CATCH UP: CHALLENGES AND COPING STRATEGIES OF ALTERNATIVE

LEARNING SYSTEM (ALS) COMPLETERS AS GRADE 11 STUDENTS

A Researcher Presented to
Polomolok National High School
Senior High School Department
Barangay Cannery Site, Polomolok, South Cotabato

In Partial Fulfillment of the Requirement in

Practical Research

ARIELLE JEAN C. CARDINEZ

LOVELYN GRACE B. TUBLE
JOHN PAUL N. JUADIONG
JOHN REY T. TENASAS
Researchers

MAY 2023
 CHAPTER I

Introduction

Background of the Study

Alternative Learning System (ALS) is a parallel learning system in the

Philippines that provides a practical option to the existing formal instruction. A

substitute or Alternate to many Filipinos who do not have the chance to attend

and finish formal education (Grade 1-6 and Year 1-4) due to many reasons. The

1937 Philippine Constitution Provides for the recognition and promotion of other

forms of education other than formal Education [see. Article XIV, Section 2,

Paragraph (1) and Paragraph (4)]. But ALS being such a convenient substitute

for learning, it also has its flaws. During the pandemic, ALS was forced to

conduct an all-out modular Program for their learners (which I belong in). It

wasn't hard and very understandable as learners were able to graduate and join

the Face-to-face program as either grade 11 students (for Junior High School

Completers) or 1st Year College (For Senior High School Graduates). Upon

entering the world of grade 11, (based on my experience) it was very difficult to

cope up with the lessons which were not completely implemented to the ALS

learners during the pandemic.

Alif Ailaan (n.d.) released a recent report which works for the education of

children in Pakistan, 25 million children of school going age are not enrolled in

schools. This, despite the commitment of the government of Pakistan to achieve

a hundred percent primary, secondary, tertiary education. Innovative ways and

2
means especially alternative learning systems will have to be pressed into

service. Alternative Learning Systems was held in Lahore. Director UNESCO

made an important point: that out of school children represented an

unconscionable underinvestment preventing nations from reaching their full

economic and social potential. ALS provides a flexible route to education for

those to whom formal education access is denied for various reasons.

An Alternative Learning System (ALS) program was initiated in 2004 by

the Department of Education, Government of the Philippines, throughout the

country with the aim of providing school drop outs with access to free basic

education [11]. In 2015, the national average of the target population enrolled in

ALS was less than 10% and in Manila enrollment was around 6% [8].

In locals, this research study used the qualitative research design

involving the Cotabato Division in the province of North Cotabato implementing

the ALS A&E program. The mobile teachers. District ALS program coordinators,

ALS A&E passers, and the division ALS program supervisors were the

respondents of this study. The studies were conducted in Cotabato Division

Particularly Central Elementary Schools. It was concluded that the ALS program

was successful in providing basic learning need to its beneficiaries and most of

them pass the A&E test and were able to obtain an elementary or high school

diploma and even college degree. The Alternative System Program of the

Department of Education has great impact in Social and Economic Development

of the North Cotabato Province

3
 Many Filipinos were not given and did not have the opportunity to study

and complete a formal basic education due to many reasons. Some have

dropped out of school, while some have no school in their community. And since

every Filipino has the right to free basic education, the Government established

ALS to give all Filipinos the opportunity to have access to and complete a basic

education that fits their unique situation and needs.

We do this study to improve and expand public knowledge about

Alternative Learning System (ALS) completers, to redirect public assumptions

and claims. And lastly, to encourage ALS students to continue, despite their

difficulties in facing their challenges as a grade 11 student.

Statement of the Problem

The researchers are to study about the following problems of Alternative

Learning System (ALS) completers as Grade 11 Students.

1.What are the challenges of ALS completers encountered in Grade 11?

2.How do ALS completers cope up with these challenges?

3.What are the guiding principles of ALS completers emerged from their

challenges and coping strategies?

Scope and Delimitation

This study aimed to determine the challenges and coping strategies made

by ALS completers as grade 11 students. This study also focused on the

challenges encountered by ALS completers and their coping strategies. This

4
research only covered in any Junior high school ALS completers who are now in

grade 11 in Polomolok South Cotabato.

This study required participants such an Alternative Learning System

(ALS) completers from any school of Polomolok South Cotabato such as

Polomolok National High School, Poblacion Polomolok National High School,

and Best College of Polomolok. The researcher conducted the study among

Basic Literacy Program (BLP) and Secondary level (SL) Alternative Learning

System learners within the locality of South CotabatoIn accomplishing the study.

The researchers used an instrument in a form of a modified questionnaire.

The researchers used an instrument in a form of modified questionnaire and a

form of interview. This questionnaire will have served as a guide for the

interviewer. The purpose of the questionnaire is this to get all the necessary

answers or data that the researchers need for this study.

Significance of the Study

The Alternative Learning System (ALS) Completers as Grade 11 Students

is of numerous significance to the following:

This study will help the teachers to be aware of the challenges and

struggles encountered by the ALS completers would help them to practice

professional development for their careers. It may also help them to facilitate and

deliver learning effectively.

This study will serve as a guide to Alternative Learning System

completers them since they are the main benefactor of this research. It will

5
provide awareness to the completers of ALS that will serves as their basis for

future to come. And also they will greatly benefit from this study not only because

they are part of this community, but they are also the future builder of our nation.

The results and finding of this study will give future researchers the

background and adequate data on what are the challenges and coping strategies

of Alternative Learning System (ALS) completers as grade 11 students.

Definition of Terms

In this study, the following terms will be defined operationally as follows:

Alternative Learning System - the Alternative Learning System is a program

and is a parallel learning system that provides a practical option to the existing

formal instruction for Filipino out-of-school children, youth, and adults.

Challenge - are the struggles, phenomenon, events that the ALS Completers

encountered as they step in the world of grade 11. These will determine the

hardships of the learners. The stimulating task or problem.

Completers - refers to those learners who completed Junior High School in the

Alternative Learning System Program. They are the prime benefactors and

subjects to be featured in this research. Also known as those ALS Completers

who are now in grade 11 after taking an exam conducted by Alternative Learning

System.

Coping Strategy – refers to the action plan or policy designed to enable

Alternative Learning System completers to achieve their coping strategies as

grade 11 students.

6
Organization of the Study

This study was to identify the challenges and coping strategies of

Alternative Learning System completers. ALS or Alternative Learning System is

those students who couldn’t complete their school year due to a lot of problems.

This research is to expand the reader’s knowledge about Alternative Learning

System (ALS) completers and to encourage the ALS learners to keep going. The

chapters in this study is conducted and researched by the researchers through

browsing the internet and personal interview of respondents. Each progress

checked and corrected by our adviser and reconducted by the researchers in the

following methods.

In chapter 1, the researches search for the meaning, purpose and why

Alternative Learning System is implemented. Then the researchers identified the

related literature from international, national and Local sources. The researchers

also defined the significance and importance of this study, including the

benefactors and how it is beneficial to them. We also reviewed our scope and

delimitation and looked for possible respondents in the area. The researchers of

this study also finalized the idea and thought of the study. The researchers also

completed and edited the whole chapter after receiving corrections. And Finally,

we list out the definition of terms used in this study.

In chapter 2, the researchers listed down the related literature they found

from the internet. The researchers also paraphrased the original statements and

added in-text citations to acknowledge the authors and sites of the related

7
literature found and used in this research paper. The researchers divided the

related literature by adding main headings to highlight the main points and

categorized each related literature according to its relevance to the headings.

In chapter 3, the researchers summed up the methodology of this re-

search. The researchers explained how this research is conducted by writing

down the research design used, which explains what type of research did we

came up with, the qualities of the participants, which explains what type of

respondents the researchers are looking for in this research, the locale of the

study, which covers the entire location in which the researchers are conducting

this research, the sampling used, which determines the method of collecting

respondents, the research mapping, which shows the location of our study

through photos, the data gathering procedure in which the researchers explained

how the data is gathered, the data analysis, which concludes the findings of the

data gathering procedures and added a conclusion to close up the chapter.

In chapter 4, the researchers listed down the significant statements of the

respondents who participated in this research. The researchers created a code

name for each participant to keep their identity hidden. The researchers also

included the formulated meaning of each significant statement which then deter-

mines the theme clusters for each one. In this chapter, the researchers created 3

tables, 1 for each statement of the problem found in chapter 1.

In Chapter 5, The researchers summarized the findings—which contains

the information the researchers gained through interview—that is based on this

8
study’s chapter 4. The researchers also wrote a conclusion for each statement of

the problem and added recommendations which is where the researchers

recommend a solution to the problem and wrote the people who can benefit in

this study.

CHAPTER II

Review of Related Literature

This chapter presents relevant literature and studies related to the study.

The knowledge gained from this study that was previously conducted provided

the researcher with a wide range of information and perspectives that provided

the background for the development of the study.

Alternative Learning System

There are many situations that could force someone to abruptly stop their

education. A student may find it challenging to be expelled from formal schooling

and to begin over with another type of education. The Alternate Learning System

is this other type of instruction (ALS). It is a DepEd program run by the Bureau of

Alternative Learning System (BALS), which offers a structured and adaptable

method for reaching all sorts of learners outside of the conventional school sys-

tem. In the Philippines, there is a parallel learning system called ALS that offers a

useful alternative to the current formal system (DepEd, 2017).

9
 ALS or Alternative Learning System, learning systems provide a useful al-

ternative to the current formal education. ALS is a learner’s alternate option when

they lack or are unable to obtain continuing Education – Accreditation and Equiv-

alency (A&E) program, which awards certification to learners who are out-of-

school children, teens and adults couldn't attend to a formal school (Lazaro,

2015).

The ALS is identified as a Community-Based Learning Service, where it

pursues the growth of students’ intellectual capacity along their chosen career

path and aims to promote their sense of social responsibility by giving them the

opportunity to serve the community. The learning strands are not adapted ac-

cording to their disciplinary case but according to their “functionality.” (Pinca,

2015)

Alternative learning systems offer marginalized learners a second chance

at an education, enabling them to find better jobs and continue their education.

This program requires highly dedicated and multi-skilled teachers who have to

work with different types of learners. Nevertheless, research by Arzadon and

Nato (2015) shows that ALS does not have significant consequences for the

needs of adolescents and adults outside of school.

Seeking peer support is another effective coping strategy for ALS com-

pleters. They can connect with peers who have similar experiences and share

their challenges and triumphs. By joining peer groups, they can build a support

system that can provide them with emotional, social and practical support. Peer

10
support can also help them feel less isolated and increase their self-confidence

and resilience. Both informal and non-formal sources of information and skills are

included in the Alternative Learning System (ALS). It simply needs that students

show up for classes when the learning facilitators and students have set a

timetable for them. The program includes two different instructional models: com-

munity-based and school-based. On the school-based program, lessons are

taught in classrooms, but in the community-based program, official lessons are

taught in community centers or other private locations. For all academic areas,

including science, math, English, Filipino, social studies, and current events, the

ALS program uses uniform lesson modules. Government-paid instructors or a

private non-governmental group deliver the lessons. (De Guzman, et. Al., 2019).

The formal school system's subjects are the same as learning strands.

Communication skills in English and Filipino, scientific and critical thinking abili-

ties, mathematical and problem-solving abilities, life and job skills, understanding

oneself and society, and digital citizenship are some of the learning strands, sub-

jects, or skills that are covered. The K–12 Curriculum must provide the same

standards and competencies for both ALS and formal education in order to pro-

duce Filipinos who are fully developed and equipped with 21st century abilities.

The rate of 21st century skill acquisition, however, is modest. This further implies

that their local environment, including the help they receive from the community,

such as community learning centers, has a significant impact on how they learn.

Teachers should also stress the value of content. (Cagurangan, et. al., 2017)

11
 A non-formal education program like the ALS has produced alternatives in

response to this scenario increasing the adaptability, participation, transformative

power, and responsiveness of education to the needs of its students. These con-

ditions must be maintained and reinforced in order for education to truly be the

globalization has created a highly demanding and intensely competitive atmos-

phere, the "great equalizer." (Arzadon ,NATO, 2015)

Teachers with a high level of dedication and versatility who can work with

a variety of students are needed for the program. According to reports, ALS has

not significantly impacted the needs of adults and youth who are not in school.

This essay makes suggestions for a more unique strategy. Despite the ALS' sub -

par success, it cannot be denied that NFE programs like the ALS have produced

alternatives over the years that have made education more adaptable, participa-

tive, transformative, and sensitive to the needs of its students. These conditions

must be maintained and strengthened in order for education to truly serve as the

"great equalizer" in the highly demanding and intensely competitive environment

that globalization has brought about. (Arzadon, M. & Nato, R., 2015)

The Extended Tertiary Education Equivalency and Accreditation Program,

also known as ETEEAP, is one ALS variant used in the nation. It is an extensive

program for identifying, evaluating, validating, and allocating past learning from

formal, non-formal, and informal training as being equivalent to college-level

learning. In order to reduce the number of school dropouts, out-of-school youth

who were unable to continue their studies after a long break are given the oppor-

12
tunity to take the ALS Accreditation and Equivalency (A&E) exam. This will allow

them to finish their elementary and high school education outside of the tradi-

tional school system. (Casiple, 2014)

However, given that the teachers who implemented the program excellent

dispositions and followed best practices in embracing it’s implementation in the

city, more substantial improvement is regarded necessary to elevate the high to

very high support. Therefore, rather than solely relying on the government’s bud-

get, the administration of the division should look for the best ways to raise

money. The suggested Enhanced Alternative Learning System Development

Plan might restrain the endeavor. (Abad, G. & Galleto, P., 2020)

When Apao et al. (2014) reviewed the ALS in Region VII, they found that it

is effectively applied there. The ALS program is a reliable method for addressing

the nation's unemployment problems in the same context as its ability to lower

the number of out-of-school children and adults.  By actively participating in so-

cial events and community activities, learners in the ALS program increased their

civic awareness and sense of self-confidence. They also developed a positive at-

titude on life and a love of learning by pursuing higher education.

The success of ALS implementation would depend on our capacity to fos-

ter partnerships at the local level, including the local governments, cities, munici-

palities and barangays. To guarantee that they are trustworthy and related to the

DepEd’s objectives, partnerships must be developed and coordinated with the

commercial sector, foreign organizations, national government agencies, LGUs

13
and other community – based organizations. He also emphasized how buildings

and equipment can have a significant impact on students and teachers results as

well as on health, conduct, engagement, learning and academic advancement

(Baccal, V. S. & Ormilla, R. C. G., 2021)

A study by UNICEF (2021) found that many learners aim to complete their

undergraduate education and ALS programs offer flexible schedules that allow

them to work and perform other daily activities while studying to meet their obli-

gations. It indicates that you have chosen to enroll in. Learners who struggled in

class were less likely to complete the program when they attended ALS. Addi-

tionally, another learner dropped out of her ALS program for the same reason

she dropped out of formal education. Lack of financial support, parental guid-

ance, lack of attention, and vices. Additionally, learners who were poorly pre-

pared for the A&E tests were unable to take and pass the exams after completing

the ALS program. Specifically, learners with jobs were less likely to take and

pass A&E tests than learners without jobs.

Findings from Castolo and Chan (2016) identify unmet needs in learners

and whether ALS interventions are focused enough to achieve desired outcomes

for out-of-school adolescents. provides insight into The results show that educa-

tional inputs and processes have statistically significant relationships with all out-

comes and implementation challenges. of the program.

The results of the analysis performed in the Labarrete (2021) study found

that portfolio, module-based, and performance-based formats were the three

14
main formats used to assess the learning outcomes of students enrolled in pro-

grams showed. In general, the use of these formats respects learner diversity

and adheres to the performance standards set out in the new ALS 2.0 curricu-

lum. The curriculum incorporates Education and Skills Training (EST) into the Al-

ternative Learning System, ALS, hence the government's call to the program.

ALS EST on.

The results demonstrate that the implementers make a significant effort to

maintain a positive atmosphere and a leader – friendly environment in the learn -

ing center since they are aware that it is one of the most valuable assets to the

teaching – learning situation. The majority of students are pleased with the tools

and resources that program implementers are using. There are learning centers

in the area where the facilities aren’t always available because the lessons are

being held at the students’ homes or any other available and unoccupied lot to

hold ALS education workshops. (Abasolo, 2017)

Challenges and Struggles of ALS Completers

Based on the study conducted by Cuyoso, R. D. (2013), there are a lot of

challenges and struggles to face as an ALS completer. From professional jar-

gons, new lessons, unfamiliarity and gap, or learning gap, it wasn’t always simple

to skip a few grades and be accepted to learn as a regular student.

Materials in a typical general education classroom are usually limited.

Regular teaching materials such as textbooks can be supplemented with student

workbooks or worksheets. Manipulation tools and special multimedia elements

15
such as number line sets for mathematics, globes for social studies, videos, soft-

ware and internet resources may be used to support learning. These tools typi-

cally act as add-ons to the curriculum rather than as built-in tools for delivering

the curriculum. Many schools and school districts do not have the resources to

purchase these supplemental materials. Students in these districts have few op-

tions that can be customized to suit their learning styles and different needs. Al-

ternative formats for core materials can also be provided to students with disabili-

ties. B. Braille texts for blind students, large print texts for visually impaired stu-

dents, CDs with audio output for dyslexic students (Nelson, et al, 2017). 

Students enrolling at Alternative Education School (AES) typically struggle

with a range of issues, according to Mullen and Lambie from the University of

South Florida (n.d.). These students are frequently referred to as “problem

pupils” because they exhibit delinquent traits, such as defiant actions, violence,

and aggression. Interventions in mental health are also essential. There is a sig -

nificant need for counseling services due to the high prevalence of suicidal ten -

dencies.

Classroom and school overcrowding is consistently associated with in-

creased student aggression. Overcrowded classrooms reduce student engage-

ment and lower learning levels. Alternatively, well-spaced classrooms help pro-

vide the right learning environment for students and are associated with in-

creased student engagement and learning. Classrooms are especially important

given the current emphasis on 21st century learning to enable students to work in

16
teams, solve problems, and communicate effectively. Classrooms with enough

space to reconfigure seating arrangements facilitate the use of different teaching

methods for 21st century skills. Creating private study areas and smaller learning

centers reduces visual and auditory interruptions and has a positive impact on

student growth and achievement (Ayers, et al, 2015). 

Coping Strategies and Motivation of ALS Completers

Some of the learners (student returnees) are coping with formal system in-

struction through their determination with the help of good relation to the teacher,

having new relation to friends and time management. To achieve their goals, to

obtain better work position, to work outside of the country and to improve life

skills and obtain a diploma are the major reasons that led these learners to de-

cide to continue their education. These only shows how determined the learners

are to achieve their goals. Motivation through constant reminders of the impor-

tance of education by the teachers and other support systems should continue.

(De Guzman, et. Al., 2019)

The inspiration behind why students pursue their goals on the other hand,

Alternative Learning System is a non - traditional educational system that in-

cludes approaches to teaching and learning apart from those provided by the tra-

ditional educational system. Continuous learning is the belief that an opportunity

will be open upon finishing the Alternative Learning Program (Valeza, et. al.,

2017)

17
 Students’ academic development is a way of getting the students ready for

further schooling. In order to prepare the students for the A&E exam, ALS teach-

ers give them academic training using a variety of teaching techniques. The

DepEd – developed learning, Strands of problem – solving and critical thinking,

communication skils and the development of the self and a sense of community

are what teachers in all subject area emphasize. Five academic subjects – Math,

English, Science, Filipino and History are directly influenced by these strands.

(Sanchez, 2015)

The Extended Tertiary Education Equivalency and Accreditation Program,

also known as ETEEAP, is one ALS variant used in the nation. It is an extensive

program for identifying, evaluating, validating, and allocating past learning from

formal, non-formal, and informal training as being equivalent to college-level

learning. In order to reduce the number of school dropouts, out-of-school youth

who were unable to continue their studies after a long break are given the oppor-

tunity to take the ALS Accreditation and Equivalency (A&E) exam. This will allow

them to finish their elementary and high school education outside of the tradi-

tional school system. (Casiple, 2014)

To connect courses to real-world situations, lessons must use a realistic

learning strategy. It is necessary to provide tools and methods that will help peo -

ple be more inventive and resourceful. Stakeholders must ask for and participate

in a training seminar on managing challenging students and implementing the

program at the division level in order to improve teaching performance requesting

18
money to implement the ALS program and stepping up advocacy efforts to per-

suade lawmakers to act as planned for ALS. Exposures are advised for immer-

sions in terms of the learners' performance. discussions with their instructors to

address their students' lack of knowledge about other cultures. (Abasolo, 2017)

Justification for the range of status and knowledge increasing learning

styles are the main issues, along with learning competencies. Encountered by

the implementers due to advanced and slow learners, which might alter how cog -

nition or interference abilities to task-related aspects, including the complexity of

a task or lesson, are affected. The instructional managers should also investigate

the elements that influence learning. Motivation of the ALS students to participate

in any educational program. Moralista and Delarierte (2014)

Perceptions of ALS Completers

ALS completers have a positive perception of the program according to

studies. As Flandez, Ramos & Herrera (2019) studied, ALS completers view the-

program as a second chance to learn and improve their employment opportuni-

ties.

A way to improve their self-esteem and social status is also perceived by the ALS

Completers in the said program.

A study examining the perceptions of ALS learners and educators found

that both groups had positive perceptions of the program. Learners appreciated

the program's flexibility and the opportunity to learn at their own pace, while in-

structors found the program to be fulfilling and challenging (Lapitan, de Guzman,

19
& Villegas, 2020). Another study comparing the academic performance of ALS

learners and regular high school students found no significant differences be-

tween the two groups, suggesting that ALS could be an effective alternative to

basic education. (Tolentino & Marquez, 2020).  

Guiding Principles of ALS Completers

ALS aims to instill in learners the value of continuous learning and skill de-

velopment beyond formal schooling. It should also be accessible to all learners,

especially those who are economically and socially disadvantaged, disabled, and

live in remote or underserved area there is. ALS should provide learners with

practical knowledge and skills that relate to their needs and aspirations and help

improve their quality of life.

As Flandez Ramos & Herrera (2019) in the said program. Access & Equity,

Learner-, studied, ALS completers view the program as a second chance to learn

and improve their employment opportunities. A way to improve their self-esteem

and social status is also perceived by the ALS Completers ALS completers have

a positive perception of the program according to studies. Learner-Centeredness,

Flexibility and relevance are the different possible principles of ALS, (Flandez,

et.al, 2019).

One of the key principles of ALS is inclusivity. ALS is designed to be inclu -

sive and accessible to all individuals, regardless of age, gender, socioeconomic

status, or geographic location. This program aims to provide educational opportu-

nities for those who have been excluded from formal schooling for various rea-

20
sons or have dropped out of school. Another principle of ALS is flexibility. The

program is designed to be flexible to meet the needs of learners. ALS offers a va-

riety of learning modalities, including face-to-face learning, modular learning, and

distance learning, allowing learners to choose the learning method that best suits

their needs and circumstances. The third principle of ALS is relevance. The pro-

gram is designed to be relevant and responsive to the needs of learners and

communities. ALS offers a curriculum that is aligned with national educational

standards and tailored to the specific needs and interests of learners. These prin -

ciples are emphasized in the Department of Education's ALS Implementation

Guidelines, which state that "ALS programs shall be guided by the principles of

inclusiveness, flexibility and relevance" (Department of Education, 2017)

As you have read and observed, all the Related Literature written above

aims to let the readers understand and analyze what is ALS, why it is imple-

mented and how it is beneficial to one’s life. The above texts also state the differ-

ent Challenges, Struggles, Coping strategies, Motivations, Perceptions and Prin-

ciples of ALS completers.

CHAPTER III
Research Methodology

21
 This chapter show the research design, sampling, participants, locale of

the study, data gathering procedure and data analysis. This chapter helped the

researcher to obtain this study. This chapter presents and discusses the re-

search design, the research locale, the participants of the study, the sampling,

research instrument, the data gathering which defined the methods and proce-

dures used for this study.

Research Design
This study is a phenomenological research that focuses on the challenges

and coping strategies of ALS completers. This study is based on the personal ex-

perience of ALS completers in grade 11 as they continue in the formal learning

system. The researchers concluded that this research design fits really well for

the concept and main idea of the study simply because their personal experience

is what should be acknowledged and discussed within this study.

Phenomenological research is a qualitative research approach that fo-

cuses on the study of human experiences and how individuals make sense of

their experiences. Phenomenology is a form of qualitative data that is defined as

an approach to research that seeks to describe the essence of a phenomenon by

exploring it from the perspective of those who have experienced it. (Neubauer et

al., 2019)

The researchers chose this type of research design to surely support the

title and main idea of this whole study. The life experiences of ALS completers,

their own perceptions, their own struggles and challenges will be the main points
22
of this Phenomenological research. It is also to emphasize and highlight the par-

ticipants who are included in this study. A phenomenological study is conducted

when the researcher wants to study on an event, an activity or a certain phenom-

enon. The participants’ experience and target events are explored through differ-

ent data gathering techniques which are; interviews, observation, watching

videos or reading various documents. Most phenomenological studies use the in-

terview technique to gather sufficient data that can be used in the analysis.

Overall, the phenomenological research design is an appropriate choice

for this study because it allows the researchers to explore the rich, complex, and

multifaceted experiences of ALS completers in grade 11. This can help to provide

insights into how the formal learning system can better support the needs of

these students and improve their academic outcomes.

Sampling

Through snowball sampling, the researchers are able to gather the partici-

pants by other participants who are willing to invite others to participate. The re-

searchers used snowball sampling it made the collection of data easier, the par-

ticipants we got were also able to get other participants to participate in our inter-

view. The researchers were able to gather at least 10 participants for this study.

Snowball sampling is a non-probability sampling method in which respon-

dents are recruited by other respondents to become a part of the study. This is a

useful sampling method if the researcher is to conduct a study about people with

23
specific traits who could be difficult to identify. Snowball sampling is also known

as chain sampling or network sampling which begins with one or more partici-

pants. Through the basis of referrals from those participants, the number of par-

ticipants increases.

In the use of snowball sampling, the researchers found a single participant

to participate in this study. The participant then invited other participants who are

qualified to participate in this study. This process continued until the researchers

reach the desired the saturation point of 10 participants.

Participants

In this study about the challenges and coping strategies of ALS com-

pleters, we chose the ALS completers who are currently in grade 11 to be our re-

spondents. Specifically, those who are experiencing hard times on their current

subjects and strands in the formal learning curriculum. Since ALS learners are

not age based, the researchers excluded to put

a certain age limit for this study. The ALS completers who will be participating in

this study are specifically those who completed Junior High School as an ALS

learner (s. y. 2021-2022).

This research focuses on Alternative Learning System completers who are

now grade 11 students. The purpose of this study is to be filled with a deep un-

derstanding and knowledge of the situation of ALS completers as a student. The

24
study aims to know the challenges and coping strategies of ALS completers as a

grade 11 students.

The ALS completer must be a grade 11 student in the current formal edu-

cation of Polomolok South Cotabato and has experienced the first to the current

quarter of their classes. The said participants should be a citizen of Polomolok

South Cotabato and is a student of the following schools; BEST Colleges of Polo-

molok, and Polomolok National High School.

Locale of the Study

This study aims to determine the challenges and coping strategies of ALS

completers who are now in grade 11. The researchers conducted this study in

the country of the Philippines, in the area of Mindanao, in province of South

Cotabato and in municipality of Polomolok. In any schools of Polomolok South

Cotabato were chosen as the research locale for this study.

Polomolok is located at the southern part of South Cotabato, it is nestled

at the base of the prominent Mount Matutum. It is cone-shaped volcano and

looms over the provinces at high, a unique challenge to mountaineers. It perhaps

the provinces most imposing landmark.

They also ensured that the place where they chose to conduct the re-

search was safe. The topic of this study is acceptable for subjects in providing

their names and contact information for the ALS learners completers who might

participate in this study. The researchers also respected the privacy of the partici-
25
pants in this study, they ensured that the participants are whole-heartedly wants

to participate and not forced to be a participant in this study.

Moreover the researchers affirms that no place outside of the scope is vis-

ited to benefit this study. The researchers assured that all information in this re-

search is enclosed only inside the Polomolok South Cotabato. The researchers

restricted the widening and increasing the size of the locale of the study simply

because they only need a few numbers of participant.

26
Research Map

27
Data Gathering Procedure

An interview is a two-way conversation where the interviewer asks ques-

tions to collect data and to learn about the ideas, beliefs, views, opinions, and be-

haviors of the participant. In this research we used in-depth interviews. The re-

searchers ensured that our data collection participants gave full consent.

When gathering data from participants for a research, it is important to fo -

cus on specific variables or concepts of interest. This will ensure that the informa-

tion gathered is accurate and relevant to the analysis of the issue of the study. To

collect data, the researchers used in-depth interviews.

In order for us to properly collect the data contained in this chapter, the re-

searchers arrange the appropriate steps that have taken. The researchers also

adjusted the questions to be answered by the participants were their feelings are

not affected and they do not feel any resentment. The researchers also prepare

follow up questions in order to collect the accurate data that they need need for

this study.

The researchers also made a letters in order to gather data outside. The

researchers followed the selection of participants who should participate in our

research. And also used different data collection techniques such as the inter-

viewing where the records will be translated into word.

The researchers also used snowball sampling to collect data, and selected

grade 11 students to be interviewed. The researchers were careful in communi-

28
cating with them, and ensured that the data we collected would remain private.

The researchers ensured that the names of the participants and their contact in-

formation would be kept in private, that their privacy would not be violated.

In order to gather the information, the researchers had the letters signed

and validated by the teachers, principals, and participants as a proof that the re -

searchers are allowed to gather information in the said places. These information

is clearly analyzed to let the people involved know the purposes of this research

paper.

Data Analysis

This research paper is made up of different data gathered from different

sources. The chapters of this study is composed of the researchers’ own under-

standing and the sources found in the internet. All other data gathered from the

participants is listed down in chapter 4. And our summary, conclusions and rec-

ommendations are written down in chapter 5.

The 10 participants who are involved in this study, vowed to tell the truth

about their challenges, coping strategies, and principles. All data that has been

gathered from the participants are kept confidential by the researchers who

worked on this study.

The researchers found out that most ALS completers struggled more on

the lessons rather than other things in their journey as grade 11. The participants

29
states that shifting from small projects provided by ALS administration, to the reg-

ular class lessons is really hard to cope up with.

ALS completers have different motivations and coping strategies to con-

quer these challenges such as: Peer support, studying, reviewing and so on. But

peer support is mostly trusted according to the participants. Learning is a lot easy

for ALS completers if they have someone to support them.

The researchers also discovered the different principles of ALS com-

pleters. And that almost all of them states that giving up is never a choice. ALS

learners are persevere and are eager to keep going despite the challenges they

go through. It may be difficult to stand firm but ALS completers will still continue

to pursue.

30
 Chapter IV

Data Analysis and Interpretation

In this chapter, the researchers listed down every participants’ significant

statement. Together with their code name, the formulated meaning and the

theme cluster which the researchers obtained from this research’s Related Liter -

ature.

Table 1: Challenges of ALS completers as grade 11 Students

Code
Formulated Theme
Significant Statement Name
Meaning Cluster

“Kanang ano... Nalisdan ko kay It is hard to be a

Working
ginasabay nako ang working ACGE student while
Students
student...” working.

“Mahirap kasi... Yun biglaan It’s hard to ad-

makapasar ka sa ALS dugay ka just after not at- Learning

ACEQ
nawala sa skwela then kalit tending school Gaps

skwela...” for a long time.

“...Sa lessons, lisod ko mag ACAC Difficulty in un- Lessons

cope up sa mga other lessons derstanding the

na di nako masabtan...” lessons in grade

31
 11.

Unfamiliarity

“Kanang kuan galisod ko kay with new les-

syempre bag o kaayo ko sa sons in grade 11 Unfamili-

ACCM
akoang mga lessons tapos makes it hard for arity

kanang unfamiliar kaayo ba” ALS completers

to cope up.

Being over famil-

iar with ALS les-

“Ano kanang iba man gud ang
sons creates Unfamili-
ano sa ALS, Iba pud ang ACCG
confusion in arity
makaregular class...”
learning regular

classes.

It’s hard for

“Lisod kaau mag online ug
ACKC learners to catch Deadlines
magkuan sa portfolio”
up on deadlines.

It’s hard to learn

“Ahh, Lisod kanang wala ka Inattent-
ACST if you don’t listen
gapaminaw” iveness
attentively.

Maglisod kog sabot kay dli ko ACRC It’s hard to cope Lessons

ka-catch up sa mga lessons up with unfamil-

kay layo ra kaayo sa among gi iar lessons.

32
 eskwelahan sa tung ALS pako.

Lessons are one

" Ang pinakadako gyud na chal-
of the biggest
lenges na akong naatubang as
ACJL challenges that Lessons
an ALS is ang mga lessons
ALS completers
jud."
have faced.

Understanding

"……Maglisod ko sa mga les- new lessons

sons kay dli kaayo nko masab- ACMR make it hard for Lessons

tan." ALS completers

to understand.

The challenges that ALS completers have encountered are listed above

this text. The researchers transcribed the following data and analysed them

through the use of tools. As seen on the table, 1 out of 10 stated that it is hard to

study and work at the same time, 1 out of 10 said that it’s difficult to adjust due to

learning gaps, 4 out of 10 found it difficult to understand lessons, 2 out of 10 are

unfamiliar with the regular class system, 1 out of 10 claims that it’s hard to meet

deadlines and 1 out of 10 find it hard to learn if you are being inattentive.

Learning as a regular student contains various lessons that make ALS stu-

dent have a hard time as grade 11 students. Since Alternative Learning System

made lessons easier through portfolio and worksheets during their junior high
33
school, ALS completers have a hard time to learn the lessons offered in regular

classes of grade 11. The respondents stated that the lessons learned in ALS are

different from the lessons they are learning now as grade 11 students.

Based on the study conducted by Cuyoso, R. D. (2013), there are a lot of

challenges and struggles to face as an ALS completer. From professional jar-

gons, new lessons, unfamiliarity and gap, or learning gap, it wasn’t always simple

to skip a few grades and be accepted to learn as a regular student.

Table 2: ALS completers’ ways of coping up with these challenges

Code Formulated Theme

Significant Statement
Name Meaning Cluster

“Kanang ano... magreview, basa Reading and re- Reading

ACGE
basa ug ano libro” viewing books. Books

Being older than

“Grabe ang adjustment nako
classmates re- Adjust-
personal. Kay syempre ako ra ACEQ
quires personal ment
ang dako ug edad”
adjustments.

“...Mag approach ko sa akong Coping with the

teachers… Like ma’am as an help of good re- Peer sup-

ACAC
ALS wala gyud baya ni namo lation to the port

naagian...” teachers

“Ga-eager ko permi magstudy ACCM ALS completers Peer sup-

34
 are eager to

gapaningkamot jud ko tapos study and work

makipagfriend ko... Makiha-ki- hard. It’s also port

halubilo sa ilaha” their strategy to

make friends.

Study and re-

“Kanang ano lang gid...study
ACCG view to enhance Studying
lang gid”
knowledge.

Reading books
“Nagabasa rakog libro about sa
to catch up to Reading
kuan para makaapas ko sa mga ACKC
the lessons they Books
kuan...”
missed.

Studying and
“Kanang ano lang gastudy tapos
being present
dapat kailangan as a SatSun di ACST Studying
during class
mag sigeg absent”
hours.

“Ay kaning magpatabang ko sa ACRC Catching up Peer sup-

akong mga classmates” through the help port

of classmates

who have more

knowledge

about the les-

35
 sons missed.

Getting along

with classmates
“...making or having friends sa
and teachers Peer sup-
akong mga classmates og sa ACJL
help ALS com- port
akong teacher"
pleters push for-

ward.

Interacting and

"Nakipag friends ko, nakipag in- making new

Peer sup-
teract ko sa akong mga teach- ACMR friends with
port
ers and mga classmates." teachers and

classmates.

Table 2 presented the ways of coping or coping strategies of the ALS

learners that helped them through grade 11. Out of ten, 5 participants said that

peer support helped them cope up, 2 find studying a good coping mechanism,

another 2 stated that reading books helped them understand current lessons and

1 says adjusting to the environment is enough to get through as grade 11.

According to the respondents, seeking for peer support is a big help to

them in coping up with their lessons. Having the lessons taught to the completers

by other people makes it easier to understand. Either a friend, a classmate or

36
teachers who supports ALS completers by giving advices and tutoring are one of

the best coping strategy the ALS completers can rely on.

Seeking peer support is another effective coping strategy for ALS com-

pleters. They can connect with peers who have similar experiences and share

their challenges and triumphs. By joining peer groups, they can build a support

system that can provide them with emotional, social and practical support. Peer

support can also help them feel less isolated and increase their self-confidence

and resilience. Some of the learners (student returnees) are coping with formal

system instruction through their determination with the help of good relation to

the teacher, having new relation to friends and time management. To achieve

their goals, to obtain better work position, to work outside of the country and to

improve life skills and obtain a diploma are the major reasons that led these

learners to decide to continue their education. These only shows how determined

the learners are to achieve their goals. Motivation through constant reminders of

the importance of education by the teachers and other support systems should

continue. (De Guzman, et. Al., 2019)

Table 3: Guiding Principles of ALS completers emerged from their chal-

lenges and Coping Strategies

37
 Code Formulated
Significant Statement Theme Cluster
Name Meaning

Never give up.

“Dili mag give up. Dapat
Keep going
padayon gihapon bahalag ACGE Perseverance
despite the
lisod”
challenges.

It is never too
“...Dili pa huli ang tanan,
ACEQ late to keep go- Perseverance
dapat magpadayon”
ing.

Pursue your
“... And ano lang... Push lang
ACAC dreams and Perseverance
ipursue inyong dreams...”
keep going.

“Dili mag undang padayon Don’t stop and

lang gihapon kay ana man ACCM keep moving Perseverance

gyud ang kinabuhi...” forward.

Focus on the

“Ano lang gid... Ah... Focus harder lessons

lang gid kay may mga les- ACCG to be able to Focus

sons na lisod gid...” stand and con-

tinue.

“Dili lang gid mag give up kay ACKC Don’t give up. Perseverance

isa nalang ka tuig makaam- You will reach

38
 bak na sila sa ano, mao lang” your goal soon.

Continue even
“Patuloy lang kahit mahirap.
ACST if life get hard. Perseverance
Wag lang susuko”
don’t give up

Even if there
“…bisag sa unsa kalisod ang
are a lot of chal-
kinabuhi….or naka stop man
ACRC lenges, con- Perseverance
ka, magpadayon ra jud
tinue to pursue
gyapon sapag skwela…”
your dreams

Continue be-

"Magpadayon ra jud, cause nothing

padayon sa pagkab ot sa is too late. Keep

imong goals og dreams. Kay ACJL on dreaming Perseverance

dili pa ulahi ang tanan, and continue to

makahuman ra jud ta." reach your

goals.

“... magpadayon lang, bisag ACMR Keep going. Perseverance

unsa kalisod sa sitwasyon. This is our

Sa akong mga experience chance to prove

gina take nako to na positive ourselves no

Kay syempre second chance matter what the

na nako ni na makahabol sa situation is.

39
 pag skwela."

The 3rd table contains the perceptions and guiding principles of ALS com-

pleters. 9 out of 10 stands on the principle to persevere despite the challenges

and struggles in life and 1 states that focus and keeping up is a good stand as an

ALS completer.

Perseverance is the persistence in doing something despite difficulty or

delay in achieving success. As you have read, the participants are persistent in

finishing what they have started despite challenges and struggles in life. To pur-

sue their dreams despite various challenges and to keep moving forward as the

challenges get harder each step.

The inspiration behind why students pursue their goals on the other hand,

Alternative Learning System is a non – traditional educational system that in-

cludes approaches to teaching and learning apart from those provided by the tra-

ditional educational system. Continuous learning is the belief that an opportunity

will be open upon finishing the Alternative Learning Program (Valeza, et. Al.,

2017)

Chapter V

Summary of Findings, Conclusions, and Recommendations

40
 This chapter presents the summary of the research, conclusions, and

recommendations of the researchers regarding the topic ventured. The

researchers summarized the study in order for the readers to answer the

problems regarding the topic of this research while recommendations are for the

development of the present status about the topic presented by the researchers.

Summary of Findings

The significant findings of the study are the following:

The challenges of Alternative Learning System (ALS) completers

encountered in Grade 11: The challenges of Alternative Learning System (ALS)

encountered in Grade 11 are they having a hard time to learn the lessons offered

in regular classes of grade 11. The lessons learned by ALS completers are

different from regular students because learning as a regular student contains

various lessons which is why ALS completers have difficulty on learning lessons

in grade 11.

ALS completers coping strategies with these challenges: ALS completers

coping strategies with these challenges is they seek support from their friends,

classmates, or even the teachers who supports ALS completers by giving

advices and tutoring that one of the best coping strategy of ALS completers.

Seeking for peer support is a big help to them in coping up with their lessons.

Having the lessons taught to the completers by other people makes it easier to

understand.

41
 The guiding principles of ALS completers emerged from their challenges

and coping strategies: Perseverance is the guiding principles of ALS completers

emerged from their challenges and coping strategies. Perseverance is the

persistence in doing something despite difficulty or delay in achieving success.

The participants are persistent in finishing what they’ve started despite the

challenges that they’ve faced as an ALS completer. Pursuing their dreams and

to keep moving forward even the challenges gets harder each step.

Conclusions

Based on the gathered data, the researchers came in the following

conclusions:

1. The Alternative Learning System (ALS) completers have encountered a lot

of challenges being a grade 11 student and one of those is lessons. They

found it hard to cope up because these lessons are different from the

lessons they learned back when they were studying as ALS students.

Lessons learnt in grade 11 are more difficult for ALS learners than the

regular students.

2. The ALS completers rely on a number of coping strategies and in this

study, based on the data gathered, the best coping strategy for ALS

completers is peer support. Having a someone to lead them, care for

them, and teach them is all ALS completers need to be able to get on with

challenges and struggles in life. To lean on someone who ALS completers

can trust is not a sign of weakness, but a way to improve strength.

42
 3. ALS completers have principles to stand by and to remind them what their

goal is. The commonly used term for this statement of the problem is

‘Keep going’ and ‘Never give up’ which concludes that ALS completers

rely on Perseverance as they get by. There are challenges in life, but to

keep moving because it makes you stronger is a good advice to others

and to themselves as ALS completers who are in grade 11.

Recommendations

In view of the results of the study, it is recommended that;

1. The main beneficiary of this study is the Alternative Learning System

Completers. Moreover, the teachers should know about the existing

merged of ALS completers in their classes and will consider their

shortcomings, since ALS completers were accelerated and wasn’t able

to come across the important lessons in the previous years.

2. The Alternative Learning System completers should aware that this will

served as their basis for future to come. And also they will greatly

benefit from this study not only because they are part of this

community, but they are also the future builder of our nation.

3. Future researchers should use this study as reference material in

conducting new study under similar but with different concept and

purpose. This study gives future researchers the background and

adequate data on what are the challenges and coping strategies of

Alternative Learning System (ALS) completers as grade 11 students.

43
44