Chapter I

THE PROBLEM AND ITS SETTING

Background of the Study

Education is the key to success. Educators are always teaching this mantra to

every student they have handled in order for the students to realize how important

education is. Education plays a significant role in one's life because it gives the skills

and tools to the learners that are needed to be successful. Reading, writing, calculating,

and communicating would not exist without education. People would also not be able

to perform jobs competently, accurately, and safely without education. Basic

education in the Philippines before World War II had an 11-year basic education cycle

such as grades one to seven for elementary and four years of high school. After the

war, the American colonial government recommended a shift to the American system

where it will be six years for Elementary instead of seven years, three years of Junior

High School, and three more years of senior high school, for a total of twelve 12 years

of basic education. The transition began with the removal of Grade six from

elementary, but the addition of two years in high school was never completed. Since

1945, the administration of the Commission on Higher Education has made the best

of ten years of basic education but found the result of an incomplete transition which

was never meant to be a permanent situation until today.

According to K to 12: A Historical Perspective Blog (2016), K to 12 is one of

the most well-studied reform measures ever to be undertaken for decades dating back

to 1925.
 2

The research about this curriculum focuses on two questions, first is what education

information should teach to the students to equip Filipinos for local needs and global

standards, and second how many years of school does it take to learn all these skills

and information. Finally in the year of 2010, the new administration identified education

reform at the very top of its priorities and pushed for this reform through the Enhanced

Basic Education Program, or K to 12. It is not simply a matter of adding two more years

of school, but it is the product of decades of study, and a larger process of reforming

the education sector as a whole.

The K to 12 Program in the Philippines covers Kindergarten and twelve years

of basic education. The program aims to provide sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for tertiary

education, middle- level skills development, employment, and entrepreneurship. In

2012 the Philippines launched its "K to 12" Program, a comprehensive reform of its

basic education. Through this reform, the Philippines is catching up with global

standards in secondary education and is attaching a high value to kindergarten. In a

historic moment for advocates of educational equity, President Benigno Aquino III

approved Republic Act (RA) 10533, signing into law the K to 12 Program on May 15,

2013. The Republic Act No. 10533, Enhanced Education Act of 2013, seeks to

improve the basic education system of the Philippines by strengthening its curriculum

and lengthening the number of years of basic education from ten to twelve years. The

new curriculum is a landmark reform that brings the basic education of the country on

a par with international standards. The history of the reform is revisited and its legal

bases, main features, relevant orders, and implications for higher education are
 3

discussed. Concerns about its initial implementation are raised and a call for all

stakeholders, particularly teachers who are the principal agents of instruction, is made

to make the reform work for the benefit of Filipino learners.

The passage of the Enhanced Basic Education Act aims to ensure the continuity

of the reform beyond this generation and into the next generation and to enhance the

educational system of the country in order to accelerate the mutual recognition of

Filipino graduates and professionals across the world. The K to 12 program

encompasses kindergarten, six years of elementary education and six years of high

school education, the latter divided into four years of junior high school and two years

of senior high school. The program aims to decongest and enhance the curriculum to

enable learners to acquire the basic competencies needed by students to work, engage

in entrepreneurship, pursue higher education (www.gov.ph/k-12 /, SEAMEO-

INNOTECH, 2012). Kindergarten starts at age five; thus, Filipino students who

complete their basic education are deemed ready for further education or work by the

legally employable age of eighteen. A twelve -year basic education program is found

to be the best period of learning and is likewise the globally recognized standard for

students and professionals (DepEd, 2010).

Many Filipinos do not have a chance to attend and finish formal basic

education (Grades 1-6 and Year 1-4) due to several reasons. Some drop out from

schools, some do not have schools in their communities, and some do not receive an

opportunity to experience attending formal school due to poverty. Since every Filipino

has a right to free basic education, the Governance Act for Basic Education of 2001

otherwise known as the Republic Act 9155 - this establishes that state policy shall
 4

preserve and promote all citizens' right to quality basic education and make education

accessible to all by providing all Filipino children with free and obligatory

elementary education and free high school education; stipulates the establishment of

the Alternative Learning System (ALS) to provide all Filipinos the chance to have

access to and complete basic education in a mode that fits their distinct situations and

needs. It is a parallel learning system in the Philippines that provides a practical option

to the existing formal instruction. When one does not have or cannot access formal

education in schools, ALS is an alternative or substitute since it encompasses both

non-formal and informal sources of knowledge and skills as a second chance education

program and it aims to empower OSYAs or the out-of-school youth and adult learners

to continue learning in a manner, time and place suitable to their preference and

circumstances, and for them to achieve their goals of improving their quality of life

and becoming productive contributors to society.

The difference between the formal educational system and the non-formal

educational system, known as the Alternative Learning System, is ALS. Non-formal

Education happens outside the classroom and is community-based. It is usually

conducted at community learning centers, barangay multi-purpose halls, libraries, or

at home, managed by ALS learning facilitators, such as mobile teachers, district ALS

Coordinators, and instructional managers at an agreed schedule and venue between the

learners and facilitators. In contrast, a formal education system is classroom-based,

managed by trained formal school teachers, and an organized and regulated system of

education that follows a curriculum and awards recognized academic certificates or

degrees. This type of education is given in schools, colleges, official institutions, and
 5

universities, either in person or through e-learning platforms.

In 2019, through DepEd Order 13, series 2019, or the Policy Guidelines on the

Implementation of Enhanced Alternative Learning System 2.0, DepEd mandated the

inclusion of the SHS level in the ALS Program, which is equivalent to Grades 11 and

12 in the formal education system. In ALS, students have to attend ten months of

school or 800 hours in the classroom, and their performance is then assessed

(wikiversity.org). Since ALS is module-based learning, students come in at a set time

and choose a module to read. It ensures that all ALS learners will be equipped with

competencies required for employment, entrepreneurship, middle-level skills, and

tertiary education. This is further strengthened with the passage of Republic Act No.

11510 or the ALS Act in December 2020, where it is emphasized that Accreditation

and Equivalency (A&E) Test Elementary level passers are qualified to enroll in Junior

High School (JHS); A&E Test JHS level passers are qualified to enroll in Senior High

School (SHS) or selected technical vocational education and training programs

through the Technical Education and Skills Development Authority (TESDA); and

A&E Test SHS level passers are qualified to enroll in higher education (subject to the

requirements set by higher education institutions), or in technical vocational education

and training programs through TESDA. As a legacy program of the current

administration, ALS is part of DepEd’s commitment that education continues for

Filipino out-of-school children in special circumstances, youth, and adults (OSCYA)

amid and beyond the COVID-19 pandemic (DepEd ALS SHS Legazpi, 2021).

In 2019, pilot implementation of ALS Senior High School was successfully

launched in Region V and Region XII (SOCCSKSARGEN). Within the year of 2022,
 6

177 public schools under the 10 regions of the Philippines are now currently

implementing the ALS SHS and expected to increase for the next few years. (DepEd

ALS 2.0 Facebook Page). According to the Department of Education, the ALS SHS

Program is expected to be implemented to all regions of the Philippines this SY:2022-

2023. In the year 2020, the pilot implementation run of ALS Senior High School

Program in the Bicol Region was first begun in Ligao National High School, Masbate

National High School and Tabaco National High School. In 2021, the first ALS Senior

High School graduation took place from the first three pilot implementers of the ALS

Senior High School program which are Ligao National High School, Masbate National

Comprehensive High School, and Tabaco National High School.

There are over 62 graduates from DepEd Region V who became the first batch

of Senior High School graduates of the Alternative Learning System (ALS) Program

in the country under the new ALS K to 12 Basic Education Program. The Bicol Region

was widely known as the pioneer region in adopting the ALS Senior High School

Program. Then, it continued to spread among other regions, and they adopted the ALS

Senior High School Program (ALS Educational Program Specialist III). In terms of

the school’s enrollment, it accepts enrollees using the same procedure in formal

education, wherein requirements are needed to be passed by the learners, and an

enrollment form will be distributed to the learners. The class schedule of this Program

depends on the availability of the ALS SHS learners and teachers, as well as the

availability of the classroom and facilities. The ALS SHS Program is now being

implemented in 23 schools within the Schools Division of Albay. The first five schools

to begin using the ALS SHS Program for School Year 2021–2022 are Daraga National
 7

High School, Marcial O. Ranola Memorial School (MORMS), Polangui General

Comprehensive High School, Manito National High School, and Vinisitahan

NationalHigh School. On the other side, the second academic semester of the School

Year 2021–2022 began at Bariw National High School, Camalig National High School,

Villahermosa National High School, and Pioduran National High School. The first

academic semester of the school year 2022–2023 began at Libon Agri Industrial High

School and Saban National High School while Rapu-Rapu National High School,

Malinao National High School, and Cabasan National High School started the second

academic semester of the school year 2022-2023 while San Fernando National High

School, Itaran National High School, Anislag National High School, Bonga National

High School, Matacon National High School, Malipo National High School, Tiwi Agri

Industrial School, Bical National High School, and Buga National High School began

to implement ALS SHS Program on the first academic semester of the school year

2023-2024. The five pioneer schools mentioned who opened the ALS Senior High

School Program currently offer Academic and Specialized Tracks. The Academic

Strand offers the General Academic Strand (GAS), Accountancy and Business

Management (ABM), and Humanities and Social Sciences Strand (HUMSS). It was

similar to the Academic Strands offered in the formal education used as part of the K-

12 Program. It also provides Technical Vocational Livelihood Tracks such as

Electrical Installation and Maintenance (EIM), Beauty Care, and bread and Pastry

Production (BPP) (Schools Division of Albay, 2023).

In this research, the Grade12 ALS Senior High school learners from the first five

schools who offered the Alternative Learning System program - Senior High School
 8

level under the Division of Albay, including Daraga National High School, Marcial O.

Rañola Memorial School (MORMS), Polangui General Comprehensive High School,

Manito National High School, and Vinisitahan High School for Academic Year 2023-

2024 along with their Personal Development stories, Academic experiences, and

aspirations as a second batch to experience the new ALS K to 12Basic Education

Curriculum under the Schools Division of Albay and is expected to graduate on July

2024 had been discussed. This study has looked into the different stories of the

knowledge, skills, and expertise of Grade 12 ALS SHS learners that can help motivate

a lot of out-of-school-youth people to finish basic education despite how difficult life

is. This study is highly relevant to sociology majors or sociologists to the extent that

these individuals would have a more solid basis for knowing and studying the lives of

the learners from the Alternative Learning System program.

Statement of the Problem

The study aimed to discuss the experiences of selected Grade 12 ALS Senior

High School Learners for Academic Year 2023-2024 at Daraga National High School,

Marcial O. Rañola Memorial School (MORMS), Polangui General Comprehensive

High School Manito National High School, and Vinisitahan High School. Specifically,

it sought to answer the following questions:

1. What is the socio-demographic profile of the Grade 12 ALS SHS learners in terms of:

a. Age

b. Sex

c. Civil Status
 9

d. Religion

e. Highest Educational Attainment in Formal Education

f. Occupation

g. Ordinal Position

h. Family Monthly Income

2. What are the factors that influenced the key informants’ decision to take ALS SHS

program?

3. What are the experiences of Grade 12 ALS Senior High School learners along:

a. Personality Development

b. Academic Aspect

c. Aspirations

4. What activity can be proposed in response to the findings of the study?

Scope and Limitation

This study is focused on the experiences of the Grade 12 learners as being

enrolled in the pioneer five pioneer schools who first implemented the Alternative

Learning System Senior High School program under the Schools Division of Albay

with regards to the factors that influenced the decision in taking ALS SHS program,

personality development, academic aspect, and aspirations together on how do the

learners fulfill it as an ALS SHS learner.

The researchers have conducted a preliminary data gathering and have found

out from the data given by the Schools Division Albay, that out of twenty-three (23)

schools who presently offers Alternative Learning System Senior High School
 10

program, five (5) schools under different municipalities were identified as the pioneer

schools who implemented this program during the first semester of School Year: 2022-

2023. The pioneer schools are Daraga National High School, Marcial O. Rañola

Memorial School (MORMS), Polangui General Comprehensive High School, Manito

National High School, and Vinisitahan High School. The researchers collected data

from the five (5) ALS SHS coordinators with the help of ALS Educational Specialist

the list of the eldest and youngest Grade 12 ALS SHS learners enrolled in the program.

The researchers have interviewed two (2) learners per school. The key informants were

bonafide learners from the five (5) pioneer schools stated.

Significance of the Study

This study is focused on the experiences of the bonafide Grade 12 ALS SHS

learners in Daraga National High School, Marcial O. Rañola Memorial School

(MORMS), Polangui General Comprehensive High School, Manito National High

School, and Vinisitahan High School. Specifically, it narrated the factors that

influenced that learner’s decision to take ALS SHS program, experiences along

personality development, academic aspect and aspirations. Furthermore, the study’s

findings are advantageous to the following:

Grade 12 ALS SHS Learners of Daraga National High School/ Marcial O.

Rañola Memorial School (MORMS)/ Polangui General Comprehensive High

School/ Manito National High School/ Vinisitahan High School. The result of the

study will help the Grade 12 ALS SHS Learners as the key informant of the study to

acknowledge the experiences as an ALS SHS Learner along with the personality
 11

developments, academic aspects and aspirations in life.

ALS SHS Learners. This study will benefit those ALS SHS Learners who

analyze the study for them to gain additional information about the factors given why

ALS Program are being chosen by some out-of-school-youth and children, and to serve

awareness on the possible challenges that might be encountered together with the

coping mechanisms aligned to the challenges.

Daraga National High School/ Marcial O. Rañola Memorial School

(MORMS)/ Polangui General Comprehensive High School/ Manito National

High School/ Vinisitahan High School. This study could give them ideas on how to

help students on matters related to the experiences identified and can be an additional

reference material for the school.

DepEd Region V/ Schools Division/ Curriculum Instructor of DepEd

(CID). This study could give them means, measures, and procedures to help or assist

the students by addressing their respective concerns and recommendations.

ALS SHS Teaching Faculty. This study is beneficial to ALS SHS teaching

Faculties including the coordinators by means of acknowledging the different stories

associated with the experiences of every learner that are enrolled with this program

and this will help them to create additional strategies and effective ways of teaching.

Department of Sociology. This study could serve as a resource material for

the Department to make use of especially in the teaching and incorporation of

Sociology of Education.
 12

Researchers and Future Researchers. This study could serve as a reference

for related and/or offshoot research. Also, it may serve as a citation for those who will

work on the research topic specifically related or connected to the challenges identified

from the various aspects of the story of the key informants.

 13

Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter represents the review of related literature and studies taken from

various online reading materials, unpublished undergraduate thesis, books, and studies

are found to be valuable in presenting information relative to the present study and

also have significant bearing on the study. This part contains the synthesis of the art

as well as the theoretical and conceptual framework, and their paradigms, and the

definition of terms.

Related Literatures

Despite remarkable progress over the past two decades, an estimated 263

million children, adolescents and youth worldwide are out of school. That is the

equivalent of one in every five, a figure that has remained relatively unchanged in the

last five years.. Estimates suggest that many of these youth (43% of the children) will

never enter the classroom. In sub-Saharan Africa, where the proportions of out-of-

school youth are highest, an estimated 89 million youth aged 12-24 do not attend

school. Almost one-third of out-of-school adolescents live in conflict-affected areas,

illustrating the effect of instability on school attendance. Generally, girls are much

more likely to be out-of-school than boys, reflecting their greater vulnerability to the

key drivers of poor educational outcomes, including poverty, political

instability/conflict, lack of accessible facilities, and lack of economic opportunities

linked to education. These gender-based differences worsen the higher up the

education system you go, with the greatest gaps between genders typically in tertiary
 14

education. Furthermore, progress seems to have stalled in the past ten years, with

significant consequences for those who do not start or complete their education.

Youth who do not attend school, or who drop out prematurely, miss many of

the fundamentals of basic education, including basic health information and life skills.

Such youth are vulnerable to misinformation from unreliable sources.

Today, youth are being "left out" by the formal school system in large numbers.

In 1975, only 62% of the 6 to 11 age group was enrolled in the developing countries.

Of the 12 to 17 age group, 35% were enrolled while only 8.7% of the 18 to 23 age

group were in school. Those who do enroll and complete school are pitted against the

uneducated and the undereducated in their search for employment, in their search for

control over scarce resources and in their attempts to preserve their status in societies

in change. Those already favored by the educational system are often the recipients of

additional training, and their education gives them access to information and resources

which are often the keys to bettering one's life. When increased population growth is

coupled with poverty, unemployment, rural-urban migration, overcrowded urban

centers and persistent inequities in allocation of scarce resources, the significantly high

proportion of young people in the total population becomes an area for priority

consideration by planners, governments and assistance granting organizations. In

particular, the out-of-school youth segment of that population deserves special

consideration for many contend that the preparation of youth in life skills and attitudes

will enhance their contribution to development, both on a personal level and on the

national level.

According to UNESCO, the number of ‘out-of-school’ children and youth in

 15

Thailand is the fifth in Asia and second in ASEAN. Currently, the accumulated number

is about 1.7 million people. The purposes of this research are to study ‘out-of-school’

children and youth situations and methods of education provided for them from

the related organizations and networks. The results of this study reveal that the

problems of the ‘out- of-school’ children and youth include low quality of life, lack of

life skills and social skills, and behavior problems. The causes are poverty, low

achievement in school, and behavior issues which cause dismissal from school. What

needs to be provided for them from related organizations is a suitable system of

education and vocational skills training. The activities provided by related

organizations can be categorized as 1) life skills, social skills and self- esteem

enhancement activities 2) funding and resources, which help to open up educational

opportunities, and 3) the development of local mechanisms to develop them in each

area.

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

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

the acquisition of skills that would enable individuals to effectively participate in the

global economy and society (Zhou, 2006). Learning to live together deals with the

development of an understanding of other people and appreciation of interdependence

in a spirit of respect for the values of pluralism, mutual understanding, and peace

(Carreon, 2015). Learning to be, believes in a holistic and integrated approach to

educating the human person, as an individual and as a member of society and focuses

on the full development of the dimensions and capacities of the human person:

physical, intellectual, aesthetic, ethical, economic, socio-cultural, political, and

 16

spiritual as he/ she relates with others in the family, community, nation, region and the

world (Vega, 2015).

Over the course of the years, the drop-out rate has doubled. One in every ten

Filipinos aged 6-24 years is an out-of-school child, youth, or adult. (PSA, 2017).

According to the World Bank (2018), ALS gives former students who did not complete

their education in the formal school system, a second chance. The out-of-school child,

youth, and adults who have been dormant and away from school for a long period of

time have now the chance to continue their study outside the school by enrolling in the

ALS program in pursuit of their life goals (Parugpug, 2014). The researchers believe

that one of the primary reasons these people are unable to continue their formal

education is that they are poor and cannot meet their educational needs. When an out-

of-school youth is uninterested in the classroom and is unattractive for employment,

this leads to students dropping out of the program, as reported in the study by Atilano

et al. (2016).

In a seven-month study in Nepal, 197 out-of-school youth participated in

interviews to find out their present educational status, economic status, saving

behavior and future plans. Interview was the major technique applied in order to

collect primary data. A form of questionnaire was used to collect primary data.

Structured with close and open ended questions were used in the questionnaire. The

Lot Quantity Assurance Survey (LQAS) method was used to determine the sample

size of the study. Out of 197 respondents, there were 175 female respondents and only

22 male respondents (Shrestha, 2007). It was later revealed that most of the respondents

have not participated in school education. There were some who attended school, but
 17

later dropped out due to the household work, poor economic condition and need to work

to financially support their family. A great portion of the respondents who did not

attend school, nevertheless have attended non-formal education classes (Shrestha,

2007).

In a world characterized by the presence of advanced information and

communication technologies, literacy is an urgent necessity. It empowers and nurtures

societies as well as contributes to human and national development. Through quality

education, individuals are able to understand and study real life situations and

develop confidence. Education also provides a strong base for rational value-oriented

and nation- building progress. In spite of the invaluable contribution of education in

harnessing the potentials of Filipino youth and in providing them the opportunity to

participate productively in nation building, numerous youths had not finished basic

education or attended school. To address this alarming problem of the increasing

number of out-of- school youth, the Philippine government through the Department of

Education has implemented the Alternative Learning System (ALS) as a crucial

component of Philippine education to provide every individual with access to quality

basic education in a mode of learning that fits their distinct situation and needs. It

provides a practical option to the existing formal instruction and opens 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.

In 2021, through DepEd Order 47, series of 2021 or the creation of the Bureau

of Alternative Education in the Department of Education, DepEd mandated the ALS

 18

Task Force and known as BAE the functionalities and policies that can be used to

continuously strengthen the Alternative Learning System Program. This is under the

Curriculum and Instruction (CI) strand and Assistant Secretary for ALS are in charge

(DepEd ALS 2.0 Facebook Page). In ALS Senior High School, learners have to attend

two academic years to have enough time to learn the competencies that are

implemented by the ALS K to 12 Basic Education Curriculum (BEC) and to the

ongoing competencies that will be released by the ALS SHS Program. The class

schedule is flexible as a consideration to the time management of the learners (DepEd

ALS 2.0 Facebook Page).

According to the Alternative Learning System Act of 2020, the state has a duty

to advance every citizen's right to high-quality education at all levels and to take the

necessary actions to ensure that such education is accessible to everyone. As

government and non- government agencies continue to support free education, the

United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2015

stated that literacy is a fundamental human right and the foundation for lifelong

learning. It is also believed that an individual who attends school is more likely to

achieve their dreams and may find a better quality of life. In the year 2020, the

Philippines recorded a rise in youth who were out of school from 16.9 % to 25.2%

(Bautista, 2022). This is roughly one out of ten individuals deprived of basic education.

Republic Act No. 10533, the Enhanced Education Act of 2013, seeks to

improve the basic education system of the Philippines by strengthening its curriculum

and lengthening the number of years of basic education from ten to twelve years. The

new curriculum, popularly known as the K to 12 programs, is a landmark reform that

 19

brings the basic education of the country on a par with international standards. The

history of the reform is revisited and its legal bases, main features, relevant orders, and

implications for higher education are discussed. Concerns about its initial

implementation are raised and a call for all stakeholders, particularly teachers who are

the principal agents of instruction, is made to make the reform work for the benefit of

Filipino learners. The Philippines as a country needs better education as it is probably

the most crucial parameter of development (Hugh & Skutnabb-Kangas, 2010). The

government has laid down the laws that will improve basic education but our country

needs more support from other stakeholders like business and industry, parents,

administrators and teachers themselves who are tasked to implement the K to 12

programs. If we are to elevate the notion of excellence in teaching, the K to 12 program

needs dedicated teachers who upgrade their competencies through continuous learning

and professional development. The mass training of teachers done by DepEd every

summer as it gradually rolls out the K to 12 programs by grade level is definitely not

enough. Teachers can only create upward spirals of performance in Filipino learners

if, paraphrasing Dana Cotton (1967), having dared to teach, they don’t cease to learn.

Then they can critically evaluate and correct the seemingly rushed production of

learning materials in terms of both typographical and conceptual errors. The K to 12

program is envisioned to give the country quality education but quality education

necessitates coherence from intention to implementation (Understanding the K-12

Educational Reform- Rosario I. Alonzo, 2015).

The K to 12 Basic Education Program in the Philippines includes the

introduction of senior high school (SHS), or grades 11 and 12, the final two years of a
 20

new 6-year secondary education system. Rather than merely focusing on post-

secondary education preparedness, the SHS Curriculum aims to prepare students for

either higher education or work (Development Asia, 2019). Senior High School is two

years (Grade 11 and Grade 12) of specialized upper secondary education and will

require a student to pick among different tracks upon enrollment. Such chosen track

and strand will reflect on the subjects that the student will take. These different tracks,

strands, and specializations are intended for the students to determine which paths fit

their strengths, passions, and skills. Choosing the right Senior High School strand will

help motivate them for their future career. Choosing the strand that the students like

makes it more enjoyable since the strands are designed and specialized to match their

interests. Moreover, it expands their knowledge and skills, while at the same time,

exposing them to their chosen field of study in preparation for college (Mapua, 2022).

Rising from Every Fall, a Department of Education (DepEd) article in 2018,

features the inspiring story of an ALS finisher in Zamboanga City. Zsarra, a 16-year-

old mother of two, was forced to drop out of high school and choose to start a family

at such a young age. Fights occurred during their relationship, and her husband began

to physically harm her, leading to their separation. She learned about ALS in 2016,

which inspired her to continue and complete her high school studies. Although this is

only the first step on the educational ladder, it is still important. "ALS is like good

news that ensures the establishment of my path towards the fulfillment of my dreams."

she quoted. Pagobo B, S (2018) A bright future with a stable source of income or

livelihood was attributed to their ALS completion (Elma and Javillonar, 2021). These

stories are some of the reasons why the researchers wanted to pursue this study.
 21

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

of social issues and stimulate action from disadvantaged groups. Using a process of

problem analysis, reflection, and action, his approach to education was based on the

belief that community members need to be encouraged to think critically about

problems in their daily lives in order to make decisions and take action (Taruc, 2013).

In 2019, pilot implementation of ALS Senior High School was successfully

launched in Region V and Region XII (SOCCSKSARGEN). Within the year of 2022,

177 public schools under the 10 regions of the Philippines are now currently

implementing the ALS SHS and expected to increase for the next few years. According

to the Department of Education, the ALS SHS Program has been implemented to

all the regions of the Philippines from 2022 until today.

Related Studies

Guanzon-Lapena and Jacob (2017) examined the factors contributing to ALS

learners' success in the Philippines. The study found that family support, a positive

learning environment, and a learner-centered approach to teaching are essential factors

contributing to ALS learners' success. Another, Lingan and Gonzales (2018),

investigated ALS learners' challenges in the Philippines. The study found that the lack

of resources, such as instructional materials and learning facilities, and inadequate

support from the government are significant challenges that ALS learners face. In

addition, Arpilleda and Cabacaba (2018) explored the experiences of ALS learners

regarding their social and emotional well- being. The study found that ALS learners

face various social and emotional challenges, such as isolation, low self-esteem, and
 22

anxiety, which can affect their learning outcomes. Moreover, Caparas (2018)

investigated ALS learners' learning styles and motivation in the Philippines. The study

found that ALS learners are intrinsically motivated and prefer a collaborative learning

style. Although learners in the ALS program face various challenges, particularly

regarding access to resources and support, despite these challenges, ALS learners

demonstrate resilience and motivation to continue their education and improve their

lives.

Apao, et al. (2014) conducted a study using the qualitative-quantitative

research design to assess the implementation of the alternative learning system

program along with provision of life skills, increased literacy and quality of living.

According to Apao, the Alternative Learning System A&E program was effective in

cultivating the life skills of the recipients. The program improved the quality of living

of the respondents as they continue their pursuit for meaning and significance in life. It

proved that students still learn and acquire life-long competencies even outside the

walls of the formal school system (Apao, et al. 2014). Moreover, the Alternative

Learning System programs have enabled individuals through cultivating life skills. The

quality of living of the learners has improved as they continue their pursuit of the

meaning and significance of their lives (Apao, et al., 2014). This study aims to

investigate the factors that discourage the participants from continuing their formal

education as well as what the government intends to do to assist these individuals in

completing their education and finding better employment in the future.

The global educational landscape is increasingly focused on providing

education to all. The possibility for persons from underprivileged circumstances, in

 23

particular, is to re- engage with schooling through an alternative pathway. Attending

alternative schools gives these young people a "second chance" at education through

flexible learning modalities (Rosmilawati and Reid, 2020). Thus, the researchers are

also interested in the developments that followed the passage of the ALS Law in 2020.

Furthermore, the researchers wanted to explore the dreams and aspirations of the ALS

SHS learners after finishing their adapted program in ALS. According to shared stories

in Panay News, the Alternative Learning System (ALS) served as a second chance, a

reminder that it is never too late for out-of-school youth - and even adults - to succeed.

Their dream of having access to education is being realized through the ALS of the

Department of Education (DepEd) (Sornito, 2022). An ALS coordinator reminds the

students that there is still hope for ALS. It is never too late to obtain a comprehensive

basic education (Tamallana, 2022).

The study of ALS in the Philippines sought to investigate how the ALS program

is designed and implemented to meet the needs of its intended learners. It also

identified the consequences and challenges. One very noticeable feature of ALS is that

it serves a very diverse group of learners, but what they all have in common is that

they have chosen to subject themselves to educational processes that will provide them

with higher qualifications, which they see as a means to improve their lives and self-

confidence as they move around in a very uncertain globalizing environment (Arzadon

& Nato, 2015). The study of Pascual (2022) focused on tracing those graduates and

learning from the struggles or obstacles they overcame on their way to college success.

The findings are as follows: education is a means of raising one's status in life as one

grows older, achieves dreams, and raises a family with a good academic heritage in the
 24

midst of life's difficulties. ALS students' perspectives include; a lack of opportunities,

concerns, completing a dream of finishing secondary school, and being a different

person. Despite challenges such as time management, financial insecurity, and

adjusting to new lessons, ALS students who choose to be inspired, work hard, be

patient, and be diligent are overcoming obstacles.

The study conducted of Latoja (2022) entitled Correlation of Performance of

Alternative Learning System (ALS) Completers, Life-long Learners and Senior High

School (SHS) Graduates, aims to carry out the factors affecting students’ academic

performance of senior high school (SHS) graduates, Alternative Learning System

(ALS) completers and life-long learners enrolled at a State University, Philippines

during the academic year 2019-2020. 310 freshmen from the different academic

programs were asked to self-evaluate their study habits, personal condition and

attitudes towards school and make personal assessment on the impact of home

environment, school environment and lecturer/instructor to their academic

performance. Furthermore, their academic performance was measured based on their

first semester GPA. Attitude is a significant factor for some students (but not all who

are under study) that affects their performance; study habits and personal condition are

not an important variable in this situation. However, students should be encouraged to

develop effective study habits as some experts have discovered; neglecting to do so

might lead to poor academic achievement. Furthermore, it appears that some factors,

which are not limited by personal background, may influence habits, and as a result,

negatively or favorably affect academic achievement. External factors such as family,

school and instructors had no meaningful correlation with the respondents' academic
 25

achievement.

The study conducted by Malaguial et al. (2022) which focused on the factors

affecting students’ preference on Senior High School Strands in Sultan Kudarat State

University, the Philippines, results indicated that personal interest factor had the

highest level of influence among the factors, followed by job opportunity,

socioeconomic status, parents and academic performance. However, in terms of the

factors’ significant relationships with the senior high school strands, socioeconomic

status, parents, job opportunities, and personal interests were found to have no

significant influence when deciding, and academic performance is the only factor that

has a significant influence on the students’ preferred strand. Quiño (2022) conducted

a study to assess the factors influencing the career preference of senior high school

students belonging in HUMSS, STEM, ABM and GAS strands during pandemic.

Results revealed that the factors influencing a student's decision to enroll in college

are financial aid, educational quality, tuition affordability, and environment and

culture. The findings implied that the various factors that influence students' choices

are adaptable regardless of their age, gender, or family wealth.

Amani & Mkumbo (2014) led a study to investigate the influence of family

background on career choice among undergraduate students in Tanzania. The results

showed that the family played a significant role in undergraduate students’ choice of

careers. The influence was particularly significant in families with a higher level of

education beginning at secondary school. Generally, students tend to choose

professions similar to those of their parents. The results also showed that the influence

of biological parents on career decision-making was more pronounced than that of

 26

their relatives.

Narciso et al. (2020) explored the factors that affect choosing college courses

of Grade 12 HUMSS strand students in Bestlink College of the Philippines. Based on

the results, personal preference emerged to be the strongest influence in choosing

college courses, followed by the Senior High School Strand itself and financial

sustainability. In choosing their course in college, students must know their capability.

Students must know their strengths and weaknesses to survive in college. It has a huge

effect because if the students are not suitable for the course they have taken; they cannot

finish what they started. Personal reference was also a huge factor affecting choosing

a course in college because students must choose what course they truly want, and

they need to be sure about it. Moreover, in a study conducted by Querubin et al. (2020)

which assessed factors affecting choice of course in College of Grade 12 Humanities

and Social Sciences Strand Students in Bestlink College of the Philippines and

described how the parent`s decision, peer influence, and student’s abilities affect the

choice of program to be taken in college, findings revealed that financial problems

affected their course choice and eventually their academic performance. The

researchers hereby suggested that students should know how to handle their finances

well to avoid this kind of problem and find ways to gain extra income.

The above study aims to identify the experiences encountered by the learners

while enrolled in the Alternative Learning System (ALS) program and identification

of self- discoveries of the learners that lead to self-realizations for the betterment of their

economic, social and cultural conditions. The results of the study intend to contribute

to improve the effectiveness and efficiency of the instructional delivery system of the
 27

Alternative Learning System towards the students; to promote learning opportunities

for the students; and to improve instruction qualities for the students. Results reveal

the respondents state in learning in the Alternative Learning System (ALS) Program.

The Alternative Learning System was an option for those who wanted to

improve their quality of living and rise beyond poverty. As an alternative to the formal

school system, the government needs to provide the physical and financial resources

for sustainability of the ALS program. Its governance should be strengthened to

maximize the participation of stakeholders to bring the out-of-school adults to school

and let them finish their studies thereby increasing literacy. The strong support and

collaboration of the stakeholders, the commitment of both learners and mobile teachers

are necessary in the effective implementation of the program (Apao, et al. 2014).

According to Maguddayao et al. (2021), the pandemic significantly impacted ALS

learners, particularly regarding access to technology and learning resources. The

study also highlighted the resilience of ALS learners, who adapted to the challenges

of the pandemic by utilizing alternative modes of learning, such as distance learning

and self-directed learning. These studies suggested that the ALS program effectively

provides educational opportunities for marginalized groups in the Philippines and

empowers learners to improve their economic, social, and cultural well-being.

However, learners in the ALS program face various challenges, particularly regarding

access to resources and support. Despite these challenges, ALS learners demonstrate

resilience and motivation to continue their education and improve their lives.

Synthesis of the Art

This section of the chapter discusses the foregoing related literature and studies
 28

gathered and reviewed by the researchers which provided comprehensive insights and

baseline information that contributed to the further understanding of the present study.

According to Guanzon-Lapena and Jacob (2017), the factors that influenced

the ALS learners to pursue education are family, positive learning environment and

learner- centered approach to teaching and learning. The researcher focused more on

the factors that contributed to the ALS learner’s success in education. Moreover, it

differs from the study because the researcher did not tackle the different challenges

experienced by the learners by personal development, academic aspect and career

aspect in which the present study discusses. The key informants of the previous study

are limited only for the junior high school and elementary ALS students, while the key

informants in the present study focuses on the Grade 12 ALS Senior High School

students.

The study of Linganand Gonzales (2018) discussed the lack of resources,

facilities and support from the government which depicts the challenges of ALS

learners, similarly with the study of Arpilleda and Cabaca (2018) in which they tackle

the experiences of ALS learners regarding their social and emotional well-being. It

showed in their study that the lack of emotional and social support can lead to affecting

the learning outcome of the students. Both studies are similar in terms of knowing the

challenges experienced by the learners, however, this differs from our study by

identifying the factors that influenced the ALS learners to take the ALS program.

On the study of Caparas (2018), the learning style and motivation of ALS

learners was discussed and it inputs comparison in the study because the study also

tackled about the motivation of the learners, however it differs because the previous
 29

study focused more on the learning styles, while the present study is focused on the

experiences of the ALS SHS learners in terms of the personal development, academic

aspect, career aspect. Another difference is the key informants of the previous study

are the ALS Junior High School while the present study focused more on the ALS

Senior High School students.

The study of Apao, Dayagbil, & Abao (2014) is related to the present study

because both used the descriptive-qualitative research method in their study. However,

the previous study focuses on the implementation of the alternative learning system

program along with provision of life skills, increased literacy and quality of living and

it did not discuss the challenges of the ALS learners and the factors that influenced the

learners to take ALS Senior High School program. Another difference is that the

previous study did not focus on the ALS Senior High School students.

The study of Arzadon & Nato (2015) and Pascual (2022) focused on the

academic aspect of the ALS students, it discussed the tracing of those students who

graduated in ALS Senior High School and learning from the struggles or obstacles they

overcame on their way to college success. The previous study has a relation to the

present study in terms of knowing the academic aspect of the students and their

experiences, however, it differs to the part that they only tackle the obstacles that the

students had overcome in order to become successful in college. The strengths and

weaknesses in the study are presented such as the challenges and the positive findings

of the study.

The study of Malaguial (2022) focused on the factors affecting ALS students’

preference on Senior High School Strands in Sultan Kudarat State University. The
 30

results indicated that personal interest factors had the highest level of influence among

the factors, followed by job opportunity, socioeconomic status, parents and academic

performance. The previous study has both a similarity and difference with the present

study. Both of the studies are conducted locally and the only difference is that the

previous study did not tackle the factors influencing the ALS students’ decision to take

the ALS Senior High School program. Meanwhile, the study of Quiño (2022) was

conducted to assess the factors influencing the career preference of ALS senior high

school students belonging in HUMSS, STEM, ABM and GAS strands during

pandemic. Results revealed that the factors influencing a student's decision to enroll

in college are financial aid, educational quality, tuition affordability, and environment

and culture. The findings implied that the various factors that influence students'

choices are adaptable regardless of their age, gender, or family wealth. The previous

study has a relation with the present study because they both discussed the career

preference of the ALS Senior High School students; however, they did not tackle the

experience of the students as ALS Senior High School learners.

Similarly, the study of Amani & Mkumbo (2014), Narciso (2020), and

Querubin (2020) discussed the career choices of Grade 12 HUMSS strand students in

Bestlink College of the Philippines. Based on the results, personal preference

emerged to be the strongest influence in choosing college courses, followed by the

Senior High School Strand itself and financial sustainability. The relation of the

previous study to the present study is that they both focused on the career choice or

career aspect of the Senior High School students. The only difference is that it was not

stated if the key informants were under the ALS Senior High School or only regular
 31

Grade 12 students under the Basic Education Curriculum (BEC).

The study of Pilar (2015) was conducted to investigate the lived experiences

among the alternative learning students (ALS) in Bacolod, City Philippines. The study

identified the problems or challenges encountered by the learners while enrolled in the

Alternative Learning System (ALS) program and lastly, to identify self-discoveries of

the learners that lead to self-realizations for the betterment of their economic, social and

cultural conditions. The previous study has a relation to the present study because both

tackled the lived experiences of the Alternative Learning Students, however, the

difference is that the key informants of the related study are junior high school students,

while the key informants of the present study are the Senior High School students.

The study of Maguddayao (2021) focuses on the impact of pandemic to ALS

learners, particularly regarding access to technology and learning resources. The study

also highlighted the resilience of ALS learners, who adapted to the challenges of the

pandemic by utilizing alternative modes of learning, such as distance learning and self

-directed learning. The study suggested that the ALS program effectively provides

educational opportunities for marginalized groups in the Philippines and empowers

learners to improve their economic, social, and cultural well-being. The previous study

has a similarity compared to the present study because it focuses on the ALS

Learners, however, the difference is that the study is highlighted on the experience of

the learners during pandemic time, it was also not centered on the Senior High School

students.

The study of Sornito and Tamallana (2022) focused on the dreams and

aspirations of the ALS SHS learners after finishing their adapted program in ALS. It
 32

tackled the program providing second chances for out of school youths and adults, and

how it served as a “second chance” for the learners to have access to comprehensive

basic education. The participants of both studies are ALS Senior High School students.

This study is similar with the present study because along with the current study’s

objective is to know the experiences of the ALS SHS learners along with their dreams

and aspirations. However, the present study was conducted in the five pioneer schools

under the Schools Division of Albay which first implemented the ALS Senior High

School program and that is the difference of the present study with the above-

mentioned study.

The study of Latoja (2022) discussed the Correlation of Performance of ALS

Completers, Life-long Learners and Senior High School graduates. It aimed to carry

out the factors affecting students' academic performance. According to the previous

study, the findings that are drawn is that their academic performance was measured

based on their first semester GPA. According to Latoja (2022), attitude is a significant

factor for some students that affects their performance; study habits and personal

condition are not an important variable in this study. External factors such as family,

school and instructors had no meaningful influence with the respondents’ academic

achievement. In comparison, the present study discusses the experiences of ALS

Senior High School students in their academic aspect, while the previous study

discussed the correlation of performance of ALS Completers, Life-long learners and

Senior High School graduates. Both studies discussed the academic aspect of the

learners, however, the difference was the present study is a qualitative approach while

the previous study is quantitative. Secondly, the participants of the previous study were
 33

not focusing solely on the ALS Senior High School learners. Lastly, it differs

depending on the locale of the study. The previous study was conducted at a State

University, while the present study was conducted at different schools under the

Schools Division of Albay which first implemented the ALS SHS program and those

schools are Daraga National High School, Vinisitahan National High School,

MORMS, Manito National High School, Polangui General Comprehensive High

School.

To conclude, upon reviewing the related studies, the researchers found out that

there are similarities and differences with regards to the present study. Most studies

focused only on the challenges of the ALS learners, the learner’s career choice or

choosing their career preference, the implementation of ALS Program, factors that

influenced the ALS to pursue education, and their learning styles and motivation. In

this study, it does not only focus on those above mentioned, but also to the experiences

of the ALS Learners as Grade 12 Senior High School learners. The researchers wanted

to determine the stories of the Grade 12 Senior High School learners, such as their

circumstances, why they chose to continue their study and what has driven them to

study again. In comparison, the present study aimed to determine the factors that

influenced the ALS SHS learner to take the ALS program, and their experiences along

personality development, academic aspect and their aspirations. The differences

between the related studies above and the present study are the key informants, the

challenges encountered and coping mechanisms of the learners, and how the ALS

program is being implemented. The present study is different in terms of the locale in

which the study was conducted, the challenges encountered, and coping
 34

mechanisms they adapted were not part of the limitation of this study, as well as the

career preferences of the learners. This is the gap that the present study has to bridge.

Theoretical Framework

The theoretical framework is the structure that can hold or support a theory of

a research study. The theoretical framework introduces and describes the theory that

explains why the research problem under study exists. Therefore, the theoretical

framework for a study should incorporate all the necessary knowledge components.

This study was anchored on Experiential Learning Theory wherein it was

popularized by David Kolb. It tackles the awareness of learning styles and creates a

model that suggests four different categories of learning which are: Concrete

Experimentation, Reflective Observation, Abstract Conceptualization, and Active

Experimentation. Kolb created a methodology for incorporating these four categories

into every learning experience: the “experiential learning cycle” (McLeod, 2013). This

theory helped to identify which learning styles do the ALS SHS learners adapt and

how it can contribute to their personality development as a person, to their academic

performance as a learner, and to their career choice in the future. Experiential learning

theory, developed by David Kolb, strongly emphasizes the value of practical

experiences, reflection, and knowledge application in the learning process. Insights on

the learning experiences of ALS students may be gained by looking at how they

participate in experiential learning activities, reflect on their experiences, and use their

learning to pursue their dreams (Kolb& Kolb,2017). This study intended to provide a

thorough understanding of the learning experiences of ALS students by referencing

these theories and frameworks.

 35

Karl Marx first developed the idea of Social Conflict Theory that conflict

among individuals and societies occurs due to the competition for resources. There is a

correlation between conflict and the availability of resources. Therefore, the scarcer

the resources are, the more intense the competition and the conflict will be. However,

this theory also applies to situations in which resources are not necessarily scarce but

only unjustly distributed, meaning that some few people monopolize or accumulate

most of the resources while others can barely have any access to them. The fulfillment

of one’s education is closely linked to social class. Students of low socioeconomic

status are generally not afforded the same opportunities as students of higher status, no

matter how great their academic ability or desire to learn (Introduction to Sociology-

1st Canadian Edition by William Little and Ron McGivern). This theory had a great

contribution, in order to support and give bearing to the study which is the ALS

Learners: Senior High School Experiences. This theory can be used as a tool to analyze

the underlying issue or problem which resides to the study’s third objective— to create

an action plan in relation to the findings of the study. Education plays a very important

role in the development and progress of a certain nation; thus, it is important to provide

alternate solutions to the problem, which hinders the academic growth of a student,

and this theory helped support this study.

The Resilience Theory argues that it is not the nature of adversity that is most

important, but how we deal with it. When we face adversity, misfortune, or frustration,

resilience helps us bounce back. The relevance of a sociological conceptualization of

resilience extends further than the scientific field and encompasses the public policy

realms which are the set of decisions made by the government. A sociological
 36

perspective on resilience may provide the grounds for social policies and local

development policies targeting poverty. Indeed, resilience is neither a “good” nor a

“bad” process from a policy standpoint. What matters from a sociological standpoint,

is that resilience is only worth promoting inasmuch as it actually transforms a way of

life to the point that poverty factors and their interplay are lessened or no longer at

work (Estevão et al., 2017). While dealing with various difficulties, ALS students

show resilience and tenacity in pursuing their goals. The goal of the study was to

comprehend how ALS students approach their learning, their objectives, and their

coping mechanisms. The study's underlying hypotheses are as follows. The resilience

theory strongly emphasizes people’s capacity to overcome challenges and achieve

success. Understanding the coping mechanisms and resilience characteristics used

by ALS students will show how they overcome obstacles and continue to pursue

their education and aspirations (Ungar, 2020).

The interconnection of these theories, the Experiential Learning Theory, is all

about the academic development and academic purpose of learners, such as why they

have to learn and what the educator can also perform to have an effective learning

outcome. This caters to the idea that every student has their own style and form of

learning abilities, and it should be acknowledged and respected, as long as they are

willing to learn and be educated, they have the right to be taught equally and the way

they deserve. Moreover, the relation of the Social Conflict Theory, wherein it will be

the main and high-level theory of the study, will remain as the basis for the sociological

perspective of this study. This will unfold the reality as to what are the things that

contribute to the ALS learners’ experiences along with their personal development,
 37

their academic aspects and career choices. This theory will entirely explain why these

ALS SHS learners are put into a situation, wherein they have to take ALS SHS

Program instead of the formal education. And lastly, the Resilience theory shows

the community's capacity to survive and regenerate with its own resources and means.

This theory can be applied to the experiences of Alternative Learning System (ALS)

learners by recognizing their ability to adapt, overcome challenges, and thrive despite

non-traditional educational paths. Understanding and supporting the unique strengths

of ALS SHS learners can enhance their resilience and contribute to their overall

academic success. By acknowledging and fostering their adaptability, the ALS SHS

learners can become more empowered and achieve academic success.

 38

Experiential Learning
Theory Social Conflict Theory Resilience Theory

Emphasizes the value Focuses to the Provides the capacity of

of practical experiences of the ALS the ALS SHS learners
experiences, reflection, SHS students by to bounce back from
and knowledge examining the power challenges. It
application in the dynamics and recognizes how factors
learning process. inequalities within the
Insights on the learning such as flexible
education system. It learning approaches,
experiences of ALS
may highlight how tailored support
SHS students may be
gained by looking at socioeconomic factors, systems, and a positive
how they participate in discrimination, or educational
experiential learning limited resources environment can
activities, reflect on contribute to the enhance their
their experiences, and disparities in resilience.
use their learning to educational
pursue their dreams. opportunities.

ALS Learners: The Senior High School Experience

Figure 1. The Theoretical Paradigm of the Study

 39

Conceptual Framework

A conceptual framework is made for the readers to visualize and recognize the

ideas of the researchers. It will make a better understanding of ideas in the research

study on the ALS: The Senior High School Experience in the five pioneer schools

under the Schools Division of Albay, which are Daraga National High School,

MORMS, Polangui General Comprehensive High School, Vinisitahan National High

School and Manito National High School. In the conceptual framework of this study,

it provided the background about the key informants in terms of socio-demographic

status together with their age, sex, civil status, religion, highest educational attainment

in formal education, occupation, family size, ordinal position in the family and the

family’s monthly income and other statuses that the key informant will share during

the data gathering.

Furthermore, this study identified the factors that influence the key informant’s

decision to take the ALS SHS Program. The study also sought to answer what were

the experiences of the key informants as an ALS SHS Learner along their Personality

Development, Academic Aspect and Career Choice. The implications of the study to

Sociology of Education was a part of the process, as it could also be one of the sources

of data for the further understanding of the study. Lastly, researchers came up with an

action plan based on the findings of the study.

 40

ALS Learners: The Senior High School

Experience

Key Informants Profile:

a. Age
b. Sex
c. Civil Status
d. Religion
e. Highest Educational Attainment in
Formal Education
f. Occupation
g. Ordinal Position
h. Family Monthly Income

Factors that influence the Als Senior High School

learners to take ALS SHS program

Experiences of Grade 12 ALS SHS learners along:

A. Personality Development
B. Academic Aspect
C. Aspiration

Activity that can be proposed in response to the

findings of the study

Figure 2. The Conceptual Paradigm of the Study

 41

Definition of Terms

The following terms are defined conceptually and operationally according to

how they will be used in the study:

Academic Aspect. These are learning actions that are carried out by students

within the academic realm. This includes the educational insights, educational

background, and students’ performance in class as well as the influence of the

educators. In this study, this may serve as the guide to understand the experiences of

the learners along their academic performance and learning behavior.

Academic Performance. This is the measurement of student achievement

across various academic subjects. In this study, this pertains to the grades of the learners

and their flexibility along their time management.

Alternative Learning System (ALS). A parallel learning system to provide a

viable alternative to the existing formal education instruction that encompasses both

the formal and informal sources of knowledge and skills (RA 9155, 2003). In this

study, it refers to the Alternative Learning System of the Division of Albay.

ALS Learners. ALS learners are the out-of-school teens, adults, and children

who require fundamental and functional literacy skills, knowledge, and values. These

individuals usually live-in remote communities with no or limited access to formal

education. In this study, they will be the key informants, the firsthand data will be

coming from them, and they are the people which made the study exist. The learners

are from Daraga National High School, Vinisitahan National High School, Marcial O.

Ranola Memorial School, Polangui General Comprehensive High School and Manito

National High School.

 42

ALS Senior High School Program. The ALS Program utilizes a

contextualized non-formal curriculum that is largely aligned with the formal school

system's K to 12 Curriculum for Basic Education, although it is not a mirror image of

the formal school curriculum. It is similar but not identical. This takes earlier learning

into consideration and organizes functional literacy indicators into six interconnected

learning strands. In this study, it will be the educational curriculum in which the study

will circulate upon, and this will be the scope where we should get the key informants

of the study.

Aspirations. These are dreams, hopes, or ambitions to achieve a life goal. They

can be thought of as overarching life goals that can help provide a sense of purpose

and direction. In this study, this pertains to the desired ambition and plans of the

learners after finishing the ALS Senior High School program.

Experiences. This is a source of knowledge, in which direct observation of or

participation in events is used. The fact or situation of being touched by or learning

from direct observation or engagement. In this study, this refers to the practical and

personal encounters, challenges and opportunities that ALS students encounter during

their Senior High School education. It encompasses both academic and non-academic

aspects, including learning methods, interactions with peers and educators, and the

overall journey of acquiring knowledge and skills within the ALS framework.

Factors. It is something that influences situations or decisions (Collin

Dictionary, n.d.). In this study, it pertains to the situations and motivations of the ALS

Senior High School learners that influences to take up the ALS Senior High School

program.
 43

Formal Education. A progression of academic schooling from elementary

(grade school) to secondary (high school) and tertiary (TVET and higher education).

It refers to the structured and organized learning process provided within the official

educational system. In this study, formal education aims to provide a structured

framework for senior high school learning, even if it deviates from traditional

classroom settings.

K-12 Curriculum. This is the foundation of a student’s academic career. K

stands for kindergarten, and 12 refers to the next 12 years of basic education, therefore

the name K to 12. Six years of elementary school, four years of junior high school, and

two years of senior high school make up the 12 years of basic education. In this study,

it pertains to the curriculum in which the ALS Senior High School belongs to.

Learning Behavior. This is the earned actions that enable students to access

learning and interact with others productively in the community. In this study, this

refers to how the learners adapt the learning process within the non-formal education.

Non-Formal Education. This refers to education that takes place outside of

standard lecture or school-based learning methods. In this study, it pertains to the

Alternative Learning System. The ALS learner's participation in activities that are

customized learning based which are formed by the school administration.

Out of School Youth and Adults (OSYA). This refers to people between ages

15- 24 years old, and who were not attending formal education and those who did not

receive the benefit of the formal school system. In this study, they are the clienteles of

the ALS Program.

Personality Development. The process by which organized thought and

 44

behavior patterns that comprise an individual's unique personality evolve over time.

In this study, this entails the learners’ interpersonal and intrapersonal skills, and

behavior which contributes to their progress as ALS Senior High School learners.
 45

Chapter III

RESEARCH AND METHODOLOGY

This chapter presents the methods of research to be employed by the researcher

in conducting the study which includes the research design, research locale, sampling

method, source of data, key informants, data gathering procedure, research

instruments, its development establishing its validity and reliability, and interpretation

of data.

Research Design

Research design is the procedure for collecting, analyzing, interpreting and

reporting data in research studies (Creswell & Plano Clark, 2012). It is the overall plan

for connecting the conceptual research problems with the pertinent and achievable

empirical research. In other words, the research design sets the procedure on the

required data, the methods to be applied to collect and analyze this data, and how all of

this is going to answer the research question (Grey, 2014). As explained by Robson

(2010), there are three possible forms of research design: exploratory, descriptive and

explanatory.

The researchers utilized the descriptive-qualitative research method. This is a

theory-based design, where the researchers are primarily interested in describing the

topic that is the subject of the research which is the lived experiences of ALS Senior

High School students in five pioneer schools implemented ALS SHS program which

are Daraga National High School, MORMS, Manito National High School, Vinisitahan,

National High School, and Polangui National High School. This research method can
 46

be applied to case studies, naturalistic observations, interviews, surveys, and so on. This

method includes data collection analysis, and presentation. It lets the researchers

clearly present the problem statement in order to allow others to better understand the

need for this kind of research.

Descriptive qualitative is the type of research method adapted by this study

because it includes a straightforward description of a phenomenon. One-on-one

interviews were conducted in order to gather data. The purpose of this descriptive

qualitative research study is to explore how these experiences create a large factor in

the lives of these Grade 12 ALS Senior High School learners. The sentiments of the

students' involvement were the focus of this investigation as they had shared their

experiences regarding their life as ALS Senior High School learners.

Research Locale

The researchers had conducted the study in the Province of Albay under the

Schools Division Office of Albay, and these schools are Daraga National High School,

Marcial O. Ranola Memorial School (MORMS), Vinisitahan National High School,

Manito National High School and Polangui General Comprehensive High School.

These are the five pioneer schools who first implemented the ALS Senior High School

Program in the Province of Albay S.Y: 2021-2022.

Polangui General Comprehensive High School has the biggest population of

ALS Senior High School enrollees for the S.Y. 2023-2024 with a grand total of 134

students. There are currently 71 students enrolled in Grade 11 and 63 students enrolled

in Grade 12. The schedule of classes at ALS Senior High School in Polangui is every

Friday.
 47

Daraga National High School has the second biggest population of ALS

enrollees for the S.Y. 2023-2024 with the total of 41 students in Grade 11 and 76

students for Grade 12 garnering the total of 117 students enrolled. Daraga National

High School offers all strands in Senior High School including STEM, GAS, HUMSS,

ABM and TVL. The schedule of classes for ALS SHS students in DNHS is every

Saturday.

Marcial O. Rañola Memorial School is located in Guinobatan, Albay.

According to the data acquired, it is ranked the third in the biggest population of ALS

Senior High School enrollees for the S.Y. 2023-2024. It has 67 enrollees in Grade 11

and 39 students enrolled in Grade 12 with a total of 106 students. The schedule of

classes for ALS Senior High School students is every Wednesday.

Vinisitahan National High School is located in Bacacay, Albay. According to

the data acquired, there are 30 enrolled students in Grade 11 and 39 enrollees in Grade

12, garnering the total number of 69 enrolled students for the S.Y. 2023-2024. They

offer only one strand in the Senior High School program which is GAS (General

Academic Strand). The class schedule for ALS Senior High School is Mondays and

Tuesdays.

Next scope of this study is Manito National High School. In terms of distance,

this is the farthest in all five schools with 40.6 km from Daraga to Manito. According

to the data gathered, there are only 23 enrolled students in Grade 11 and 37 enrollees

in Grade 12 for the S.Y. 2023-2024. They offer three strands under ALS Senior High

School program and these are CSS (Computer Systems Servicing), GAS, HUMSS

(Humanities and Social Sciences), and Dress Making (TVL). The class schedule for
 48

ALS Senior High School is every Friday.

Sampling Method

The researchers utilized the quota-sampling method and purposive sampling

method. Quota sampling is a sampling method wherein data is collected from a

homogenous group and purposive sampling method is a technique used in qualitative

research to select a specific group of individuals or units for analysis. In this study, the

participants are selected using quota sampling because the researchers selected only 3

students per school and the ALS Coordinator is the one who is selected among the

grade 12 students enrolled. Moreover, the participants which are ALS Senior High

School students are chosen on purpose and not randomly, and it is known as purposive

sampling.

Key Informants

The key informants for this study were ten (10) Grade 12 ALS Senior High

School learners in total from the five (5) pioneer schools which are Daraga National

High School, Marcial O. Rañola Memorial School (MORMS), Polangui General

Comprehensive High School, Manito National High School, and Vinisitahan High

School. The researchers identified the set of key informants by the help of the ALS

SHS Coordinators in each school. There are two (2) grade 12 students per school, the

eldest and youngest learner who were interviewed and these students have different

statuses in life, some are single parents, some are OSYs who decided to go back to

school, and part-time workers who are currently enrolled under the ALS SHS Program.
 49

Sources of Data

The data for this study were collected from the primary and secondary sources.

As explained by Wagh (2021), the primary data is mentioned to be the first hand data

that the researcher gathered. This data is described to be in real time, and the process

for primary data requires the researcher to be highly involved while collecting so. In

collecting primary data, it is usually obtained from surveys, interviews, experiments

and so on. For the present study, the primary data were obtained from interviews

conducted with the key informants that happen to be the Grade 12 ALS SHS learners.

The data acquired from the interview were the primary data in order to assess

the influential factors of the learners in taking ALS SHS program, experiences along

personality development, academic aspect and aspirations. On the other hand,

according to Wagh (2021), secondary data were collected by someone before. They

are the data that already existed in the past. The researchers did not take much of an

effort in collecting secondary data as they can be gathered very easily; they are more

on journal articles, and can be found on websites, books and government publications.

The related literature and studies gathered by the researchers is the secondary

data for this study, as they have shown the connection between past studies and the

present study towards the experiences of the respondents, which are the Grade 12 ALS

SHS learners enrolled in the five pioneer schools who first implemented the ALS SHS

program under Schools Division of Albay.

 50

Data Gathering Procedure

The researchers followed the following procedures and steps in gathering the

data needed in the study.

1. The researchers prepared a letter of request for approval to conduct the study addressed

to the Department Head and Research Adviser. Both must agree by signing the letter

of request for data gathering.

2. The researchers prepared all of the relevant paperwork and correspondence, including

the study's approval letter, which was delivered to the Schools Division Office (SDO)

addressed to the Schools Division Superintendent and also formal letters for the

Principals and ALS Senior High School Coordinators.

3. The researchers visited the Schools Division of Albay in Daraga and presented the

letter of request for them to provide data on the most recent learners enrolled in the

Alternative Learning System Senior High School in the Province of Albay.

4. Presenting the formal letter signed by SDO Albay, the researchers visited the schools

and sought permission from the Principals and ALS SHS Coordinators by presenting

another letter of request to conduct data gathering in the schools.

5. The ALS Senior High School Coordinator had chosen among the students who

participated in the interview.

6. After the ALS SHS Coordinator had chosen, the researchers asked permission to begin

the conduct of the interview. The researchers asked permission to record the interview

conversation with an assurance that whatever information they have disclosed were

solely for academic purposes only.

 51

7. The researchers used the unstructured interview guide to supply follow-up questions

for further clarifications and probing. Then, the researchers listened to the audio

recordings of the conversation with the key informants. Consequently, the researchers

transcribed them, translated all the answers, did a narrative of the answers of each of

the key informants and finally interpreted the data obtained.

8. Finally, the researchers come up with the findings, conclusions, and recommendations

based on the data gathered.

Research Instrument

The research instrument used in this study was an interview guide to gather in-

depth information. A translation of the interview guide in Filipino would help the key

informants better understand the questions. The researchers took notes and pictures

while conducting the interviews. The descriptive-qualitative interview guide was

utilized by the researchers to gather all the important information needed in this study.

The interview guide was designed based on the problem statement. It is

composed of four parts. To start with, embraced in the first part is the profile of the

key informants. The second part covers the factors that influenced the learners to take

the ALS Senior High School Program. The third part discussed the experiences of the

ALS SHS learners along with personality development, academic aspects, and

aspirations. The final part deliberated the implementation of beneficial activities that

can be proposed in response to the findings of the study.

 52

Validation of Research Instrument

Validation of the research instrument is necessary in order to determine if the

research instrument suits the present study. The researchers ensured that the

information was true and came from reliable sources. Consulting both the research

professor and adviser in planning and taking action, especially in the interview or data

gathering, is always the priority of the researchers to make sure that every plan and

action is consistent with the research study. The researchers consulted their thesis

adviser for the latter to check and seek recommendations. After the approval of the

interview guide, a pre-test was conducted. The researchers conducted the pre-test

interview guide or preliminary interview with three Grade 12 ALS SHS Learners from

Legazpi City Science High School. The researchers of this study were able to foresee

the errors that have come up during data gathering. Thus, the interview guide was

adjusted. The approved interview guide was then used as the actual research

instrument for the data gathering.

Data Analysis

The researchers used thematic analysis as an approach to the study. This

ensured the gathering of all the data needed and discussed further the experiences of

Grade 12 ALS SHS learners. The collected data is composed of socio-demographic

profiles of the key informants, experiences along with personality development,

academic aspects, and aspirations as well as the factors that influenced the decision to

take the ALS SHS program. The data was gathered through face-to-face interviews.

This approach was accurate to the research study as it demanded an interview and was
 53

asked about their experiences as a second-batch learner of the ALS SHS program.

Through this, the research questions were answered.

 54

Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the stories of ten ALS Senior High School Learners from

the five pioneer schools of ALS SHS Curriculum under Schools Division Office of

Albay regarding the experiences they faced or currently experiencing in terms of

Personal Development, Academic Aspect, and Career Choice. This chapter also

discusses the factors that influenced them to continue their education, and aspirations

for themselves, family, and for their community

PART A. NARRATIVE OF THE KEY INFORMANTS

LEA

Lea is a 34 years old female ALS SHS learner from P- 2, It- ba Manito, Albay.

She is a Roman Catholic and already married to her husband who is currently working

at Pasay, Manila as a construction worker. Their family income, which is 12,000 php a

month, is not enough to sustain all the needs of their family especially that Lea has

four (4) kids, so she decided to work as an online seller. Lea is the eldest among their

family. At the age of 16 years old, she became pregnant with her first child. The main

reason she discontinued her formal schooling was because she had to prioritize her

pregnancy, causing her to stop during her 2nd year of high school.

Her dreams, current teacher and her children are the main factors that served as

her motivation to pursue the ALS Senior High School Program.“Nalaman ko po ang

ALS SHS kay Sir, inspirasyon ko din po ang aking apat na anak at ang kagustuhan

kong makamit yung pangarap ko.” (I learned about ALS SHS from Sir, my four
 55

children are my inspiration and my willingness to fulfill my dreams.) Lea entered the

ALS SHS program because she also wants to finish school right away and wanted to

experience what it felt like to graduate. She also shared how important it is that you

finish education since it is the basis when finding a better job.

Lea shared her experiences along with personality development as an ALS

SHS Learner. According to her, the ALS SHS program helped her realize that she can

still be productive and can do a lot of things even though she is already a mother. She

stated that her self-esteem and being sociable had been improved, before she was

embarrassed about her story but now it serves as an inspirational story of her that she

proudly shares to her classmates and friends.

Lea’s face-to-face class sessions are taking place every Friday of the week.

When asked about the academic performance she is doing, she said that she is

confident that the ALS SHS program helped her to improve her academics compared

to when she was in formal education because of time management and other personal

problems she was dealing with at that time. During her formal education, Lea

commonly got low mark grades where 86 is the highest and 73 is the lowest during her

first year in high school, but when she finally enrolled in ALS SHS Program, she

proudly shared that she got 96 as her highest grade and 88 is the lowest. The flexibility

of the class schedule also helps Lea to focus on her studies while doing her

responsibilities as a mother for her four children.

Lea’s dream and aspiration is to graduate from ALS SHS Curriculum and to

have a small business. She wants to find a better job. She shared that she already has

an experience of being a cashier and sales lady when she was 18. If given the
 56

opportunity, she wants to apply for these positions. “Pag nakompleto ko ang

programa, gusto ko makahanap ng maayos na trabaho. Gusto ko din magpatuloy sa

college kasi sayang naman. Pag naghahanap po kaya trabaho kailangan din may

tinapusan ka.” (Once I complete the program, I want to find a decent job. I also want

to continue with senior high school because it would be a waste not to. When looking

for a job, it's often required to have completed some level of education.) According to

her, after completing the program, she will continue to college. When asked what her

ways are of reaching his dream, she said that she can achieve her dreams through hard

work and having the determination to finish her studies.

LIEZEL

Liezel is a 26-year-old female Grade 12 ALS SHS Learner from Manito,

Albay. She is a Roman Catholic, married and depending on her husband’s salary of

10,000 Php monthly as a lineman. She gave birth to her first-born son when she was

only eighteen (18) years old and has two (2) children. The salary of her husband is not

enough to support their family needs so Liezel decided to work as a house helper to

her friend. She was a second born child to their family. Liezel stopped attending formal

schooling when she was in the elementary level because her family could not support

her studies.

Liezel has been aware of the ALS SHS program for a long time but not

confident enough to try because of lack of courage and the thought of being gossiped

about by the person around her was always playing in her mind and then one day,

because of her peers that shares a special connection with has encouraged her to take

the ALS SHS program. When asked about other reasons behind entering the ALS SHS
 57

program, Liezel answered that it was her son and her desire to study caregiving. Liezel

has expressed that all of what she does is for her family, most especially for her son.

When asked about personality development as an ALS SHS learner, Liezel

shared that this program helped her to know herself more. She was amazed by her

improvement day by day since she decided to enroll in this program. The

embarrassment for herself is slowly fading since the day she started to communicate

with her classmates. Liezel also stated that except for being able to socialize

effectively, she developed a skill of creating new habits like interest in baking and

becoming more confident in life. “Kung usapang development sa sarili, siguro

maliban sa dae na ako nasusupog maki-uron sa mga kaklase ko nawindang na ako

magpara explore ki sadiri. Namuyahan ko na mag-bake dangan magisip ki mga

bagong bagay na pwede ko gibuhon tapos yun nga dati nasusupog ako pero ngana

mas naging confident na ako” (In terms of self-development, except for socializing I

used to explore myself. I dive into baking and to think of new things that I can do and

become more confident.)

Liezel’s face-to-face class sessions are taking place every Friday of the week.

After that, they would be given modules to be taken home. She also stated how she

answers the modules given to her, she does it in a set period of time. Liezel proudly

shared her academic performance as an ALS SHS Learner. She received a highest grade

of 93 and this helps her to be more motivated, also the activities in their school are not

all about paper-based activities but also includes training and gatherings. “Isa pa,

grabe maka-motivate sa pag– adal ang program na ini ta tigagibo mi ta minsan may

mga training digdi na nakakatabang talaga sako. Pati naman su garu gathering mi as
 58

ALS SHS learner sa ibang school nangyayari man kaya su stress ko minsan sa pag-

adal nawawara man. Siguro pinakamataas ko ngana na grade is nasa 93 kaya very

proud na ako duman. (This program motivates me a lot because of the involvement

of training and gatherings with the ALS SHS Learners from different schools. It helps

me to reduce stress, the highest grade that I earned is 93 and I am really proud of it.)

When asked about her dreams after finishing the program, she said she wants

to have a stable job to help provide for her family. Liezel showed how selfless she can

get for her loved ones. She knows that she can only make her dreams happen through

hard work. Liezel’s dream and aspiration is to be part of the caregiving industry and she

wants to work abroad for better opportunities.

JUANITA

Juanita is a 34-year-old female Grade 12 ALS SHS learner from Bacacay,

Albay. She is Muslim and currently living with her living partner together with her

only one (1) daughter. Juanita is the eldest daughter in their family and has a family

monthly income of 12,000 php. She works as a barangay health worker (BHW) in their

barangay. For the rest days of the week, she allots her time doing household chores and

caring for her daughter. She was not able to take any formal schooling. She is from

Mindanao and ran away from home only at the age of eight (8) and worked at the same

year because of the different religion of her mother, Roman Catholic and her father,

Muslim. She stated that she does not want her family’s status in terms of religion and

how her father controlled their household. “Kasi po ang father ko is Muslim, ang mama

ko Kristiano, so hindi ko nagustuhan ang pamamalakad ng papa ko. Umalis ako

saamin na hindi naman dapat.” (My father is a Muslim while my mother was a
 59

Catholic. I did not like how our father managed our home. I ran away when I knew that

I should not.) In her 10 years stay as house helper in Manila, she was able to look at

books and read the letters with the help of her employer who was a retired teacher. She

later left and built her own family at Bacacay, Albay.

Juanita was encouraged to enroll by one of the facilitators of the ALS SHS

Program. She said that she eventually agreed because she liked the idea that the

program would give her more knowledge. At the same time, she wants to help her

grandchildren. Currently, her youngest, who is currently a Grade 8 learner, was the sole

continuing formal education. Most of her children were undergraduate in high school

and now have their own families. “Ah kinumbinsi po ako ni Sir. Eh sabi ko dagdag

kaalaman din yan kaya sabi ko, habang nabubuhay pa ako, subukan ko po.

Makadagdag kaalaman para matulungan ko din yung anak ko na maliit pa. Kahit sa

mababang kaalaman lang.” (I was convinced by Sir - a facilitator of ALS. I agreed

since it would be an additional knowledge for me, I want to still try and help my child

even with just basic knowledge.)

When asked about her personality developments she said that there are a lot of

adjustments encountered. Since she never underwent traditional education, she learned

how to build better relationships with her classmates and be able to learn how to use

gadgets, specifically laptops, because they are doing research. She thought that

attending schools was already impossible to her but she proved it wrong and became

one of the achievers in their class.

When Juanita asked to share her academic life as an ALS SHS learner, she said

that it was convenient for her to study since their mode of learning is through modular
 60

or modules and onsite classes during Mondays and Tuesdays. Juanita received a highest

grade of 95 and a lowest of 86. The excitement and happiness of hers while sharing

those achievements can be seen through her eyes. Juanita believes that her academic

performance helps her to be motivated to continue learning. It can be seen how

dedicated she is and according to her she knows that all these hardships will be worth

it one day.

Juanita considers continuing college once she graduates from the ALS SHS

program. She said that she would like to receive additional learning. When asked about

her dreams or aspirations in life, she states that she wants to be a teacher or owning a

small business is her plan in life. “Gusto ko maging teacher arog ni sir sa ALS man

ako maturo para maibahagi ko man su istorya ki buhay ko o kung dae magkaigwa ki

sadiri maski sadit sana na business para may maitao ako sa mga aki ko pag nawara

na ako.” (I want to be an ALS teacher someday like Sir, I want to inspire others by

sharing my story to them or if not, I like to build a small business so that when I am

gone there is something I can give to my children.)

JOSHUA

Joshua is a 23-year-old male from Bacacay, Albay an ALS learner for over 8

months and a bonafide Grade 12 ALS SHS learner. He is a Roman Catholic, single and

the youngest among their family. He is a full time student and is currently living with

his brother's custody, helping with housework, and caring for his nephew. His family’s

monthly income is 17,000 php. Joshua finished elementary school in formal education

but did not enroll in high school because he was not able to get his family’s support.

His parents got separated and are currently living with their different new families.
 61

The circumstances that Joshua experienced really affected his reason not to pursue

formal education in high school. He said he chose to work rather than being in school

studying. “ mas pinili ko na lang magtrabaho kesa mag aral kasi inisip ko non wala

din naming sumusuporta financially” (I chose to work than to continue my studies

because I was thinking that time that no one will financially support my academics).

Joshua expressed his admiration and found ALS as a good avenue for him to

continue his formal education. As an out-of-school youth, Joshua was asked who or

what is his inspiration in pursuing and continuing his education in ALS SHS Program.

He said it was his brother and his sister in-law. They are the ones who supported him

in studying in this program and finishing his studies.

When asked about his personality development as an ALS SHS Learner, he

stated that he became more friendly, understanding and by the help of the program he

created new hobbies that he often did before. He was now engaging in activities like

seminars especially in terms of career guidance, career orientation and seminars about

out-of-school youth. The ALS SHS program helped Joshua to change his negative

perspective in life and strengthen his motivation to continue studying in this Program.

“Ano siguro dahil nga sa nakasali ako dati sa mga grupo ng naga-bisyo, tigaisip ko

na garu abo na sako ki mga tawo pero digdi sa ALS tig ano, parang mali pala iniisip

ko dati kasi dami kong naging kaibigan dito. Tapos lagi kasi may parang seminar dito

samin tungkol sa mga career orientation tapos yung mga katulad kong out-of school

youth dati, parang nawilling ako magjoin lagi. Parang nabago talaga ng ALS yung

mindset ko tapos gusto ko sa buhay.” (Since I was involved with groups who do vices,

I was thinking before that people around me will never be entertaining me again but
 62

in this program I realized that I was wrong. I gained friends here and ALS offers

seminars about career orientation and out-of-school youth regularly and this changed

me because I motivated and opened my willingness in this kind of activity. The ALS

Program really changed my perspective in life.)

Joshua’s class schedule is every Monday and Tuesday in Vinisitahan National

High School. He received a general average of 89 for the first semester and he is

content with it because he knows how he worked hard for this academic grade. He said

that when he started joining the ALS program, his perspective in studying changed.

According to him, the ALS SHS program did not only enhance his academic

performance, but also changed his attitude when it comes to studying. He became more

hardworking since he is a full- time student. He also developed proper time

management, because despite helping around in their home, he still got passing grades.

Joshua was first hesitant to share his dreams and aspirations in life. He said he

does not want to have a dream anymore; he just wants to finish his studies. But

eventually, he shared that he once dreamed of being in the army as a soldier.. He also

considers working in the mall as a product endorser. When asked how he can achieve

his dreams, he said the word “Tyaga lang” (be diligent), he just wants to focus and

commit to his studies and finish it.

MARK ANTHONY

Mark Anthony is a 32-year-old male Grade 12 ALS SHS learner from

Guinobatan, Albay. He is single, Roman Catholic, eldest child in their family and

currently residing with his parents. He helps his parents through his side jobs as a

tricycle driver, technician, and mechanic. Mark Anthony dropped out of high school
 63

during his first year due to family problems. His family’s monthly income is 14,000

php. When asked about the reasons that prevented him from pursuing formal

education, he mentioned that his parents were unable to support his studies financially

and he needed to help his family. Kapos po kasi kami sa pag sustento sa pag-aaral at

kailangan din tumutulong na sa pamilya.” (We are short on financial support for my

studies and I also need to help my family.). Despite these challenges, Mark Anthony

is currently enrolled in the ALS program in July 2021.

When asked how he knew about the ALS SHS program, he said because of

friends. His friends encouraged him to go back to school. He also stated that his

inspirations to enroll are his family and friends. He decided to enroll because he

believes that through the program, he can still finish his studies. “Sa tulong ng aking

mga kaibigan, hinikayat nila akong bumalik sa pag-aaral. Sila po ang naghikayat sa

akin. Naisip ko din na sa pamamagitan nito mabibigyan ko ng magandang buhay ang

aking pamilya at maiahon sila sa hirap.” (With the help of my friends, they encouraged

me to return to my studies. They were the ones who convinced me. I also realized that

through this, I can provide a better life for my family and overcome poverty.)

Along with his personality development, he said that he developed proper time

management due to the flexible mode of learning of the ALS SHS program, which

makes it easier for him to study even if he had a job and being able to strengthen his

ability to understand things more rather than escaping it. Before, he really liked to

escape his problems. There was even a time when he ran away from home and stayed

at his friend’s house in Manila due to a lack of financial support for his education.
 64

Now, every time he is faced with a problem, he thinks of a positive solution because

he now realizes the importance of education in his life and to his family as well.

Mark Anthony’s class schedule is every Monday and Tuesday. When asked

about his academic status as an ALS SHS learner, he said that he has a 90 general

weighted average for the first semester, and he is doing all the hard work to maintain a

high grade or even passing grades until the second semester. It was a relief for him

because he can still work while learning because of the flexible class schedule he

adapts. He also learned additional lessons about electronics and technology because

they do research and they have a subject in Electrical Installation and Maintenance

(EIM).

Mark Anthony dreams of having a better life, and is open to any job that allows

him to make progress. His immediate goal after completing the program is to pursue

formal education in college. When asked about his approach to achieving his dream,

Mark Anthony expressed that he believes persistence and perseverance will be key

factors in attaining his desired future. “Pangarap ko lang po magkaroon ng magandang

buhay. Kahit anong trabaho basta kaya. ‘Pag makumpleto ko din po ang programa, nais

kong makabalik sa formal education sa College. Maabot ko ito sa pamamagitan ng

pagpupursige, tiyaga tsaka ano haluan mo na rin ng dedikasyon na makapagtapos.”

(My dream is simply to have a good life. Any job will do as long as it is feasible. Once

I complete the program, I desire to return to formal education. I believe I can achieve

this through determination, perseverance, and dedication to graduate.)

JOHNREY

Johnrey is a 22 -year-old male Grade 12 ALS SHS learner from Guinobatan,

 65

Albay. He is single, Roman Catholic, youngest in the family and currently living with

his eldest sister’s custody in Pio Duran but goes home every week at Guinobatan riding

his own motorcycle. His family’s monthly income is ranging to Php 14,000 - Php

17,000. Johnrey has a part-time job as habal-habal driver to generate income in

addition to his allowance. The circumstances that prevented Johnrey from pursuing

formal education affect his reason for continuing his studies, mainly because he feels

embarrassed to go back to formal schooling due to his vices influenced by peers when he

was in Grade 10 and decided to have part time jobs during the pandemic. “ dakol po

ang trabaho tapos busy man po noong pandemya po. Nasupog na akong magiskwela

tabi. Iyong record ko po kaya sa mga bisyo ko tabi.” (I was really busy during the

pandemic. Also, I was embarrassed to return to school because of my vices related

record.)

Johnrey entered the ALS SHS program because he wants to catch up with

students who are the same age as him. When asked how he knew about the ALS SHS

program, he said because of his current teacher. He met his teacher and introduced to

him the program and encouraged him to enroll. Apart from this, part of his motivations

is his considerations before enrolling in the program. “Dahil po kay Sir. Nangilalan ko

po tapos pig ano niya man po ako pig-paliwanagan tungkol sa ALS SHS Program.”

(Our teacher right now was the one who introduced me to the ALS SHS Program. He

explained and encouraged me to enroll.) Part of his motivations is his considerations

before enrolling in the program. He left his friends that influenced him to dive in vices

to focus on his studies. He also stated that his inspirations to enroll are himself and his

family. He decided to enroll because he believes that he’s late to enroll in formal
 66

schooling but in ALS SHS program, he can still catch up. If given a chance to attend

formal education, he will enroll again and as a college student.

When asked about the personality development for himself the day he started

attending class under ALS SHS program, he stated that he was able to decide what is

best for him. He chose continuing school rather than hanging out with his previous

friends and instead of having illegal habits he creates new habits that will give benefits

for his life. Furthermore, he considered now his source of strength is talking to God

regularly. He was so lost that time and he thinks that spiritual growth is what he needs

right now. “Mas tigpili ko na lang mag-adal kesa magparaiba pa sa barakada tapos

ano pirmi na ako naga-pray ta aram kong mas kaipuhan ko ang Diyos ngana.” (I

chose to continue attending school rather than to be with my friends and always praying

to God because I needed him the most right now.)

Johnrey shares his academic status, he stated that at first, he needed to adjust

because the way of learning in this program is different compared to traditional school

and he still needed to catch up on the learnings. His class schedule is every Monday

and Tuesday. Johnrey’s highest grade is 93 and 84 is the lowest. It was a relief for him

to have a modular class and to have a flexible class schedule because during his spare

time, Johnrey was helping his cousin as a construction worker and earning money for

an additional allowance. Also, he reads and studies his module at home every time he

has an available time.

Lastly, Johnrey dreamed of being a seaman. After finishing the program, he

will continue his education by enrolling again in formal schooling in Manila as a

College student . When asked what are his ways of reaching his dream, he said he will
 67

do his best even though it’s hard. Perseverance will help him to achieve his dreams.

“Seaman po. Maski po mahirap, kakayawn ko po, pipiritun ko.” (I want to be a

Seaman. Even though it’s hard, I will get through it, I will fight for it.)

WAINE

Waine is a 27-year-old male, single and Roman Catholic. He was a Grade 12

ALS SHS learner from Daraga National High School. He was a full time student and

the eldest child in his family. His family’s monthly income ranges from Php 18,000 to

Php 22,000. He stopped attending formal schooling because of his mental well-being

issues. Waine is believed to have a mental health disorder which disallowed him to

attend formal schooling. In his case, he went to school for 8 years. Unfortunately,

according to him, it was his previous school's principal who decided to not let him

march in graduation. Until now, he still wonders why people dislike him even though

he has not done anything wrong. As a result, he stopped attending formal schooling

during his 4th year of High School. “Iyon nga nagkaproblema kami, ilang taon akong

nag-aral, walong taon ‘yon eh. Tapos hindi pala ako pina-graduate ng principal

namin. Iyon nagka-problema doon.” (The problem was I was not able to finish my

studies even though I studied for eight years. The principal of the school where I had

been too did not allow me to graduate)

Waine’s class schedule is every Saturday, he knew about the ALS SHS

program through his mother. He said that his time would go to waste if he would just

stay at home. He does not want to waste any time and that motivated him to attend the

program. Same reason is his consideration. He does not want to spend his time just

watching television. Waine’s family is his inspiration to enroll in the program, because
 68

his parents were not able to finish his education, so he is determined to finish his studies

to give his family a better life.

When asked what personality development he noticed to himself the time that

he enrolled in the program, he stated that being able to still build a good relationship

with others is his kind of development because after what happened to him, he still

managed to socialize and make new friends, and being able to effectively communicate

with his friends and professors without feeling embarrassed.

Waine shared about his academic experience as an ALS SHS learner, he said

that despite being mentally challenged, he struggled finishing his work but ended up

asking for help from others. He is determined to finish all his tasks so he manages his

time by setting a schedule. He stated that before his grades ranged from 73 as the

lowest and 85 as the highest, now 93 is his highest grade and 88 is the lowest. He said

that developing a proper mindset and hardwork is the key to attain success in terms of

his academic performance.

ALS SHS program helps Waine to realize what he wants to pursue and to be

motivated to continue learning. After finishing this program, Waine will pursue

College and dreams of being a Policeman. He believes that being a Policeman is being

a hero. His observation of the current situation of how a Police Officer works inspires

him to finish his studies in pursuit of his dream. Apart from that, Waine dreams of

giving his family a better life. He also wants to help others because of the opportunity

he has.

JADE

Jade is a 22-year-old male, single and a Roman Catholic. ALS Learner from
 69

Daraga, Albay. He is the second born child in the family with three (3) siblings. He

stopped attending formal schooling when he was sixteen (16) years and was in Grade

7 that time. His family’s monthly income is 13,000 Php and in order to have additional

allowance, he works as a construction worker as a part time job. According to Jade,

he stopped because of financial constraints and so he was forced to find a job. He did

construction work in Cavite along with his friends who introduced him to the job. He

worked there for two years. “Nagkulang sa pera tas napilitan mag tengga. Nagtrabaho

ako.” (We were short on money which forced me to take a break from school. I chose

to work instead.).

When asked about how he found out about the ALS program, he answered that

it was because of her ALS SHS Coordinator who introduced him to the program. Also,

his friends encouraged him to enroll as well. Moreover, the primary reasons

for him considering ALS SHS were his family, surroundings, and his own desire to

finish his studies. “Yung pamilya ko tas yung nakikita ko sa paligid. Yung gusto ko

ngang makapagtapos tas makatulong kahit papano masuklian ko yong paghihirap ng

magulang ko. Naiisip ko yung mga nakakasalamuha ko na nakapagaral tas di ko

masabayan nakakahiya feeling ko sa sarili ko ang baba ko.” (Because of my family

and what I see in my surroundings. I want to finish schooling, to help and be able to

give back to my parents. I am feeling embarrassed to be with the people I can’t keep

up with because they have studied and that makes me feel down.) Jade’s class schedule

is every Saturday.

When asked about personality development to himself as an ALS SHS Learner,

he stated that being a positive thinker and socializing with others is his main
 70

development for now because back then he was not like this talkative person and

approachable. “Dati ano dae ako parasungog na tawo tapos pag may problema garu

madalion ako madown pero ngana okay na kaya dakulaon talaga na tabang ining

program na ini” (Before I was once an introvert person and then I get easily to be

down when there are problems but now it was already a vice-versa behavior that is

why this program puts a big help for me.)

When asked about his academic situation, he stated that there is not much

pressure in his academics and in fact he got passing grades that he did not expect.

Because of this, he got more motivated to attend school and to finish college. “Okay

naman po ang pag- aaral ko ‘di ko nga ineexpect na makakakuha ako ng passing

grades kaya mas lalo ako namotivate magklase digdi. Sabi ko kung tigkakaya ko man

ngana, kakayanon ko man mag college.” (My academics are good and I did not expect

that I would be earning passing grades and this became a reason to keep me motivated

to continue attending schools. I told myself that if I overcome this, I can also be in

college.) Jade also appreciated more about the ALS SHS program because he was

equipped in using technology such as computers, projector and other equipment used

in the classroom. He also learned how to conduct proper research.

Jade aspires to help his family. He is planning to find a stable job after finishing

the ALS SHS program. He also dreams of having his own house, to save money, and

a comfortable life. He considers continuing College after finishing the program. He

firmly said that he would finish his studies. When asked about other things he wants

to achieve after finishing the program, he answered, he wants to be police or a soldier,

but his main goal is to find a job that he really loves.

 71

DOM

Dom is a 21-year-old male, single and Roman Catholic Grade 12 ALS SHS

learner from Polangui. He is the third child along with his five (5) siblings. After

finishing 1st year of high school, he stopped attending school in 2020. He shared that

he was able to apply for work at the age of 19 years old after they lost his father who

supports their family. He is currently living with his single mother after his father

passed away. Her mother was a manicurist and a beautician in a parlor. His family’s

monthly income is ranging into Php 11,000 – Php 13,000 depending on how many

customers her mother will accommodate. His aunt supported and helped his mother,

especially in providing for their daily needs. As for now, Dom stopped working and

focused on his studies as an ALS SHS Learner.

As stated by Dom during the interview he entered the program through the

influence of his friends and currently his classmate in ALS SHS program. After

knowing the program, he immediately signed up to enroll. When asked what he felt

after knowing the ALS program, he said. “Agad pumasok para matupad ang mga

pangarap. Kumbaga natauhan. Mahirap maging tambay.” (I immediately enrolled to

continue my studies and to pursue my dream. It is hard being a bum.). Dom shared

that he considers returning to school to finish his studies rather than to continue

working. His decision to pursue ALS SHS Program is supported by his mother and his

aunts. After losing his father, Dom was more motivated to finish his studies to look for

a decent job and provide for his family. He shared that one of his inspirations in

studying is his family including his siblings, his aunts, and most especially his mother

because she is the only one who supported and left for him and his other siblings.
 72

As for personality development, Dom shared his experiences in which he

became more productive and wiser in life, not just as a student but also as a son and a

citizen in the community. Through the ALS SHS program, he developed

communication skills and became more confident. He said that he was able to

communicate with other people effectively and he uses it to create better relationships

with others.

As for the academic aspect, Dom receives 93 as his highest grade and 82 as the

lowest. He shared that because of the ALS SHS program, he was able to learn how to

effectively use Microsoft words and excel because they utilize it in their research. Dom

adapts modular classes and an on-site face-to-face class every Thursday and Friday.

This helps him to handle his time management efficiently. The spare time was utilized

in his pending school projects, homeworks or module activity and sometimes the

flexible class schedule helps him to have more time to spend with his family.

When asked about his dreams, Dom answered he dreamed of being a car driver

in the future. He expressed his interest in attaining an NCII certificate in TESDA

for automotive and driving skills after finishing his ALS SHS program. Moreover, he

also shared that he is planning to pursue his studies until college because his aunt

insisted that he should not work until he finishes college. According to him, finishing

his studies in the ALS program can greatly help in attaining his goals in life of having

a decent job and helping his family.

MICH

Mich, not her real name, is a 32 years old female ALS SHS learner from

Polangui, Albay. She was the eldest child in her family, a Roman Catholic and a
 73

widowed single mother with six (3) children. Her husband died five (5) years ago after

giving birth to her youngest child due to cardiac arrest. It was hard for her to raise three

(3) children alone and in order to meet the needs of her family, Mich accepted

simultaneous jobs like manicurist, online selling and a part-time house helper and

earning a monthly income of 13,000- 15,000 Php. She stopped attending formal

education when she was in second year high school due to early pregnancy from her

first child. “Ano, nagstop ako mag aral kaito nung nabados ako kang husband ko na

namatay na din 5 years ago. Second year high school na din sana ako nun pinagisipan

ko pa kung mabalik ako pero mas nangibabaw sako ang hiya.” (I stopped attending

formal education when I got pregnant by my husband who died 5 years ago. I was a

second-year student at that time and I decided not to continue to attend school due to

the embarrassment of being pregnant at a young age.)

Mich entered the ALS SHS program because of her eldest child, she was

convinced to continue schooling in the ALS SHS Program. At first, Mich was hesitant

to follow the advice of her child but then he realized that she wants to fulfill her

dreams. Also, one of her friends is an ALS Learner, she was convinced to enroll in

this program.

Mich shared her experiences as an ALS SHS learner to her personality

development. She stated that this program helps her to learn new things and the

learnings she gets from this program helps her to manage her small business and online

selling. Before she was struggling in selling her items but when she enrolled in this

program she was able to communicate well with her customers through effective

salestalking. “Grabe an tabang na tinao kaining ALS SHS program sako. Parang
 74

usually su mga natutunan ko magagamit ko sa pag online selling ko feel ko nag

improve ako sa pag sales talk sa mga customer ko tapos dakol man ako naukudan na

mga bagong bagay.” (This program has been a big help in my life. I am adapting all

the learning I learned into my small business, online selling and I can see that I

improved my sales taking skills towards my customers. I also learned new things.)

Mich class schedule is every Thursday and Friday. When asked about the

academic performance she is doing, she said that she is doing fine with her academics

and if she suffers problem, it was just a minimal one like improving grammatical skills

since majority of the subjects are using English as language, Mich suffers a difficulty

to understand right away but by practicing and reading books, she managed to get

through it. She said that she is content if she will get a line of 8 during her first semester,

yet she did not expect to get higher grades than what she has been expecting because

she got a highest grade of 93 and lowest of 86. With that, she pursued studying and it

motivated her more to push through the ALS SHS program.

Mich’s dream is to graduate from ALS SHS Program and to upgrade her small

business. She also wants to pursue College and wants to be a teacher someday. She

said that in order to fulfill her goals, there is no room for her to waste time and since

ALS SHS Program already gives her an opportunity to fulfill her goals, she will not

hesitate to continue it until she becomes successful and to be called as Licensed

Professional Teacher. “Gusto ko talaga makagraduate tapos mag College para

matupad ko su pangarap ko na maging Teacher. ” (I really want to finish this program

and pursue College because I want to be a teacher someday.) When asked what her

ways are of reaching his dream, she responded that hard effort and the will to complete
 75

her education are the keys to achieving her ambitions in life. “Tyaga lang talaga para

matupad ko yun.” (Just be patient in order to fulfill it.)

PART B. PRESENTATION AND ANALYSIS OF DATA

The table below indicates the socio-demographic profile of the Grade 12 ALS

SHS learners such as their age, sex, civil status, religion, highest educational

attainment in formal education, occupation, ordinal position in their family, and family

monthly income.

Table 1. The Socio-Demographic Profile of the Key Informants

Highest
Key Educational Ordinal Family
Informants Age Sex Civil Status Religion Attainment Occupation Position Monthly
in Formal Income
Education
Lea 34y/o F Married Roman 2nd year Online seller 1st among P 12,000
Catholic High School siblings
Liezel 26 y/o F Married Roman 3rd year Housekeeper 2nd P 10,000
Catholic High School among
siblings
Juanita 34y/o F Single Muslim Never been Barangay Health 1st among P 12,000
in formal Worker siblings
education
Joshua 23y/o M Single Roman Grade 6 Full-time student 4th among P 17,000
Catholic siblings
Mark 32y/o M Single Roman 1st year High Tricycle driver, 1st among P 14,000
Anthony Catholic School technician, siblings
mechanic
Johnrey 22y/o M Single Roman 4th year High Habal-habal 4th among
P 14,000-
Catholic School driver siblings
17,000
Waine 27y/o M Single Roman 4th year High Full-time student 1st
P 18,
Catholic School among
000-
 76

siblings 22,000
Jade 22y/o M Single Roman 1st year High Construction 2nd
P 13,000
Catholic School worker among
siblings
Dom 21y/o M Single Roman 1st year High Full-time student 2nd
P 11,000-
Catholic School among
13,000
siblings
Mich 32y/o F Widowed Roman 2nd year Online seller 1st among
P 13,000
Catholic High School manicurist siblings
 77

Age. This is one of the factors of an individual’s development in terms of the year’s

requisite for the development of maturity. In this study, it has been revealed that the

ranges of age of the key informants are from twenty-one (21) to thirty-four (34) years

old. Majority of the key informants’ age are between twenty-two (22), thirty-two (32),

and thirty-four (34) years old which caters to two key informants per age range. While

the remaining key informants are around twenty-one (21), twenty-three (23), twenty-

six (26) to twenty-seven

(27) years old.

In this present study, it shows the dedication of the learners to pursue education

regardless of the age range they are in. ALS SHS program gives second chances in

education to out-of-school youth and adults where there is no limit to the age range.

The effectiveness of this program continuously spreads, resulting in progressive

numbers of enrollees.

According to Smart Survey, the different life experiences between different

age groups as well as individual’s changing their behaviors and interests as they get

older is highly beneficial when included in a survey question. According to Chyung

(2007) who studied graduate students completing an online university course. Chyung

found that older students (ages 30-57) posted more often on a discussion board than

younger students (ages 22-29). But while the older students in this study were more

active in the asynchronous web-based discussion board, the younger students felt more

confident about their ability to learn 3 in the online environment by the end of the

course. Both groups of students performed equally well, on average, on the final exam.

Sex. The findings of this study indicate that out of the ten (10) key informants, majority
 78

of them are male which consists of six Grade 12 ALS SHS learners and four for females.

This was also an important variable in the socio-demographic profile of the key

informants since it affects how individuals behave and interact, how they see

themselves and other people and how they deal with the circumstances they

experienced in life. During the data gathering procedure, the proponents of the study

picked the eldest and youngest learners as the key informants who would undergo the

interview by. Those are also the ones who are willing to be part of the study and willing

to share their lived experiences.

This present study evidently presented that the sex category of the learner

might also contribute to the learners’ academic performance. The stories of the

learners who prevent them from attending formal education were based on their gender

roles that they need to prioritize, especially women for being pregnant and male for

having lack of support on their education and being influenced by the peers around

them in vices and such activities that serves as reason to prevent attending formal

education. Therefore, sex was indeed a factor in their life that prevented them from

pursuing formal education and affects positively or negatively to their academic

performance.

The study of Asante et. al (2023) which focuses to gender differences in

academic performance of students studying Science Technology Engineering and

Mathematics (STEM) subjects at the University of Ghana concludes how that the

academic performance of males was better than females at the senior high school level,

whilst at the tertiary level, the academic performance of females appeared to have

improved relative to that of males. Whilst gender stereotypes contributed greatly to

 79

differences in academic performance at the high school level, factors such as teaching

methodologies and styles, motivation and support from parents, and advocacy

campaigns on women’s empowerment accounted for the improved academic

performance of females at the tertiary levels.

Civil Status. The study revealed that out of ten (10) key informants, the majority of

them are single, which is composed of seven learners, two are married and one is

widowed.

In this present study, civil status serves as one factor of a learner's motivation

to pursue education. Being married, single, or widowed is not a hindrance in the

dreams of the learners to pursue studying.

According to Erikson’s Theory of Psychosocial Development, marital status

may have implications for college students’ academic performance. In addition,

relationship quality may predict how well undergraduates perform academically.

Marital status can have an impact on college students' academic performance. Being

married is associated with lower cumulative grade point average (GPA) and

perception of GPA (Carlisle 2015)

. Furthermore, socioeconomic status (SES) has a complex relationship with academic

achievement. Therefore, it is important for institutions of higher education to

address equity gaps and provide support in areas such as basic needs and health to

improve academic success

Religion. It was presented to this study that nine out of ten (10) of the key informants

are Roman Catholics and the remaining one is Muslim.

It can be gleaned in the data that the majority of the key informants belong to
 80

the Roman catholic religion. The Alternative Learning System Program is a religion

free environment where it focuses on its main objective, to give second chances to the

out-of- school youth and adults in education. The academic performances of the learners

will differ by reflecting and adapting their beliefs and traditions that fall on their

religions.

According to the study of Hackett (2016), Muslims may not favor state-

sponsored schooling for their children to the same degree that Christians do, preferring

instead to send them to Islamic religious schools. Muslim participation is even lower in

countries that have mandatory teaching of religion in government primary schools,

Manglos-Weber adds. She characterizes the perceived lack of legitimacy as a “legacy

of the historical links between Christian missionization and the colonial project.”. The

religion of the learners may affect their academic performances due to several religion

related policies yet others still neglect it for the sake of the betterment of their life that

was given a resolvement by the power of education.

Highest Educational Attainment in Formal Education. The study showed the

highest educational attainment of the key informants in formal education. Out of ten

(10) key informants, three of them is during their 1st year high school, two is during

second year high school, another two is 4th year high school, one grade 6, another one

for third year high school, and the remaining one key informant was not able to attend

formal education.
 81

In this study, it can be gleaned from the data that the learners’ highest

educational attainment in formal education still contributes to the ALS SHS learners

as inspiration in diverting their perspective in life and continuing learning.

According to the findings of Student Success Leiden-Delft-Erasmus

Universities, the educational attainment measured by the highest level of schooling is

correlated to numbers of beneficial and favorable outcomes that is advantageous to

individuals in terms of work success. In addition to economic outcomes, educational

attainment is also linked to social outcomes, such as health, population growth, and

income distribution.

Occupation. In this study, the data also presented the current occupation of the key

informants while learning. Out of ten (10) key informants, three are full time students,

another three are online sellers, manicurist, and part time housekeepers, two are

tricycle driver, technician and mechanic, one is construction worker and the remaining

one is a Barangay Health Worker.

In this present study, the Alternative Learning System program provides a

flexible class schedule where learners still can work during their spare time. This was

a positive factor for the learners to fulfill their dreams while also fulfilling their needs.

Learners may choose to work for various reasons, including a need for

experience, a desire for activity, and a range of other personal issues. Working has

several benefits, including allowing students to save money and contribute to their

education costs. Being a working student provides social skills that can be used daily

and raises GPA as the learner develops time management abilities. Additionally,
 82

earning a living while in school teaches students how to handle their finances and build

good self-discipline, become more independent, interact with adults, and get helpful

employment experience (Haiyaat 2023).

Ordinal Position. This study also presented the data of ordinal positions of the key

informants in their family. Evidently, out of ten (10) key informants, five of them are

the eldest or the first-born child in the family, three are second-born children, and two

of them are the youngest in the family.

In this study, it can be gleaned from the data that the majority of the key

informants are the eldest child in the family that serves as a breadwinner and expected

to help the responsibilities of the family. All of the learners have one ambition, to

complete the program and to have a better life in the future.

According to the findings of the study of Atta (2017), The academic success of

the learners is significantly influenced by their ordinal rank, which also influences how

they will continue to develop. A child's academic accomplishment is higher if it is in

the first three ordinal positions and worse if it is in positions four or higher.

Family Monthly Income. The study revealed the estimated monthly income of the

key informants. Five out of ten (10) key informants have an estimated monthly income

ranging from Php 11,000 – Php 13,000. Three of them have estimated monthly income

of Php 14,000 – Php 17,000 one have Php 10,000 a month and lastly, one have an

estimated monthly income of Php 18,000 - Php 22,000.

In relation to the findings of the occupation of the Grade 12 ALS SHS learners,

during the interview they shared the estimated monthly income of their household and
 83

they have said that it was not enough to sustain the needs of their family and they are

having a hard time budgeting the small amount of money that they have. This is the

reason why learners tend to be a working student so that the income they earned

will serve as their additional allowance. In this case, the flexibility of the time

management of being a learner and having a part-time job is not a hindrance in the

learner’s academics.

The study of Stack and Meredith (2017) revealed that learners who did not

receive full support in their education are particularly vulnerable to financial stress,

which could have an effect on mental health. Learners discussed the necessity to make

compromises in order to ensure that family's fundamental needs were satisfied, as well

as food and fuel poverty.

The table below indicates the themes, description, and quotation of the factors

that influenced grade 12 ALS Senior High School learners to take up the ALS Senior

High School Program. The proponents of this study come up with these different

themes based on the majority of the answers of the key informants during the data

gathering procedure. Based on the data gathered, there were three (3) recurring

themes– family support, established camaraderie and self-reliance.

Table 2. Factors that influence the Grade 12 ALS Senior High School learners to
 84

take up the ALS Senior High School program

Themes Description Sample Statements

1. Family Support This pertains to the people "It was my mother who

who have a significant introduced me to the

impact on the learners’ ALS SHS program. I

decision to take up the thought, if I just stayed

ALS Senior High School home, my daily routine

program. They are the would be unproductive.

ones who guided and That motivated me to

helped the learners’ in pursue formal

achieving their goals in education."

life.
“(Because of) my family

and what I see in my

surroundings. I want to

finish schooling, to help

and be able to give back

to my parents.”

“My parents also did not

finish their studies. I do

not want to end up like

them, that’s why they are

the ones who motivated

 85

me to study again.”

2. Established This pertains to the social "With the help of my

Camaraderie support in which the friends, they encouraged

learners receive from me to return to my

other people, they can be studies. They were the

from friends, peers, ones who convinced me.

teachers or facilitators I also realized that

who have major through this, I can

contribution to the provide a better life for

learners' decision in my family and overcome

taking up the ALS Senior poverty."

High School program.

“I was convinced by Sir,

my ALS Supervisor. I

agreed since it would be

an additional knowledge

for me, I want to still try

and help my child even

with just basic

knowledge.”

“I learned about ALS SHS

from Sir, my four children

 86

are my inspiration and my

willingness to fulfill my

dreams.”

3. Self- Reliance This pertains to the self- "I am doing this for myself

support and desire of the and for my family. I

learners to continue would be late if I were to

studying despite many enroll in formal education

hindrances, in which the again, but in this program,

reason why they have I can still continue."

decided to take the ALS

SHS program is because “Before I thought I would

they believe in never experience

themselves (believing in attending school but I

oneself). realized that it is still not

the end so here I am

proving to myself that my

thoughts before are not

true. That is why I decided

to go back to school.”
 87

Theme 1. Family Support

Family puts a significant factor to a learner’s motivation to study and to finish

their education. If a family fails to support their child, then there is a possibility of a

lack of motivation on the learner’s part. During the interview, all the ten (10) key

informants mentioned that their family, specifically their children, aunts and uncles,

siblings and parents, are the main reasons for being enrolled in ALS SHS program. It

serves as an additional motivation for learners to continue studying because they know

that there is a home who is continuously supporting them. When families are actively

involved with their children, their children benefit in many ways.

It can be gleaned from the data that the role and existence of family puts a

huge part as a factor in selecting ALS SHS Program. Behind the key informants’

willingness to enroll in this program are people who want them to realize that being

not able to finish formal education is not a hindrance to finish school, to graduate and to

achieve their dreams and ambitions in life.

Family involvement has evolved as a primary educational goal because of solid

evidence that family contributions positively impact student achievement and

school quality. When schools and families work together to support learning, children

will succeed not just in school, but also throughout life (Henderson & Berla, 1994).

The Grade 12 ALS SHS learners rebuild their trust in themselves because of the

observation they had inside their house. The learners do not want to be stuck in the

situation they are experiencing right now resulting in having a dedication to finish their

studies. In this present study, the achievements of the Grade 12 ALS SHS learners are
 88

dedicated to their families. According to the key informants, without their families, they

will not be able to enroll in this program not because of allowances but because of the

advice and motivation they received from their own families.

According to the study of Guanzon-Lapena and Jacob (2017), family support

is a positive learning environment, and a learner-centered approach to teaching is

essential factors contributing to ALS learners' success. It states that a positive learning

environment includes family, friends and community. It was indeed one significant

factor to achieve success in life.

Theme 2. Established Camaraderie

Being sociable and building a better relationship towards others are one of the

personality developments that develop as a student. Also, being able to have friends

and giving the learner a chance to share their thoughts and stories about their personal

lives, building of trust to each other's companions, peers, friends, even facilitators,

coordinators and other school staff are being equipped once a person enters school and

universities.

During the interview, eight out of ten (10) Grade 12 ALS SHS learners shared

that another factor that influenced them to enroll in this program are their friends,

peers,
 89

classmates, professors and their Alternative Learning System’s coordinators.

According to them, the help of the people around them had a big influence for them to

decide on continuing their education at the ALS program. At first, the key informants

were hesitant but still decided to enroll because of the influence of the environment

around them. It is evident that because of established friendships with their teachers,

facilitators and classmates, they made a decision to continue their study.

Two out of ten (10) key informants stated that not all the time peers and friends

will be a good influence, sometimes they will lead you down a wrong path. It was still

the learner’s decision if they are going to be with them or to start to step up and help

them by being the light of their friends. The study of Cowen 1973 shows how peer

game has a very important role in socialization, but also that bad peer relation in

childhood results in later socially unacceptable behaviors.

Furthermore, the study of Bukowski and Hoze (1989) develops a model of the

peer relations through two basic dimensions of social functioning of persons that are in

a way a mirror of children’s social competences: popularity and friendship. The

popularity represents a perception of the person from the environment with a high stage

of acceptance, and the friendship as a two-way relation between two people filled with

warmth and trust. With friendship, a person satisfies the need for belonging through

acceptance or desirability in the group, as well as the need for closeness that satisfies

through friendly relations (Asher, 1996). In this present study, the camaraderie that a

learner encounters contributes a significant factor in its decision to enroll in this

program and to continue studying to have a better life in the future.

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Theme 3. Self-Reliance

A student's drive, intellectual engagement, and sense of self-worth all play a

part in whether they succeed or fail. It has been discovered that academic engagement

is influenced by motivation and self-worth, which in turn affects academic

achievement. The success or failure of a student’s learning process includes many

factors; the ones that play an essential role include self-esteem, motivation, and

academic engagement. Self-esteem is another key factor that influences academic

performance. It is relevant because it has been closely related to motivation and

academic achievement. Self-esteem refers to the positive or negative perception of a

student’s self-worth, which affects a student’s ability to complete or not complete

educational tasks. Therefore, it is essential to include this factor because it has been

proven that it is positively associated with performing a task.

In this study, seven out of ten (10) key informants stated that another factor

who pushed their decision to enroll in ALS SHS program was themselves. It was their

self- confidence, dedication, and believing in themselves that they can still achieve

their aspirations in life. Even though the learners stopped studying for a period of time,

the flame in their hearts to achieve their dreams is still prevailing. According to the

key informants, they got inspired by their seniors who were the first batch graduates of

ALS SHS program and started to believe that if others can, then they can.

Achievement will not accidentally come to every learner, it was being achieved

by hard work, perseverance and believing that dreams are not just dreams, it was a

future that they need to make it happen. Self-esteem is defined as the positive or

negative attitude towards oneself. It is also considered as the level of belief in oneself.
 91

The ALS Senior High School learners not only have self-esteem, but they tend to rely

on their own capabilities to finish their studies.

The theory of self-determination that was proposed by Ryan and Deci which

considered the conceptual basis that explains self-esteem-related components and

proposes a link between engagement, motivation, and academic achievement, and

explains how changing to a new level of engagement affects motivation and the

learning context. Self- evaluation comprises basic characteristics, such as self-esteem

and self-efficacy both impact the wellbeing, motivation, behavior, and performance of

students in the fields of education and work. In the educational environment, both

construct self-esteem and self- efficacy that are essential characteristics that contribute

to explaining individual differences in motivation, attitudes, and academic

performance among students. Self- efficacy is the trust that each individual has in

achieving an objective in a particular situation. It is considered a critical element that

enables students to achieve their educational goals and face decisions throughout their

lifetime. Therefore, It has been found in this study that self-esteem, self-efficacy, and

expectations are some of the essential components that may influence student

engagement, considerably affecting the quality and level of involvement.

Table 3 below shows the different themes, description, and quotations of

experience of the Grade 12 ALS Senior High School learners along with: A. Personality

Development, B. Academic Aspect and C. Aspirations. Knowing the different

experiences of the learners along these different aspects will give understanding as to

how those experiences contributed for the betterment in the lives of the learners. Based

on the data gathered, there were three recurring themes per aspect; As for Personality
 92

Development–building better relationships, created new habits and proper time

management. For the academic aspect– the following were drawn: grade

consciousness, continual communication with peers and teachers, and equipping

oneself. For the aspirations of the learners– obtaining employment, motivational drive

and better future for families.

Table 3.a. Experiences of Grade 12 ALS Senior High School learners along

Personality Development

Themes Description Sample Statements

1. Building Better This pertains to the
Relationships experiences of the Grade
12 ALS Senior High
School learners in terms of
effective communication
with other people, and
their developed mutual
trust and friendship with
their friends, peers,
clients, and teachers
“Honestly, I am already
satisfied seeing my
children attending schools
but once I decided to be
part of this program there
are lots of adjustments. I
have gained friends,
which are my classmates
and my professor. Before
I thought I would never
experience attending
school but I realized that it
is still not the end."
“Being an ALS SHS
learner helps me to
develop my personal
development. Before,
when someone asks me
the reason why I stop
studying I automatically
feel embarrassed but now
I am motivated to share
my story to my friends
and classmates because I
can see that a lot of people
get inspired by my story. I
became sociable.”

“It was funny to think that

before I used to be
 93

embarrassed about my
story in my life in terms of
quitting school but changes
came when I already
decided to enroll in this
program. I noticed the
different stories of my
classmates and then I
realized that I am not alone
and there are still other
people who have worse
stories compared to mine.”

2. Created New This pertains to the Grade “In terms of personality

Habits 12 ALS Senior High development, I became
School learners who have more comfortable with
gained new learnings my classmates and
while being enrolled in became busy exploring
the program, who myself. I got interested in
managed to delve on baking, and I was thinking
different things, and of new things I can do to
developed new skills and equip myself more.
hobbies which resulted in
productivity and “This program had a great
increased self- impact and was a big help
confidence. in my life. I am adapting
all the learning I learned
into my small business,
online selling and I can
see that I improved my
sales taking skills towards
my customers. I also
learned new things.”

“In my free time, since my

parents are both public
servants in our barangay, I
became a volunteer.
Sometimes I help them in
facilitating
seminars/training and
feeding programs.

3. Proper Time This pertains to the Grade “There are times when our
Management 12 ALS Senior High teacher gives us a lot of
School learners who modules to work on, I
 94

juggled working while could not work on them

studying, most of them immediately because I am
developed proper time on the evening shift, then I
management by setting a end up making a timetable
schedule to finish their or schedule so that I can
tasks accordingly. manage my time finishing
my homework activities
while I was working.”

“For my personal
development, I became
aware of my time
management and
understood that it was
better to face the problems
than to escape because this
will benefit me and my
family.”

“Now, since my class

schedule is only once a
week I have now the time
to still do my job as an
online seller. Unlike
before, I needed to be
absent in class just to earn
extra money. This is why I
became motivated and
dedicated to attend school
because time management
is not a problem
anymore.”

Theme 1. Building Better Relationships

Building good relationships is important for happiness and a successful

university experience. School offers the opportunity to meet many people you would

likely not meet otherwise. Students can exchange ideas and viewpoints, collaborate to

solve challenges, and reinforce their learning when they engage with their classmates.

Students that participate in collaborative learning also gain proficiency in critical

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abilities including cooperation, leadership, and communication.

In this study, out of ten (10) key informants, eight of them stated that

Alternative Learning System Senior High School program helps them to become

sociable, friendly, being able to effectively communicate with their classmates and

professors that results from having a better relationship with the people surrounding

them. The Grade 12 ALS SHS learners have their own stories that lead them to prevent

pursuing formal education. The reasons are being pregnant, peer-influenced, lack of

financial support, and family constraints. The embarrassment behind the different

stories of the key informants faded once they finally enrolled at ALS SHS program.

Furthermore, the academic environment in Alternative Learning System

programs serves as another reason why embarrassment from oneself of the learners

vanished. This program helps the learners to open and develop their interpersonal

skills that lie on communication skills or also known as people skills where interaction

between people are occurring. This is because of the patience, considerations, and

having open communication between the learners and the faculties. According to the

learners, behind the success of the Alternative Learning System program are the

hardworking and diligent facilities. The development of the learners in terms of being

sociable, active and being able to trust again on each companion was a mirror reflection

on how their teachers taught and treated them. Classroom teachers have long

recognized the importance of social and behavior skills, viewing cooperation, self-

control, and other social skills as critical to achieving academic and behavioral success

(Lane, Pierson, & Giver, 2003; Lane, Wehby, & Cole, 2006). The study of

Subramaniam (2023) revealed that building strong relationships with your students is
 96

essential for creating a positive and effective learning environment.

Additionally, the Canadian Journal of Education (1987) revealed that within a

sociological orientation, students' perceptions of the causes and consequences of

embarrassment in the school are identified. These causes are seen in students'

perceptions of the extent to which teachers are understanding, patient, and caring.

Theme 2. Created New Habits

Habits are routine, automatic behaviors that are repeated regularly. They are a

learned experience and are part of an individual's regular tendency or practice. Habits

are important for everyone. Being consistent and having a routine is beneficial

especially when things are stressful. Students with good habits continue to increase their

learning gains later in life, while students with poor habits are less able to catch up.

Habits are force multipliers, enabling learners to achieve more than expected, given

their starting point.

In this study, all of the ten (10) Grade 12 ALS SHS learners conclude that the

Alternative Learning System program helps them to develop their intra-personality

skills or things that relate to an individual's self or that occur within a person's mind.

According to the learners, this program helps them for being productive even

though they are already a parent, able to know inner self more, having a day-by-day

improvement, developing skills like being computer literate, turn interest into hobbies

like baking and joining into gatherings, trainings and seminars implemented by the

school, being positive thinker, and able to manage a small business. The created and

explored new habits of the learners boosts the ability to be self-disciplined, self-

directed and ultimately successful in their degree programs. Once a learner starts
 97

practicing and developing good habits, the better chance it will have the will to continue

it. The interests of the learners that are being observed unconsciously evolves the

development of their personalities which result in productivity, self-confidence, and

progress.

According to Dr Johansen-Berg, people have demonstrated that there are

changes in the white matter of the brain, the bundles of nerve fibers that connect

different parts of the brain, as a result of learning an entirely new skill." The study of

Hyler et. al (2016) school can embed social, emotional, and cognitive skills and habits

into an academically rigorous curriculum and empower students to practice these skills

with growing independence. When such skills are practiced sufficiently to become

habits, they support the development of engaged, productive, and effective learners in

ways that transfer to new situations

Theme 3. Proper Time Management

Time management is the coordination of tasks and activities to maximize the

effectiveness of an individual's efforts. Good time management gives you extra time

to spend in your daily life. People who can manage time effectively enjoy having more

time to spend on hobbies or other personal pursuits. Managing time well leads to more

opportunities and less time wasted on trivial activities.

During the interview, the Grade 12 Alternative Learning System Senior High

School learners shared their experiences about managing their time while learning.

This program helps the learners to maximize their time accordingly especially that

they are adapting modular classes and onsite classes for two days in a week. According

to learners, they conduct a proper scheduling of their work activities in order not to
 98

cram. By practicing time-management they can accomplish the activities on time. Most

of the learners have part-time jobs and through proper time-management and flexible

schedule of their class, this is not considered as hindrance with them instead a training

for them to be progressive simultaneously. When there is a scheduled recitation,

activity or examination, the learners tend to study the modules ahead of time before

the class so that they are prepared for such activity and after studying they are now

bound to their works. It becomes imperative to find a harmonious balance between

these various obligations. Nevertheless, developing strong time-management skills is

fundamental in ensuring success in their studies. Being enrolled in an ALS program

helps the learners to be productive in life while learning.

Furthermore, proper time management skills can help the ALS SHS learners

in managing their daily routine, prioritizing tasks, and setting goals, which can reduce

academic stress and improve overall performance and achievements. Cultivating time

management skills among working students enrolled in open high school programs

can significantly improve their academic performance. Effective time management

skills are linked to lower stress levels and higher academic performance among the

learners.

The study of Tseng (2014) promotes diligence by helping learners to begin

learning earlier in the course period. The results demonstrate that the incorporation of

the countdown timer and course schedule time-management modules altered the

distribution of study times and prompted all of the learners to complete the reading of

course materials. Overall, effective time management strategies are essential for

learners in alternative learning systems to optimize their learning experiences and

 99

outcome.

Table 3.b. Experiences of Grade 12 ALS Senior High School learners along with

Academic Aspect

Themes Description Sample Statements

1. Grade This pertains to the learners
Consciousness who perceive academic
achievements by obtaining
high or passing grades, and
how it helped them to
become motivated to strive
for success in the program.
“My academics are not
that good and I did not
expect that I would be
obtaining passing grades
this semester, and this
became a reason for me to
keep motivated to
continue schooling. I told
myself that if I overcome
this, I can also continue to
college.”

“This program motivates

me a lot because of the
involvement of training
and gatherings with the
ALS SHS Learners from
different schools. It helps
me to reduce stress, the
highest grade that I
earned is 93 and I am
really proud of it.”
“In terms of my
academics, I did not
expect that I could get
high grades because
before I only got 86 as my
highest grade and 73 is
the lowest. Now that I am
in
the ALS I got 96 as my
highest grade and 88 is
the lowest.”
2. Continual This pertains to the “It’s hard to catch up, of
Communication learners who constantly course, because the
with Peers and communicate with their teachers provide the
Teachers classmates, as well as their modules by batches. But,
teachers about what of course, you will have to
 100

strategies to undertake work hard to achieve

to further
understand the new
mode of learning in ALS
Senior High School
program, and
achieve remarkable
academic excellence.
success. My teachers and
classmates are always
open when it comes to
answering my questions
regarding the modules,
and sometimes when I
cannot really catch up,
they send me youtube and
google links on how to
answer the given problem
or questions.”

“So far as for my

academics, it is okay. My
teachers and facilitators
are nice and
understanding. They
never get tired of
answering my questions
even through chat
regarding our activities.
Sometimes, they extend
deadlines for submission
when most of us are not
yet finished because of
some circumstances.
They are very
considerate.”
3. Equipping This pertains to the learners “Before entering in ALS,
Oneself who discovered new I was not aware how to
learning insights as to how use a laptop nor projector,
to properly that
is why it was a huge help
when I entered the ALS
Senior High School
program.”

“Aside from being able to

learn how to use the

use technology such as computer, I also gained

computers, projector, and friends here and ALS
other equipment used in the offers seminars about
classroom. They also career orientation and out-
learned how to conduct of-school youth regularly
 101

research, and attended and this changed me

seminars/training. because I motivated and
opened my willingness in
this kind of activity. The
ALS SHS Program really
changed my perspective
in life.”

“In terms of my
academics, it was fine. I
still manage to have
passed grades but
sometimes we cannot
avoid having problems.
But it was just a minimal
one that I can also resolve
like speaking fluently in
English since most of the
subjects are using English
language. It was quite
hard for me but I usually
resolve this by reading
books.”

Theme 1. Grade Consciousness

Grades have several explicit functions such as to give information of student

attainment, and to increase students’ motivation to learn. This also provides a sense of

accomplishment and recognition for hard work, while also serving as a tool for self-

improvement and future success.

During the interview, the Grade 12 Alternative Learning System Senior High

School learners proudly shared their academic achievements and passing grades the

day they started to be part of the ALS program. They shared the highest and lowest

grades they received in which the highest grades were ranging into 89-95 and the

lowest grades were ranging into 84-88. All the efforts and hardships of being a learner
 102

turned out to be the greatest achievement of them. Evidently, grades have a significant

impact on students' motivation and academic performance.

Being a grade conscious student under the ALS Senior High School program

is good especially if the learners maintain those grades. According to the learners,

some of them did not expect to have a passing grade but it turned out that they

surpassed their expectations, resulting in high grades which became their motivation

to continue learning. By maintaining a balanced approach to being grade conscious,

the learners can achieve academic success while also fostering personal growth,

mental well-being, and a love for learning.

Furthermore, the study of Chamberlin (2018) indicates that traditional grading

systems can lead to decreased motivation, increased stress, and hindered learning

experiences. Conversely, gradeless learning approaches have been shown to enhance

motivation, reduce stress, and encourage a focus on learning rather than performance.

Additionally, the use of satisfactory/unsatisfactory grading systems has been

associated with positive effects on students' well-being and learning experiences

without compromising academic performance or motivation. Overall, the type of

grading system employed can significantly influence students' motivation levels and

subsequent academic achievements.

 103

Theme 2. Continual Communication with Peers and Teachers

Communication is an essential component of every aspect of our lives, and

education is no exception. It is vital in education as it facilitates learning and

understanding between educators and students. It builds strong relationships and trust,

fostering a positive learning environment. Effective communication allows for

individualized support and differentiation, catering to diverse learners' needs. It

enhances parental involvement, creating a collaborative approach to student success.

In this study, one of the academic experiences of the Grade 12 ALS SHS

learners is having a healthy communication with their teachers and classmates. It was

a great help for them to have this kind of environment because not all the time they can

understand the instruction and lessons at just one time. In terms of clarification, they

will ask questions and will share their thoughts and opinions in order to have a

collaborative discussion. According to the learners, communication for them is the key

to being unified. Also, during their spare time the learners talked to their peers about

their shared experiences in life resulting in a stronger bond together. According to the

learners, most of the time if they need advice they tend to talk with their teachers. This

kind of school environment leaves positive feedback about their academic

performance and experiences.

Furthermore, this indicates that continual communication with teachers is

essential to academic success and personal growth. By maintaining open lines of

communication, students can receive feedback, guidance, and support from their

teachers throughout their educational journey. This communication can take many

forms, such as emails, phone calls, one-on-one meetings, or online platforms. Regular
 104

communication with teachers can help students stay on track with their assignments

and exams. Teachers can provide timely feedback on completed work, answer

assignment questions, and clarify course material. This can help students to identify

areas where they may need additional support or improvement. It can also help

students to stay motivated and engaged with their studies. Moreover, continual

communication with teachers can also help students to build strong relationships with

their teachers. When students feel comfortable talking to their teachers, they may be

more likely to seek help, participate in class discussions, and share their ideas and

perspectives. This can lead to a more positive and supportive learning environment,

ultimately enhancing student achievement.

Mattheis and Hwang (2019) analyzed various studies to improve

communication between teachers and students in online learning environments. The

study covers topics such as communication strategies, challenges and barriers, and the

effectiveness of various communication tools. The authors concluded that effective

communication between teachers and students is crucial for successful online learning

experiences.

Theme 3. Equipping Oneself

It was more on knowing and improving oneself. Aside from helping learners’

self, it could also create a big difference to others. During the interview, the Grade 12

ALS SHS learners stated that the ALS SHS Program taught them how to be computer

literate, and how to use the technologies such as assembling projectors and laptops.

The mode of learning during face-to-face classes is utilizing technologies for better

learning and deliberation of discussions. This is an effective way to learn better than
 105

manual readings and modules. According to them, learning in this kind of mode is an

opportunity for them to gain additional knowledge not only in the lessons but

also to the functions and utilizations of technologies since they are conducting

research as part of their academic requirement.

Being equipped as ALS Senior High School learners means possessing the

necessary skills, knowledge, and resources to successfully navigate and complete the

ALS curriculum, which is designed to provide a second chance for out-of-school youth

and adults to achieve basic and secondary education. This readiness encompasses

various competencies that prepare learners for both academic success and practical,

real-world challenges.

According to Kolanoski (2022), learning new things as a student can have

varying effects based on the context. Newness in education outside the classroom

(EOTC) is valued for its ability to break away from routine, deepen understanding, and

evoke positive emotions. However, the generation effect, which enhances memory

through completing or modifying materials, may be less effective with unfamiliar

content, limiting memory strategies' effectiveness for new material. Additionally,

student creativity and active involvement in learning activities significantly impact

learning achievement, emphasizing the importance of engagement and problem-

solving in the learning process. Ubiquitous learning, facilitated by new technologies,

offers diverse learning environments beyond classrooms, integrating learning into

daily life experiences. Thus, embracing newness in learning can enhance

understanding, memory, and overall educational outcomes.

Table 2.c. Experiences of ALS Senior High School learners along with
 106

reaching their Aspirations

Themes Description Sample Statements

1. Obtaining an This pertains to the main “I want to be an ALS
Employment priority of the learners teacher someday like Sir, I
after finishing the ALS want to inspire others by
Senior High School sharing my story to them
program. Some shared or if not, I like to build a
their dream jobs, and small business so that
some only wanted to find when I am gone there is
a stable job that can help something I can give to
them sustain their my children.”
everyday life.
“I want to be a Seaman.
Even though it’s hard, I
will get through it, I will
fight for it for my family.”

“I do not know but I really

want to go abroad and to
be a caregiver. So once I
graduated from senior
high school that would be
my next step.”
2. Motivational Drive This pertains to the ways “First of all, for my son. I
and means and am only studying because
inspirations of the I want to have a stable job.
learners in reaching their Also, to help my family
goals and ambitions. and my nephews because
they are like my own
children too… of course,
it is not impossible to
achieve your goal when
you work hard for it. Hard
work with diligence will
also help me in fulfilling
goals. I want to be able to
give back to my mother
for her sacrifices back
then.”

“My dream is simply to

have a good life. Any job
will do as long as it is
impossible to reach. Once
I complete the program, I
 107

desire to return to formal

education. I believe I can
achieve this through
determination,
perseverance, and
dedication to graduate.”

“When I graduated from

Senior High, I dream of
having a small business
and a decent job to help
my family and my
children. I believe I can
achieve these dreams
through hard work
and determination to
finish. If there is
perseverance, it is not
impossible to reach these
dreams.”
3. Better Future for This pertains to the “I dream of helping my
Families learners’ plans after they family in the future. To
reach their goals and find a stable job. To be
aspirations. able to have a house and a
comfortable life where I
can save money at the
same time. I want to be a
military or police officer,
if luck is on my side.”

“To be a Policeman,
ma’am. Because being a
hero does not mean
risking your life for them.
Unfortunately, some of the
Police Officers nowadays
are fooling around which
infuriates me. This is my
inspiration not to be like
them. I also dream of
helping my family. I will
use the opportunity I have
to help those who are in
need of help.”
“Of course, it is not
impossible to achieve
 108

your goal when you work

hard for it. Hard work with
diligence will help me also
in fulfilling my role as a
mother. I want to be able
to give back to my mother
for her sacrifices back
then.”

Theme 1. Obtaining an Employment

In this study, the Grade 12 ALS SHS learners shared their aspirations after

graduating from the ALS SHS program. Majority of the key informants plan to go in

College to achieve their dream professions someday. According to the learners, they

aspired to be a soldier, police officer, product endorser, car driver, seaman and a sales

clerk. Others just want to have a simple life living in their own house, be financially

stable, and have a stable job. One (1) out of ten (10) key informants plans to work

abroad as caregiver after finishing the program and another one (1) plans to enroll in

TESDA for NC II in driving course.

It can be gleaned that the learners have different plans after graduation but have

one ambition, to be successful in life. Having a stable job to achieve stable life balance

is the ultimate goal of every learner.

According to the study of Bacaling (2019), it revealed that after completing

Senior High School, students have various plans for their future. Some students aim

to reduce stress levels by employing coping strategies like spending time with friends,

listening to music, and keeping faith in God . Others focus on enhancing their career

maturity through training programs to make informed decisions about their future

academic and professional paths. Many students still plan to pursue higher education.
 109

Additionally, high school career planning education plays a crucial role in guiding

students to make effective plans, understand their abilities, and choose suitable majors

for their future studies.

Theme 2. Motivational Drive

In order to achieve the ambition and goal in life, there is a need to have a plan

for how that will be possible and a drive which will push them to reach and aim high

for that goal. In this study, the Grade 12 ALS SHS learners shared their ways and

means in achieving their desired aspirations. According to the learners, their family is

their ultimate motivation in reaching their goals, their families gave a sense of

encouragement to persistently work hard for their dreams. Having persistence,

dedication, working hard, studying hard and being diligent are the top ways to

successfully fulfill their ambitions in life, but the presence and encouragement of the

learners’ dear families put so much contribution to achieve the goals and dreams of

the learners. There is no easy way and a shortcut in order for the learners to achieve

their goals in life, that is why they keep believing that all the hardships they are

experiencing right now will be worth it someday. Majority of the learners stated that

finishing the ALS SHS program and graduating in college is the best option for them

to have a better life because education is the key to success.

According to Myles Munroe, the poorest man in the world is the man without

a dream. The most frustrated man in the world is a man with a dream that never

becomes reality. Additionally, according to Banerjee (2019) , each year, millions of

college students work hard and sacrifice to achieve their dreams knowing that a college

education opens the door to opportunity. Learners must believe in themselves and make
 110

a way on how to fulfill their dreams because there are no impossible dreams if the

dreamer is willing to fulfill them.

Theme 3. Better Future for Families

In this study, the learners shared that they are working hard to fulfill their

dreams because of their families. They want to give a better life for the children,

parents and even closest friends who helped them throughout their journey. According

to them, they are studying now not only because of their dreams but for the people

behind those dreams. Indeed, that family plays a significant role in every decision and

action of a person.

Moreover, this reveals that the ALS Program provides education access for

individuals who are unable to attend formal schools for various reasons, such as

financial constraints, work commitments, or family responsibilities. Students can

continue their education by participating in ALS while fulfilling their family

obligations. ALS empowers students to take charge of their learning. It encourages

self-directed learning, critical thinking, and problem-solving skills. This

empowerment extends beyond education and can positively impact a family's future.

By becoming independent learners, individuals gain the confidence and ability to

navigate challenges, make informed decisions, and create a better life for themselves

and their families. By providing flexible learning options, ALS ensures that education

becomes accessible to a broader range of individuals, including parents and working

adults. This increased access to education can positively impact families by enabling

parents to pursue their education while still fulfilling their parental and work

responsibilities.
 111

According to Mcnese (2016), the positive influence of parents and the happy

memories of school affect how dedicated and motivated the students. It can be draining

at times, but the drive to not give up is the thing that needs to be considered. Also, the

study of Guanzon-Lapena and Jacob (2017) revealed that family support is a positive

learning environment, and a learner-centered approach to teaching are essential factors

contributing to ALS learners' success. It states that a positive learning environment

includes family, friends and community. It was indeed one significant factor to achieve

success in life.
 112

ACTIVITY PROPOSAL

The following is the activity proposal and plan presented by the researchers of

this study:

I. IDENTIFYING DATA

a. Title: Career Orientation – Seminar for ALS Learners and OSYAs

b. Theme: Building Hope and Inspiration through Experiences

c. Target Locale: Bicol University CSSP Arcilla Hall

d. Target Date: August, 2024

e. Target Participants: Twenty-five (25) ALS SHS Learner from the selected School

from the Division of Albay and Twenty-five (25) Out-of- school Youths from the

selected Barangay in Daraga

II. PROGRAM DETAILS

a. Background Rationale

Education plays a significant role in one’s life because it gives the skills and

tool, they need to be successful. Reading, writing, calculating, and communicating

would not exist without education. People would also not be able to perform jobs

competently, accurately and safely without education. Many Filipinos do not have a

chance to attend and finish formal basic education (Grades 1-6 and Year 1-4) due to

many reasons. Some drop out from schools while some do not have schools in their

communities. The
 113

government puts a solution on this problem, the rise of Alternative Learning System is

a big start- up and hope for the out-school-youth individual.

Through conducting a career-orientation seminar, this will help the programs

dissemination to be in wider scope leading to possibly gain more enrollees for the next

academic year. Also, this kind of activity will open the minds of the ALS SHS Learner

and OSYs with regards how important education is to them and to make them realize

that they have still second chances in education. This activity will introduce different

schools, programs and courses for the ALS SHS Learner who are dedicated to pursue

College and will showcase the experiences of graduates of this program to OSYs to

serve as an inspiration and motivation to join the program

b. Objectives

• Provide knowledge about the Alternative Learning System

• Inculcate in the minds of the participants the impact and effects of lack in

education

• Help the ALS SHS Learner to be aware on different College Course

c. Topics

• Alternative Learning System’s job and objective

• Career Orientation/ College Courses
 114

III. DESCRIPTION OF ACTIVITY

a. Mechanics

The seminar about career-orientation for ALS learners and out-of- school

youth and adults will be done at the Bicol University College of Social Science and

Philosophy. Furthermore, this will be conducted on any day of August 2024 at 8:00

AM to 4:00 PM. This activity will be facilitated by the proponents together with the

Alternative Learning System SHS Coordinators of the five pioneer schools first

implemented the ALS SHS program and the ALS Education Specialist. Lastly, a

speaker will be invited during the seminar to discuss the topic.

b. Work Plan

The following are the specific preparations to be undertaken:

• Letter to the Speaker

• Certificate of Appreciation for the Speaker

• Certificate of Participations to the Participants

• Program and Invitation

• Preparation of Venue

• Actual Operation

• Evaluation
 115

c. Financial Plan

The researchers will solicit funds from institutions/NGOs in order for this

activity to be completed and acted upon. Funds that are going to be collected will be

used for the mentioned activity and the excess will be donated to an NGO that is made

specifically for solo parents.

IV. ACTIVITY MANAGEMENT

This seminar will be conducted for one day only which will be facilitated by

the researchers of the study and will be observed by the adviser and the head of the

Sociology Department. The mentioned activity is in partnership with the ALS

Education Specialist and ALS SHS Coordinators.

V. FINANCIAL PLAN AND LOGISTICS

Venue Designs - P 500

Certificates (Participants) - P 800

Certificates and Tokens (Speakers) P 2,000

Foods P 15, 000

Other Expenses P 2, 000

Total: Php 20, 300

 116

VI. PROGRAM OF ACTIVITIES

TIME (Morning) ACTIVITY

7:30- 8:00 Registration

8:00 - 8:15 Invocation

8:15-8:30 Philippine National Anthem

8:30-8:50 Opening Remarks

8:50 – 9:00 Introduction of 1st Speaker

Alternative Learning System’s Job and Objectives

9:00-11:00

11:00-11:30 Activity for the participants

LUNCH BREAK

TIME (Afternoon) ACTIVITY

12:30- 1:00 Registration

1:00-1:15 Break/ Ice Breaker

1:15 -1:20 Introduction of the 2nd Speaker

1:20 – 2:30 Career Orientation

2:30 – 3:00 Activity for the participants

3:00 – 3:15 Open Forum

3:15- 3:20 Awarding of Certificates

3:20 – 3:30 Closing Remarks

3: 30 – 3: 40 Photo Opportunity
 107

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the synopsis of the findings, conclusions drawn from the

data gathered, and the recommendations drawn in the light of the findings and

conclusions.

Summary

This study endeavored to know and understand the experiences of Grade 12

Senior High School learners of the Alternative Learning System program (ALS).

Specifically, the research sought to answer the following questions:

1. What is the identifying information of the ALS Senior High School learners in

terms of:

a. Age

b. Sex

c. Civil Status

d. Religion

e. Highest Educational Attainment in Formal Education

f. Occupation

g. Ordinal Position

h. Family Monthly Income

 118

2. What are the factors that influenced the informants’ decision to take ALS

SHS Curriculum?

3. What are the experiences of Grade 12 ALS Senior High School learners

along:

a. Personality Development

b. Academic Aspect

c. Aspirations

4. What activity can be proposed in response to the findings of the study?

This study is a descriptive-qualitative study. The researchers found ten (10)

key informants in the selected five pioneer schools of ALS SHS Program under the

Schools Division of Albay, which are Marcial O. Ranola Memorial School (MORMS),

Daraga National High School, Vinisitahan National High School, Polangui General

Comprehensive High School, and Manito National High School. The key informants

are limited only to Grade 12 ALS Senior High School Learners who are knowledgeable

about the topic that the researchers want to find out, willing to discuss about their

experiences as an ALS Senior High School learner, and a bona fide student among the

five schools mentioned.

The researchers had analyzed the gathered information based on the result of

the interview and recurring themes of their accounts. The analysis and interpretation

of data was anchored on theories mainly on Experiential Learning Theory, where it

emphasizes the value of practical experiences, reflection, and knowledge application

in the learning process. Insights on the learning experiences of ALS SHS learners may
 119

be gained by looking at how they participate in experiential learning activities, reflect

on their experiences, and use their learning to pursue their dreams; Social Conflict

Theory where it focuses to the experiences of the ALS SHS learners by examining the

power dynamics and inequalities within the education system. It may highlight how

socioeconomic factors, discrimination, or limited resources contribute to the

disparities in educational opportunities, and Resilience Theory, where it provides the

capacity of the ALS SHS learners to bounce back from challenges. It recognizes how

factors such as flexible learning approaches, tailored support systems, and a positive

educational environment can enhance their resilience. This study was also supported

by the related literature and studies. From the data gathered, the following findings are

drawn.

Findings

The findings derived from the study were as follows:

1. When it comes to the socio-demographic profile of the key informants, it was

found out that their age ranges from 21-35 years old. Out of 10 key informants,

six are males and are females. In terms of civil status, the majority are single,

having seven, one is widowed, and two are married. With nine being Roman

Catholic and one being a Muslim. The learners have stopped at different stages

in their life during their formal education, out of ten (10), three have stopped

during their Second Year High School, two have stopped during their Third

Year High School, another two during their First Year High School, one during

their Fourth Year High School, another one during Grade 6 level and there is

only one who did not experience enrolling in formal education at all. In terms
 120

of their occupation, one is working as an online seller and a manicurist, one as

a construction worker, one as a housekeeper, while there are three who have

no occupation and are currently relying on their families, two are tricycle

drivers and another two are housewives. In terms of the ordinal position of the

key informants, out of ten (10), five are first- born children, while three are

second-born children and two are third-born children. It was found out that the

lowest monthly income of the key informants is ranging from ten thousand

pesos hundred pesos (PHP 10,000) while the highest is more or less than

eighteen thousand pesos (PHP 18,000).

2. As for the factors that influenced the key informants in taking up the ALS

Senior High School program, seven of the key informants have identified their

families, children, and relatives as the main factors that influenced and

motivated them to continue studying and enroll in the program. While three

have identified their friends, ALS Coordinators, ALS teachers and

coordinators, as one of the people who introduced them to the program, and

also encouraged them to enroll and take up the ALS Senior High School

program.

3. As for the findings along the experiences of the Grade 12 ALS SHS learners

in terms of their personality development, academic performance, and

aspirations are follows:

a. Personality Development

According to the findings that were drawn based on the data gathered, there
 121

were two key informants who identified being productive as one of the

development they have noticed since they have started to pursue the ALS

Senior High School program, another two identified having high self-esteem

made them build better relationships with their classmates and teachers for

they have learned how to socialize and make new friends, one had made her

interest in baking into a new hobby which developed her skills in baking,

while three have identified that they can manage their time efficiently since

they enrolled in the program because of having time flexibility with regards

to their class schedules, and two have identified that they have changed their

mindset and became God-centered since they have become part of the ALS

Senior High School program for they realized that ALS is a great avenue for

them to improve and change themselves for the better.

b. Academic Aspect

The findings that were drawn based on the data gathered, all of the learners

have improved and got passing grades while they are in the program, there

were no failing grades recorded as of the moment. According to the data

gathered, the general weighted average the learners acquired ranges from 82-

96, having 82 as the lowest grade and 96 as the highest grade. Four out of ten

were motivated to study because of their engagements in different activities

in their school, such as seminars/training that have great contributions to the

learning process of the learners. Three out of ten (10) have been equipped in

using technology such as computers and projectors to be used in the

classroom, Microsoft Word and Power point presentation to use in their

research. Three out of ten (10) have identified setting a schedule to properly

manage their time is essential to be able to finish their tasks and be able to go
 122

to work on time as a working student.

c. Aspirations of the Learners

When it comes to the experiences of the Grade 12 ALS Senior High School

learners reaching their aspirations in life, the findings that are drawn based on

the data gathered, all of them wanted to enter college after finishing their ALS

Senior High School Program. They shared their ambitions and dreams that

they want to pursue after college. Three out of ten (10) aspired to become a

soldier or policemen, one aspired to be a businesswoman, two aspired to be a

teacher, one aspired to be a caregiver and work abroad, one wanted to become

a car driver and he is attaining to have NC II certificate in TESDA for

Automotive and Driving Skills, while another one aspired to be a seaman, and

there is one who did not specify his dream job or ambition, but according to

him, he wanted to have a decent job which he loves and could sustain for his

family. According to the data gathered, having hard work, determination,

patience and diligence are their ways and means to achieve their goals and

ambitions in life.

Conclusion

Based on the findings of the data gathered, the following conclusions were drawn:

1. The socio-demographic profile of the learners has played a major role in shaping their

experiences in the pursuit of its goals.

2. The families, children, and relatives, as well as friends, ALS Coordinators, teachers,

and advisers are the key factors that led the learners to pursue ALS SHS program
 123

3. The conclusion that was drawn based on the findings along the experiences of the

Grade 12 ALS SHS learners in terms of their personality development, academic

performance, and aspirations are follows:

a. Personality Development

The experiences of the Grade 12 ALS learners have led to increased

productivity, improved self-esteem and social skills, development of new hobbies and skills,

efficient time management, and a shift towards a God-centered mindset for some students.

b. Academic Aspect

All the students in the program have improved and received passing grades.

Students were motivated to study through school activities and seminars, others were equipped

with technology skills, emphasized the importance of time management and how it greatly

helped them to study well.

c. Aspirations of the Learners

Hard work, determination, patience, and diligence have played primordial

role in achieving the Grade 12 ALS SHS learners’ goals and ambitions.
 Recommendations

Based on the findings and conclusions with the significance of this study, the

following recommendations were made.

1. The Grade 12 ALS Senior High School learners may recommend and voice out their

ideas and insights as to what can be improved from the educational system of the ALS

Senior High School program which could further benefit the future students of ALS

Senior High School.

2. The schools who offer the ALS Senior High School Program may create new projects

and programs and improve existing ones concerning the educational system of ALS.

They may continue to raise awareness to the public about the ALS Senior High School

program so that it will reach more of its intended sector. They may also coordinate

with stakeholders that can help open more opportunities for the learners while being

enrolled in the program.

3. The Department of Education may decide what improvements may be made to the ALS

Senior High School program based on the experiences shared by the learner’s

assessment and evaluation to obtain further feedback from the parallel learning system

and the learners themselves.

4. The Department of Sociology may promote and advocate for the OSYAs who lost their

motivation to continue their education. Ideally, such advocacy should gradually

change social attitudes, reduce embarrassment in continuing education and reduce

numbers of OSYAs.
5. The researchers of this study may have a career-oriented seminar in order to broaden

the range of programs available and potentially attract more students for the

forthcoming academic year. This activity aims to encourage ALS SHS Learners and

OSYAs to participate and finish the program by emphasizing ALS graduates’

experiences and educating them the importance of education.

 116

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 129

APPENDICES
 130

Appendix A

Letter to the Schools Division Office (SDO) of Albay

131
 132

Appendix B

Certificate of Appearance in SDO Albay ALS Center

 133

Appendix C

Letter to the Principal of Vinisitahan National High School (Bacacay, Albay)

 134

Appendix D

Letter for the Alternative Learning System Senior High School Coordinator of
Vinisitahan National High School ( Bacacay, Albay)
 135

Appendix E

Letter to the Principal of Daraga National High School (Daraga, Albay)

 136

Appendix F

Letter to the Alternative Learning System Senior High School Coordinator of Daraga
National High School (Daraga, Albay)
 137

Appendix G

Letter to the Principal of Polangui General Comprehensive High School (Polangui,

Albay)
 138

Appendix H

Letter to the Alternative Learning System Senior High School Coordinator of

Polangui General Comprehensive High School
(Polangui, Albay)
 139

Appendix I

Letter to the Principial of Manito National High School (Manito, Albay)

 140

Appendix J

Letter to the Alternative Learning System Senior High School Coordinator of

MORMS (Guinobatan, Albay)
 141

Appendix K

Letter to the Principal of MORMS (Guinobatan, Albay)

 142

Appendix L

Approval Letter to conduct Data Gathering

 143

Appendix M
Letter in Validation of Interview Guide Question
 144

Appendix N
Pictures of Key Informants and Alternative Learning System Senior High School
Coordinators during Data Gathering

Picture of Lea Picture of Liezel

Picture of Juanita

Picture of Jade Alternative Learning System Senior

High School
Coordinator of Vinisitahan National High School
 145

Picture with ALS SHS Learners of Vinisitahan

Alternative Learning National High School
System Senior High School
Coordinator of Daraga
National High School
 146

Picture with ALS Education Specialist III and Divisions ALS Focal Person

Picture with Principal of VNHS and ALS SHS Coordinator

 147

Appendix O
Interview Guide for Data Gathering
148
138
139
 140

Appendix P
Certification of Editor

Republic of the Philippines

Bicol University
COLLEGE OF SOCIAL SCIENCE AND PHILOSOPY
Daraga, Albay

CERTIFICATION
This is to certify that the undergraduate thesis entitled, “ALS LEARNERS:

THE SENIOR HIGH SCHOOL EXPERIENCE”, prepared and submitted by

Pauline Barce, John Arjhie Dumapig and Shalimar Hope Marianito, 4th year

Bachelor of Arts in Sociology, has been edited by the undersigned.

Given this 27th day of May, 2024 for reference purposes.

JONATHAN N. NAVARRA, AB Eng

Editor
 141

CURRICULUM VITAE

Name : Pauline Barce

Nickname : Pau

Age 22

Date of Birth : September 19, 2001

: Sunrise Village, Anislag, Daraga, Albay

EDUCATIONAL BACKGROUND

: Daraga North Central School

ELEMENTARY Brgy. Bagumbayan, Daraga, Albay

SECONDARY : Daraga National High School Daraga, Albay

: Bicol University College of Social Science and Philosophy

TERTIARY Daraga, Albay (2020-2024)

: Bachelor of Arts in Sociology

COURSE
 142

CURRICULUM VITAE

Name : John Arjhie

Dumapig
Nickname : Arjhie

Age 22

Date of Birth : November 16, 2001

Home Address : Brgy. San Roque,

Daraga, Albay

EDUCATIONAL BACKGROUND

: Bañag Elementary School Brgy. Bañag, Daraga, Albay

SECONDARY : United Institute Inc.

Brgy. Sagpon, Daraga, Albay

: Bicol University College of Social Sciences and Philosophy Daraga, Albay (2020-

2024)

Course : Bachelor of Arts in

Sociology
 143

CURRICULUM VITAE

Name : Shalimar Hope

Marianito

Nickname : Shali

Age 22

Date of Birth : March 23, 2001

Home Address: : Brgy. Bibincahan,

Sorsogon City

EDUCATIONAL BACKGROUND

: First Baptist Christian Academy Brgy. Piot, Sorsogon City

: Sorsogon National High School Brgy. Almendras, Sorsogon City

: Bicol University College of Social Sciences and Philosophy Daraga, Albay (2020-

2024)

Course : Bachelor of Arts in

Sociology