tracer study on the academic and work status of

INSTABRIGHT e-GAZETTE

ISSN: 2704-3010 Volume II, Issue I August 2020 Available online at www.instabrightgazette.strikingly.com *********************************************************************************************************

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Editor-in-Chief: Alvin B. Punongbayan Associate Editor: Andro M. Bautista Managing Editor: Raymart O. Basco Web Editor: Nikko C. Panotes

Manuscript Editors / Reviewers:

Chin Wen Cong, Christopher DC. Francisco, Camille P. Alicaway, Pinky Jane A. Perez, Mary Jane B. Custodio, Irene H. Custodio, Mark-Jhon R. Prestoza, Keive O. Casimiro,

Rjay C. Calaguas, Mario A. Cudiamat, Jesson L. Hero, Albert Bulawat, Cris T. Zita, Allan M. Manaloto

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TRACER STUDY ON THE ACADEMIC AND WORK STATUS OF

ALTERNATIVE LEARNING SYSTEM (ALS) GRADUATES

JAYSON M. TE ROLEEN B. MOLEÑO TEACHER III INSTRUCTOR I

[email protected] [email protected] 09070256754 09615783460

ABSTRACT

This study determined the current status of the ALS graduates of Malita North District,

Division of Davao Occidental. Descriptive-correlational statistical tools were employed in the

analysis of data. Results indicate that the majority of the respondents pursued

technical/vocational programs. Employment data showed that almost half of the respondents

are self-employed and those employed are generally working in the country and engaged in

personal services at a contractual status occupying rank and file position with an average

monthly income of P7,500.00 to which their average transition from ALS completion to

employment is 3.5 months. The ALS graduates showed proficient academic performance

which means that the students at this level had developed fundamental knowledge, skills, and

understanding, and can transfer them automatically and flexibly through authentic tasks.

Employers gave feedback that ALS graduates possessed problem-solving skills and showed

efficiency in works. The relationship between academic performance and the work

performance of the ALS graduates showed no correlation. This means that the work

performance of the ALS graduates is not attributed to their academic performance.

Keywords: Education, Alternative learning system graduates, status, descriptive-correlation

design, Philippines

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INTRODUCTION

Alternative system of learning as described in R.A. 9155 is a parallel system of learning

that provides a viable alternative to current formal education. This encompasses both non-

formal and informal knowledge and skills outlets (as defined by RA 9155 Governance of Basic

Education Act of 2001). Despite significant improvements in primary and secondary education

in recent years, there remains an alarmingly high number of students dropping out of school.

World Bank reports that over five million young people have not completed basic education.

There are two major programs of ALS such as: Basic Literacy Program (BLP) and

Accreditation and Equivalency (A&E). The Basic Literacy Program is a program aimed at

eradicating analphabetism between out - of-school youth and adults (in extreme cases,

children of school age) by improving basic reading, writing and numeracy literacy skills. These

programs has two methods of instruction; school-based and community-based. Under the

school-based program, classes are held inside school campuses while in the community-

based program, classes are held in community halls or on private places.

The ALS Accreditation and Equivalency (ALS A&E) Test, also known as the A&E Non-

formal Education Test, is a paper and pencil test designed to measure the abilities of those

who have not attended or completed primary or secondary education in the formal school

system. Passers of the A&E Test are given a certificate/diploma, bearing the Department of

Education (DepEd) seal and the signature of the Secretary, certifying their competencies as




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comparable graduates of the formal school system. Passers are responsible for high school

or post-secondary enrollment.

The goal is to provide all Filipinos who have dropped out of the formal school system

with access to full basic education by implementing various programs using different delivery

methods that match their specific situations and needs. The Malita North District provides the

ALS learners the competencies and necessary skills to prepare them for the following

opportunities: enroll in post-secondary courses like technical/vocational, two/four/five-year

courses of the Commission on Higher Education (CHED) and Philippine Association State

Universities and Colleges (PASUC) (for government owned/controlled) member institutions;

Technical Education Skills and Development Authority (TESDA) skills training programs; and

acquire eligibility for the government employment positions. It also offers a better opportunity

for learners who want to land a job if they do not want to pursue higher education.

ALS in Malita North District was implemented in the year 2001 but there is no available

data from 2001 to 2006. Based from data in school year 2007 to 2018, the ALS Malita North

District produced 354 secondary passers in different barangays such as: Demoloc, Pinalpalan,

Kilalag, Sangay, Poblacion, Pangian, Tubalan, and Buhangin.

Therefore, there is a need to study and trace the status of the ALS graduate, not only

to locate them but more importantly to find out how adequate is the training of skills and

knowledge provided by the Alternative Learning System of Malita Davao Occidental, their

academic performance to higher studies and their current socio-demographic profile. With the




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statements above, the researcher is interested to conduct a tracer study of secondary

Alternative Learning System (ALS) graduates in Malita North District, Malita Davao Occidental.

Objectives of the Study

The study was conducted to determine the current status of the Alternative Learning

System (ALS) graduates. Specifically, this aimed to:

1. Determine the socio-demographic profile of the ALS graduates:

1.1 Age;

1.2 Sex;

1.3 Civil Status; and

1.4 Number of Children

2. Determine the status of the graduates in terms of:

2.1 Current status;

2.2 Educational Level pursued;

2.3 Sector;

2.4 Position;

2.5 Type of work;

2.6 Tenure of work;

2.7 Place of work;

2.8 Monthly income;

2.9 Length of transition from ALS to employment/higher

education; and

2.10 Reasons for not working/or not seeking employment.




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3. Determine the level of academic performance of ALS graduates based on Certificate of

Ratings.

4. Determine the feedback of employers on the work performance of ALS graduates.

5. Determine the relationship between academic performance and work performance of ALS

graduates.

Significance of the Study

The result of this study may offer benefits to the learners, implementers, and program

supervisors of ALS including the researcher and other researchers who may be doing

researches related to ALS as indicated:

Learners

The learners being referred to here are those who are enrolled currently in ALS and

are about to take the next Accreditation and Equivalency test. Upon determining the level of

their academic performance and the feedback of employers on their work performance, they

would be the beneficiaries of learning interventions needed that would improve ALS program

implementation.

ALS Implementers They would be able to implement teaching interventions that would improve the

performance of the learners in A and E test by modifying the interventions that were used for

the previous ALS learning program implementation. Further, they would be provided with data




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or factors that are not being considered or given attention to but are of significance to the A

and E test takers’ performance.

ALS Program Supervisors

The findings of this study will be used as benchmark to conceptualize various

development programs for ALS learners, implementers, and stakeholders that would bring

progress to the competitiveness of learners in their academic and work performances.

Future Researchers

The result of this study could be used as part of the literature of their future

researches. They could also use this study to develop related research/es by incorporating

variables that are lacking or not presented in this paper.

Scope and Limitation of the Study

The respondents of this study was limited to secondary ALS graduates in Malita North

District, Malita, Davao Occidental from 2007 to 2018 passers. The conduct of this study started

on February to March 2019.

Definition of Terms

Alternative Learning System (ALS) – is the Department of Education's flagship program

offering non-formal education to out-of- school Filipino youths and adults who have failed to

complete basic education.




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ALS Accreditation and Equivalency (ALS A&E) Test- previously an Accreditation and

Equivalency Test in the Non-formal Education- it is a standardized test designed to assess

the competence of those who have not attended or completed elementary or secondary

level of education in the formal school system.

ALS Graduates – this refers to students who passed the ALS Acceleration and

Equivalency Test (A&E).

Educational Level Pursued – this refers to the level of education pursued by the secondary

ALS graduates.

Employment – this refers to the condition of having paid work.

Employment condition- this refers to the career standing of the secondary ALS graduates

whether employed, on professional training, advanced academic study, unemployed and

others.

Kind of Employer- this refers to the kind of employer whether private government or self-

employed.

Socio-demographic profile -These refer to the profile of the graduates or respondents of

the study.

Tenure of work- This refers to the term of work, whether regular/permanent, temporary,

casual, or contractual.

The Basic Literacy Program - is a program designed at uprooting illiteracy among

out-of-school children and youth who were at their school age including also the adults

through the development of basic literacy skills in reading, writing and numeracy.




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Tracer Study- It refers to a survey of graduates of any institutions. In this study, it is a

process of knowing the current status of the secondary ALS Graduates as to education

pursued, employment condition and the level of achievement.

REVIEW OF RELATED LITERATURE

The Alternative Learning System in the Philippines

Each Filipino has a right to free basic education, but many Filipinos have no opportunity

to attend and complete formal basic education. There are those who have dropped out of

school for different external and internal causes, while some have no schools in their

neighborhoods (Atilano, et al, 2016). By declaring in the Constitution of 1987 — The State

shall protect and encourage the right of all people to quality education at all levels and take

appropriate steps to make such education available to all, the Government has vowed to

eliminate analphabetism and give education to all citizens. The Philippines has been head-to-

head with its fight against analphabetism for decades and puts so much focus on developing

basic education as it involves the nation's growth and development (Rodriguez, 2007).

Non-schooling and analphabetism have been noted as one of the obstacles to

economic growth in the country. Many countries such as Southeast Asian and African have

been affected by the economic crisis caused by poverty linked to the analphabetism of people.

It has been reported that the Philippines has the highest rates of out - of-school children (OSC),

out - of-school youth (OSYs) and out - of-school adults (OSAs) with the highest incidence of

poverty in Southeast Asia (Dayagbil and Abao, 2014).




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The Alternative Learning System (ALS) is set up to provide all Filipinos with the ability

to access and complete their basic education in a way that suits their specific situations and

needs (DepEd, 2016). This specifically addresses the educational needs of school leavers,

adults and other students from marginalized groups who have no access to formal education,

and this is seen as a way of alleviating the issue of poverty and its likely effects.

Via ALS, those who are poor, disadvantaged and underserved as defined by the

legislation will now be given an Accreditation and Equivalency (A&E) Education Test that can

award them primary or secondary education diplomas (Arzadon and Nato, 2015). This

examination was created and conducted annually by the Bureau of Non-formal Education

(BNFE). It provides an alternative means of educational training for Filipinos and foreigners

over the age of 15 who are unable to enter or have no access to the formal school system, or

who have dropped out of the traditional elementary and secondary schools but are not

inherently illiterate. Test passers-by will have the opportunity to return to the formal basic

education program, higher education, or any vocational technical school.

ALS attempts to make the socio-economic condition of the OSYs and the poor better

by improving their literacy in basic educational level through functional education and literacy.

The ALS continuing education programs also encourages them to become more self-directed,

completely incorporated into socioeconomic development and possibilities for self-growth.

ALS promotes functional literacy through the expansion of certification and equivalency

programs for the attainment of basic needs for every individual; develops individual livelihood

abilities innate in the person that prepare, improve, and enhance employment opportunities




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and economic productivity. The equivalency programs were administered by the Department

of Education through the non-formal education sector (Atilano, et al. 2016).

In the first decade of the EFA (1991-2000), the Philippine government made clear the

importance of addressing school attrition by improving initiatives for student retention and

providing an alternative learning system that tackles analphabetism and encourages

continuing education. The updated EFA goals established specific sectors such as women,

children in difficult circumstances and those belonging to ethnic minorities in EFA-Dakar to be

given special attention to providing affordable education. "Equitable access to appropriate

courses of education and life skills for young people and adults" and analphabetism for adults

should be halved by 2015 (Guerrero, 2008).

According to Education Secretary Jesli Lapus, out-of-school children, youths and

adults who are determined to learn and acquire functional literacy can consider Manny

Pacquiao as an excellent model for someone who was deprived of the opportunity to attend

formal schooling but able to acquire practical literacy skills. He is a boxing champion who

dropped out during his high school then took and eventually passed the ALS Accreditation &

Equivalency (A&E) exam. After passing, he was awarded a high school diploma that made

him eligible to enroll in college. He was then appointed as the Deped’s Ambassador for the

ALS and Peoples’ Champ for Education.

Castolo, et al. (2016) conducted a paper suggesting an assessment framework on how

can the value and worth of Alternative Learning System be sustained in achieving the goal of

Education for all in the Philippines. A threefold survey questionnaire was used in the study

which has ninety-four items to measure the following variables; the components of the




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program implementation, cover the outcomes of the program, and the challenges perceived

by the learners in the implementation. The results presented ideas in the uncovering of the

needs of the learners that were not served and uncovered whether ALS intervention is enough

to achieve identified goals for the out-of-school youths. Their study recommends that

investments for education together with its processes have a statistical significant relationship

with all its attainment and the obstacles in the implementation of the program. An analysis on

the efforts of the ALS implementers in implementing was also implemented by the

researchers.

ALS Learners in Northern Philippines’ 21st-Century Skills

In the study about the 21st-century skills of the students enrolled in the ALS in Northern

Philippines, the findings revealed that the level of ALS learners’ acquisition of 21st-century

skills is low. This signifies that 21st-century skills do not manifest in the enrollees of the

program. Further, their local environment strongly affects the way they learn which includes

the communal support they are receiving such as community learning centers which conforms

with the study of Gallardo (2010) which implies that community and schools must join together

in achieving specific objectives, thus impoverishing their social awareness and their

intellectual capacity.

An affirmation of Jimes, Wiess, and Keep (2013) states that the value of content of a

particular topic that is embedded in the cultural context or in a local setting should be taught

by the teachers. The use of indigenous instructional materials should be adopted by ALS

mobile teachers to suit to the learning environment of the learners. The diversity of the learners

and their learning style explain their low level of creativity and innovation skills. Moralista and


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Delarierte (2014) and Fernandez (2013 ) stated that increasing learning skills are among the

major challenges faced by mobile teachers as advance and slow learners now interfere with

task-related factors such as complexity of a task or lesson. Craft, Jeffrey and Leibling (2001)

have emphasized that innovation as a skill in the 21st century can be strengthened and

developed because it is also seen as a gift for the students.

The Alternative Learning System in the Global Context

ALS holds on to the purpose of addressing the improvement of the rates in functional

literacy school participation. On the program’s introduction in 2000, the dropout rate then was

7.67 at elementary level and 8.5 at the secondary level. These figures presents low cohort

survival rates. As a whole there was about 11 million of schooling age Filipinos who were not

in school (Caoili, 2007).

In the study of Mullen and Lambie (2003) from the University of South Florida, the

students in Alternative Education Schools (AESs) in the United States usually deal with a

variety of problems. The study focused on the issues of the students removed from the

traditional school due to discipline policies. In the AES, most students are enrolled due to any

or a combination of the following: referral by school, social-emotional/behavioral issues,

truancy, and suspension or expulsion from their traditional school. The result of these are likely

to have antisocial behavior and defined as any socially disruptive behavior that goes against

what society considers as normal and acceptable. With these, the Alternative Education

Schools is challenged to provide and enhance fundamental skills such as reading, writing, and




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basic math. Its programs in the United States offer subjects on academic basics, interpersonal

skills, state-required courses, life skills, and remedial instruction.

Alternative Education Schools of the United States and ALS of the Philippines, though

the settings are widely different, there are still some parallelisms in the goals and objectives

of providing alternative quality school for the least, the last and the lost fortunate people. ALS

Philippines’ students encounter issues in their studies and then at the same time becoming

disheartened by their home environment. The trend of out-of-school children and youth in the

Philippines is increasing, which multiplies the similar circumstances they face in alternative

classrooms (Aron, 2006).

A case study requires eliciting data from various sources like observations,

interviews, documents, reports and other pertinent materials. Either a comprehensive

investigation of the entire case, or an integrated analysis regarding a particular feature of the

case (Creswell, 2007). Although the study used reports from the education sector, its analysis

focused more on ALS students and their service providers who were the mobile teachers,

educational managers, literacy volunteers and ALS supervisors. As part of the analysis of

the delivery system, it examine the initiatives and improvisations made by the teachers

to facilitate learning among a very diverse group of ALS learners.

According to Holzer and Lalonde (2008), the employment problems of disadvantaged

youth can stem from a variety of factors. Limited education has consistently been found to be

one of the most important factors. Those who dropped out of school have lower employment

rates than the high school graduates and typically fare worse in slack labor markets. Female




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drop-outs have especially poor employment outcomes. For example, estimate employment

and job transition models find that the lower employment rates for drop-outs are due to both

higher employment instability and longer spell of non employment.

The Philosophies Behind Alternative Learning System

The Alternative Learning System subscribes to a pattern of learning that is more

practical option for out-of-school youth and other people who cannot cope with formal

instruction. The ALS offers basic education in a way that fits their distinct needs and situations.

The educational practices here can be likened to Rousseau’s ideas that educational practices

should be adjusted to make the people focus on what directly affects them and learn through

their senses as they study and explore the natural world (Delaney, 2006). The Alternative

Learning System is far different from the formal mode of instruction, where a predetermined

curriculum is followed by the teacher, who is an authoritarian figure who dispenses knowledge

and skills according to the regulations. The students have to comply with the instructional

goals and get measured by certain key metrics that will rank them on their performance (Billet,

2006).

Rousseau vision on the stages of education has a great difference with strict objectives

of formal school and with the Alternative learning System in which, books are not used for

formal lessons, instead the learning environment is controlled to encourage practical

experience.. There is also more reliance on applying the knowledge instead of focusing on

theories and rote knowledge (Bertram, 2012). Schools following the formal model additionally

expect learners to advance in an exacting and linear pattern from preschool to college. This

is not the reality for out-of-school youth who sometimes sought to leave such a system for its




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pressure on attendance and mobility through the stages. More often than not, the ALS works

better for them because the programs in ALS are modular and flexible. Learning can take

place anytime and anywhere, depending on the convenience and availability of the learners

(Caoili, 2007).

The Alternative Learning System is also supported by John Dewey. He pointed out the

need to prioritize the child instead of the subject matter, which was favored by parents and

educators. Dewey’s philosophical thinking that education must engage with the learners and

their experiences continues to be influential in shaping and developing informal education. He

emphasized that the curriculum should be designed to provide relevant contributions to the

life of the students especially the enhancement of practical skills necessary for life-long

learning (Atilano, 2016).

Such form of education was labeled progressive, as there is more focus on the

student’s progress in learning. This model follows the informal and non-formal ways of ALS

programs, which seek to supplement the lack of educational development on the part of the

students who are encouraged to finish the programs and acquire a certificate that is equivalent

to an elementary or high school diploma. From here, the focus shifts again to the way students

are learning (Creswell, 2007).

Colardyn and Bjornavold (2014), found out that non formal learners must provide

meaningful learning experiences to such a diverse group. This means that mobile teachers

will be informed about the learners' situation, their current concerns and interests through the

informal exchange of diverse perspectives and views. This would help both the learners and

the teachers in modifying and developing approaches in providing an inclusive education.




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Most respondents stressed that interacting with learners and delivering it to the classroom is

not their way of learning due to factors such as low self-esteem and age differences. They

suggested that for learners to develop or to enhance collaborative skills, teachers should teach

students more on active listening skills and should employ project based in teaching.

The learners’ low level of development to their communication skills was found in a

study. Mercado (2016), emphasized that learners should always express their ideas, and

teachers, on the contrary, must provide learning opportunities for the students to speak their

minds. He added that communication skills are one of the most relevant skills to be

implemented nowadays. In addition, Silva (2009), stressed that the use of group activities is

meant to create a closer relationship among the learners. Finally, the class is a support

network where they can feel no remorse or embarrassment in sharing their ideas and thus

giving them courage to respond and be open. On the contrary, the learners opined that their

ability to connect globally was low. Moralista and Delarierte (2014), proved that there is strong

pressure of fast modernization that is borderless and boundless. This means a change of

paradigm to the new environment, causing others to adapt including the ALS learners.

Meanwhile, the learners expressed that they do not have the skills to research global topics

such as environmental problems and cultural diversity. Ravitz et al. (2011), stated that a

person without global connections is not prepared in facing the world outside his parameter or

culture and forming conflict in engaging to other people making the other inferior or rather

superior. In addition, Pinca (2015), emphasized that ALS learners must understand and be

prepared in communicating and in collaborating to diverse individuals globally.




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Mission-Directed Organization

Many of the concepts and ideas in the traditional model are shaped by a long history

of governance failure and organizational pathology. It clings to the fact that the generating

solution to meet the challenges of meeting legal compliance standards through formal

systems, but we believe it utterly fails to show how to design a platform of governance which

promotes organizational effectiveness. On this work, a framework was proposed to give equal

weight to creating a governance system whose effectiveness is measured by the achievement

of the organization's mission or purpose (Fisman, et al. 2009). What is clear along this line of

organizational thinking denotes any organization has to move on with great focus of the

mission in the light of organizational effectiveness. They pursued the idea of reluctance to

evaluate an organization's governance against an organization's stated mission, coupled with

a narrow focus on a rules-based approach to governance. They argued these are jointly

responsible for the persistence of problems in governance performance, despite decades of

high-priority attention. These false assumptions about governance equate into four

fundamental obstacles affecting to change. Many leaders who are dissatisfied with the state

of their organizations' affairs are nevertheless resigned to it because they do not think it can

be changed. They are schooled to think that solutions require new rules, but new rules are

inadequate to treat the performance problems that they encounter most often.




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System like the Department of Education

There is a progressive framework that would help any public leaders to implement a

portfolio approach to embedding sustain ability in organization’s culture. These are groups

classified into four different categories: fostering commitment; clarifying expectations; building

momentum for change; and instilling capacity for change (Bertels, 2010). Moreover, the

important concentration of sustainable organization is to strengthen internal capability while

coping with the external demands of the operational environment.

Customer-Focused Organization

In the era of globalization, which has brought about unprecedented changes in the

service economy, organizations of all sizes and structures are searching for strategies to

improve performance without sacrificing quality. A strategic approach is a business strategy

that offers consumer-focused strategic versatility for maintaining competitive advantage.

Characteristically, the service sector is diverse, ranging from large multinational corporations

to small-and-medium enterprises to education. With the increasing importance of the service

sector, the quality, competitiveness, and efficiency in service companies are predicted to be

key drivers of growth and performance. Customer orientation is a major driver for quality

service delivery in all business operations or educational process (Rajshekhar, et al., 2009).

Implications to public sector education program are greatly embedded in the context

of creating a learning environment where learners are offered with educational services for

the satisfaction of their learning needs. It would be logical to say that a market orientation

consists of one overriding value: the commitment by all members of the organization to




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continuously create superior value for customers. On the basis of this value, the fundamental

concept of a business orientation is that every person within the organization recognizes that

every entity and function can and must continuously contribute skills and knowledge to

creating superior value for customers (Narver, et al., 2008).

Practically, this enunciation applies to all forms of services-focused organizations such

as educational institutions either providing formal or informal learning programs. Business

orientation is a corporate philosophy in which all workers are dedicated to continuous

consumer value development. One approach with creating a corporate strategy, the approach

most companies adopt, is the programmatic approach, an a preconceived approach in which

a business uses educational programs and organizational changes to attempt to implant the

desired norm of continuously creating superior value for customers (Narver, et al., 2008).

A second approach is the market-back approach, an experiential approach whereby

a company continuously evolves from its everyday activities to build and sustain superior

customer value and therefore continually improves and responds its customer-oriented skills,

services, and procedures. Theory suggests that both approaches contribute to increasing

market orientation. It also suggests that the consolidated result of these two learning strategies

is the greatest when the a purely rational education of the programmatic approach is strongly

committed to delivering a cornerstone for experiential learning. The implication is that both

strategies need to be customized and handled as an organized common strategy for

organizational performance (Narver, et al., 2008).




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Outcomes-Oriented Organization

Everybody has the right to quality education. Learning outcomes must be functional in

coping the vagaries and responsibilities of living. Outcomes-oriented organizations take this

universal right as top priority in organizational performance. Alternative Learning System as

an organization should ensure learning outcomes that are strategically valuable for adult

learners. The Dakar Framework for Action and Millennium Development Goals states ensuring

the learning needs of all young people and adults are met through equitable access to

appropriate learning and life skills programs. The framework also minds to achieve 50 percent

improvement in levels of adult literacy by 2015, especially for women, and equitable access

to basic and continuing education for all adults. Education results should be measured within

the framework of its accepted objectives. They are most easily represented in terms of learning

outcomes, but are more commonly and popularly expressed in terms of examination

performance, though methods of evaluating creative and emotional growth as well as changes

in values , attitudes and behaviour have also been devised. Other proxies for learner

achievement and for broader social or economic gains can be used like labor market success.

It is useful to distinguish between achievement, attainment and other outcome measures

which can include broader benefits to society (EFA Global Monitoring Report, 2010).

Non-Formal, Informal and Lifelong Education

One gets a better understanding of ALS, particularly its approach when examined

historically. Some of EFA's key ideas was that basic learning needs can be fulfilled not via the

formal school system but also through other alternatives like the Alternative Learning System

(ALS). Previously in the Education Act of 1982, non-formal education was considered a non-




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education service that catered to the needs of illiterate adults and out-of-school youth and

adults. It aimed at eradicating illiteracy and enhancing the level of functional literacy, providing

job-related technical-vocational training and instilling values and attitudes for personal ,

community and development of the nation. With the tri-focalization of the education sector,

technical-vocational training was taken out of the basic education sector and was transferred

to the technical vocational sector under TESDA (Apao, et al., 2014).

Policymakers in the Philippines developed the word "Alternative Learning System," an

extension of non-formal education to include intertwining methods and ideas of alternative

schools, andragogy, informal learning, prior learning recognition and lifelong learning (Atilano,

2016).

The educational system of the core ALS curriculum is provided via printed and digitized

modules. They are delivered primarily through individual class session, one-on-one tutorial

sessions and group learning. The ALS curriculum developed as a whole is influenced by a

combination of pedagogical principles and methods-non-formal and informal education,

alternative education, adult education, appreciation of previous knowledge and lifelong

learning (Doronilla, 2001).

ALS student 's aim is to pass the equivalence test and obtain a primary or high school

diploma, which would allow him / her to undertake further education in technical vocation or in

an institution of higher learning, gain a better job and develop more confidence.

Those who would profit from the ALS classes and would most probably pass the A

and E test are the subsequent leavers from the school, especially those who left the school at

grade 9 and 10. Another viable group is the people already working. Approximately 38 per




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cent of their learners serve as household aid, nannies, vendors, farmers, restaurant

employees, and other such based on the survey on teachers. The recurring descriptors for

these working students are determined, persevering, street smart, intuitive, resourceful,

responsible, diligent and more knowledgeable (Apao, et al. 2014).

They have better literacy and numeracy skills. Teachers mentioned them as being able

to better understand the lessons, and would consider writing an essay easier. They are much

more respectful, and more able to foster relationship to their peers. What severely limits them,

because of their working time, is the minimal time they can devote to ALS learning sessions.

Perseverance is also observed among those who are married and have children. This bit of

information asserts the fact that the working environment provides workers with a positive

learning environment. It develops that necessary life skills needed to succeed in a continuing

education program (Caoili, 2007).

In the Philippines, the non-formal education is not concealed as ALS is called to be

the other side of basic education. There is still the mental picture that ALS provide low quality

education. It can not be denied, however, that NFE programs such as the ALS have created

alternatives over the years in making education more versatile, collaborative, responsive and

sensitive to the conditions of its learners. These are the prerequisites that should be sustained

and strengthened to ensure that education will indeed be the great equalizer amidst a very

demanding and extremely competitive environment brought by globalization (Mercado, 2016).

Over the years , alternative schools and services have grown to represent various

items for various people. Alternative Education broadly refer to schools or programs that are




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set up by states, school districts, or other entities to serve young people who are not

succeeding in a traditional public school environment (Apao, et al., 2014).

Alternative education services provide incentives for students that are academically

struggling or who may have learning difficulties, behavioral problems or low performance to

succeed in a new environment while using unique and creative learning approaches.

Alternative schools are generally described as: maintaining a small size; emphasizing one-on-

one interaction between teachers and students; creating a supportive environment; permitting

chances of student success useful to the future of the students; and allowing versatility in

design and the student decision-making emphasis.

Throughout the years, several non-formal and informal learning solutions initially arose

as remedial approaches to address people's basic literacy needs that the school system had

unable to empower with the requisite basic education skills. Additionally, it has been

universally acknowledged that it is both necessary and urgent to address the diverse

educational concerns of various groups of people within the society. The mainstream public

schools, even in the best of circumstances, are largely unable to meet these educational

needs even as effective non-schooling methodologies for meeting these different needs

rapidly developed. The country presently strives to develop an alternative learning system that

is coordinated and regulated in order to have learning choices not only as a solution for

academic failure, but also as an addition to good schools (Smith, 2002).

Briefly stated, the essential elements of the new approach to literacy are; literacy

programs should be incorporated into and correlated with economic and social development

plans; the eradication of illiteracy should start within the categories of population which are




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highly motivated and which need literacy for their own country’s benefit; literacy programs

should preferably be linked with economic priorities and carried out in areas undergoing

economic expansion; literacy programs must impart not only reading and writing, but also

professional and technical knowledge, thereby leading to a fuller participation of adults in

economic and civic life; literacy must be an integral part of the over-all education plan and

educational system of each country; the financial needs of functional literacy should be met

out of various resources, public and private, as well as provided for an economic investments;

and the literacy programs of this new kind should aid in achieving main economic objectives,

i.e., increase the labor productivity, food production, industrialization, social and professional

mobility, creation of new manpower and diversification of the economy (UNESCO, 2015).

Hypothesis

Ho: There is no significant relationship that can be observed between academic performance

and work performance of ALS graduates.




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METHODOLOGY

Research Locale

This study was conducted at DepEd’s Malita North District in the municipality of Malita,

in the province of Davao Occidental. Moreover, the coverage of the study was dependent on

the locations of the respondents. The location of the respondents was dependent on the

number of enrollees in each barangay. These are the barangays with ALS Center from 2007

to 2018 under the jurisdiction of recent District ALS Coordinator, at Barangay Demoloc,

Pinalpalan, Kilalag, Sangay, Poblacion, Pangian, Tubalan and Buhangin.

Research Design

Descriptive method was employed in this study. A census survey among Alternative

Learning System secondary graduates from 2007 to 2018 was conducted.

Sampling Design and Technique

Snowball sampling was used where research participants recruit other participants for

a test or study. It was used where potential participants are hard to find. It was called snowball

sampling because (in theory) once the ball is rolling, it picks up more “snow” along the way

and becomes larger and larger. This was employed in tracing graduates in this study. This

was done by asking assistance from the first interviewee in locating other graduates.




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Respondents of the Study

The respondents of the study were the secondary ALS graduates from 2007 to 2018

in Malita North District, Malita, Davao Occidental and their employers. There were 203 female

and 151 male with the total of 354 respondents in Malita North District but the researcher

surveyed only 188 respondents with the used of Slovin’s formula. From the total population of

354 a sample size of 188 were drawn as shown in Table 1.

Ne

Nn

12

where: n = sample size N = population 1 = constant e = margin of error (5%)

Table 1. Distribution of respondents of the study

SCHOOL YEAR TARGET NO.

RESPONDENTS

ACTUAL NO.

RESPONDENTS

2007-2008 11 6

2008-2009 23 12

2009-2010 23 12

2010-2011 29 16

2011-2012 32 17

2012-2013 9 5




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2013-2014 49 26

2014-2015 66 35

2015-2016 57 30

2016-2017 27 14

2017-2018 28 15

TOTAL 354 188

Research Instrument

A questionnaire was used and administered in the study. The instrument used was

composed of two questionnaires: Questionnaire I: Survey Questionnaire on Tracer Study of

ALS Graduates. It included respondent’s profile and current status of ALS Graduates.

Questionnaire II- Questionnaire on Employer’s Feedback wherein the employer identified

competencies given such as: Communication Skills, Technical Skills, Information Technology

skills and Problem Solving Skills. The employer rated the employee (ALS Graduate) based on

his/her efficiency in work.

A letter was prepared asking permission from the Division Schools Superintendent

requesting the Division Research Team to validate the research instrument. As information

acquired from the Division Personnel, the Division Research Team was authorized to validate

any research instruments. These are the following division personnel who validated the




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research questionnaires: Marcia May D. Ibahan Division ALS Supervisor, Jhoniel S.

Razonable, EPS II and Danilo J. Manua, EPS II.

Data Gathering Procedure

Questionnaires were administered to graduates residing within Malita and it was

personally administered thru interview to fill up the research instrument. However, the

respondents living outside the municipality of Malita or those working abroad were traced

using their Facebook accounts (if any) and questionnaires were sent to them individually.

Graduates with e-mail address were reached out by sending the questionnaire through the

world wide web (www). Graduates with contact numbers were sent with text message (SMS)

asking how they can be reached so that they can fill-up the research instrument.

For the respondents who were employed, the employers were given questionnaires

regarding the performance of the employee (ALS Graduate). The employer rated the

employee’s performance through the given strand competencies. Finally, data gathered,

collated, tabulated, coded and analyzed were statistically treated.

Data Analysis

In interpreting the level of academic performance of ALS graduates based on Certificate

of Ratings, the following scale was used:




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Scale DESCRIPTION INTERPRETATION

60 and Up Passed He/she has the competencies comparable

to that of a high school graduate in the

formal school system

59 and Below Failed He/she has less competencies comparable

to that of a high school graduate in the

formal school system

In interpreting the average rating of ALS graduates based on DepEd Order No. 31 S.

2012 on the Department of Education scale was used:

SCALE DESCRIPTION INTERPRETATION

90 % above Advanced The students at this level exceed the core requirements in terms of

knowledge, skills, and understanding and can transfer

them automatically and flexibly through authentic tasks. 85 – 89 % Proficient The students at this level had

developed fundamental knowledge, skills, and understanding and can transfer

them automatically and flexibly through authentic tasks. 80 – 84 % Approaching Proficient The students at this level developed fundamental

knowledge, skills, and with guidance from the teacher or with the peers, and can transfer them these understanding through authentic tasks.

75 – 79 % Developing The students at this level possess the minimum

knowledge and skills and core understanding but




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needs help throughout the performance of the authentic tasks.

74 % Beginning The students at this level struggle

with his/her understanding prerequisite and fundamental knowledge or skills have not been acquired or developed.

In interpreting the feedback of employers on the performance of ALS graduates, the

following scale was used:

SCALE QUALITATIVE INTERPRETATION DESCRIPTION

4.51 – 5.00 Highly efficient The employee shows very high quality of work 3.51 – 4.50 Efficient The employee shows high quality of work 2.51 – 3.50 Fairly efficient The employee meets the expected quality of work 1.51 – 2.50 Less efficient The employee needs improvement of work 1.00 – 1.50 Inefficient The employee performed consistently below expectations




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Statistical Tools

Percentage

This statistical tool was used to determine the relative share of responses to specific

question, using the following formula:

f

%= ------------- x 100

N

where:

%= percentage

f = frequency

n = total number of cases

Mean

This statistical tool was used to determine the average. This tool is useful in analyzing

the results of feedback of the employers.

∑x




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M = ----------

N

where:

M = Mean

∑x = sum of the scores

N = total number of cases

Pearson r

The Pearson r was used to determine the existence of relationships between variables,

using the formula:

𝑟 = 𝑛 𝚺𝐱𝐲 − (𝚺𝐱)(𝚺𝐲)

√[𝑛 𝚺𝐱2 − (𝚺𝐱)2] [𝑛 𝚺𝐲2− (𝚺𝐲)2]

Where: r = correlation between x and y

Σx = sum of the scores in x

Σy= sum of the scores in y

Σxy=sum of the products of x and y

N = number of cases




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Σx2 = sum of the squared of x scores Σy2 = sum of the squared of y scores

The correlation coefficient (r) was used to analyze on the following basis:

r values DESCRIPTION

0.00 to 0.20 slight correlation; almost negligible relationship

0.21 to 0.40 low correlation; small relationship

0.41 to 0.70 moderate correlation; substantial relationship

0.71 to 0.90 high correlation; marked correlation

0.91 to 0.99 very high correlation; very dependable relationship

1.0 perfect correlation; perfect relationship




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RESULTS AND DISCUSSION

The Demographic Profile of the Alternative Learning System (ALS) Graduates

The demographic profile of the ALS graduates of S.Y 2007 to 2018 such as age, sex,

civil status, average number of children and educational attainment is presented in Table 2.

The results showed that the average age of the respondents is 25.45 years old. Out of

188 respondents, 112 (59.57%) were female and 76 (40.43%) were male. With regards to

their civil status, 113 (60.11%) were married and 75 (39.89%) were single. Lastly, the data

shows that the married respondents have an average of two children.

The result indicated that majority of the respondents were female and single. Married

respondents had 2 children on average. This implied that the femininity’s hegemony

dominated the education field. The fact that women were more likely to go to school than men

and perform better academically, it made them even more interested and determined to

complete schooling (Grasgreen, 2013).

Table 2. Socio-Demographic profile of ALS Graduates of Malita

North District

f %

RESPONDENT’S PROFILE 188

AGE

SEX

25.45

Male 76 40.43

Female 112 59.57




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CIVIL STATUS

Single 113 60.11

Married 75 39.89

Average number of Children 2

Of married respondents

Current Status of ALS Graduates of Malita North District

Shown in Table 3 is the current status of ALS graduates of Malita North District. In

terms of current status whether studying or employed; 93 (49.47%) are working/employed, 48

(25.53%) are not working/employed, 35 (18.62%) are studying, and 12 (6.39%) are studying

while having a part time-job. The result showed that quite a number of the 188 respondents

are employed. This implies that ALS graduates have the opportunity to be employed

comparable to that of high school graduates in the formal school.

This finding was affirmed by Orbeta (2010) who stated that the students who see the

value in continuing their education and envision great return on the time and effort they put

into their studies are likely to show personal interest and determination to succeed.

Educational Attainment

In terms of educational attainment, most respondents pursued technical / vocational

programs consisting of 31 (65.96%), 16 (34.04%) pursued college, and 10 (21.28%) pursued

senior high school. Specifically, most of those who pursued technical/vocational programs




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have a competency in welding which comprises 13 (27.66%), 11 (23.40%) are in driving and

7 (14.89%) are in Food and Beverage Services; and those who are in senior high school are

enrolled in academic track, none in tech-voc, sports and arts tracks. Respondents in college

comprising 8 (17.02%) are enrolled in Bachelor in Public Administration, 6 (12.77%) in

Bachelor of Secondary Education and 2 (4.26%) are in Bachelor in Agri-Business.

Results indicated that respondents pursued technical/ vocational programs having the

competency in shielded metal arc welding (SMAW), those who are currently enrolling senior

high school are mostly taking academic track, while most of those in college are currently

taking Bachelor of Public Administration.

This implies that the respondents are more inclined to learn practical skills that may

prepare them for employment. In addition, this may be attributed to the idea that Alternative

Learning System is a non-formal education in the Philippines, hence, Technical-vocational

programs are part of the non-formal education under R.A 7796 (Nucum, 2018).

Employment Data

The employment data showed that nearly half of the respondents comprising 45

(48.39%) were self-employed, 33 (35.48%) were in private agencies and 15 (16.13%) the least

in government agencies.

Of those employed, 92 (98.92%) belonged to the position of rank and file, whereas 1

(1.08%) belonged to the position of supervisor or manager.

In terms of the type of work, more than half of the respondents were in personal

services comprising 53 (56.99%), 15 (16.13%) were employed by the government, 12




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(12.90%) were employed in agriculture, 8 (8.60%) were employed in security services, and 5

(5.38%) were employed overseas.

With regards to the tenure of work, most were contractual comprising 15 (31.25%),

regular or permanent comprising 12 (25%), temporary status comprising 11 (22.92%) and the

least were casuals comprising 10 (20.83%) ALS graduate respondents.

In terms of the place of work, 88 (94.62%) were working domestically or in the country

and 5 (5.38%) worked abroad.

Currently the ALS graduates have an average monthly income of P7,500.00 on their

current job and an average transition from ALS completion to employment of 3.5 months.

The ALS graduates’ main reason for not working/or not seeking employment is the

unsuitable job offering, while the least are health problem and choosing not to work. Family

responsibility, lack of experience and no job opportunity were other reasons for not working/or

not seeking employment with a frequency of 12 (25%), 9 (18.75%) and 3 (6.25%), respectively.

This is supported by the study of Blanco (2010) which revealed that most of his

respondents worked in private companies or employers, 53.86% were regular employees and

self-employed graduates were 38.10% and the graduates that were currently employed land

a job with an average of 3.73 months from the day of graduation. Estremos (2009) found out

also on his study that they had an average transition from higher education to employment of

6.98 months.

Table 3. Current Status of ALS Graduates of Malita North District

INDICATORS f %

Current Status




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Working/employed (Full Time) 93 49.47

Not working/not employed 48 25.53

On study 35 18.62

Studying while having a part-time job 12 6.39

Educational Attainment

ALS Graduates 131

Senior High school 10 21.28

Track: Academic 10 100.00

Technical/Vocational 31 65.96

Competency: Welding 13 27.66

Driving 11 23.40

FBS 7 14.89

College 16 34.04

Program: BPA 8 17.02

BSED 6 12.77

BSAB 2 4.26

Employment Data

Sector

Self-employed 45 48.39

Private agencies 33 35.48

Government agencies 15 16.13

Position

Rank-and-File 92 98.92




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Level of Academic Performance of ALS Graduates based on Certificate of Rating

Managerial/Supervisory 1 1.08

Type of Work

Personal services 53 56.99

Government service 15 16.13

Agriculture 12 12.90

Security services 8 8.60

OFW 5 5.38

Tenure of Work

Self-employed 45 48.39

Contractual 15 31.25

Regular or Permanent 12 25.00

Temporary 11 22.92

Casual 10 20.83

Place of work

Domestic 88 94.62

Abroad 5 5.38

Monthly income of current job P 7,500

Transition from ALS graduation

to employment

3.5 mos.

Reasons if not working/or not seeking employment

Job offered was not suitable 14 29.17

Family responsibility 12 25.00




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Table 4 shows the level of academic performance of ALS graduates based on

Certificate of Ratings. The data showed that from school year 2007-2008 to school year 2017-

2018, the mean rating of ALS graduates in the Acceleration and Equivalency (A&E) was

observed generally increasing. It was on school year 2007-2008 that the mean rating was low

at 74.76 which is described at the beginning level.

It implies that the ALS graduates struggle with their understanding prerequisite and

fundamental knowledge on skills have not been acquired or developed though they have the

competencies comparable to that of a high school graduate in the formal school system.

However, in school year 2017-2018, got the highest mean rating academic performance of

ALS graduates was 98.46 % described as in advanced level. This means at this level the

students exceed the core requirements in terms of knowledge, skills, and understanding, and

can transfer them automatically and flexibly through authentic tasks.

When taken aggregately, the mean rating of the ALS graduates in the Acceleration

and Equivalency (A&E) test for the past 11 years was 88.11 % which described as proficient

level. This implies that the ALS graduates had developed fundamental knowledge, skills, and

understanding and can transfer them automatically and flexibly through authentic tasks.

Lack of work experience 9 18.75

No job opportunity 7 14.59

Choose not to work 3 6.25

Health problem 3 6.25




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The findings are the same with the study of Arzadon & Nato (2015), which indicates

that ALS A&E passing rate has been increasing from 9% in 2000, 21% in 2006 to 28 % in

2013 and steadily increasing in school year onwards. The findings also vindicate the quality

of education that ALS provides which was given the impression as in low quality (Mercado,

2016). This implies that ALS teachers were able to deliver the competencies better and more

effective; hence, ALS graduates were able to understand the lessons and find it easier to write

an essay which the A & E test is focused on.

Table 4. Level of academic performance of ALS graduates based on

DepEd Order No. 31 S. 2012

SCHOOL-

YEAR

NO. OF

STUDENTS

AVERAGE

RATING

DESCRIPTION INTERPRETATION

2007-2008 6 74.46 Beginning The students at this level struggle with

His/her

understanding

prerequisite and

fundamental

knowledge or skills

have not been

acquired or

developed.

2008-2009 12 78.56 Developing The students at this

level possess the

minimum knowledge

and skills and core




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understanding but

needs help

throughout the

performance of the

authentic tasks.

2009-2010 12 79.90 Developing The students at this

level possess the

minimum knowledge

and skills and core

understanding but

needs help

throughout the

performance of the

authentic tasks.

2010-2011 16 86.23 Proficient The students at this

level had developed

fundamental

knowledge, skills,

and understanding

and can transfer

them automatically

and flexibly through

authentic tasks.

2011-2012

17 85.26 Proficient The students at this

level had developed

fundamental

knowledge, skills,

and understanding

and can transfer

them automatically


authentic tasks.




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level had developed

fundamental

knowledge, skills,

and understanding

and can transfer

them automatically


authentic tasks.


level had developed

fundamental

knowledge, skills,

and understanding

and can transfer

them automatically


authentic tasks.

2014-2015 35 95.79 Advanced The students at this

level exceed the core

requirements in

terms of knowledge,

skills, and

understanding and

can transfer them

Continuation of Table 4




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automatically and

flexibly through

authentic tasks.



requirements in

terms of knowledge,

skills, and

understanding and

can transfer them

automatically and

flexibly through

authentic tasks.



requirements in

terms of knowledge,

skills, and

understanding and

can transfer them

automatically and

flexibly through

authentic tasks.



requirements in

terms of knowledge,

skills, and

understanding and

can transfer them

automatically and




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flexibly through

authentic tasks.

GENERAL AVERAGE

188

88.11

PROFICIENT

The students at this

level had

developed

fundamental

knowledge, skills,

and understanding,

and can transfer

them automatically

and flexibly

through authentic

tasks.

Feedback of Employers on the Work Performance of Alternative Learning System

(ALS) Graduates

Table 5 shows the feedback of employers on the work performance of ALS graduates.

The ALS graduate mean rating in writing skill was 2.95, fairly efficient which means that the

employee meets the expected quality of work. In on the oral conversation the mean rating was

3.71, efficient which connotes that the ALS employees showed high quality of work. In the

ALS graduate’s over-all communication skills, the mean rating was 3.33, fairly efficient which

Continuation of Table 4

4




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means that the employee meets the expected quality of work. The mean rating in technical

skills is 3.86, efficient which means that the employee showed high quality work. In information

technology skills, the mean rating of 2.48, less efficient which means that the employee needs

improvement of work. And finally, the mean in problem-solving skills is 4.14, efficient which

means that the employee shows high quality of work.

This results affirmed the survey conducted by Apao, et al. (2014) on the ALS teachers

that their students are street-smart, intuitive, responsible, resourceful, diligent and

knowledgeable. However, the results contradicts Holzen and Lalonde (2008) who connotes

that those who dropped out of school typically are worse in the labor markets.

Table 5. Feedback of employers on the work performance of ALS graduates

INDICATORS MEAN DESCRIPTION INTERPRETATION

Communication skills

3.33

Fairly efficient

the employee meets the expected quality of work

A. Writing Skill

2.95 Fairly efficient the employee meets the expected quality of work

B. Oral Conversation

3.71 Efficient the employee shows high quality of work

Technical skills

3.86 Efficient the employee shows high quality work




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Information Technology Skills

2.48 Less efficient the employee shows needs improvement of work

Problem-solving skills

4.14 Efficient the employee shows high quality of work

Mean

3.45 Fairly efficient the employee meets the expected quality of work

Relationship Between Academic Performance and Work Performance

Table 6 shows the relationship between academic performance and work performance

of the students. The data shows that the academic performance is significantly related to

communication skills (r=0.723.). It means that their academic performance was influenced by

the level of their communication skills. The more skilled they are in communicating, the higher

will their academic performance be.

In terms of the relationship between academic performance and technical skills

obtained an (r=0.041ns) and (p=0.783), which is low correlation or small relationship. It means

that there is no relationship between the academic performance and technical skills.

In terms of relationships between academic performance and IT skills obtained an

(r=0.143ns) and (p=0.337), which is slight correlation or almost negligible relationship. It means

that there is no relationship between the academic performance and IT skills.




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In terms of relationships between academic performance and problem solving skills

obtained an (r=0.330ns) and (p=0.023), which is low correlation or small relationship. It means

that there is relationship between the academic performance and problem solving skills.

In terms of relationships between academic performance and work performance

obtained an (r=0.182ns) and (p=0.221), which is slight correlation or almost negligible

relationship. It means there is no relationship between the academic performance and work

performance. The work performance of the ALS graduates is not attributed to their academic

performance.

This assertion is supported by Apao, et al. (2014), who conducted a

phenomenological study on how ALS graduates can best sustain its value and worth in the

workplace. Result shows that the ALS graduate struggles to find job competing with those who

graduate in the formal school system. Technically they get the work done better and efficiently,

a manifestation that they have better skills for industrial and blue collar jobs. Further, the result

shows that the confidence of the ALS graduates in the workplace is gained from their technical

expertise and not from academic performance their acquired.




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Table 6. Relationship between academic performance and work performance of the ALS Graduates

Relationship of Academic Performance to:

r-value

Description of the Relationships

p-value

Decision

Communication skills

.723 High correlation or marked correlation

.000** Reject null hypothesis

Technical skills .041 Low correlation or small relationships

.783ns Failed to reject the null

hypothesis

IT skills .143 Slight correlation or almost negligible

correlation


hypothesis

Problem Solving Skills

.330 Low correlation or small relationship

.023ns Reject null hypothesis

Work Performance

.182 Slight correlation or almost negligible

correlation


hypothesis

** significant

ns not significant




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SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This study was conducted to determine the current status of the Alternative Learning

System (ALS) graduates of Malita North District, Division of Davao Occidental. Specifically,

the study was conducted to describe the ALS Graduates socio-demographic profile in terms

of age, sex, civil status and number of children; determine the current status of the graduates

in terms of educational level pursued, employment status, type of employer, type of work,

tenure of work and place of work, length of transition from ALS to employment/higher

education, present occupation and monthly income; determine the level of academic

performance of ALS graduates based on Certificate of Ratings; and determine the feedback

of employers on the work performance of ALS graduates of Malita North District, Division of

Davao Occidental.

The respondents of the study were the secondary ALS graduates from 2007 to 2018

in Malita North District, Malita, Davao Occidental and their employers. Snowball sampling was

used in the study. There were 188 respondents. Data were gathered using questionnaires and

analyzed using descriptive and quantitative statistics.

ALS graduates are currently working/employed on a full - time basis and nearly half of

the respondents are self-employed. Those who are employed ALS graduates are generally

working in the country and engaged in personal services at a contractual status occupying

rank and file position but did not find hard time in finding a job after graduation. They are now

becoming proficient in their academic performance as shown in the most recent results in the

A & E Test reflected in their Certificate of Ratings. The students at this level had developed




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fundamental knowledge, skills, and understanding, and can transfer them automatically and

flexibly through authentic tasks.

Results indicate that the average age of the respondents is 25.45 years old, most were

single, female, married respondents have two children on average. Results also indicated that

most ALS graduates were currently working/employed on a full -time basis. Nearly half of the

respondents have pursued technical/vocational program. Further, employment data showed

that nearly half of the respondents were self-employed. Those who were employed are

generally working in the country and engaged in personal services at a contractual status

occupying rank and file position with an average monthly income of P7,500.00 and were

employed on the average of 3.5 months after ALS graduation.

The level of academic performance of ALS graduates based on Certificate of Ratings

showed that it is in the S.Y 2017-2018 with the highest rating and the graduates of S.Y 2007-

2008 has the lowest rating both described as PASSED, having the competencies comparable

to that of high school graduates in the formal school system. The general average rating of

ALS graduates from school year 2007-2018 was 88.11 % described as PROFICIENT.

Employers’ feedback on the work performance showed that ALS graduates possess

problem-solving skills and show efficiency in works.

The relationship between the academic performance and the work performance of the

ALS graduates showed no correlation or relationship. This means that the work performance

of the ALS graduates is not attributed to their academic performance.




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Conclusion

Based on the findings of this study, the following conclusions were drawn:

1. Most of the respondents were considerably young adult, single and female. Married

respondents have two children on average. Nearly half of the respondents have

pursued technical/vocational program.

2. Generally, ALS graduates were working in personal services within the country

because it is in this type of work that they found themselves suited to work and it is the

kind of job that they were easily hired after graduation.

3. The students had developed fundamental knowledge, skills, and understanding, and

can transfer them automatically and flexibly through authentic tasks.

4. Employers’ feedback on the work performance show that ALS graduates are fairly

efficient in their work. This implies that they possess problem-solving skills and show

efficiency in works.

5. The relationship between the academic performance and the work performance of the

ALS graduates show no correlation. This means that the work performance of the ALS

graduates is not attributed to their academic performance. Getting as short period as

10 months to teach ALS students basic literacy and develop skills in writing and

composition does not guarantee that ALS students suffice the required academic

competencies.




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Recommendations

Based on the results of the study, the researcher recommends the following:

1. The policy makers should review and should increase the relevance of the ALS

instruction and learning content including interventions that would improve ALS

graduates’ confidence to pursue higher education and in the entry to labor market.

2. ALS implementers should be given an opportunity to acquire competencies to be

qualified as trainors in skills training for the ALS enrollees/graduates.

3. For ALS graduates, it is recommended that they must pursue their studies to higher

education and technical/vocational programs that would address industry or labor

demands and for them to be productive citizens.

4. Deped should prioritize in the provision of technical skills trainings to ALS enrollees

rather than focusing on academics. This can be validated by the result of the study that

there are more ALS graduates who prefer to be in the labor market rather than continuing

in higher education.

5. The results of this study can be used as springboard for more related studies in the future

like determining the type of skills that intensifying ALS Program implementation.

6. It is recommended that a study be conducted about the best practices implemented by

ALS implementers that resulted to high rate of passers in the A & E Test.




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