SURVEY FORM OF ALS ACCREDITATION AND EQUIVALENCY ( A & E ) TEST

PASSER

A. Personal Data :

1. Name of Graduate :

________________________ ____________________ ____________

Surname First Name Middle Name

2. Age : ____________

3. Sex : ____________

4. Civil Status : ______________

5. Contact N. Mobile Phone : _________________

6. Birthday : ________________________

7. Birthplace : __________________________

8. Home Address : ____________________________

A. FAMILY DATA :

Name of Educational attainment Occupation

9. Father __________________________ ______________

10. Mother : __________________________ ______________

11. Number of Siblings in the Family : ________________________

12. Position in the Family; __________________________________

13. Spouse : ___________________________________

14. Number of Children : __________________________

B. EDUCATIONAL DATA

15. Grade/ Year Level: _____________________________

15.1 Highest Educational Level : ____________________________

16. Date Completed : _________________________________

17. Last School Attended/ Address: ______________________________________

18. Reasons for Enrolling ALS : _______________________________________

19. Course/ Program attended after ALS _________________________

Inclusive Date __________________ ALS Program Attended __________

Name of Facilitator/ Instructional Manager ____________________________

Name and Address of CLC _______________________________________

20. ALS A & E Test Taken and Passed : ___________________________

Date Taken: ____________________ Testing Center : ___________________

Standard Score Obtained : __________________ Essay Result : _________________

C. TRACER :

After passing the ALS Accreditation and Equivalency ( A & E ) Test, What did you do?

( Please check the blank that will apply )

21.a Stayed at home Yes ____ No ____

21.b Work Abroad Yes ____ No ____

22.Pursued Formal Schooling Yes ____ No ____

If your answer to No. 22 is yes, please answer below:

Name of School : ______________________________________

School Year : _________________________________________

Course : _____________________________________________

Award/ Recognition Received : __________________________

23. Enrolled in TESDA Vocational/ Technical School Yes ____ No ___

23.a Name of School ___________________________

23.b School Year : ____________________ 23.c Course _____________

24. Enrolled in Livelihood Skills Training Course Yes ____ No ____

Inclusive dates of Attendance: ____________ Course ________________

25. Engaged in Entrepreneur ActivityYes ____ No _____

Name : _________________________________________

26. Landed a job Yes ____ No ____

Type of Employer : Yes ____ No ____

Title of your job: _____________________________________

Type of Job Casual ____ Permanent ____

Is your job related to your field of study ? Yes ____ No ____

Are you happy with your job ? Yes ____ No ____

27. Do you believe that ALS improved your ways of living ? Yes ____ No ___

In what way ? __________________________________________

28. What problem did you encounter during your stay in ALS program?

____________________________________________________

29. What suggestion can you offer to improve ALS Program?

____________________________________________________
 Chapter 1

Introduction

The improvement of the conditions of the school youth and adults which has continued to

lay far behind in relation to their needs becomes a pressing problem of education today. Massive

development effort to minimize disparities and to bridge the apparent gap between the poor and

illiterate and the people in the city in provision of educational opportunities and services seem to

be greatly needed ( BALS, 2007 ). But there is now a parallel and equivalent learning system that

provides an alternative to the school based system of learning. This alternative learning system

consists of both the nonformal and informal education which is based on the competences of the

Alternative Learning System curriculum where the curricula address the EFA goal of basic and

functional literacy for all. It is in this light that the formal education and the ALS are said to be

parallel and comparable.

Under Executive Order No 356 , the Bureau of Nonformal Education was renamed to the

bureau of Alternative Learning System. One of the most important initiatives in the nonformal

education in the Philippines in the last 10 years is the Alternative Learning System, which is a

major component of the basic education. ALS has a clearly defined role within the overall

educational goals. It is mandated that the Alternative Learning System will respond to the need

of a more systematic and flexible approach in reaching to all types of learners outside the school

system and that all learning needs of marginalized learners are addressed ( ALS the Other Side of

Education 2006 ).
 In the Philippines, specifically in the second District of Negros Occidental, the existence

of community extension programs like the Alternative Learning System whose aims is to give

the basic literacy education as well as livelihood program is created to improve the homes and

the community makes the functional relationship between the school and the community.

(Dairin, include here the programs and Project of ALS like the Basic Literacy Program,

Accreditation and Equivalency Program. Discuss here what is A &E and establish the fact that A

& E has been implemented since ______but no one exerted effort to measure its success. )

It is in this context that the researcher is interested in conducting a tracer study of

the accreditation and equivalency test passers for the basis for an intervention program of the

District II of Negros Occidental.

Statement of the Problem

The main objective of the this study to trace the graduates of Alternative Learning System

( ALS ) in District II, Negros Occidental for the period 2004-2009. More specifically, it aims to

seek answer to the following specific questions:

1. What is the personal data profile of ALS graduates in terms of:

1.1 age
1.2 gender
1.3 civil status
2. What is the educational data profile of ALS graduates in terms of:
2.1 Highest Grade/ Year Level Completed
2.2 Last School Attended/ Address, Date Completed
2.3 Reason for dropping out of school
2.4 ALS Program Attended
2.5 Name of Facilitator/ Instructional Manager
2.6 Name and Address of the Community Learning Center ( CLC )
2.7 ALS Accreditation and Equivalency Test Taken and Passed
3. What are the activities or achievement of ALS graduate after graduation:
 31. Stayed at home
3.2 Pursued Formal Education
3.3 Finish Formal Education
3.4 Enrolled in TESDA Vocational/ Technical Course
3.5 Enrolled in Livelihood Skills Training Course
3.6 Engaged in Entrepreneur Activity
3.7 landed a job
4. What is the level of success of the ALS graduates when they are taken as a whole and when

they are grouped according to…….

A. age
B. gender
C. civil status
D. Highest Grade/ Year Level Completed
E. ALS Program Attended
E.1. Basis Literacy Program
E.2 Acccreditation and Equivalency
F. Name and Address of the Community Learning Center ( CLC )
5. On the basis of the findings, what interventions can be proposed ?

Hypothesis

This study is hypothesis free since it is only a tracer study.

Conceptual Framework of the Study

This study is anchored on the theory of Erickson as cited by Burns ( 2005 ) and Torculas (

2008 ) study. It states that a tracer study when applied to both in- school – and out- of – school

situations becomes a technique for evaluating the appropriateness and adequacy of the

instructional program while in the process as well as after completion.

The above theory is congruent with the following concepts on follow-up study.

Cosser ( 2004 ) argued that findings of the follow-up study will help school administrator

and curriculum makers to adjust instructional offerings to the needs of the students who are still

in school.
 Likewise, Jason as mentioned by Shields ( 2004 ) affirmed that understanding what

happened to the graduates after graduation is necessary to find out how effective the Alternative

Learning System has been in preparing and responding to the needs of its learners.

Significance of the Study

Findings of the study will be beneficial to the following:

Community. This refers to the people in the barangay who are recipients or beneficiaries

of the program for they are usually the marginalized group who either will be trained to become

literate or will become self- reliant.

Department of Education ( DepEd ). The Department of Education will have the

opportunities to lift up the economic difficulties of the low- income families through the

Alternative Learning System Program. DepEd will be of help to the poor to ensure their means

of living.

With this end view, the researcher views that the significance of this study lies in its goal

of tracing the ALS graduates in formulating intervention for the development of the program.

Scope and Limitation of the Study

 The present investigation focuses on tracing the ALS graduates of District II,

Negros Occidental.

This study is confined to trace all the passers of Accreditation and Equivalency Test
Passers

from year 2004 – 2009 in the Second District of Negros Occidental.

This study focused on the profile of ALS, the educational data profile of ALS graduate

and the activities or achievement of ALS graduate after graduation.

Even so, there are some limitations that ingresses in this study, it limits to the procedure

followed by the researcher in terms of data gathering and by the statistical tools and techniques

employed in analyzing the data gather for the study.

Definition of Terms

In order to provide a clear understanding of the terms used in this study, the following

were conceptually and operationally defined.

Accreditation and Equivalency Test. This is a program which provide tools and mechanisms

for entry – re-entry from nonformal/informal learning system and the more equitable

entry into the world of work ( framework of the Alternative Learning System ).

In this study, The ALS A & E test is a standardized paper and pencil-based tests and use

multiple choice test and composition writing.

ALS -

Tracer study. An investigation or inquiry organized to trace missing goods or persons.

In this study, it refers to an inquiry or investigation on the employability and the socio-

economic, level of satisfaction of the graduates of the Alternative learning System.

Passers. A student who passes an examination

CHAPTER II

REVVIEW OF RELATED LITERATURE

 This chapter provides some of the important literature and studies which have bearing on

the major theme of the investigation.

RELATED LITERATURE

FOREIGN

Alternative education, also known as non- traditional education or educational

alternative, includes a number of approaches to teaching and learning other than mainstream or

traditional education. Educational alternatives are often rooted in various philosophies that are

fundamentally different from those of mainstream or traditional education. Advocates of

programs designed to prevent or discourage students from leaving school before they graduate

( usually from High school ) believe that leaving school without a diploma negatively impacts

the lives of individuals both personally and professionally. ( Bost & Riccomini, 2006 )

In Kenya Nonformal education (Elimu ya Gumbaru) was previously under the Ministry

of Social and Cultural Affairs, but was moved under the Ministry of Labor and Human Resource

Development. There are other nongovernmental agencies (NGO) that serve as nonformal

education resources, such as the Ministry of Culture and Social Services, which was created to

provide services to help eliminate illiteracy among Kenyan adults.

During the fifteenth anniversary of Kenya's independence in 1978, President Daniel Arap

Moi decreed that a national program be launched to eradicate illiteracy. The Department of Adult

Education in the Ministry of Culture and Social Services was then established to spearhead the

promotion of literacy and adult education. It included 3,000 full-time adult education teachers.
Another 5,000 part-time teachers and many volunteers provided their services after short

induction training courses in adult education. Since most adult education teachers had not

received adequate training as teachers per se, the training courses helped prepare them to become

effective facilitators in the literacy and adult education program. The courses for adult education

teachers were a joint venture between the Kenya Institute of Education, the Department of Adult

Education, the College of Adult and Distance Education, and the University of Nairobi

(kenyaweb.com 2001).

In Bangladesh the NFE Policy Framework (2006) aims to provide

access to lifelong learning opportunities to improve quality of life and create

a learning society. The target population of the government's various NFE

projects includes out-of-school children, school dropouts, adolescents and

young adults as well as urban slum-dwelling working children and

adolescents engaged in hazardous professions. The beneficiary age group is

between 8 and 45. All projects are implemented through NGOs.

NFE in Bangladesh is designed to be flexible in its organization, time

and place and to cover basic and continuing educational programmes that

deliver basic literacy, life skills, work skills and general culture. It also

facilitates lifelong learning and improves poor people's earning capabilities

Non Formal Education programmes address the realities of poor children

and are therefore generally more pro-poor than formal education. Activities

are typically organized outside the formal school system, and focus on
particular sub-groups (adults, rural communities, ethnic minorities). Hours

are generally shorter and courses address the specific needs of learners.

NFE is particularly relevant for child workers. As they work at least

part of the day, it is often difficult for them to enroll in full-time schooling.

For children who dropped out of school at an early age and subsequently

started working, going back to the formal education system can be rather

difficult as they maybe over-aged and not always well received by the

younger children. The general nature of the school curriculum and the

teaching style frequently fail to relate to their experiences.

It is, of course, important that newly acquired literacy skills find

practical use. The government has therefore introduced three post-literacy

and continuing education projects to maintain and upgrade new literacy

skills. Those projects, implemented in partnership with NGOs, also include

vocational skills training, which typically focuses on tailoring, poultry,

fishery, cow and goat rearing, bee keeping, block batik, and cycle and

rickshaw repairing.

Local

Alternative Learning System has a long history I the Philippines and

has been called different names through the years. It is originated as a civic

movement and was given importance with the approval of Act No. 1829 in
1908. This act provides for the delivery of civic- education features in towns

and in barrios. In 1914 the Act was amended assigning public schoolteacher

to conduct the lectures. In 1936 Commonwealth Act No. 80 was passed

creating the office of adult education, under the Department of Education

After eleven ( 11 ) years, the office was converted into the adult Community

Education Division under the bureau of public schools. The Philippine

constitution of 1973 created the position of Under secretary for Nonformal

Education Act of 1982, created the Bureau of Education from the office of

Nonformal Education through Executive Order No. 117 s. 1987 and by the

executive order No. 356, Nonformal Education has been renamed as

Alternative Learning System ( Alternative Learning System 2008 ).

The alternative learning system program develops both academic and

practical abilities for human survival in various actual endeavors of life. The

completion of one in Basic Education as off-shot of the ALS Program made

the individual ready to prepared for another stage of occupation or

learning. It is also the function of alternative learning to foster values and

moral judgment of beneficiaries to meet the norms and standards of human

conduct. ( Bureau of Non formal Education, 2003 )

Another important aspect of ALS Program is the focus of sense of self

respect and community. The learners are developed with their potentials to

respond to the changing needs of their communities. The policy of the

government to implement ALS is a strong commitment and dedication to

attain innovation and education. The strong commitment of the government

to strengthen literacy programs for grassroots communities helped improve

the quality of life, especially in the disadvantaged sectors. The programs

plays an important role in shaping the future of the learners ( Bureau of

alternative learning System, hand outs 2006 )

Functional literacy is a crucial factor in attaining sustainable

development. The adoption of innovation functional literacy programs would

contribute to government and community efforts in alleviating poverty and

in providing better opportunities for the learners after completion of basic

education. ( Gloria Macapagal Arroyo, 2005 )

Baccani 2005, pointed out the literacy program enables people to

read. Indeed, literacy opens doors for people and enable them to develop

their potentials for functional literacy focusing on enabling individuals to

live work as human persons, develop their potentials make critical and

informed decisions and function effectively in society, in order to improve

quality of their life.

Related Studies

Foreign
 It is generally accepted that education as an activity is a social artifact modeled and

remodeled from time to time to enable successive generations of individuals to realize their

human potential as they grow from infancy to adulthood and beyond. The contours and

characteristics of the strategies adopted for organizing the processes involved are themselves

dependent on a number of factors that vary across time and space. A retrospective look at the

history of mankind and the way the strategies of education have changed over the centuries

reveals several interesting features.

In India, non-formal education has to be seen both in a wider and in a narrower

perspective. Viewed in the wider perspective, non-formal education activities would include a

large variety of programmes operating in different sectors of life such as health, agriculture,

family welfare, and literacy development. In this ,sense, it falls within the definition given by

Harbison. However, seen in the narrower perspective, nonformal education refers to India's

programmes for achieving universal elementary education through part-time programmes for

children of school-going age.

Looking at the total gamut of activities in the sphere of non- formal education in India,

one can classify them in three categories. One is the area of adult education, which clearly falls

within the broad framework of non-formal education, considering its objectives and

methodology of organization and implementation. A second set of activities which are also

largely meant for adults cuts across sectoral barriers as they include agricultural extension

activities, family welfare promotion activities, general awareness development programmes and

so on. This represents an omnibus set of educational activities related to different developmental

sectors which are undertaken by government as well as nongovernmental organizations. The

third set of activities are exclusively in the area of elementary education. In fact, it is this set of

activities which has gained the specific connotation among professionals in India as non-formal

education. In line with the above broad classification, researches in non-formal education can

also be looked at as belonging to three categories.

A cursory review of all researchers in the area of non-formal education conducted in

India reveals that more than 50 per cent of them are in the area of adult education. In a way, this

is understandable, as adult education programmes have a relatively long history in India. The

balance of studies is more or less equally divided among programmes for elementary education .

( SAGE journal 2011 ) In the present study, an intervention in non-formal education was

initiated to mobilise tribal people to fight for the right to the life of dignity and to have better

opportunity for their children's educational needs. The intervention was initiated in four tribal

villages of Betul district, Madhya Pradesh, with one village as control. The intervention was

planned with participative, humanistic and constructivist approaches to change and learning. The

Korku children, young adolescents and local youth, as instructors, brought about cognisant

changes. Children who hid and cried on being spoken to by people outside their village and who

lacked confidence, after a Bal Mela, two hours of interaction for seven months in two years and

three camps, were able to speak to everyone freely, including the police. There was a change in

their self-confidence and perception about self, and significant gain in general knowledge.

Positive change in self-esteem that come about with clearing their formal grades of VIII, X and

XII was also seen. The young instructors were especially vocal about the leading roles they could

play in the Sanghathana that the villages in the region were able to join/establish and contribute

to. Literacy and numeracy learning were not retained and schooling seemed to instil these skills
better. The findings are placed in the premise of education for the disadvantaged and learning

that is contextual and learner-centred.

Local

ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous

people communities and in areas where literacy is most wanting and where literacy is needed.”

The government’s vision for non-formal education is revitalized and epitomized through

an Executive Order No. 358 S. 2004, naming and reinventing of the Bureau of Nonformal

Education to Bureau of Alternative Learning System (BALS) whose vision is to view the

Philippines as a nation where all the citizens, especially the marginalized individual or group of

learners who could not equitably gain access to formal education because of unwanted

conditions, be given equal access to quality education by taking an alternative learning system

that will enable them to become productive workforce and members of the land. As its mandates,

ALS is propelled by its functions to:

1. Address the learning needs of the marginalized groups of the population including the

deprived , depressed, and underserved citizens;

2. Coordinate with various agencies for skills development to enhance and ensure

continuing employability, efficiency, productivity, and competitiveness in the labor

market;
 3. Ensure the expansion of access to educational opportunities for citizens of different

interests, capabilities demographic characteristics and socio-economic origins and status;

and
4. Promote certification and accreditation of alternative learning programs both formal and

informal in nature of basic education.

This mini case study focuses on the role of the ALS programs catered by the Lopez East

District ALS coordinator and its local instructional managers to address the present needs and to

delineate briefly their clienteles’ way of life in the settlement or community in Brgy. Villa

Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already

adapting to the changes in their surrounding. Furthermore, being members of the disadvantage

group of people, giving them the opportunity to equal access to education is a priority concern of

the government being carried over by its local counterpart.

While some nongovernmental organizations also take part in aiding educational facilities and

health and sanitation service, this mini-case study highlighted only the application of ALS in the

promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of

the clienteles in Aeta community toward the realization of educational efforts starting February

2008 to the present.

This case study includes the initiatives and actions of the ALS coordinator and her

instructional managers’ common experience with their clienteles and the attitude or behavior of

the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual

ALS class goes on. The student-researchers were able to validate such remarks and notes in
direct observations and interview they conducted at the Aeta clienteles and its immediate

community.

Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting

the following points.

Tribal groups, specifically Aetas are the deprived, depressed and undeserved population.

Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended

formal schooling because they do not understand the benefit that education could give to a

person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas,

through “Magbasa Kita Project” a basic literacy program of the department. I was assigned to

handle the class or community of Aeta as “para-teacher” at the same time “ate” not ma’am or

teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made

up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.

Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I

mobilized our local system. It is indeed very challenging on our part. We had a hard time

encouraging and motivating them so that they will come to school. Convincing them to come to

school even included drinking liquor with them. Furthermore, we use variety of ways and

approaches to be able to win their interest. The school set-up lasted for some years yet their ways

of living have not changed despite all the efforts exerted by their other mentors. Some still

carried the old practices and do not even own a house where they can live permanently and

comfortably.
 Construction of two-room building sponsored by the ABS-CBN “Tree of Hope

Program” built last year (2007) became one of the motivating factors that led the Aetas to take

ALS program. ALS program formally started from February to April 2008. Fortunately, out of

more or less 50 households, Fifty-four Aetas were its first batch of students. The group was

divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old

under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional.

The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of

13 years old to as old as forty-four. This group could be considered as emergent learners

progressing from the very basic level. During this grace period, meetings were done three times a

week. Instruction during those times focused mainly to basic literacy focus, which is more on

reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and

clienteles’ adjustment to alternative schooling.

Alternative Learning System programs continued starting this beginning school year,

June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last

February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female,

65% and male, 35%. Ten of which are parents and mostly are young ones. “However,

maintaining 100% attendance is the biggest problem,” the instructional managers noted. On the

average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for

school program requested by the ALS District Coordinator which the Local Government Unit

(LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program
is another concern. Meetings this time are from Monday to Friday not unlike the previous one,

which is only three times.

The coordinator and instructional managers would recount that the usual or typical day

would go like this…

The Aeta-clienteles would come to school in the morning. Not all students would come

early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some

wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the

week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to

word reading, writing, and arithmetic activities were provided for three hours. We would read

aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and

write. Most of them get bored easily for they had different types of learning. Most of them had

usually short span of attention so we had quick breaks from time to time.

Preparing the meal of the day was the most important for them. Since some of them had

not taken breakfast or suffer the day before. After the early morning routinary activities, we

would be preparing the meal of the day where everybody will be part. Food is the best reward

and encouragement we could offer them. Because of food nourishment, they come to school.

There was even an incident that Aeta would come very late to school just in time for lunch. After
a while or a siesta, Afternoon session would be allotted to free and varied activities. Film

viewing occupied the most times, because of the Television set and educational package, we

have recently received from a donation all the way from Hawaii. Televiewing became a part of

the afternoon session. When the day was over, we teachers could not help but be challenged

different adjustments met so as our Aeta clienteles.

We find teaching and learning with them demanding yet very stimulating because of

some reasons:

· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching

of basic sanitary hygiene. However, for customary reason few would not heed our advice for it

already became their system since they were born. Consequently, we got use to some of their

unsanitary practices but we always address them as much as possible teaching the parent

clienteles the right ways though most of them do not care much to their children for customary

reason.

· Abseetism is also common problem since the approach is new for them at the start. Looking at

them from a day-to-day perspective, most of them skip school because some work in farms by

harvesting young anahaw leaves or working with their specific “Amos”, and for very apparent

reason, if there are times that we don’t have food or meal of the day to offer them, we would

rather have an empty room than to have clienteles with empty stomachs.
· Aetas clienteles interact with the ALS program differently. Students learning style and mental

capacity vary different from one another. Some learn smoothly. Others need constant review. At

the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the

worse is that they sometimes forget their surname or they change their names.

· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even

shares that they could no longer remember any tribal rites taught to them by the elders. Still,

some of them wander and work from the community to nearby barangays. They don’t

permanently stay in one place, except of course for those who have learned to fit in to the local

villagers. What is quite pressing for us in relation to their ways is that an early marriage is

common thing. An Aeta could already find and live with his/her partner at the age of 12. In

addition, they could easily switch or change partner as the pair pleases. Another noticeable

activity they often engage with is drinking. Moreover, in certain occasion, a villager could get

along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink

alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An

adult Aeta clientele could compromise going to school just to a bottle of liquor.

Battling these all sort of things every day, we as their teachers or “Ate” as they call us,

could freely tell that we influence their lives toward the basic literacy and even more. Most of

them have already accustomed to the ways of the civilized people. Emerging clienteles whom we

have been teaching hard can already read and write basic Filipino words, can calculate numbers

so that they well not be cheated by their “Amos” for their fair share of farm works, can practices

basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have

fitted in to the latest technology can send short messaging service (SMS) via cellphone. The
Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local

villager’s intervention, and the influences of the latest technology-stricken world.

With the programs being offered by the District, seeing ALS greater impact for the future

of the Aeta community, has a long way to go, of which the District Coordinator and the

researchers unanimously agreed upon adding that a lot of concerns or priorities still must and

should be acted promptly.

Education to be meaningful must be rooted in the community life and experience of the

people; because learning takes place in this context as well as in the way they understand the

stages of their cycle.”

 Chapter III

Presented in this chapter is the research design to be used in the study, the respondents of

the study, the respondents of the study, the instrument to be used in data gathering, the procedure

followed in the conduct of the investigation, and the statistical tools used in the analysis of the

data.

Research Design

The descriptive survey method research will be used in this study. The survey

questionnaire applied will be adopted in the Alternative Learning System Passers. Sevilla,( 2007)

stated that the most common and widely used method in gathering data regarding the attitudes

and opinions of a group of persons by asking them to provide the important of information.

Follow-up studies is employed when one intends to investigate the subsequent development of

participants after specified treatment or condition. Generally, one may use these studies to

evaluate the success of particular program in Alternative Learning System.

Descriptive survey is use in this study because this approach as explained by Calmorin

(2001 citing Good and Scates ) is appropriate in providing the value f facts and focusing

attention on the most important things to be reported.

Subject of the Study

The target groups of the study will be the test passers of the Alternative Learning

System, in District II, Negros Occidental from the school year 2004-2009.

Research Instrument

The survey instrument which will be used in this study is the instrument used by Lani

Torculas. The questionnaire will be enhanced to suit the requirements of this study. Hence it will

be revalidated and undergo realibility.

Data gathering Instrument

In the conduct of the study, the following steps were undertaken:

1. Securing of the list of Graduates of the Alternative Learning System 2004-2009. A letter

requesting for a hard copy of the list of Alternative Learning System graduates for the

period covered as well as their addresses will be sent to the Division Supervisor of the

Alternative learning System.

2. Distribution of Survey Forms. Some of the survey forms will be personally distributed by

the researcher. Others will be carried by friends and colleagues and still others will be

mailed to the respondents.

 3. Collecting the data and subjecting them to statistical analysis. The data gathered through

the survey forms will be collected and subjected to statistical analysis perhaps through

the use of SPSS.

Reliability of the data-gathering instrument

A data gathering instrument is said to be reliable if it has the ability to gather stable,

consistent and dependable data.

The test-retest reliability will be conducted to ALS students of the Division of Cadiz City

as respondents. These are the ALS students who will not included in the final survey.

After establishing the validity and reliability of the data gathering instrument, sufficient

copies were reproduced and distributed to the respondents after appropriate permission from the

Division Superintendent.

Statistical Treatment of the data

The following statistical treatment will be used in the computation of the data:

Mean. This will be used to determine the level of success to attain objective no.2

Percentage. This will used to determine the number of respondents belonging to a

particular grouping to achieve objective no.1

 A and E Test
Examine

ALS

Intervention
Passed
Programs
Trace
Training

Refinement of program

Figure 1. The conceptual Framework of the study