CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

The Department of Education (DepEd), under the Alternative Learning System (ALS)

program, responded and acted on the problem of the increasing number of out-of-school-youth

(OSY) thru a free education program intended for those who cannot afford formal schooling.

Encompassing both the non-formal and informal sources of knowledge and skills, ALS

became a viable alternative to the existing formal education. Out-of-school youth can take the

Alternative Learning System program in the Department of Education. There is like a training

for 10 months or so, then the next year, the youth can take the Accreditation & Equivalency Test.

Manny Pacquiao took and passed the (AET) under the ALS program. He was presented a

high school diploma, making him eligible to pursue college. He was then named as the DepEd's

Ambassador for the ALS and People’s Champ for Education. According to Education Secretary,

Jesli Lapus( 2014), "Manny is an excellent model for all out-of-school children, youth and adults

who are determined to learn and are able to gain functional literacy skills outside of formal

schooling.

The program cuts the time needed to finish high school, hence, significantly cuts the

expenses as well. Aside from giving hope to the less fortunate students, it also provides

opportunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-

outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural

minorities; indigenous people and the disabled/physically challenged.

This is also the program in which many of the out of school youth in the province are

enrolled, but due to some extent majority of them, even the program which is free for all is not
 2

able to attend and seen interest in pursuing their studies. This study however determined the

different factors that affect the absenteeism of OSY in the Alternative Learning System(ALS).

Conceptual Framework

The Alternative Learning System (ALS) is a free education program implemented by the

Department of Education (DepEd) under the Bureau of Alternative Learning System which

benefits those who cannot afford formal schooling and follow whatever is the available schedule.

The program provided a viable alternative to the existing formal education instruction,

encompassing both the non-formal and informal sources of knowledge and skills.

ALS aims to open more educational opportunities for Filipino citizens of different

interests, capabilities of demographic characteristics, socioeconomic origins and status as well as

addressing the needs of marginalized groups.

1. socio demographic profile of the

respondents be described in terms of:

1.1 Age;

1.2 Gender;

1.3 Civil Status;

Independent Variables Dependent Variables
1.4 Number of children in the family

1.5 Occupation

1.6 Educational attainment

1.7 Schedule of ALS enrolled

 3

Students Academic Achievement

Figure 1 Paradigm of the Study

Statement of the Problem

This study entitled “Factors regarding Absences of Out of School Youth in the Alternative

Learning System of the Government ”

Specifically, it will seek to answer the following questions:

1. How may the socio demographic profile of respondents be described in terms of:

1.1 Age;

1.2 Gender;

1.3 Civil Status;

1.4 Number of Children in the family;

1.5 Occupation;
 4

1.6 Educational Attainment; and

1.7 Schedule of ALS Enrolled

2. How may the factors that affect the non participation of the respondents in the Alternative

Learning System is described in terms of:

2.1 priority;

2.2 personal differences; and

2.3 geographical Location

3. Is there a significant relationship between the socio demographic profiles of the respondents to

their description of non participation in the government program for OSY?

4. Is there a significant difference on the factors that affect the non participation of the

respondents in the Alternative Learning System?

Hypotheses

The following null hypothesis were tested at 0.05 level of specification

1. There is no significant variables between the socio demographic profile of the respondents to

their description of non participation in the government program for OSY

2. There is no significant difference in the factors that affect the non participation of the

respondents in the Alternative Learning System.

Scope and Delimitation of the Study

This study was limited to the Factors regarding the Absences of Out of School Youth in the

Alternative Learning System of the Government. This study was conducted during the School

Year 2016-2017.

This study used the descriptive type of research and used stratified random sampling in

determining the number of participants . The participants of the study were the out of school
 5

youth in the South District Talavera, Nueva Ecija. The questionnaire was the main tool in

utilizing the data needed in the study.

Importance of the Study

Out of School Youth. The result of the study will be a helpful data in opening their eyes

regarding the possible effect to their lives on their non participation in the ALS

Administrator. The study will give them a glance of the different reason of the OSY and

will give them a chance to create a programs that will enhance or follow ups in order for the

OSY to participate in the ALS

Future ALS Students. A greater consciousness on their future responsibility to their

chosen path will be developed and existence of the psychological and physical reactions with

regards to their experiences whether it is good or bad. And adjustments are needed for every

situation and circumstances.

Operational Definitions of Terms

The following terms were defined for a clearer understanding for its meaning.

Alternative Learning System( ALS). It refers to the government program for the out of

school youth to enroll and benefited in the free education of the government.

Factors. It refers to the different reason of the respondent’s on their non participation in

the alternative learning system of the government.

Personal Differences .It refers to the personal reason or perception of the respondents

regarding the program of the government why they are not participated in the program.

Profile. The term refers to the distinctive characteristics of the respondents in terms of

gender, age, civil status and educational attainment.

 6

Priority. The term refers to the first option of the respondents to select whatever their

needs aside from the participation in the ALS.

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents the reviewed related literature and studies.

Foreign Literature
 7

Out of school youth means a vulnerable number of people who have complex needs.

Nobody can deny the hard fact that education is an extremely important factor for bringing

change in the lives of individuals. It has universally been recognized as the most powerful

instrument and pre-requisite for gearing up the socio-economic development of a nation. In fact,

it can be said that it is a pre-condition for the overall up-lift and welfare of a nation (Lucas,

2015).

This is why investment in education is considered to be vital for human resource

development and the enhancement of the quality of manpower. The history of humankind, in

general, and developed nations of the worked, in particular, is replete with the precedents, which

establish the fact that a certain level of literacy in population is an essential pre-requisite for

precipitating the process of development in a country.( Ubalde, 2013)

The segment of society that plays the most active part in the socio-economic

development of any country/region consists of get better grades the adolescents. It is clear that

the composition and characteristics of this most crucial part of population goes a long way in

expediting the process of national development and influencing the policy makers and planners

in their planning and decision making for the future. In this way, the adolescents act as a sort of a

“pressure group” that exerts a far-reaching impact on the process of educational planning as well

as on the other developmental activities of the country.(

Out-of-school youth are a vulnerable population with complex needs. Many face dim

employment prospects and uncertain futures. Out-of-school youth are broadly defined as youth

aged 16 to 24 who are not in school and who are unemployed, underemployed, or lacking basic

skills. While there is no single system that provides services to out-of-school youth, many
 8

systems can play a role in better addressing their needs, including the public education,

workforce, human services, juvenile justice, and community

Local Literature

ALTERNATIVE LEARNING is Department of Education's (DepEd) Alternative

Learning System (ALS) intended to bring school leavers back to the learning path with the help

of non-government organizations (NGOs). DepEd administers placement tests to determine the

learning level of the school leavers and with the help of NGOs enroll them in a supervised off-

campus study program to prepare them for a DepEd accreditation and equivalency (A&E) test.

The A&E test "offers the successful test takers certification of learning achievements at two

learning levels – Elementary and Secondary – that is comparable to the formal school system.

The ALS A&E Tests in both levels are standardized paper and pencil-based tests and use

multiple-choice test and composition writing. The test items are based on the learning

competencies of the five learning strands of the ALS Curriculum." ALSNET will join other

NGOs as Instructional Managers of the ALS program to help -

Filipino Out-of-School Youth (OSY) and Adults at least 11 years old (for elementary

level test) and at least 15 years old (for the secondary level test) who are basically literate. They

may include: unemployed/underemployed OSYs and adults elementary and secondary school

drop-outs/leavers industry-based workers, housewives, maids, factory workers, drivers members

of cultural minorities/ indigenous peoples, persons with disabilities/physically challenged,

inmates, rebel/soldier integers. Most of these target learners live below the poverty line,

predominantly coming from depressed, disadvantaged, underserved communities. (DepEd NCR,

Who are the target clienteles of the ALS A&E Test?, www.deped-ncr.edu.gov.ph).
 9

In the Philippines, the trend for the past ten years show that for every 10 pupils who

enroll in grade school, only 7 graduate. The same ratio is experienced among the high school

students.( Sanchez, 2014)

Main reasons cited for dropping-out are mostly poverty related. While basic education is

free, many poor families are unable to finance the ancillary school needs of their children.

Deprived of completing high school education, the out-of-school youth are further marginalized

from acquiring technical skills. As mandated by the law, technical education in the Philippines is

a post secondary course. The continuing inability of many poor young people to complete basic

education and/or undertake technical education, consign them to the vicious cycle of poverty.

Their lack of education constrains their access to better-paying jobs or ability to succeed in

entrepreneurial pursuits, all of which require higher degree of literacy. Workers with solid

foundation in technical education, have better chances of landing jobs. ( Pimentel,2015)

Amidst increasing incidence of out of school youth exacerbated by political and

economic crises, the project seeks to: 1. develop and test mechanisms that will enable children in

the age group 7 to 14 to be schooled or remain in school; and 2. pilot the implementation of an

employment and entrepreneurship program for youth in the 15 to 24 year age group, integrating

technical skills development with life skills development. TF no. 023514 was implemented in

conjunction with TF no. 023513, which is bank managed. Achievement of Trust Fund

Objectives1 under TF no. 023514, a total of 16 sub-projects was funded from ASEM World

Bank grant to the POSCYD Project. Of the 16, two (2) sub-projects focused on bringing back

out-of-school children and youth back to formal( Angara, 2015)

Foreign Studies
 10

Not going to school is banned in Germany because of the force in all provinces to attend

school. In all English-speaking and many other countries in the Western Hemisphere, such as

Switzerland and Austria is at least home schooling is permissible

In German-speaking area is meant in the strict sense of the liberal alternative schools,

have joined the majority of which (in BFAS - Federation of Free Alternative Schools D). Free

School initially means only private school (= not state) ownership, but it resonates with the

special meaning of self-determined learning and self-organization. So many rules for children,

adolescents and adults are equally decided. The laboratory school and college to college in

Bielefeld are similar to the alternative schools but in many ways, but are not dazugezählt as State

ups mostly. The Association of Liberal alternative schools, in short BFAS organized the free

alternative schools in Germany. They differ conceptually from about Waldorf and Montessori

schools, which are organized into their own groups. The BFAS is a member of the Association of

German Private Schools (VDP).

The individual free alternative schools operate according to individual conceptions on the

basis of a common educational policy identity. Cornerstones of the democratic development of

co-existence of all parties, these are the degree of self-determination of children in the learning

process and the flexibility of organizational structures. Formulated is the common conceptual

basis of the member schools in the eight-point "Declaration of Wuppertal" in 1986. ( Hencher,

2014)

There is no conscious mandatory curriculum for all students as many aspects of the

school together are governed democratically, where each person has a voice

Each student can move freely in school as long as it does not restrict the freedom of others or for

violation of the Community adopted rules. ( Halbach, 2015)

 11

Democratic schools allow their students thus a self-paced learning. All Democratic

schools are based on a fundamental respect for children. ( Hecks, 2014)

The beginnings of Summerhill are in the "New German School" in the garden Hellerau

near Dresden. The "New German School" united many currents of the German reform pedagogy.

Neill was due to the favorable exchange rate between the pound and the English marks in a

position to be one of the main sponsors of this school and divided it an "international school".

This financial independence also allowed him to implement his own ideas, without any pressure

from other reform-teachers on him. The school was divided into several departments, Neill

headed the foreign group.( Ternedred, 2015)

Active Schools are a special form of alternative schools in Germany, based their

pedagogical approach is an alternative to wild-pedagogical guidance and experience, Ask the

child and his own Weltbegreifen at the center of the educational endeavor, and their approach is

not the central-directive approach( Hartmut, 2014)

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. They also argue

that it has a negative societal impact because they believe that it increases the likelihood that

these individuals will require public assistance.( Hentig, 2014)

Although special education dropout rates nationally have been on the decline, from

reportedly 34.1% in 1995-1996 to 29.4 % in 1999-2000 (Bost & Riccomini, 2006), they are

especially concerned by the rate at which students with disabilities leave school without

acquiring a high school diploma.

 12

Recent data regarding the dropout rate of high school students is as follows: The New

Jersey special education dropout rate is approximately 11% (in 2005 10.9% and in 2006 10.5%).

[Friere, 2015)

Data on determining risk factors can serve as predicting variables for students dropping

out. Moreover, high risk students in alternative schools encounter formidable challenges that can

further increase their risk. Finn discusses risk factors in his 1989 work, "Withdrawing from

School" (as cited by Dynarski & Gleason, 2007). He creates two theoretical models in his

attempt to examine the reasons students leave school without high school diplomas. In his

“frustration-self-esteem model,” poor past academic performance leads to an “impaired self-

view,” and "negative emotions" caused by this eventually cause the student to leave school

(Dynarski & Gleason, 2013 p. 45).

Other possible causes have been examined in various studies. Gleason and Dynarksi cited studies

finding that a student’s family income, socioeconomic status, and parental level of schooling are

correlated with early school withdrawal. Limited English ability, membership to a family which

receives welfare, neglect, having caregivers with drug addictions, other family members

dropping out of school, needing to support family, and personal safety issues may also be

correlated with the act of leaving school without a diploma. Non-profit organizations like the

Association for High School Innovation, originally the Alternative High School Initiative, and

Diploma Plus, Inc. have developed as a response to the growing national trend of diminishing

graduation rates, especially as they impacted the United States' low income, minority youth.

( Ganther, 2014)

The matter has also gained national attention. In 2014, President Barack Obama called on

states to identify and focus on schools with graduation rates below 60 percent. Those districts
 13

could be eligible for federal aid as his budget proposal includes $900 million in "school

turnaround grants" on top of $3.5 billion in federal dollars the administration has committed to

low-performing schools.( Hertsan, 2014)

`Data on determining risk factors can serve as predicting variables for students dropping out.

Moreover, high risk students in alternative schools encounter formidable challenges that can

further increase their risk. Finn discusses risk factors in his 1989 work, "Withdrawing from

School" (as cited by Dynarski & Gleason, 2007). He creates two theoretical models in his

attempt to examine the reasons students leave school without high school diplomas. In his

“frustration-self-esteem model,” poor past academic performance leads to an “impaired self-

view,” and "negative emotions" caused by this eventually cause the student to leave school

(Dynarski & Gleason, 2013 p. 45).

Other possible causes have been examined in various studies. Gleason and Dynarksi

(2013) cited studies finding that a student’s family income, socioeconomic status, and parental

level of schooling are correlated with early school withdrawal. Limited English ability,

membership to a family which receives welfare, neglect, having caregivers with drug addictions,

other family members dropping out of school, needing to support family, and personal safety

issues may also be correlated with the act of leaving school without a diploma. Non-profit

organizations like the Association for High School Innovation, originally the Alternative High

School Initiative, and Diploma Plus, Inc. have developed as a response to the growing national

trend of diminishing graduation rates, especially as they impacted the United States' low income,

minority youth.

Another example of an alternative high school in the United States is Holden High

School (California) in Orinda. Holden is a part of the National Coalition of Alternative and
 14

Community Schools (NCACS) and is accredited by the NCACS's legal counter-part, the

National Association for the Legal Support of Alternative Schools (NALSAS).

At the level of higher education several alternative practices have arisen, especially since

the late 20th century. Colleges such as Bennington College, Evergreen State College, Goddard

College, Union Institute & University, Hampshire College, Johnston Center at the University of

Redlands, and New College of Florida have no grades, for instance, and use only narrative

evaluations for assessment. Other colleges, such as Bard College at Simon's Rock, Marlboro

College, Antioch College, Antioch University, and Shimer College do not have traditional

academic departments and are instead organized around interdisciplinary units.( Wench, 2014)

In regard to graduate education, there is Saybrook Graduate School and Research Center,

Fielding Institute, Union College and University, the California Institute of Integral Studies and

The Institute of Transpersonal Psychology.( Hartsi, 2014)

Local Studies

The government and the private sector have partnered to teach millions of out-of-school

youth (OSY) nationwide to become entrepreneurs to help reduce poverty incidence in the

country.

The Department of Social Welfare and Development (DSWD), the National Youth

Commission and the Philippine Center for Entrepreneurship-Go Negosyo have embarked on a

project that aims to create a framework on mentoring out-of-school youth on entrepreneurship.

 15

The project is funded by the Asia Pacific Economic Cooperation (APEC) with a grant of

$97,610 or P4.7 million.

“The framework could be used as a guide or a reference by APEC-member countries in

providing the necessary assistance for coaching the OSY,” (Belneg, 2014)

Chapter 3

METHODS, PROCEDURES AND SOURCES OF DATA

This chapter presents and discusses the methodology of the study which involved the

research design, research locale, respondents of the study, the instrument, validation of the

instrument, sampling design and techniques, administration of the instrument, sampling design

and techniques, administration of the instrument, reliability and validity, data analysis and

statistical tools and treatment of data.

Research Design
 16

This research design used by the researcher in this study is the descriptive method using

the questionnaire as the main instrument in gathering the needed data. Survey is a manner of

soliciting ideas, opinions, point of views and personal experiences.

Descriptive method is a scientific method which involves observing and describing the

behavior of the subject.

Descriptive research, also known as statistical research, describes data and characteristics

about the population or phenomenon being studied.

Research Locale

Talavera is a first class municipality in the province of Nueva Ecija, Philippines.

According to the 2014 census, it has a population of 112,515 people.

It is bordered by Cabanatuan, Science City of Muñoz, Aliaga, General Mamerto Natividad, and

Sto. Domingo. Talavera is politically subdivided into 53 barangays.

The town of Talavera was formerly a barrio of Cabanatuan City. It was called “Katugian”

which means a place abounding in “Tugue” an edible root crop.

The distance between Cabanatuan City and Katugian was critical during the early phase of its

development although it was only 15 km. The cura párroco at that time recommended to the

Spanish administrators a separate and independent administration of Katugian. By a royal decree

issued on November 12, 1852, the plan making Katugian a town was approved. There was no

formal inauguration of the new town in accordance with the royal decree. However, the

Augustian cura párroco of Cabanatuan, Fr. Gregorio Crisostomo, appointed the first officials of

the town by sending his co-adjudor, a certain Pedro Estanislao Pascual, to handle the religious

phase of the administration of the new town during Sundays and Holidays only. The first barrios

that composed the new town were La Torre, Pulong Buli (Now Sto. Domingo), Concepcion and
 17

Valle. Based on the petition presented to the Alcalde Mayor (governor) of Nueva Ecija,

forwarded to the governor general in Manila; the “Talavera of the Crown of the Princess” was

approved on February 17, 1853 by the Governor General.

Figure 3 Map of Talavera showing where the study will be conducted.

Respondents of the Study

The participants of the study will be the 82 out of school youth at the town of Natividad ,

Talavera and Munoz Nueva Ecija and enrolled in the Alternative Learning System of the

Government. They will be selected because they are the one involved in the study.

Table 1

Distribution of Respondents by Barangay

Talavera City Total Percent

Population Size
1. Pinagpanaan 26 32.50
2. San Miguel na Munti 27 33.75
3. San Pascual 27 33.75
4. Lomboy 82 100.00

Sampling Techniques
 18

Purposive sampling was used in this study.

The sample size of OSY was determined using the Slovin’s formula.

Formula: n = n____

1 + Ne2

Where:
n = sample size
N = population size
e = desire margin of error
1 = constant
Formula: n = n____
1 + Ne2
Where:
n = sample size
N = population size
e = desire margin of error
1 = constant

Materials and Instrument

The main instrument to be used in the study is questionnaire Calderon (2006) stated that

questionnaire is simply a set of questions when answered properly by a required number of

selected respondents, will supply the necessary information to complete a research study.

Description.

The instruments that the researcher used are questionnaire and interview.

The first tool is the questionnaire. It is divided into two parts. The first part is the profile

of the respondents, which includes age, gender etc. The second part deals with the evaluation of

factors that affect the non participation of the OSY in the ALS

Construction of the Instrument

 19

The researchers construct the instrument by collecting information from review of related

literature. Other parts are constructed based on internet and suggestions from the adviser,

consultant and the researcher themselves. The questionnaire contains questions regarding the

profile of the respondents.

Validation of the Instrument

The draft of the questionnaires will be submitted to the researchers’ adviser for review

before distribution.

A dry run is conducted to check the validity of questionnaire. The dry-run is done to five

(5) individuals who served as the respondents but not included as the actual respondents. This

will be done to test if the questions were fully understood by the respondents upon the approval

of the thesis adviser, researcher personally administered the questionnaires to the respondents.

Administration of the Instrument

A letter of request was submitted to the head of the school to allow the researchers to

conduct interview and distribute the questionnaires to the respondents.

Copies of questionnaires will be distributed by the researchers to the respondents. To fully

understand the objectives of the survey, the cover letter serve as their guide in answering the

questionnaires. They are encouraged to give their sincere and honest opinion.

Statistical Treatment of Data

The data will be collected, classified, categorized, and analyzed according to the problem

of study. The study will used the following statistics tools.

Percentage
 20

This will be used by the researchers to determine the preparation of a part to a whole such

as a given number of participants in relation to the entire population. See below for the formula:

% = F/N x 100

Where % - refers to percentage

F – refers to the frequency of responses

N – refers to the total number of participants

Weighted Mean

The weighted mean will also employed to determine the overall average of response /

perception of the participants. It is the sum of its product of frequency of responses and the

likert-five point scale6. Below is the formula (Tan, 2006).

WM = ∑(5 f1 + 4 + f2 + 3 + 3 + 2 f4 + 1 f5)
-------------------------------------------
N = f1 + f2 + f3 + f4 + f5
Where: ∑ - summative sign

F1 to F5 – frequency of responses / unit weight

N = total no. of participants

For weighted mean, the following nominal equivalence were considered for the

interpretation of the score:

The significant relationship between the socio demographic profile of the respondents of

the respondents to their description of non participation on the government program for OSY and

significant difference on the factors that affect the non participation of the respondents in the

Alternative Learning system will be determined using Analysis of Variance

(http://itl.nist.gov/div898/handbook/prc/section4/prc433). Weighted mean was also used.

ANOVA has the following formula:

(∑x)2
 21

SST = – ──────
N
(∑x)2

SSa = ∑(xij)2 - ─────

N
SSw = TSS – SSa
Where:
SST = Total variation or total sum of Squares
SSa = Sum of squares among groups
SSw = Sum of squares with in groups
r = No. of rows
xij = Sum of each column
dft = N-1
dfa = K-1
dfw = dft – dfa
Where:
dft = Total degrees of freedom
dfa = Degrees of freedom among groups
dfw = Degrees of freedom with in groups
K = No. of columns
R = No. of rows
N = Total no. of items or entry

MSSa =

MSSw =

F ratio =
Where:
MSSa = Mean sum of square among groups
MSSw = Mean sum of squares with group
Fratio= ANOVA coefficient

The ANOVA table should look like the following:

Source SS DF MS F

Treatments
SST k-1 SSa / (k-1) MST/MSE
(among)
Error (within) SSE N-k SSw / (N-k)

Total (corrected) SS N-1

 22

Ranking

Ranking is the placement of the series of variables in ascending and descending orders

for the placement of the item on category of less than the same items. This statistical treatment

was utilized to positional advantages, it was used as ordinary scale to categorized from the most

to the least according to frequency of occurrence?

1. Verbal Interpretation Rank Values Degree of Response

Strongly agree 5 4.50 – above

Agree 4 3.50-4.40

Moderately agree 3 2.50-3.40

Disagree 2 1.50-2.40

Strongly disagree 1 below 1.5

 23

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings on data gathered which had been carefully analyzed

and interpreted on the study “Factors regarding Absences of OSY in the Alternative Learning

System of the Government during the School year 2016-2017”.

This study used the descriptive type of research and used stratified random sampling in

determining the number of participants. The participants of the study are the 82 out of school

youth in the town of Talavera, Nueva Ecija. Questionnaire was the main tool in utilizing the data

needed in the study.

Socio-demographic Profile of the Respondents according to their Age

ALS Students Frequency %

[N = 82]
27-above 11 13.41
25- 26 11 13.41
23-24 24 29.27
 24

21-22 12 14.63
12-20 24 29.27
TOTAL 82 100.00

There are 24 or 29.27 % of ALS students falls under the age bracket of 18-20, 24 or

29.27 % falls under the age bracket of 23-24, 12 or 14.63 % falls under the age bracket of 21-22,

11 or 13.41 % falls under the age bracket of 25-26 years old and 11 or 13.41 % falls under the

age bracket of 27 years old and above.

It implies that ALS students are nearly in maturity, and it also implies that they are in

mature ages. They knew the importance of education in life, other said that it was too late before

they focus on their study or schooling because they have different priorities in life , that is why

some of them did not even finished their schooling.

Table 3

Socio-demographic Profile of the Respondents according to their Gender

Teachers
Gender Frequency %
Male 13 15.85
Female 69 84.15
TOTAL 82 100.00

There are 69 or 84.15 % of the respondents are female and 13 or 15.85 % are male.

. The predominance of female ALS students shows that there are too many female

students who stopped their regular schooling and now have the opportunity to finish it through

Alternative Learning System of the government.

Table 4

Socio-demographic Profile of the Respondents according to their Civil Status

Teachers
ALS Students Frequency %
 25

Civil Status
Single 65 79.27
Married 12 14.63
Separated 3 3.66
Widow/er 2 2.44
TOTAL 82 100.00

In their civil status 65 or 79.27 % are still single, 12 or 14.63 are already married , 3 or

3.66 % are already separated and 2 or 2.44 % are already widower.

Majority of the students are still single, and some of them are already married, this also

justifies that no matter what their status in life, single or married there's no reason for them to

stop pursuing their study.

Table 6

Socio-demographic Characteristics of the Respondents according to their Occupation in the

Family

Occupation of the Family

Frequency %
Farming 42 51.22
Driving 40 48.78
Others 0 0
TOTAL 82 100.00

There are 42 or 51.22 % of the respondents whose occupation of their parents are farming

and 40 or 48.78 % are driver.

In the family occupation, majority of them are involve in farming and driving, this type

of occupation and the number of children in the family greatly affects the welfare of the children

especially in food , shelter and most especially in education.

Table 7

Socio-demographic Profile of the Respondents according to their ALS Schedule

 26

ALS Schedule
Frequency %
Daily 0 0
Once a week 82 100
Others 0 0
TOTAL 82 100.00

All of the respondents admitted that their schedule is once a week, that is every

Saturday.

Table 8
Mean Rating of the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning System in terms of Priority

WM Verbal
Interpretatio
n
1.Needs of the family initiates them to non participation in the 4.50 Strongly agree
program
2. Prioritize the participation in the community development rather 4.42 agree
than improvement of learning introduced by the ALS
3.Look on the welfare of younger sisters and brothers and have no 4.58 Strongly agree
time attending the program
5. Occupation prohibits them in attending the program because of 4.71 Strongly agree
conflict in schedule
6.Early marriage 4.58 Strongly agree
7.Education of their sisters and brothers 3.88 agree
8.Enrolled in other TESDA curriculum 3.38 agree
9. Too much concentration and affections to relationships 4.67 Strongly agree
10. Prioritizes Barkadas 4.63 Strongly agree
Average Weighted Mean 4.50 Strongly agree

LEGEND:
 27

Scale Verbal Response Range of Responses

5– Strongly Agree (SA) 4..50–ABOVE

4– Agree (A) 3.50–4.49
3– Moderately Agree (MA) 2.50–3.49
2– Disagree (DA) 1.50–2.49
1– Strongly Disagree (SDA) 0.50 - 1.49

Mean rating of the factors that affect the non participation of the respondents in the

alternative learning system in terms of priority is given in the table with total weighted mean of

4.50 and interpreted as strongly agree, they are needs of the family initiates them to non

participation in the program, prioritize the participation in the community development rather

than improvement of learning introduced by the ALS, look on the welfare of younger sisters

and brothers and have no time attending the program, occupation prohibits them in attending

the program because of conflict in schedule.

Findings revealed that the main reasons why majority of the ALS students are absent in

the program just because many of them are looking first on the welfare of their younger sisters

and brothers, Large number of their family is one of the reason why they didn't attend their

classes instead they are obliged to attend the house needs. More often they go to farm and helps

their parents. Nobody can deny that education is an extremely important factor for bringing

change in the lives of individuals. It has universally recognized as the most powerful instrument

and pre-requisite for gearing up the socio-economic development of a nation. In fact, it can be

said that it is a pre-condition for the overall up-lift and welfare of a nation. (Romasanta, 2015)

Table 9
Mean Rating of the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning System in terms of Personal Differences

Teachers Verbal Interpretation

( N-82)
1. Believe that there is no future in the 4.20 agree
Alternative learning system of the
government
 28

2. Financial problems 4.18 agree

3. Parents and siblings are not supportive of 4.19 agree
my activities
4. Have a broken and dysfunctional family 4.22 agree
which affect my schooling
5. Lacking passion for the course. 4.24 agree
6. Not interested in the ALS program at all 4.11 agree
7. Afraid that might fail in the course 4.78 Strongly agree
8. Lack of interest to study at all. 4.73 Strongly agree
9. Shyness to enter in the school because of 4.11 agree
age
10. Inferiority complex 4.11 agree
Average Weighted Mean 4.11 agree

LEGEND:

Scale Verbal Response Range of Responses

5– Strongly Agree (SA) 4.50–ABOVE

4– Agree (A) 3.50–4.49
3– Moderately Agree (MA) 2.50–3.49
2– Disagree (DA) 1.50–2.49
1– Strongly Disagree (SDA) 0.50 - 1.49

Mean rating of the factors that affect the non participation of the respondents in the

alternative learning system in terms of personal differences is shown in the table with total

weighted mean of 4.11 and interpreted as agree, they believe that there is no future in the

Alternative Learning System of the government, financial problems, parents and siblings are

not supportive to my activities, have a broken and dysfunctional family which affect my

schooling, lacking passion for the course, not interested in the ALS program at all, afraid that

might fail in the course. They are suffering from lack of interest to study at all, shyness to enter

in the school because of age and inferiority complex.

Financial problems is also a major contributor why many of the ALS students

failed to attend classes, according to them , the monthly income of their parents only suffice the

daily needs of their family and sometimes only the excess finances are the only means of

allowance to be used in their schooling. In the Philippines, the trend for the past ten years show
 29

that for every 10 pupils who enroll in grade school, only 7 graduate. The same ratio is

experienced among the high school students. (Sanchez, 2014)

Main reasons cited for dropping-out are mostly poverty related. While basic education is

free, many poor families are unable to finance the ancillary school needs of their children.

Deprived of completing high school education, the out-of-school youth are further marginalized

from acquiring technical skills. As mandated by the law, technical education in the Philippines is

a post secondary course. The continuing inability of many poor young people to complete basic

education and/or undertake technical education, consign them to the vicious cycle of poverty.

Their lack of education constrains their access to better-paying jobs or ability to succeed in

entrepreneurial pursuits, all of which require higher degree of literacy. Workers with solid

foundation in technical education, have better chances of landing jobs. (Pimentel, 2015)

Table 10
Mean Rating of the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning System in terms of Geographical Location

WM Verbal Interpretation

1. Distance of the location of the school tend 4.20 agree

s them not to go to the program
2. Have no exact access on the program 4.18 agree
because the program needs internet and
computer literacy which they does not have
3.The program needs some activities and 4.19 agree
financial needs in which they are lacking of
support
4. The location of the ALS is in the town 4.22 agree
proper and it is hard for them to attend
because of the distance
5. Always late in the school 4.24 agree
10. Schools principals of some schools may 4.11 agree
find their roles and responsibilities easier
than the others
Average Weighted Mean 4.13 agree

LEGEND:
 30

Scale Verbal Response Range of Responses

5– Strongly Agree (SA) 4..50–ABOVE

4– Agree (A) 3.50–4.49
3– Moderately Agree (MA) 2.50–3.49
2– Disagree (DA) 1.50–2.49
1– Strongly Disagree (SDA) 0.50 - 1.49

The mean rating of the factors that affect the non participation of the respondents in the

alternative learning system in terms of geographical location, with weighted mean of 4.13, the

distance of the location of the school tend them not to go to the program, have no exact access on

the program because the program needs internet and computer literacy which they does not

have. The program needs some activities and financial needs in which they are lacking of

support. The location of the ALS in the town proper and it is hard for them to attend because of

the distance; always late in the school and school principal of some schools may find their roles

and responsibilities easier than the others.

Findings revealed that the geographical location greatly affects them why sometimes they

cannot attend the class, some of the students utilized at least 2 transportation to be in school and

have no exact access on the program because the program needs internet and computer literacy

which they does not have, the program needs some activities and financial needs in which they

are lacking of support.

Table 11

Significant Relationship between the Socio demographic Profile of the Respondents of the
Respondents to their Description of Non Participation on the Government Program for OSY

Socio-Economic Profile Pearson r Coefficient Significance

2-tail
Age -.164 .445
Sex .029 .891
Civil Status .144 .502
Number of Children -.397 .055
Occupation -.216 .310
Schedule of ALS -.439* .032
 31

*significant at 0.05 level (2-tail)

*significant at 0.01 level (2-tail)

Table significant relationship between the socio demographic profile of the respondents

of the respondents to their description of non participation on the government program for OSY t

had the correlation coefficient being -.641. This is significant even at 0.01 level (2-tail. The

number of children is also significantly correlated with consideration occupation with a

coefficient of -.512; and schedule of ALS with -.439 coefficients, significantly correlated at 5 %

level of significance.

Findings revealed that number of children, occupation and schedule of ALS greatly

affects the attendance of the ALS students to the Alternative Learning System of the

government.

Table 12

Significant Difference on the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning system

Variable 1 Variable 2
Mean 81.58333333 74.63402062
Variance 112.68840580 260.699562
Observations 15 94
Pooled Variance 224.9391147
Hypothesis Mean Difference 0
df 104
P (T<=t) one tail 2.05206457
T Critical one-tail 0.02084675
P (T<=t) two tail 1.651937964
T Critical two –tail 0.041369349
Decision 1.971006895 Rejects Ho
 32

Table shows the results of the t-distribution of two groups of samples giving the factors

that affect the non participation of the respondents in the Alternative Learning System treated at

5 % level of significance. It has significantly different perceptions with a computed t-stat value

of 2.05 higher than the critical value of 1.65 and 1.77 for one-tail and two-tail, respectively.

The computed t-stat value for this item was higher, being 2.27 as against 1.65 and 1.97 t-

Critical one-tail and two-tail values, respectively. The null hypothesis therefore, that there is no

significant difference on the factors that affect the non participation of the respondents in the

Alternative Learning System was disconfirmed.

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the findings and presents the conclusions and recommendations

based on the analysis of the results of the study.

This study is limited to the Analysis of the Factors regarding absences of OSY in the

Alternative Learning System of the Government.

Summary of Findings

The following are the summary of major findings of this study which follows the

sequence of the specific problems given under the statement of the problem in Chapter 1.

Socio-demographic Profile of the Respondents according to their Age

There are 24 or 29.27 % of ALS students falls under the age bracket of 18-20 years old ,

24 or 29.27 % falls under the age bracket of 23-24 years old , 12 or 14.63 % falls under the age

bracket of 21-22 years old , 11 or 13.41 % falls under the age bracket of 25-26 years old and 11

or 13.41 % falls under the age bracket of 27 years old and above.

Socio-demographic Profile of the Respondents according to their Gender

 33

There are 69 or 84.15 % who are female and 13 or 15.85 % are male.

Socio-demographic Profile of the Respondents according to their Civil Status

In their civil status 65 or 79.27 % are still single, 12 or 14.63 are already married, 3 or

3.66 % are separated and 2 or 2.44 % are already widowed.

Socio-demographic Profile of the Respondents according to their Number of Children in the

Family

In the number of children in the family, 68 or 82.83 % of respondents with 5- 6 children

in the family, 12 or 14.63 % with 3-4 children in the family and 2 or 2.44 % with 7 and above

children in the family .

Socio-demographic Profile of the Respondents according to their Occupation in the Family

There are 42 or 51.22 % of the respondents whose occupation of their parents are farming

and 40 or 48.78 % are driving.

Socio-demographic Profile of the Respondents according to their ALS Schedule

All of the respondents admitted that their schedule is once a week, that is every

Saturday of the month.

Mean Rating of the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning System in terms of Priority

Mean rating of the factors that affect the non participation of the respondents in the

alternative learning system in terms of priority was given in the table with total weighted mean

of 4.50 and interpreted as strongly agree, they are the needs of the family which initiates them
 34

to non participation in the program. Prioritize the participation in the community development

rather than improvement of learning introduced by the ALS. Look on the welfare of younger

sisters and brothers and have no time attending the program. Occupation prohibits them in

attending the program because of conflict in schedule.

Mean Rating of the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning System in terms of Personal Differences

Mean rating of the factors that affect the non participation of the respondents in the

alternative learning system in terms of personal differences is shown in the table with total

weighted mean of 4.11 and interpreted as agree, they are believe that there is no future in the

Alternative Learning System of the government , financial problems , parents and siblings are

not supportive to my activities, have a broken and dysfunctional family which affect my

schooling, lacking passion for the course, not interested in the ALS program, afraid that might

fail in the course. They have lack of interest to study at all, shyness to enter in the school

because of age and inferiority complex.

Mean Rating of the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning System in terms of Geographical Location

The mean rating of the factors that affect the non participation of the respondents in the

alternative learning system in terms of geographical location, with weighted mean of 4.13, they

are distance of the location of the school tend them not to go to the program, have no exact

access on the program because the program needs internet and computer literacy which they does

not have. The program needs some activities and financial needs in which they are lacking of

support .The location of the ALS is in the town proper and it is hard for them to attend because

of the distance, always late in the school and school principal of some schools may find their

roles and responsibilities easier than the others

 35

Significant Relationship between the Socio demographic Profile of the Respondents of the
Respondents to their Description of Non Participation on the Government Program for OSY

Table significant relationship between the socio demographic profile of the respondents

to their description of non participation on the government program for OSY t had the

correlation coefficient being -.641. This is significant even at 0.01 levels (2-tail. The number of

children is also significantly correlated with consideration occupation with a coefficient of -.512;

and schedule of ALS with -.439 coefficients, significantly correlated at 5 percent level of

significance.

Significant Difference on the Factors that Affect the Non Participation of the Respondents in the
Alternative Learning system

The results of the t-distribution of two groups of samples giving their on the factors that

affect the non participation of the respondents in the Alternative Learning system Treated at 5

percent level of significance, , It had significantly different perceptions with a computed t-stat

value of 2.05 higher than the critical value of 1.65 and 1.77 for one-tail and two-tail,

respectively.

Conclusions’

On the light of the findings of the study, researcher concluded the following:

1. It implies that ALS students are nearly in maturity, and it also implies that they were in

mature ages when they knew the importance of education in life.

2. The predominance of female ALS students shows that there are too many female who

stopped their regular schooling and now have the opportunity to finish it through

Alternative Learning System of the government.

 36

3. Majority of the students are still single , and some of them are already married , this also

justifies that no matter what their status in life there's no reason for them to not pursue

their study

4. Findings revealed that the respondents have a large number of members in the family

and it is one of the reason why they stop schooling

5. In the family occupation, majority of them are involved in farming and in driving. This

type of occupation and the number of children in the family greatly affects the welfare of

the children especially in food, shelter and most especially in education.

6. Findings revealed that the main reasons why majority of the ALS students were absent in

the program just because many of them are looking first for the welfare of their younger

sister and brothers.

7. Financial problems is also a major contributor why many of the ALS students failed to

attend classes, according to them , the monthly income of their parents only suffice the

daily needs of their family and sometimes only the excess finances are the only means of

allowance to be used in their schooling.

8. Findings revealed that the geographical location greatly affects them why they sometimes

cannot attend the class, some of the students utilized at least 2 transportation to be in

school and have no exact access on the program because the program needs internet and

computer literacy which they does not have.

Recommendations
 37

Based on the above-stated summary of findings and conclusions of the study, the

researcher suggests the following:

1.DepEd officials should look on the welfare of the ALS students and assist and extend

them help in any way that they can like textbooks and other alternative learning materials that

can be used in their study.

2. ALS students should be serious on their study because the government are doing their

best to uplift them in their present status , they should exchange the fund and eagerness of the

government by means of finishing and passing the ALS curriculum.

3. that another study should be conducted in order to further determine the extent of the

problems in ALS curriculum in the country.

LITERATURE CITED

Angara, 2015)School technology leadership: Incidence and impact. Retrieved from ERIC
database. (ED449786)

Hencher, 2014School technology leadership: An empirical investigation of prevalence and

effect. Educational Administration Quarterly, 41(1), 49-82.

Halbach, 2015Teacher efficacy: A motivational paradigm for effective teacher education.Journal

of Teacher Education,35(5), 28-32.

Ternedred, 2015). Making a difference: Teacher’s sense of efficacy and student achievement.
New York: Longman.

Hartmut, 2014An analysis of the nature of educational technology leadership in California’s SB

1274 restructuring schools (Unpublished doctoral dissertation). University of San
Francisco, California. 338

Hentig, 2014 What technology leaders need to know: The essential top 10concepts for
technology integration in the 21st century? Learning & Leading with Technology, 25(1),
57-62.

Pimentel,2015. Technology staff development programs: A leadership sourcebook for school

administrators. New York: Scholastic.
 38

Sanchez, 2014Principal influence: Sustaining a vision for powerful new forms of learning using
technology (Doctoral dissertation, University of California, Los Angeles, 2003).
Dissertation Abstracts International, 64(6), 1915.

www.deped-ncr.edu.gov.phPrincipal technology leadership: Models, indicators and applications.

Taipei, TW: Hungyeh.

Ubalde, 2013. A study of the relationship between principals’ technological leadership andschool
effectiveness in secondary schools in Taipei County(Unpublished master’s thesis).
National Chengchi University, Taiwan.

Romasanta, 2015A study of the relationship between principals’ information literacy and the
implementation of information technology integrating into teaching(Unpublished
master’s thesis). National Taichung Teachers College, Taiwan.

Appendix “A”

Name( Optional)________________________
Part1: Profile of the Respondents
Direction: Kindly put the necessary data needed in the space provided.
Age:
15-16_____
17-18_____
19-20_____
21-22_____
23-24_____
25-above
Gender:
Male_______
Female_____
Civil Status
Single_____
Married____
Number of Children in the Family:
0-1___
2-3___
4-5___
6-above__
Occupation:
 39

Farming____
Driving____
Construction worker___
Buy and sell____
Other (Pls Specify)___________________________________
Schedule of ALS:
Daily_________
Once a Week____
Three times a week_____
Every Saturday and Sunday______

Part II: Factors in Absences

DIRECTION: Kindly put a check mark ( /) on any of the numbers provided at the right end of
each variable that corresponds to factors that affect the non participation of the respondents in
the Alternative Learning system. Rate your answer based on the following scale:

Strongly agree 5
Agree 4
Moderately agree 3
Disagree 2
Strongly disagree 1

Priority Strongly Agre Moderately Disagre Strongly

agree e Agree e Disagree
(5) (4) (3) (2) (1)
1.Needs of the family initiates
them to non participation in the
program
2. Prioritize the participation in
the community development
rather than improvement of
learning introduced by the ALS
3.Look on the welfare of
younger sisters and brothers and
have no time attending the
program
5. Occupation prohibits them in
attending the program because
of conflict in schedule
6.Early marriage
7.Education of their sisters and
brothers
8.Enrolled in other TESDA
curriculum
 40

9. Too much concentration and

affections to relationships
10. Prioritizes Barkadas

Personal Differences
DIRECTION: Kindly put a check mark (/) on any of the numbers provided at the right end of
each variable that corresponds to factors that affect the non participation of the respondents in
the Alternative Learning system. Rate your answer based on the following scale:

Strongly agree 5
Agree 4
Moderately agree 3
Disagree 2
Strongly disagree 1

Personal Differences Strongly Agree Moderately Disagre Strongly

agree (4) Agree e Disagree
(5) (3) (2) (1)
1. Believe that there is no
future in the Alternative
learning system of the
government
2. Financial problems
3. Parents and siblings are not
supportive of my activities
4. Have a broken and
dysfunctional family which
affect my schooling
 41

5. Lacking passion for the

course.
6. Not interested in the ALS
program at all
7. Afraid that might fail in the
course
8. Lack of interest to study at
all.
9. Shyness to enter in the
school because of age
10. Inferiority complex

Geographical Location
DIRECTION: Kindly put a check mark ( /) on any of the numbers provided at the right end of
each variable that corresponds to factors that affect the non participation of the respondents in
the Alternative Learning system. Rate your answer based on the following scale:

Strongly agree 5
Agree 4
Moderately agree 3
Disagree 2
Strongly disagree 1

Geographical Location Strongly Agree Moderately Disagree Strongly

agree (4) Agree (2) Disagree
(5) (3) (1)
1. Distance of the location of the
school tend s them not to go to the
program
2. Have no exact access on the
program because the program
needs internet and computer
literacy which they does not have
3.The program needs some
activities and financial needs in
which they are lacking of support
 42

4. The location of the ALS is in

the town proper and it is hard for
them to attend because of the
distance
5. Always late in the school

Thank You !!!

ANGELITO J. GAMBOA
Researcher

APPENDIX “B”

SAMPLE LETTER TO THE DEAN, GRADUATE SCHOOL

SAN JOSE CHRISTIAN COLLEGES

San Jose City, Nueva Ecija
Graduate School

DR. FELINA L. CARIAGA

Dean, Graduate School
SAN JOSE CHRISTIAN COLLEGES
San Jose City, Nueva Ecija

Ma'am;

Greetings in the name of our Almighty Lord Jesus Christ!

In partial fulfillment of the requirements for the degree, Master of Arts in Education Major in
Educational Management, I am conducting a research study entitled “FACTORS
REGARDING THE ABSENCES OF OUT OF THE SCHOOL YOUTH (OSY) IN THE
ALTERNATIVE SYSTEM OF THE GOVERNMENT.
 43

In this connection, I have the honor to request your permission to distribute questionnaires to the
Out of the School Youth who are presently enrolled in the Alternative System in the town of
Talavera, Gen. M. Natividad and Science City of Munoz , Nueva Ecija
.

I am hoping that this request will be given the preferential consideration the soonest possible
time of your good office.

Thank you very much and God Bless!

Respectfully yours,

ANGELITO J. GAMBOA
Researcher

Approved

FELINA L. CARIAGA Ph.D.

Dean, Graduate School

APPENDIX “C”

LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT

SAN JOSE CHRISTIAN COLLEGES
San Jose City, Nueva Ecija
Graduate School

ROWENA V. GROSPE
District Supervisor
Talavera South District

Ma'am:

This is to respectfully request permission to administer questionnaire to Out of the School Youth
who are presently enrolled in the Alternative System in the town of Talavera, Gen. M. Natividad
and Science City of Munoz , Nueva Ecija in relation to my thesis entitled: FACTORS
REGARDING THE ABSENCES OF OUT OF THE SCHOOL YOUTH (OSY) IN THE
ALTERNATIVE SYSTEM OF THE GOVERNMENT DURING THE SCHOOL YEAR
2016-2017: AN ANALYSIS
.

The proposal has been approved and endorsed by the thesis committee of the Graduate School of
San Jose Christian Colleges, San Jose City, Nueva Ecija as partial fulfillment of the requirements
for the Degree Master of Arts in Education, Major in Educational Management.
 44

Thank you for your kind consideration to this request.

Respectfully yours,

ANGELITO J. GAMBOA
Researcher

Noted:

DANILO D. CRUZ, Ph .D
Adviser

Approved:

ROWENA V. GROSPE
District Supervisor
Talavera South District

Appendix “D”

LETTER TO THE RESPONDENTS

SAN JOSE CHRISTIAN COLLEGES

San Jose City, Nueva Ecija
Graduate School

Dear Respondent!

Greetings in the name of our Almighty Lord Jesus Christ!

I am a Master of Arts in Education, Major in Educational Management Student is conducting a
study about the “FACTORS REGARDING THE ABSENCES OF OUT OF THE SCHOOL
YOUTH (OSY) IN THE ALTERNATIVE SYSTEM OF THE GOVERNMENT”.

In line with this undertaking, I am requesting your utmost participation and cooperation for the
completion of the study. I have prepared some questions for you to answer in an interview.

Please feel free to do so. Your identity and responses are to be kept confidential.

Your participation will be of great help to me and will surely be highly regarded.

Thank you very much and God Bless!

 45

Respectfully yours,

ANGELITO J. GAMBOA
Researcher