Chapter 1

THE PROBLEM AND ITS SCOPE

Education plays a very important role in the development and progress of

a certain place. With the advancement of science and technology, it is indeed

that globalization and internalization of education are considered as challenges

that every country must uphold. And one of the emphases of today’s challenges

in education is the promotion of 21st-century skills among students. Education is

regarded as the big contributor to the improvement of living standards of

unfavorable groups or tribes. For many Filipinos, education is a means to a better

life, like what they say “Education is a key to success”.

The Alternative Learning System (ALS) is a ladderized, modular non-

formal education program in the Philippines for dropouts in elementary and

secondary schools, out-of-school youths, non-readers, working Filipinos and

even senior citizens. It is part of the education system of the Philippines but an

alternative to the regular classroom studies where Filipino students are required

to attend daily. The alternative system only requires students to choose

schedules according to their choice and availability. The program has two

different ways for conducting instruction; school-based and community-based.

On the school-based program for ALS, instructions are conducted in school

campuses while in the community-based program, formal instruction are

conducted in community halls or on private places. The ALS program follows

uniform lesson modules for all academic subjects covering the sciences,

mathematics, English, Filipino, social studies, current events among others.

Delivery of instructions is provided by government-paid instructors or by private

non-government organization.

The Alternative Learning System Accreditation and Equivalency (ALS

A&E) Test, formerly known as the Non-formal Education A&E Test, is a paper

and pencil test designed to measure the competencies of those who have neither

attended nor finished elementary or secondary education in the formal school

system. Although ALS learners passed the A&E Test all over the Philippines and

Naawan District got almost 80% rate among all regions in the country. However,

recently many of the students in the A&E class was forced to stopped attending

the said program because of reasons they cannot mention, another problem is

the negative feedback from the community and the shortage of budget for the

ALS program. It shows that there is something wrong in the assessment nor

content and instruction of the instructional managers that will result to ineffective

learning for the learners.

Recently, several researchers have conducted study and found out that

there were many challenges in Alternative Learning System implementation such

as absenteeism of the learners, Financial assistance for the program, provision

of more learning facilitators, Community Learning Centers, insufficient

instructional materials, lack of facilities and equipment, lack of integration of

livelihood and employment opportunities, and lack of interest and the negative

feedback from the community.

The objective of this study is to determine the challenges encountered by

the A & E ALS students in this academic program. In view of this situation, the
researcher will conduct this research on the learners of Alternative Learning

System in Naawan District Misamis Oriental during the school year August 2020.

The study will be conducted at Poblacion Naawan Misamis Oriental, Naawan-

Learning Center to selected A&E learners on August 2020.

The researcher happen to be part of ALS program in Naawan

District as an Instructional Manager and encourage to conduct the study to

assess the common problems of the learners in relation to their experienced as

a student.

THEORETICAL FRAMEWORK

This study is supported by the following theories: Informal learning theory used

by John Dewey at an early stage and later on by Malcolm Knowles. The theory of

David Kolb (1984) which is about the Learning Styles and Experiential Learning

Cycle, and the Theory of Paulo Freire's Educational Theory (1968)

Informal learning is any learning that is not formal learning or non-formal

learning, such as self-directed learning or learning from experience. Informal

learning is organized differently than formal and non-formal learning because it

has no set objective in terms of learning outcomes and is never intentional from

the learner's standpoint. For all learners this includes heuristic language building,

socialization, enculturation, and play. Informal learning is a pervasive ongoing

phenomenon of learning via participation or learning via knowledge creation, in

contrast with the traditional view of teacher-centered learning via knowledge

acquisition. The concept of informal learning, already used by John Dewey at an

early stage and later on by Malcolm Knowles, experienced a renaissance,

especially in the context of development policy.

As stated by (Coffield 2000: 8) Informal learning should no longer be

regarded as an inferior form of learning whose main purpose is to act as the

precursor of formal learning; it needs to be seen as fundamental, necessary and

valuable in its own right, at times directly relevant to employment and at other

times not relevant at all.

We must move away from a view of education as a rite of passage

involving the acquisition of enough knowledge and qualifications to acquire and

adult station in life. The point of education should not be to inculcate a body of

knowledge, but to develop capabilities: the basic ones of literacy and numeracy

as well as the capability to act responsibly towards others, to take initiative and to

work creatively and collaboratively. The most important capability and the one

which traditional education is worst at creating are the ability and yearning to

carry on learning. Too much schooling kills off a desire to learn…. Schools and

universities should become more like hubs of learning, within the community,

capable of extending into the community. More learning needs to be done at

home, in offices and kitchens, in the contexts where knowledge is deployed to

solve problems and add value to people’s lives.

Learning Styles and Experiential Learning Theory

Kolb's experiential learning theory works on two levels: a four-stage cycle

of learning and four separate learning styles. Much of Kolb’s theory is concerned

with the learner’s internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be

applied flexibly in a range of situations. In Kolb’s theory, the impetus for the

development of new concepts is provided by new experiences. “Learning is the

process whereby knowledge is created through the transformation of experience”

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four-stage

learning cycle in which the learner 'touches all the bases”

1. Concrete Experience - (a new experience or situation is encountered, or a

reinterpretation of existing experience).

2. Reflective Observation of the New Experience - (of particular importance are

any inconsistencies between experience and understanding).

3. Abstract Conceptualization (reflection gives rise to a new idea, or a

modification of an existing abstract concept The person has learned from their

experience).
4. Active Experimentation (the learner applies their idea(s) to the world around

them to see what happens).

Kolb (1974) views learning as an integrated process with each stage being

mutually supportive of and feeding into the next. It is possible to enter the cycle

at any stage and follow it through its logical sequence. However, effective

learning only occurs when a learner can execute all four stages of the model.

Therefore, no one stage of the cycle is effective as a learning procedure on its

own.

McCarthy expanded on Kolb’s work and the research on left and right

brain processes to create the 4MAT System. McCarthy suggested four learning

types: imaginative learners, analytic learners, common sense learners, and

dynamic learners. Dr. McCarthy’s 4MAT approach identifies the diversity of

learners and connects them, no matter their level, to any type of material,

emphasizing real-world applications as an essential component of in-depth

understanding. This concept-based approach to curriculum and instructional

planning promotes high-quality teaching and learning. Most educators consider

Bernice McCarthy's work to be a key contribution to the development of the

learning styles movement and the differentiated classroom (McCarthy, 2005).

Expect to be treated with respect and recognition, want practical solutions

to real-life problems. Reflect on and analyze individual experiences, have

different learning styles, are motivated by the possibility of fulfilling personal

needs and aspirations, and capable of making their own learning (Taruc, 2013).
 Educational Theory

Freire talks about the fallacy of looking at the education system like a

bank, a large repository where students come to withdraw the knowledge they

need for life. Knowledge is not a set commodity that is passed from the teachers

to the students. Students must construct knowledge from knowledge they already

possess. Teachers must learn how the students understand the world so that the

teacher understands how the student can learn.

The theory of Paulo Freire, used of “problem posing” methods to raise

awareness of social issues and to stimulate action by disadvantage groups.

Using a process of problem analysis, reflection, and action, his approach to

education was based on the belief that community members need to be

encouraged to think critically about problems in their daily lives in order to make

decisions and take action (Taruc, 2013).

Learning focuses in a combination of a broad general knowledge with the

opportunity to work-in-depth on a small number of subjects. Learning to do

involves the acquisition of skills that would enable individuals to effectively

participate in the global economy and society (Zhou, 2006). Learning to live

together, deals on the development of an understanding of other people and

appreciation of interdependence in a spirit of respect for the values of pluralism,

mutual understanding and peace (Carreon, 2015). Learning to be, believes in a

holistic and integrated approach to educating the human person, as an individual

and as a member of society and focuses on the full development of the

dimensions and capacities of the human person: physical, intellectual, aesthetic,

ethical, economic, socio-cultural, political, and spiritual as he/ she relates with

others in the family, community, nation, region and the world (Vega, 2015).

CONCEPTUAL FRAMEWORK

From the different theories which this study was based upon, concepts

was formulated to facilitate the making of concept of this study. The model shows

the elements needed for the study which is composed of independent variables,

dependent variables, and its output. The independent variable is the

demographic profile of the student-respondents which are the age, sex,

grade/year level completed and work employment. The dependent variable is the

challenges encountered in terms of assessment and evaluation, resources,

personal problems. The output will be the mentoring plan of this study. This

framework is considered to be related to each other.

 Independent Variable Dependent Variable Output

Demographic Challenges

Profile Encountered in terms

o Age of: Mentoring

o Sex Plan
1. Assessment and
o Civil status
Evaluation
o Work/employ
2. Resources
ment
3. Personal
o highest
Problems
formal

educational

attainment

o Level of

informal

education

Figure 1. Schematic Diagram of the Study

 STATEMENT OF THE PROBLEM

The purpose of the study will be to determine the challenges encountered

by Accreditation and Equivalency Learners of Alternative Learning System in

Naawan District school year 2019-2020

Specifically this study seeks to answer the following problems:

1. What is the demographic profile of respondents in terms of the

following:

a. age;

b. sex;

c. civil status;

d. work/ employment;

e. highest formal educational attainment; and

f. level of informal education?

2. What are the challenges encountered by the learners of Alternative

Learning System (ALS) in the Naawan District terms of the following:

a. Assessment and evaluation

b. resources

c. personal reasons

3. Is there a significant relationship between the demographic profile

of the respondents and the challenges encountered by the learners?

4. What mentoring plan can be formulated based from the output of

the study
SIGNIFICANCE

This study would benefit the following:

Learners. This study would enable the learners to address the

problems they encountered. It may also enlighten their minds towards

positive outlook of the learning in the alternative learning system program.

Teachers. Knowing the problems encountered by the ALS

learners would help them to practice professional development for their

careers. It may also help them to facilitate and deliver learning effectively.

District ALS Coordinator. This study would be able them to carry

out and apply the plan for the problems they encountered in ALS.

Parents. This study would be helpful in which their children can

enhance knowledge with free all.

Community. This study would provide better knowledge and

experience to help in improving the quality of education in each member of

the community.

SCOPE AND LIMITATIONS

This study will be conducted on the selected 15 A & E learners of

Alternative Learning System in Naawan District during the school year 2019-

2020. They were chosen based on their level of capability. Through asking their

challenges encountered during classes and other problems encountered in the

ALS program. The study will be conducted within the month of October 2019.
DEFINITION OF TERMS

The following terms below were used in this study. To make them clear

and understandable on the part of the readers, they were defined conceptually

and operationally.

Resources. It is a main source of supply from which a benefit is produced

and it has some utility. Resources can broadly be classified upon their

availability. An action or strategy which may be adopted in adverse

circumstances.

Assessment. Refers to the full range of information gathered and

synthesized by teachers about their students and their classrooms. It is a method

for analyzing and evaluating student achievement or program success.

Evaluation. Evaluation is a systematic determination of a subject's merit,

worth and significance, using criteria governed by a set of standards. It can assist

an organization, program, design, project or any other intervention or initiative to

assess any aim, realizable concept/proposal, or any alternative, to help in

decision-making; or to ascertain the degree of achievement or value in regard to

the aim and objectives and results of any such action that has been completed

Mentoring. Is a term generally used to describe a relationship between a

less experienced individual, called a mentee or protégé, and a more experienced

individual known as a mentor. Traditionally, mentoring is viewed as a dyadic,

face-to-face, long-term relationship between a supervisory adult and a novice

student that fosters the mentee’s professional, academic, or personal

development.