E-LEARNING AS AN ALTERNATIVE LEARNING STRATEGY FOR

T.L.E STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 35
Issue 6
Pages: 647-654
Document ID: 2025PEMJ3389
DOI: 10.70838/pemj.350603
Manuscript Accepted: 03-25-2025
 Psych Educ, 2025, 35(6): 647-654, Document ID:2025PEMJ3389, doi:10.70838/pemj.350603, ISSN 2822-4353
Research Article

E-Learning as an Alternative Learning Strategy for T.L.E Students

Josephine B. Villagonzalo*
For affiliations and correspondence, see the last page.
Abstract
The paper titled "E-Learning as an Alternative Learning Strategy for T.L.E. Students" explores the effectiveness of
integrating e-learning into the teaching of Technology and Livelihood Education (T.L.E.). It aligns with the
Department of Education’s Computerization Program (DepEd Order No. 78, s. 2010), which emphasizes ICT-based
learning to enhance educational outcomes. The study examines the shift from traditional, linear teaching methods to
more interactive, digital platforms. It investigates the impact of e-learning on students' academic performance,
engagement, and overall learning experience. Utilizing both qualitative and quantitative research methodologies, the
study gathers data through surveys, interviews, and performance assessments. The findings indicate that e-learning
significantly improves student motivation, comprehension, and retention of concepts in T.L.E. subjects. Challenges
such as limited access to technology, lack of technical skills among educators, and resistance to change are also
discussed. The study provides recommendations for effective e-learning implementation, including teacher training,
infrastructure development, and curriculum adaptation. Ultimately, the research highlights the potential of e-learning
to revolutionize T.L.E. instruction, making education more inclusive and responsive to 21st-century learning
demands.
Keywords: e-learning, alternative learning, T.L.E students

Introduction
The framework of the study is guided by the implementation of the DepEd Computerization Program (DCP) through DepEd Order No.
78, s. 2010, otherwise known as the “Guidelines on the Implementation of the Deped Computerization” geared towards the
transformation of education system. This policy supports the importance of enhanced basic education services through improved quality
teaching and learning using ICT integration in the classroom instruction.
In the traditional classroom, learning is linear, students learn through the accumulation of facts and mastery of skills and concepts
taught is expected. Transmission of knowledge is mainly done through lectures, drills and tests. Topics and concepts within the different
subject matter areas (such as language, mathematics, etc.) are taught as discrete, disconnected ideas. Students are passive learners,
merely absorbing the knowledge passed to them by the teachers, usually through rote learning and memorization. They are graded
based on their observed understanding of the content, in the form of standardized tests and exams (Malanay, N., 2017).
The actual face-to-face classroom learning was the best and first option to learn, especially for the young students and those who are
one step closer to the corporate world. Students can gather together and share ideas about the topic, and this would help them know
more and understand the discussion. Students can discuss their learning which can help others learn and understand, too. Teamwork
and oneness are present. Teachers can also easily evaluate and know their student's weaknesses and strengths because they can interact
well with the students, which is their primary duty as a teacher. The student's clarification and queries can be easily entertained since
the teacher and student’s interaction is there. The student's clarification and queries will greatly help the teacher to assess if the student
learns from the discussion (Cuico, M.B., 2020).
The traditional methods shouldered too much responsibilities because teachers will make sure that everything they taught were clearly
understood by the students. Thus, it is indeed a good method where there is efficient communication between the teacher and the
students. There is also a controlled environment where the teacher would teach lessons on the blackboard, discussed the topic, asks
students to copy the lessons on their notebook and made sure students paid attention on every topics that were discussed. It is indeed;
interactive, motivating, accessible and organized (Morales, G.D., 2018).
Technology nowadays is widely used in schools and offices. It has established its role in almost every aspect of our day-to-day lives.
Nowadays, technology is also commonly used to support learning and helps in developing knowledge, wherein, integration is the use
of technology to enhance, reiterate, present, and assess how students understand the syllabus or the program (Edutopia, 2005) [2].
Research has shown that use of visual media for teaching helps the students to understand the subject better and also helps students to
memorize the concept for longer time. With the help of modern teaching methods teacher can cover more syllabus in lesser time as
they don't have to waste their time in wring on the blackboard. Videos and animations used in the modern teaching methods are more
explanatory than the traditional blackboard methods (PressReader.com - Digital Newspaper & Magazine subscriptions. (2017).
The benefits of using videos in an educational setting are numerous. Their convenience and versatility make them an asset to students,
teachers, and educational institutions alike, whether elementary, high school, or higher levels. (What is E-learning? And know the
importance of elearning in education.2020, December 29.)

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Research Article

A 2015 study conducted by software company Kaltura concluded that 93% of teachers believe that the use of educational videos
improves the learning experience. They also serve to break down barriers, such as student and campus location, which were once
insurmountable (Bevan, M.,2020)
Also, according to Garisson and Anderson (2003), and as cited in Muhammad Rais and Yusup Hashim (2004), students today are using
educational videos as a tool for learning everything: from basic skills - like changing a tire - to the latest dance craze. Remarkably,
millennials make up to 92% of the digital video viewing audience. Abstract topics that once seemed difficult to teach and learn are now
more accessible and understandable, thanks to the availability of effective educational video platforms for online learning.
Local Perspectives on ICT Integration in Education Locally, in the related study of Tacuban (2018) regarding online guidance testing
management, she specified that an effective guidance and counseling service was an indispensible factor to provide students
with the proper foundation, attitude, skills and values to succeed in life. In effect, the developed online system was assessed by
authorities in ICT‟s and the same to be very effective and efficient along the governance and operations management of Iloilo
Science and Technology University, Philippines.
The importance of technology has been streamlined to the vision and mission of the Department of Education. Philippine national
policy has, conversely, been articulated to advance the use of ICT in education. In March 2001, the Senate Committee on
Education in cooperation with the DECS launched Project CARES. Project CARES was conceptualized to upgrade the use
and application of ICT in public elementary and secondary schools nationwide. The projects chief concern is to deliver public
schools and district offices with computer-based administration and operations support tools and ultimately make elementary
and high school principals more efficient and dynamic in their work as school managers (Rimando, 2009).
In the same vein, Pangilinan (2009) conferred that the Department of Education ICT Education (ICT4E) Strategic Plan which aims for
the total metamorphosis of the quality of education in the country by integrating ICT into the transport of the curriculum
content to turn the schools into dynamic and state-of-the-art learning institutions. This will link up the students with the
infinite interacted world of knowledge and information, cultivate students‟ capabilities to critically and judiciously seek,
absorb, analyze, accomplish and present information, and nurture in the students a lifetime routine of self-teaching. The
vision of the Philippine Education Technology Master Plan is to foster quality education that is reachable through the use
of information technology and other inventive technologies. Under this agenda, DepEd is employing an ICT plan for Basic
Education which has myriad objectives. The foremost is to provide the physical infrastructure and indispensable procedural
support to make ICT available to students, teachers, administrators, and school support staff. Furthermore, it envisions to
heightening teachers‟ capability in the use of ICT and in the design, production and use of ICT-based instructional materials
(http://www.ict-in-education). The Department of Education (DepEd) Philippines, is also exercising hard works to advance the
incorporation of ICT in both elementary and high school education in the country. Among the many programs o f DepEd
is to completely implement the use and integration of ICT in the teaching learning practices in the sequence of trainings of
teachers. DepEd has also been forecasting to link to the internet all 6,650 public high schools in the Philippines, through its
Adopt-A-School program (Lapuz, 2009). The cited literatures tackle mainly on the benefits of ICT to make school programs
and projects possible. Learning also takes place more easily with the integration of ICT in ensuring that there will be
meaningful and permanency in learning among the students. These perspectives somehow show connection to the proposed
enrollment system as it aims to give convenience and reduced time and effort of the parents & students.
As agents of change, teachers provide knowledge and facilitate learning. Teachers who embrace ICT in teaching provide meaningful
learning experiences to the students. In addition, habitual users of ICT look for opportunities to upgrade their ICT knowledge and skills,
share their experiences, and create a culture of collaboration in order to assist each other. It is imperative that teachers are exceptional
models in implementing the ICT integration program. They have to show that they are proficient users and teachers of ICT (Moreno,
S., 2015)
ELearning, such as watching through video clips, is a terrific tool for supporting students in getting a better understanding of material
and abilities, particularly in TLE subjects, as it is focused on gaining knowledge and developing skills that will transform their lives
towards productive ends. Education researcher Pauline Gibbons tells us, “Rather than trying to simplify information, amplifying the
curriculum means finding as many ways as possible to make key information comprehensible.” Unlike math, physics, and other
subjects, this may be taught simply by solving problems, experimenting, and being acquainted with grammars (Alber, R., 2019).
It is strongly believed that TLE has an extremely important place in our education system today. This academic discipline incorporates
in its curriculum as many pertinent life skills that will help students succeed independently in their chosen career paths. Through this
program, one will prove his essence throughout the lifespan. The most important aspect of Technology and Livelihood Education is
that students do not only learn the subject matter; TLE is also relevant to their present lives that will be of constant use as they continue
to grow. (PressReader.com - Digital Newspaper & Magazine subscriptions. (n.d.).
At the end of this study, we will find out whether e-learning is a better alternative learning strategy for Grade 9 T.L.E students enrolled
in Kauswagan National High School, Brgy. Kauswagan, Division of Cagayan de Oro City.
Research Questions
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Research Article

This study aimed to investigate whether eLearning is a better alternative learning strategy for Grade 9 TLE students for the school year
2021 - 2022. Specifically, this study attempted to find answers for the following questions:
1. What are the responses of the TLE students in terms of whether eLearning is a better alternative learning strategy for when
grouped according to:
1.1. watching video presentations; and
1.2. traditional ways of learning?
2. What are the academic learning Outcomes of TLE students in the following categories:
2.1. outstanding (O)
2.2. very satisfactory (VS)
2.3. satisfactory (S)
2.4. fairly satisfactory (FS
2.5. did not meet expectation (DNME)
3. Is there a significant relationship between the students’ learning outcomes and their learning strategy when grouped according
to:
3.1. watching video lessons; and
3.2. traditional way of learning?
Methodology
Research Design
This study utilized the purposive sampling and descriptive method of research which involves the use of survey questionnaires to gather
the required data to determine the relationship between the students’ learning outcomes and the use of e-learning as alternative learning
strategy for TLE subject, school year 2021-2022. The data gathered provides basis of inference on e-learning as a factor influencing
students learning outcomes in the operation of school where the research is conducted. The investigation of the students’ responses on
the learning strategies and their academic learning outcomes serve as the focus on this study.
Respondents
The study involved the fifty (50) Grade 9 pupils enrolled in Kauswagan National High School, Kauswagan, Division of Cagayan de
Oro City City, from ages 13-22 years old. There were fifty (50) Grade 9 sections for the school year 2021-2022. The 50 Grade 9 pupils
are purposively chosen for the proximity and convenience of the researcher, giving consideration of the pandemic situation. The
clientele came from the various barangay closer to Kauswagan, Cagayan de Oro City.
Instrument
The instrument was adapted and modified from the study of Agpasa, F.T. (2019) entitled, Information and Communication Technology
and Academic Performance of pupils in Santiago Elementary School District of Manolo Fortich and Jagnas, P., Jaro, A.R. and Lopina,
N. J. (2019) entitled, Learning Style and The Academic Performance of Grade 9 Students in Kauswagan National High School.
There are 10-items each type of learning strategy, specifically, watching video lessons and traditional way of learning strategy as the
independent variable, which was characterized by a likert-scale namely; fairly agree, strongly agree, fairly disagree, and strongly
disagree. The students learning outcomes of the pupils as the dependent variables, was measured using the category of advanced (D),
proficient (P), approaching proficiency (AP), developing (D), and beginning (B).
Procedure
The researcher asked permission from the School’s Division Superintendent of the Division of Cagayan de Oro City through the
principal of Kauswagan National High School, Kauswagan, Division of Cagayan de Oro City. The data were gathered with the support
and participation of the respondents. The researcher used the adapted questionnaire of Agpasa, F.T. (2019) and Jagnas, P., Jaro, A.R.
and Lopina, N. J. (2019) as basis to identify the connection between the students’ use of eLearning learning strategies and the students’
learning outcomes of the pupils.
Data Analysis
The statistical tool used in analyzing various data gathering are the following:
1. For problem 1and 2, weighted mean was used to analyze the data gathered.
2. For problem 3, Pearson – Product Correlation was utilized using the Statistical Package for Social Sciences (SPSS) to determine the
relationship between the students’ learning outcomes and learning strategy.
Results and Discussion
This section comprises the analysis, presentation, and interpretation of the finding resulting from this study on e-learning as an

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Research Article

alternative learning strategy for Technology and Livelihood Education students. The analysis and interpretation of data is carried out
based on the results of a survey questionnaire in lieu of the problems presented.
Problem1. What are the responses of the TLE students in terms of whether e-learning is a better alternative learning strategy
when grouped according to watching video presentations and traditional ways of learning?
The alternative learning strategies such as the video-based presentation and the traditional teaching demonstration are the best learning
experiences provided by teachers to Technology and Livelihood Education (TLE) students. Table 1.1 displays the mean distribution of
the extent of e-learning in terms of watching video presentation.
Table 1.1. Distribution of the Extent of Alternative Learning Strategy in terms of Watching Video Presentation
Indicators Mean SD Verbal
Description
1. I love to view related videos on our lessons rather than listening to classroom 3.74 .564 Strongly Agree
demonstration
2. I get excited in attending classes when my teacher presents our lessons through a 3.74 .599 Strongly Agree
power point.
3. I find my classes boring without the aid of computer. 3.76 .555 Strongly Agree
4. I prefer watching class related videos rather than classroom demonstration by my 3.72 .607 Strongly Agree
teacher.
5. I cannot live without computer. 3.54 .645 Fairly Agree
6. my teachers deal with me and inspire me to attend my classes with the presence of 3.62 .602 Fairly Agree
related videos on our lessons
7. watching class related videos are much more fun than reading a book, magazines and 3.68 .586 Fairly Agree
journals.
8. I can learn more through watching class related videos. 3.68 .586 Fairly Agree
9. Watching class related videos expand my knowledge of the lessons. 3.56 .577 Fairly Agree
10. Watching class related videos helps me understand the lessons well. 3.48 .543 Fairly Agree
Overall Mean 3.65 .586 Fairly Agree
Legend: 3.70 - 4.00 Strongly Agree/2.80– 3.69 Fairly Agree/1.90-2.79 Fairly Disagree/1.00-1.89 Strongly Disagree

Table 1.1 presents the mean distribution of the extent of alternative learning strategy in terms of watching video presentation of
Technology and Livelihood Education (TLE) students. Overall, the respondents rated “Fairly Agree” on the extent of alternative
learning strategy through watching video presentation with a mean of 3.65 (SD=.586). This result indicates that the respondents fairly
agreed that they preferred video lesson presentation than traditional chalk-talk and class demonstration. Thus, the use and utilization
of video lesson presentation is highly recommended. Llego (2020) found that video lesson presentation is considered as an effective
lesson delivery modality because it encourages multi-sensory learning as they involve text, moving images and colored objects.
The indicator, “I find my classes boring without the aid of computer” obtained the highest mean of 3.76 (SD=.555) which is verbally
described as “Strongly Agree”. This result implies that the respondents avowed that they find classes uninteresting and tedious without
the use of computers. It can be deduced based on findings that Technology and Livelihood Education (TLE) students preferred video
presentation as an interesting learning episode. Morata (2020) pointed out that video presentation has become an essential component
of learning environments, promoting learner engagement while supporting visual and auditory modes of learning.
On the contrary, the lowest mean of 3.48 (SD=.543) is verbally described as “Fairly Agree” in the indicator, “Watching class related
videos helps me understand the lessons well”. This result implies that the respondents affirmed that they fairly agree that watching
videos in the class helps them understand the lessons. It can be deduced based on findings that students video lessons play an important
role in the enhancing learning. Students are more comfortable learning the lessons through video presentation. This result is attributed
to students’ interest in digital technology because it helps facilitate learning. Thus, the use of digital technology in school is highly
recommended. Robledo (2020) found that video-based instruction allows students to have autonomy over their learning as they are
able to pause, re-watch or review until mastery of the content is achieved. Further, it was accentuated that the instructional videos do
not just make for great content but also support a product, service or training course in relaying important information. They help
explain how things work through a visual medium that gets your points across the visual presentation.
Table 1.2 shows the distribution of the extent of alternative learning strategy in terms of traditional way of learning.
Overall, the respondents rated “Strongly Agree” on the extent of alternative learning strategy in terms of traditional way of learning
with a mean of 3.84 (SD=.528). This result indicates that the respondents revealed that traditional way of learning which uses the chalk-
talk, classroom discussion and demonstration of teachers were strongly and greatly preferred by the TLE students.
Thus, the use of traditional way of teaching has to be utilized alongside with the use of digital technology or the video-based learning
is highly recommended. Luz (2020) pointed out that the traditional teaching approach alongside with the utilization of digital
technology stimulates the cognitive processes of thinking, reasoning, and problem-solving, decision-making, and creating. Videos take
the student beyond recall-and relate activities. Use of traditional teaching and video-based instruction allow students to engage with
more complex themes, and to facilitate further engagement with the content and evidently help improve students’ learning
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achievements.
Table 1.2. Distribution of the Extent of Alternative Learning Strategy in terms of Traditional Way of Learning
Indicators Mean SD Verbal Description
1. I still love classroom demonstration by my teacher rather than viewing it. 3.90 .646 Strongly Agree
2. I am confused on lessons presented through power point. 3.92 .633 Strongly Agree
3. I am excited to attend classes even without the aid of computer. 3.94 .652 Strongly Agree
4. Life is still enjoyable even without the existence of computer. 3.90 .543 Strongly Agree
5. classroom demonstration can still be fun than watching related videos in my class. 3.76 .591 Strongly Agree
6. I can learn more when teacher use board and chalk method. 3.80 .452 Strongly Agree
7. I can learn more through class demonstration 3.84 .422 Strongly Agree
8. I can learn more through concrete example. 3.88 .385 Strongly Agree
9. I can learn more through visual aids 3.80 .452 Strongly Agree
10. I can learn more when reading my notes. 3.70 .505 Strongly Agree
Overall Mean 3.84 .528 Strongly Agree
Legend: 3.70 - 4.00 Strongly Agree/2.80– 3.69 Fairly Agree/1.90-2.79 Fairly Disagree/1.00-1.89 Strongly Disagree

The indicator, “I am excited to attend classes even without the aid of computer” obtained the highest mean of 3.94 (SD=.652) which is
verbally described as “Strongly Agree”. This result implies that the respondents still preferred the use of traditional way of learning.
They still feel excited to attend classes even without the use of computers and any digital technology resources. It can be deduced based
on findings that the traditional teaching method such as chalk-talk, discussion and demonstration are still the most preferred teaching
style among TLE students. As espoused by Luz (2020), traditional way of learning is still preferred by students because it is more
interactive and the students can easily and conveniently ask teachers and classmates of the perplexing lessons during the class
discussion.
On the contrary, the lowest mean value of 3.70 (SD= 505) is verbally described as “Strongly Agree” in the indicator, “I can learn more
when reading my notes”. This result implies that the respondents can learn further if they have their own notes from the lecture-
demonstration of the teachers. This means that students are more comfortable with the traditional teaching methods which employ
activities such as lecture-discussion, demonstration, question and answer, and the like. This result is attributed to fact that students are
still comfortable and favorable with the traditional teaching methods especially the lecture-discussion where they can directly ask
clarifications on concepts not fully understood during the lecture. However, Limueco and Prudente (2020) argued that traditional
teaching method such as lecture-discussion approach is more effective and more engaging to students when digital technology like
videos, text, and images are utilized and integrated in the lesson.
Problem 2: What are the academic learning outcomes of TLE students in the following categories: Outstanding, Very
Satisfactory, Satisfactory, Fairly Satisfactory, Did not Meet Expectation
The level of academic learning outcomes of Technical and Livelihood Education (TLE) students is characterized as assessed ratings
based on students’ scholastic performance. This level is also dependent on various factors on which the students performed. Table 2
presents the frequency and percentage distribution of the level of academic learning outcomes of students when they are categorized
as outstanding, very satisfactory, satisfactory, fairly satisfactory, and did not meet expectation.
Table 2. Distribution of Students’ Learning Outcomes
Level of Students’ Learning Outcomes Frequency Percentage
Outstanding 18 36%
Very Satisfactory 27 54%
Satisfactory 5 10%
Fairly Satisfactory 0 0
Did not meet Expectation 0 0
Total 50 100%

As seen, 27 (54%) of the respondents are rated “Very Satisfactory” in their learning outcomes. This implies that majority of the TLE
students had a very satisfactory learning outcomes. This result is attributed to students’ commitment and desire to achieve academically
in their studies. Thus, it is important to persistently motivate them to exceptionally perform in their school and academic activities.
Robledo (2020) asserted that teachers’ ingenuity in teaching especially the integration of technology in instruction motivates students
to enhance engagement in learning activities which help improve students’ learning outcomes.
On the contrary, the lowest frequency of 5 (10%) indicates the respondents achieved only “satisfactory” in their learning outcomes.
This implies that only very few were rated in an acceptable level based on their scholastic performance. Thus, it was recommended
that extensive and thorough motivation to students shall be done to improve learning outcomes. Martinez (2019) stated that students’
learning outcomes will be intensified through teachers’ motivation.
Problem 3: Is there a significant relationship between the Students’ Learning Outcomes and their learning strategy when
grouped according to Watching Video Presentation and Traditional Way of Learning?

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Students’ learning outcomes is reflective of the teachers’ innovativeness and teaching resourcefulness. Students need to be placed in
the learning environment that persuades engagements, participation, and involvement in the learning processes. Additionally, the use
of video-based and traditional teaching approaches and methodologies are of advantage to draw learners’ learning outcomes. Table 3
presents the results of the test of relationship between the level of students’ learning outcomes and the learning strategies in terms of
video-based and traditional learning approach.
Table 3. Test of Relationship between the Students’ Learning Outcomes and the Alternative
Learning Strategies
Alternative Learning Students’ Learning Outcomes
Strategies (r) P-value Interpretation Decision on Ho1
Watching Video Presentation .060 .681 Denotes Negligible Correlation Accepted
Traditional Way of Learning .018 .901 Denotes Negligible Correlation Accepted

The table shows that the respondents’ extent of alternative learning strategies in terms of watching video presentation “denotes
negligible correlation” to the level of students’ learning outcomes (r=.060) as indicated in the P-value of .681. This result indicates that
students’ learning outcomes is not significantly correlated with watching video presentation as alternative learning strategies. This
means that watching video presentation does not influence students’ learning outcomes. This result may be attributed to students’
personal motivation to perform better in their studies coupled by their parents’ support and constant encouragements. Thus, students’
intrinsic motivation to perform in academically better in school has to be sustained. Gonzalez-DeHass, Willems, and Holbein (2020)
found that students’ learning outcomes can be improved when appropriate teaching methods are utilized to ensure full engagements
and involvements in learning activities in school.
Moreover, results suggested that students’ learning outcomes can still be improved through a more engaging and teaching-learning
strategies. Henceforth, this present study indicated that the null hypothesis is accepted because alternative learning strategies in terms
of watching video presentation and traditional way of learning and students’ learning outcomes were found to be not correlated.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
Alternative learning strategies such as the video-based or watching video presentation and the traditional way of learning which
includes lecture-discussion and demonstration are known to influence students’ learning outcomes.
Students’ learning performance is the result of their intrinsic motivation to perform exceptionally and remarkably. However, teachers
and teachers’ teaching effectiveness as well as the assessment and evaluation techniques are factors that influence students’ learning
outcomes.
There are different teaching strategies that influence students’ learning engagements and involvement. Teachers design teaching
approaches and strategies that enthuse students’ participation in learning activities. However, research found that video-based
instruction better help students improve learning. In contrary, traditional teaching such as the chalk-talk and lecture-discussion proved
to inspire students to improve learning performance.
Based on the findings and conclusions presented, the following recommendations are suggested:
Department of Education (DepEd) Officials are invigorated to provide demanding support down to the school level to empower teachers
with the innovative and inventive teaching approaches in different learning areas to enhance effectiveness and ensure students’
exceptional performance.
School Principals/School Heads are recommended to provide technical assistance to teachers in enhancing teaching competencies and
intensify assessment and evaluation techniques on students’ learning performance in order to identify priority areas for improvement.
Additionally, it is also recommended that continuous professional development training program should be fully implemented which
contain teaching and learning pedagogy, innovative teaching approaches, and assessment techniques.
Teachers as instructional leaders are recommended to develop a personal commitment to teach beyond the blackboard emphasizing the
varied and different learning needs of students.
Parents are recommended to provide support in all academic activities and programs to inspire children to get engage in learning.
Community Officials/Other stakeholders are recommended to always support and provide logistical assistance to the school especially
in improving learning outcomes of students.
Future Researchers are recommended to broaden the scope in the investigation on the influence of alternative learning strategies to
students’ learning outcomes in order to provide a more profound conclusion on the significant influence to students’ school participation
and academic performance.
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Affiliations and Corresponding Information
Josephine B. Villagonzalo
St. Peter’s College – Philippines

Josephine B. Villagonzalo 654/654