; (2) Interview Guide;

and (2) Sample Interview Responses.

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Six Powerful Practices for Alternative Education Programs

According to Maillet, Andre L. Preventing School Failure, v61 n3 p234-238

2017. Alternative schools can provide all students, especially those with challenging

behaviors, low motivation, poor attendance, failing grades, or those afraid to even walk

into the school building, with an engaging and enriching educational experience.

Through designing, leading, and serving students as an administrator of an alternative

middle school reengagement center in a large suburban district, I have identified six

powerful practices as essential pieces to the academic and behavioral success of the

students. This article seeks to demonstrate how effective use of these six ideas can

transform any alternative program.

Conceptual Framework

Alternative Learning Literacy Achievement of

System Program ALS Student
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Research Questions

The general problem of this undertaking is What is the assessment on the

effectiveness of ALS program in terms of literacy achievements of its clients in four

Educational District of Bulacan; EDDIS I, II, III, IV?

Specifically the study sought to answer the following questions;

1. What is the demographic profile of the ALS graduates in terms of the

following ;

1.1 Sex

1.2 Civil Status

2. What is the level of literacy of the following ALS graduates in terms

of the following;

2.1 Reading

2.2 Communication

2.3 Writing

2.4 technology

Scope and Limitation

This study focused on the assessment on the effectiveness of Alternative Learning

System Program in the literacy Achievement of ALS in 6 municipality of Bulacan,

namely Bustos, Baliwag, San Miguel, Loma de Gato, Angat and Hagonoy
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The factors were described in terms of sex, civil status, the level of literacy of ALS

graduates in terms of reading, communication, writing and technology.

Method

The study employed quantitative method to analyzed the relationship between

the variables to the literacy environment in the Philippines particularly in the province

of Bulacan. Further, Quantitative methods emphasize objective measurements and

the statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or by manipulating pre-existing statistical data

using computational techniques. Quantitative research focuses on gathering numerical

data and generalizing it across groups of people or to explain a particular phenomenon

(Babbie, 2010).

Other Sources of Data

Other sources of data include the respective school records on the academic

performance of the students.

Sampling

The study took in some places in province of Bulacan (Bustos, Baliwag, San

Miguel, Loma de Gato, Angat and Hagonoy). The researchers conducted a survey in 11

people from the aforementioned places whose undergoes in Alternative Learning

System program is considered in this study to evaluate their literacy in reading,

speaking, writing and using technology.

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Instruments

The researcher used standardized queationnaire to assess the effectiveness of

alternative learning system program in the literacy achievement of ALS student.

Administration of the Questionnaire and Data Collection

The researchers sought permission from the Schools Division Superintendent,

Division of Bulacan and to the Executive Vice-President and Vice-President of

Academic Affairs of La Consolacion University of the Philippines (LCUP) to conduct a

survey to the respondents from the schools involved. Upon approval of the request, the

researcher asked permission from school heads of ALS, to conduct the study and

administer the instruments to the respondents and personally distributed the copies of

the questionnaire to the student.

The respondents were given enough time to accomplish the questionnaires.

After these were filled up, the researcher collected the questionnaire for tallying the

scores and to apply the statistical treatment to be used with the study.

Ethical Considerations

In view of the confidentiality clause in research, the names and other significant

identities of all the participants in this study are kept anonymous. Additionally, their

free, prior and informed consent were properly secured. Permission from the immediate

superiors, schools and concerned offices were also taken into consideration.
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The study also adheres with the highest standards and ethics of research as it

made sure that this is an original work and any material, ideas, and thoughts used by

other authors were properly cited using the required referencing style.

Results and Discussion

Sustaining Literacy in the Philippines:

Developing A Literate Environment

Diagram 1.
Sex and Civil Status Distribution of the Respondents

The mean age of the respondents of the study is 18 majorities are females
(58.33%) and single (58.31) as to date of the survey.

As to literacy levels of respondents, the skills are divided into four categories:
(1) Reading; (2) Speaking; (3) Writing; and (4) Use of Technology. Each category is
presented for clear discussion.
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Table 1.
Level of Reading Literacy Skills of the Respondents
LS S BS HB
Lubos na Sumasang- Bahagyang Hindi
Sumasang- ayon Sumasang- Sumasang-
Pahayag
ayon ayon ayon
Strongly Agree Fairly Disagree
Agree Agree
A. Pagbasa f % f % f % f %
1. Lagi kong
nauunawaan ang
binabasa kong mga 4 33.33 5 41.67 3 25.00 0 0.00
kuwento at
impormasyon.
2. Gumagamit ako ng
mga larawan upang
9 75.00 2 16.67 1 8.33 0 0.00
magkaroon ng ideya sa
aking binabasa.
3. Gumagamit ako ng
diksiyunaryo kapag hindi
6 50.00 6 50.00 0 0.00 0 0.00
ko maunawaan ang mga
salita sa aking binabasa.
4. Hinihinto ko ang
aking pagbabasa kung
mahirap unawain ang 4 41.67 0 0.00 3 25.00 4 33.33
teksto o kuwentong
aking binabasa.
5. Sa tuwing
nagbabasa ako ay
nahuhulaan ko na ang
2 16.67 7 58.33 1 8.33 2 16.67
mga susunod pang
mangyayari sa binabasa
kong kuwento.
6. Tinatanong ko lagi
ang aking sarili bago,
habang, at pagkatapos 5 41.67 5 41.67 2 16.67 0 0.00
kong basahin ang
kuwento
7. Naiuugnay ko ang
aking sarili sa aking 5 41.67 6 50.00 1 8.33 0 0.00
binabasang kuwento.
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Among the reading literacy skills, the survey revealed that majority of the
respondents responses fall only on the Strongly Agree and Agree scales. This shows
that based on the self-perception of the respondents, their reading literacy skills are in
good standing. It is only on item 4, which is stopping from reading when text seems
incomprehensible, falls on the Fairly Agree and Disagree scales but it does not affect
the total reading literacy rate.

Table 2.
Level of Speaking Literacy Skills of the Respondents
LS S BS HB
Lubos na Sumasang- Bahagyang Hindi
Sumasang- ayon Sumasang- Sumasang-
Pahayag
ayon ayon ayon
Strongly Agree Agree Fairly Disagree
Agree
B. Pagsasalita f % f % f % f %
1. May tiwala ako sa
aking kakayahan sa
tuwing
7 58.33 2 16.67 3 25.00 0 0.00
nakikipagtalastasan ako
sa loob at labas ng silid-
aralan.
2. Naipahahayag ko
nang epektibo at
7 58.33 4 33.33 1 8.33 0 0.00
malinaw ang aking mga
pananaw sa isang paksa.
3. Nagagamit ko
nang angkop at wasto
ang mga salitang alam 5 41.67 5 41.67 1 8.33 1 8.33
ko sa ibat ibang
larangan.
4. May sapat akong
pag-unawa sa aking
binabasa at tama ang 6 50.00 2 16.67 4 33.33 0 0.00
aking gramatika
[balarila].
5. Nakatatanggap
ako ng mahahalagang
tugon na makatutulong 8 66.67 2 16.67 1 8.33 1 8.33
sa aking kakayahang
pasalita.
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In terms of levels of speaking literacy skills, responses revealed that the

respondents have high degree of speaking skills as shown in the high percentages of
responses in the Strongly Agree scale. More than half of the respondents tagged
themselves capable of communicating in and out of the classes effectively through
speaking.

Table 3.
Level of Writing Literacy Skills of the Respondents
LS S BS HB
Lubos na Sumasang- Bahagyang Hindi
Sumasang-ayon ayon Sumasang- Sumasang-
Pahayag
Strongly Agree ayon ayon
Agree Fairly Disagree
Agree
C. Pagsulat f % f % f % f %
1. Lagi kong
binabasa sa harapan ng 2 16.67 8 66.67 1 8.33 1 8.33
iba ang aking sinulat.
2. Higit na
nakatutulong ang sumulat 8 66.67 2 16.67 2 16.67 0 0.00
nang may kasama.
3. Mas nakatutulong
ang nagbabahaginan ng 8 66.67 2 16.67 0 0.00 2 16.67
ideya habang nagsusulat.
4. Lagi kong
tinitingnan kung may
kaugnayan ang panimula
3 25.00 8 66.67 1 8.33 0 0.00
at wakas ng aking sulatin
sa aking ideyang
naisusulat.
5. Lagi kong
sinisigurado na tama ang
1 8.33 10 83.33 1 8.33 0 0.00
aking baybay, balarila at
mga banta.
6. Wasto kong
nagagamit ang pormal at
3 25.00 6 50.00 2 16.67 1 8.33
di-pormal na pamaraan
sa pagsulat.
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With regards to the writing literacy level of the respondents, the table above
shows that majority of the listed skills were rated only in the second [Agree] scale only,
which means that the respondents at this point are not as confidently literate in writing
compare to their literacy levels in reading and speaking. Truly, unlike speaking, writing
is learned through formal encounters (Legaspi, 2005). Writing is a complex skill, the
writer needs enough knowledge of the elements of the writing process. Among those
elements are the writing mechanics which include: (1) forms of writing; (2) spelling; (3)
punctuation; and (4) writing conventions (Badayos, 2008).

Table 4.
Level of Using Technology Literacy Skills of the Respondents
LS S BS HB
Lubos na Sumasang- Bahagyang Hindi
Sumasang- ayon Sumasang- Sumasang-
Pahayag
ayon ayon ayon
Strongly Agree Fairly Disagree
Agree Agree
D. Paggamit ng Teknolohiya f % f % f % f %
1. May sapat akong
kakayanang magsaliksik,
maghanap, at kumuha ng mga 3 25.00 8 66.67 1 8.33 0 0.00
imporasyon gamit ang
teknolohiya.
2. Nagagamit ko ang
teknolohiya sa pagpapahayag ng
aking impormasyon maging sa
1 8.33 10 83.33 1 8.33 0 0.00
pagbubuod, pagsusuri,
pagkukumpara, at pagbibigay ng
kongklusyon.
3. May sapat akong
kakayahan na kumuha,
magdisenyo, at gumawa ng mga
impormasyon gamit ang 2 16.67 5 41.67 5 41.67 0 0.00
teknolohiya bilang
pagpapahayag ng opinyon at
pananaw sa partikular na isyu.
4. Wasto kong naipahahayag
ang mga impormasyon sa aking
2 16.67 6 50.00 4 33.33 0 0.00
mga kasamahan gamit ang
teknolohiya.
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With the use of technology, all respondents declared their literacy level in the
second (Agree) scale only. Just like the writing skill, respondents at this area are not
confidently convinced that their levels are as high as their levels of reading and
speaking skills do. Their responses showed that they are not much competent in using
high technology in manifesting learning.
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References

Badayos, Paquito B. (2008). Metodolohiya sa pagtuturo at pagkatuto ng/sa Filipino:

Mga teorya, simulain, at istratehiya. Malabon: Mutya Publishing House, Inc.

Bunn, Tim, 2012. The effectiveness of additional Literacy Support ALS in years 3 to 4,

Dyslexia Vol 14 Issue , p214- 227. 14p.

Iglesias-Vasquez, Jose Antonio 2013. Cost-efficiency assessment of advanced life

support (ALS) courses based on the comparison of advanced simulators with

conventional manikins, BMC emergency medicine, vol 7, p18-5.5p.

Legaspi, Leonida Q. (2005). Mga gawain sa paglinang ng kasanayan sa pagsulat sa

ikaapat na baitang sa elementarya. Maynila: Pamantasang Normal ng Pilipinas.

Maillet, Andre L., 2017. Six powers practices for alternative education programs,

Preventing School Failure, v 61, n3, p234-238.

Roberson Submission, 2013. Perception of educators regarding the effectiveness of

alternative programs in a southern state, online submission, Ed.D. Dissertation,

Nova Southeastern University.

St. Clair, Ralf, 2012. The limits of levels: Understanding the International Adult

Literacy Surveys, International Review of Educatio/Internationale Zeitschrift fur

Erziehungswissenschaft, Vol 58 Issue 6, p759-776-18p.

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