Republic of the Philippines

Department of Education
Division of San Pablo City
SANTISIMO ROSARIO INTEGRATED HIGH SCHOOL
San Pablo City

Lived Experiences of Alternative Delivery Modes

Students (Modified off-School)

Proponents:

RECHEL A. RIVERA
LORELIE C. MISSION
CHERRY MAY D. SERIDA
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 Lived Experiences of Alternative Delivery Modes Students (Modified off-School)

Introduction and Rationale

 Description and Context of the Study

Philippine Education system is geared towards widening the access of marginalized and

disadvantaged learners to quality basic education. Hence, the Department of Education (DepEd)

issued DepEd Order No. 54 series of 2012 also known as the Alternative Delivery Modes (ADMs) in

the formal education system in both elementary and secondary levels. As stipulated on the Policy

Guidelines on the Implementation of Alternative Delivery Modes, it primarily aims to address the

problem on classroom congestion and other situations and circumstances, which prevent children

from going to and staying in school.

Santisimo Rosario National High School supports the campaign of the Department for flexible

education given to learners who are facing academic challenges. Thus, the school implemented its

own Alternative Delivery Modes (Modified off-school) for these identified learners since it includes

a number of approaches to teaching and learning formal basic education other than mainstream or

traditional education. The students under ADM are not required to attend school from Monday to

Friday instead they follow a self-paced and flexible study programs using instructional materials

provided. The program began during school year 2017-2018.

The modified In-School, Off-School Approach (MISOSA) is a program developed by the Bureau

of Elementary Education (BEE) and piloted in 14 schools in 2005. MISOSA aims to: (i) solve

congestion in schools with big enrolment; (ii) address the need of children of children for adequate

learning materials; (iii) mobilize and strengthen community support; and (iv) improve students’

performance. Under MISOSA, classes are split into 2 groups (A and B) with half the class group

being taught by regular teacher in the classroom and the second group taught by a para-teacher in an

alternative venue. The group with the teacher, referred to as „in-school‟ has formal lessons using

basic textbooks and teachers manuals. This approach uses the conventional mode of teaching

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wherein the teacher prepares a lesson plan according to the RBEC and supplements his/her

instructions with the aid of textbooks. Learning is further enhanced through prepared activities and

exercises. On the other hand, the group with the para-teacher works independently using modules

under supervision. The off-school approach makes use of self- instructional self-instructional

materials or modules that contain lessons to be learned for the day based on the different learning

areas.

The present educational system is still challenged with various problems of seasonal and habitual

absentee learners and other situations and circumstances like living in conflict or disaster areas,

chronically- ill, or engaged in earning a living to augment family income, which prevent children

from going to and staying in school. Hence, the implementation of ADMs became a tool for selected

schools to address these problems.

This study was conducted to assess the effects of the program to the enrolled learners,

specifically to their academic performance. More so, the study aims to reveal the perceptions of the

ADMs learners to the program.

The results and insights derived from this study can provide a broader standpoint in the

implementation of the program- Alternative Delivery Modes. This could be the basis of other schools

as they address similar problems. The results of the study could be a realization to other schools who

also aim to provide quality education even to learners facing academic challenges.

Moreover, this research will serve as guide to improve the program implementation on areas

involving the learners, teachers, school facilities and guidelines and procedures.

 Reason for Conducting the Research

This study was conducted to assess the effects of the program to the enrolled learners,

specifically to their academic performance. More so, the study aims to reveal the perceptions of the

ADMs learners to the program.

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  How the results could be used in action planning

The results and insights derived from this study can provide a broader standpoint in the

implementation of the program- Alternative Delivery Modes. This could be the basis of other schools

as they address similar problems. The results of the study could be a realization to other schools who

also aim to provide quality education even to learners facing academic challenges.

Moreover, this research will serve as guide to improve the program implementation on areas

involving the learners, teachers, school facilities and guidelines and procedures. Though schools

used varied alternative modes in reaching out to their learners, the result may still be different from

one school to another due to diverse learners. Thus, researches related to the problem will be a

helpful guide.

Literature Review

Education is one of the cornerstones of development, particularly in a country where majority of

the population is of school age. Luckily, the Department of Education has released tons of data that

allows us to shed light on the state of the education system (Palanca, 2015).

In September 2000, the Philippine Education For All (EFA) 2015 National Action Plan was

crafted following the issuance of Memorandum Circular No. 141 (Adopting the EFA: A Philippine

Plan of Action 1991-2000). The main goal of EFA 2015 is to ensure that every Filipino is equipped

with the basic learning competencies to be functionally literate.

However, several years after the full implementation of EFA, there is still a large number of

Filipinos who are not basically literate (3.8 million) and up to 9.2 million who are not functionally

literate. These Filipinos are educationally disadvantaged or handicapped to engage intelligently in

various social, economic, civic and political activities and use to advantage their rights and privileges

as members of society.

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 As the major problems in the Philippine Education continue to harm the quality of basic

education, the department calls for a more concerted approach between stakeholders in the education

sector, thus, implemented -The Alternative Delivery Modes (ADMs).

According to DepEd Order No. 54 series of 2012 or the Policy Guidelines on the Implementation

of Alternative Delivery Modes, the ADMs primarily aims to address the problem on classroom

congestion and other situations and circumstances, which prevent children from going to and staying

in school.

DepEd anchored the implementation the ADMs on the following principles: 1) Basic education is

free and shall be accessible to all; 2) Education is a right of every individual ; 3)Education is

inclusive and not discriminating; and 4) Stakehold4r participation is integral to total child

development.

Some of the ADMs implemented by DepEd are Modified In-School/Off-School Approach

(MISOSA) and the Instructional Management by Parents, Community and Teachers (IMPACT) at

the elementary level and Open High School program (OHSP) at the secondary level.

In a case study conducted by SEAMEO-Innotech Philippines (2012), Alternative Delivery Modes

(ADMs) offer solutions that may help learners outside the regular school system acquire the needed

basic education competencies and life skills. At the secondary level, these initiatives provide learners

with the opportunity to complete their education at their own pace given the resources and the

context they are in, thereby preparing them for work or further education.

Based on the evaluation of the aforementioned study, nine schools who participated in the

program experienced a 70.09 percent increase in their OHSP enrolment on average within a period of

ten years. They also reported a 90-100 percent graduation rate of their OHSP students.

The study also revealed that the students under the program and the regular students performed at

the same level in 35 percent of the comparisons of academic performance in the five subject areas

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across 4 year levels. In about 4 percent of these, the ADMs students performed better while in 61

percent of the comparisons, regular students performed higher.

While there are numerous good and innovative practices under the ADMs like the small disparity

result in terms of academic performance, SEAMEO INNOTECH also mentioned issues and

challenges faced in the implementation of the program. Among those documented in the evaluation

of the study are funding, curriculum and learning materials, advocacy, capacity building, and

monitoring and evaluation.

From the reviewed materials, it could be traced that the Alternative Delivery Mode program of

the Department of Education offers massive opportunities for every learner and to basic education.

However, due to some challenges and issues faced by the program, its effectiveness may vary from

one learner to another or from one school to another.

Research Questions

1. What are the lived experiences of the students who undergo the Alternative Delivery Modes

program?

 How did the program help you understand yourself better? What can you say about your

experiences while in the program?

 What changes in your academic performance was evident after joining the program? (You

may give a specific example or situation)

 What learning did you have from your teachers? (Give a specific answer, you may also name

the teacher)

 What is the impact of the program to your studies? Did it benefit you or not?

 If no, why do you think the program did not help with your studies?

 Would you recommend the program to other learners with similar situation like yours? Why

or why not?

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Scope and Limitation

The respondents of this study were 13 enrolled learners in ADMs as of May 2018. They were

identified based on their present status: habitual and seasonal absenteeism due to illness, financial

problem, work, pregnancy and distance of home from school. They were also classified according to

grade level and student status.

Research Methodology

A. Sampling

Purposive sampling method was done for the sample selection. It is a type non-probability

technique in which researcher relies on his/her own judgments when choosing members of

population to participate in the study.

B. Data Collection Procedure

The researchers prepared an informed consent letter to the participants of the study. Parent’s

orientation was also conducted to fully discuss the objectives of the study.

A one-on-one interview using the interview guide was utilized to determine the lived experiences of

the ADMs learners.

Information from the interviews was recorded using audio-tape/ video recorder and by

making handwritten notes. The interviews were transcribed by the researchers.

The responses and data gathered from the interview were treated confidentially.

C. Data Analysis

The main sources of data were the responses of the participants from the one-on-one

interview.

The researchers were allowed to diverge in order to pursue an idea or response in more detail.

The researchers allowed the participants the freedom to express their views in their own terms so

they can provide reliable, comparable qualitative data.

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 Information from interviews were recorded using audio/phone recorder and by making

handwritten notes.

The researchers consolidated the respondents‟ answers through a detailed narrative analysis.

Coding and thematic analysis were used to analyze the interview responses.

Frequency (f) count and percentage (P) was used to describe the respondents‟ age, gender,

grade level, status and distance of home from school.

I. RESULTS AND DISCUSSIONS

This includes the graphical presentation of data and students responses with the

corresponding interpretation and implications.

The following 5 figures show the respondents‟ age, gender, grade level, student status and

distance of home from school.

Age
1 0r 8% 1 or 8% 16
1 or 8%
17
5 or 38%
18
19
5 or 38% 20

Figure 1. Distribution of Respondents Age

Figure 1 shows the frequency and percentage distribution of respondents according to their

age. Five (5) or thirty-eight (38) percent of the respondents are sixteen to seventeen (16-17) years

old. There is one (1) or eight percent with the ages of eighteen (18), nineteen (19), and twenty (20).

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 Gender
3 or 23%

Male
Female

10 or 77%

Figure 2. Distribution of Respondents Gender

Figure 2 showed that there are ten (10) or seventy-seven percent male respondents, while

females are three (3) or twenty three percent. This means that male outnumbered female students.

Grade Level
1 or 7%
Grade 7
4 or 31% 7 or 54% Grade 8
Grade 9
Grade 10
1 or 7%

Figure 3. Distribution of Respondents Grade Level

As shown in Figure 3, seven (7) or fifty-four percent were from grade seven, one (1) from

grade 8, four (4) were grade nine, one (1) grade ten. This indicates that most of the respondents were

grade seven.

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 Students Status
0% 0%
Dropout
4 or 31% 3 or 23% Repeater
Balik-aral
3 or 23%
3 or 23% Failed Grades
0%
Working
Ill

Figure 3. Distribution of Respondents Grade Level

As shown in Figure 3, seven (7) or fifty-four percent were from grade seven,

one (1) from grade 8, four (4) were grade nine, one (1) grade ten. This indicates that

most of the respondents were grade seven.

Distance of Home from School

0 or 0%

Near
13 or 100% Far

Figure 5. Distribution of Respondents Distance of Home from School

Figure 5 shows the frequency and percentage distribution of respondents

according to distance of home from school. There were thirteen (13) or one hundred

(100) percent of students who were far from school. It can be concluded that most of

the respondents lives away from the school.

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 The table below shows the information from the one-on-one interviews of the

respondents.

THEMATIC ANALYSIS

RESPONSES THEME FREQUENCY/

PERCENTAGE
MASAYA SA ADM…
Masaya po sa ADM kasi madali lang ang ENJOYMENT 3 or 23%
mga ginagawa.

Naging masaya po.

Masaya naman po kasi mayroon din po

ditong mga kaibigan na makakasama

NAGING MATAAS ANG MARKA…

 Nang pumasok ako sa ADM

naging mataas ang aking marka
kahit hindi ako regular na napasok,
nag-aaral talaga ako ng mabuti
kasi gusto ko makapagtapos ng HIGHER GRADES 6 or 46%
pag-aaral.
 Tumaas ang aking marka simula
nung lumipat ako sa ADM
 Nang pumasok ako sa ADM
naging mataas ang mga ito. Ito ay
tumaas hindi katulad noon laging
may bagsak.
 Medyo tumaas taas naman po
Mam: Kagaya ng? Anong subject sa
iyong palagay?
Math lang po siguro

 Maayos at mabuti.
Mam: Ano ang mga pagbabago na
naganap sa iyong marka simula ng nag
ADM ka?

 Tumaas.
 Mas tumaas po yung mga grades
ko

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 NAKINABANG SA PROGRAMA…
2 or 15%
 Nakinabang STUDY AND WORK

Mam: Magbigay ka ng
halimbawa.

Dahil ako ay natuto

Mam: Pwede ka bang

magbigay ng subjects

Science

 Opo, nakinabang ako dahil

ang ADM ang tumatanggap
sa kagaya ko na walang
pangtustos sa
pangangailangan sa pag-
aaral.

MADALI ANG GAWAIN…

 Masaya po sa ADM kasi

madali lang ang mga
ginagawa.
 Mas naiintindihan ko po ang
mga lessons. HIGHER GRADES 3 or 23%
 Mas madali ko pong
naiintindihan yung mga
lessons

NAKATULONG SA MAGULANG DAHIL

NAKAKPAGTRABAHO AT

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 NAKAKAPAG-ARAL

 Nakakatulong ang ADM sa

akin sapagkat kung hindi
dahil sa ADM hindi ulit ako STUDY AND WORK 7 or 53%
makakapag-aral at hindi ako
makakatulong sa aking
magulang. Dahil sa ADM
natutustusan ko ang aking
pambaon at pamproject
dahil din sa tulong ng ADM.
 Nakatulong ito sa akin dahil
nagawa ko pa ang ibang
trabaho at nakaktulong pa
ako sa magulang ko.
Napagsasabay ko ang
pagtatrabaho at pag-aaral
 Nakatulong ito sapagkat
ako’y maaaring
makapagtrabaho sa libreng
oras.
 Iilang araw po ang pasok at
makakatulong sa magulang.

 Nakatulong ang programa

sa katulad ko para
makapag- aral at hindi
nakakapag-aral ng isang
lingo.

 Mike: Opo, dahil nakapag-

aral pa ako nakatulong pa
ako sa magulang.
 Ayun nga po nakakatulong
sa magulang ko sa libreng
oras.

TUMANGGAP SA MAG-AARAL NA
WALANG PANG-GASTOS

STUDY AND WORK 2 or 15%

 Opo, nakinabang ako dahil
ang ADM ang tumatanggap
sa kagaya ko na walang
pangtustos sa

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 pangangailangan sa pag-
aaral.
 Nakakatulong ang ADM sa
akin sapagkat kung hindi
dahil sa ADM hindi ulit ako
makakapag-aral at hindi ako
makakatulong sa aking
magulang. Dahil sa ADM
natutustusan ko ang aking
pambaon at pamproject
dahil din sa tulong ng ADM.

NATUTO NG MABUTING ASAL

VALUES 2 or 15%
 Nagpapasalamat ako sa
mga titser at mayroon
akong natutunan na iba pa.
 Natututong rumispeto sa
kapwa at sa lahat ng
gawain

IREREKOMENDA ANG PROGRAMA

 Opo, puwede ko pong PROGRAM 6 or 46%

irekomenda dahil ang ADM RECOMENDATION
ay tumatanggap ng mga
batang may problema sa
kanilang pag-aaral o sa
kanilang pamilya o di
naman kaya sa pang araw-
araw. Puwede kong sabihin
sa kanila na subukan ang
ADM.
 Opo, sa mga taong mag-
aaral po na kagaya ko na
hangad pong makapag-aral
kasabay ang pagtatrabaho.
 Opo. Mas maganda poi to
sa regular nakakatulong
kasi ako.

Mam: Napapagsabay mo?

Jerwin: Ang pagtatrabaho at

pag-aaral.

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  Opo, yung mga estudyante
na may trabaho puwede po
silang mag ADM
 Opo, dahil natuto ako sa
ADM na mag-aral ng mabuti
at nagtyaga ng pag-aaral
para makapagtapos
 Opo. Mairerekomenda kop
o kasi po maganda po. Mas
madali pong maiintindihan
yung mga lesson.

The table above depicted that nine (9) or sixty-eight (68) percent of the

respondents worked while enrolled in school.

Below are the transcriptions of the respondents answer in the one-on-one

interview using the interview guide.

 How did the program help you understand yourself better? What can you

say about your experiences while in the program?

“Masasabi ko po sa ADM ay para pong maraming nagbago sa aking

buhay…gawa po noong nakaraang taon, ako ay sa iba pumasok parang di po masaya

sa ibang titser, pero ng nasa ADM masasabi ko po na masaya ako simula ng pumasok

ako dito sa Santisimo Rosario.”

“I can say that in ADM I think there were many changes in my life…because

last year I was enrolled in different school I think I was not happy in other teacher,

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but when I was in ADM I can say that I was happy starting when I was here in

Santisimo Rosario.”

This implies that the respondents had meaningful experiences. The learners

stated that they had fun as they join the program because they gained friends and

teachers who understand and keep them accompanied. The program changed their

mind set in terms of interacting with others.

 What changes in your academic performance was evident after joining

the program? (You may give a specific example or situation)

“Mas naging mataas po ang aking marka kasi mas napapag-aralan ko po ang

mga itinuturo ng mga guro.”

“Nagbago po ang marka ko simula ng lumipat ako ng school…tumaas po ang

aking marka simula ng napunta ako sa ADM di kagaya noong isang taon, doon po kasi

mahirap ang mga ginagawa pero ngayon kinakaya ko naman.”

“Kay Ma‟am Samsaman po… Yung mga polynomials po tsaka po yung mga

pagsosolve ng kahit na medyo mahihirap.”

“My grades had increased because I can study my lesson more being taught by

my teacher”

“My grades had changed started when I was transferred to school…improved

my grades when I was in ADM unlike last year, difficult task but now I can do it.

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 “ In Ma’am Samsaman…polynomials and in solving of even difficult”

The statement reveals that respondents attained higher grades during their stay

in the program. The learners stated that they noticed that their grades are higher now

compare when they were still in the regular class. They mentioned that their grades

improved because the delivery of lessons was simplified by the teachers. In addition,

they have more time to study their lessons because of their flexible schedule.

 What learning did you have from your teachers? (Give a specific answer,

you may also name the teacher)

“Natutong rumispeto sa kapwa”

“Pakikipag-kaisa ko po sa aking mga kaklase sa mga gawain.”

“Pakikipagkaibigan po at mahalin ang mga guro dito sa school ng Santisimo

Rosario.”

“I learned to respect others”

“Cooperate with my classmates in the activities”

“Friendship and love of teachers here in Santisimo Rosario”

The respondents learned morals and values. They said that under the program

they learned how to respect and cooperate with others. They mentioned about how

they learned to value their friends and teachers.

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  What is the impact of the program to your studies? Did it benefit you or

not?

 If yes, give examples or situations on how the program positively

impacted your studies.

 If no, why do you think the program did not help with your studies?

“Nakakatulong ang ADM sa akin sapagkat kung hindi dahil sa ADM hindi ulit

ako makakapag-aral at hindi ako makakatulong sa aking magulang. Dahil sa ADM

natustusan ko ang aking pambaon at pamproject dahil din sa tulong ng ADM.”

“Nakatulong ito sa akin dahil nagagawa ko pa ang ang ibang trabaho at

nakakatulong pa ako sa magulang ko. Napagsasabay ko ang aking pagtatrabaho at

pag-aaral.”

“ Helped ADM for me because if not in ADM I was not able to study again and

I was not able to helped my parents. Because in ADM I provide my expenses everyday

and for my project because of help of ADM.”

“It helped me because I can do other task and I can help my parents. At the

same time I can work and study”

The respondents were able to study and work at the same time. The learners said

that they were able to attend school and at the same time earn a living. The learners

mentioned that they were able to help their families while studying.

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  Would you recommend the program to other learners with similar

situation like yours? Why or why not?

“Opo, mairerekomenda ko po kasi po maganda po…Mas madali pong

maintindihan yung mga lessons.”

“Pwede po sa mga katulad ko na may kakapusan sa budget at medyo may

kahirapan sa buhay.”

“Opo, pwede ko pong irekomenda… dahil ang ADM ay tumatanggap ng mga

batang may problema sa kanilang pag-aaral o sa kanilang pamilya o di naman kaya sa

pang araw-araw na pagpasok.. Pwede kong sabihin sa kanila na subukan ang ADM.”

“Opo, dahil para po sa mga nagtatrabo na pwedeng pagsabayin ang pag-aaral at

pagtatrabaho.”

“Yes, I can recommend because it is nice, much easier to understand the

lesson”

“Can be to others like me with budget constraint and with difficulty in life”

“Yes, can be recommend. Because ADM allow students with problem in their

study or in their family in every day schooling. I can tell them to try ADM”

The respondents will recommend the program. The learners agreed on

recommending the program to other learners with similar problems: financial and

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family problems, with academic challenges and those who are working to earn a

living.

IV. CONCLUSIONS

After the one-on-one interview results were thematically analyzed, the

researchers concluded that Santisimo Rosario National High School’s implementation

of the Alternative Delivery Modes (Off-School) helped learners to continue attending

school despite various life circumstances such as early pregnancy, cases of working

students, poor academic performance, habitual absences and others. The program

changed the mind set of learners in terms of interacting with others. The learner’s

grades improved because the delivery of the lesson was simplified by the teachers.

The learners were able to attend school and at the same time earn a living. Under the

program, they also learned how to respect and cooperate with others.

V. RECOMMENDATION

The insights from this study can be the basis of other schools as they address

similar problems.

The results can be a realization to other schools who also aim to provide quality

education even to learners facing challenges.

Funding

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 A major difficulty that schools had encountered was the lack of sustained

financial support for the program, especially during the early years of the

implementation.

Curriculum and learning materials

Since the learners were required to attend classes for two days only limited

topics were discussed.

Advocacy

 Lack of information about the program at times led to confusion of the

learners and their parents.

 There is a need to strengthen linkages with stakeholders and develop

dissemination strategies about the program.

VI. REFERENCES:

www.deped.gov.ph/orders

www.coloradoedinitiative.org/resources/studentsurvey/.

Best Practices of Secondary Level Alternative Delivery Modes (ADMs) in

Southeast Asia, “A Case Study of the Open High School program in the Philippines”

by SEAMEO INNOTECH PHILIPPINES.

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 Kirk A. Zeeck (2012).A Phenomenological Study of the Lived Experiences of

Elementary Principals Involved in Dual-Career Relationships with Children

University of St. Thomas, Minnesota, 130-131.

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 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of San Pablo City
SANTISIMO ROSARIO NATIONAL HIGH SCHOOL
Santisimo Rosario, San Pablo City

Sample Interview Questionnaire

Name: (optional) ______________ Gender: Male__ Female__

Age: _______ Grade Level: 7 8 9 10 11 12
Student status: Dropout__ Repeater __ Balik-aral__
Student with failed grade__ Working__ Ill__ Pregnant__
Distance of home from school: Near__ Far__

Instruction: Answer the following questions based on your experiences while enrolled in
the ALTERNATIVE DELIVERY MODES (ADMs program).
1. How did the program help you understand yourself better? What can you say about your
experiences while in the program?
2. What changes in your academic performance was evident after joining the program? (You
may give a specific example or situation)
3. What learning did you have from your teachers? (Give a specific answer, you may also
name the teacher)
4. What is the impact of the program to your studies? Did it benefit you or not?

 If yes, give examples or situations on how the program positively

impacted your studies.

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