Lived Experiences of Alternative Delivery Modes Students (Modified Off-School)

Abstract

INTRODUCTION

Philippine Education system is geared towards widening the access of marginalized learners to quality basic education, hence, issued D. O. No. 54 series of 2012 also known as the Alternative Delivery Modes (ADMs) in the formal education system. It aims to address the problem of classroom congestion and circumstances, which prevent children from going to and staying in school. SRNHS supports the campaign of the Department thus, implemented its own ADM (Modified off-school) for these identified learners since it includes a number of approaches to teaching and learning formal basic education other than mainstream or traditional education. The students are not required to attend school from Monday to Friday instead they follow a flexible self-paced study program using instructional materials provided. The program began during the school year 2017-2018.

METHODS

Purposive sampling method was done for the 13 learners in ADMs as of May. Informed consent letter was issued, and a parent's orientation was also conducted. A one-on-one interview using the interview guide was utilized to determine the lived experiences of learners. Information was recorded using a video recorder and handwritten notes. Interviews were transcribed and consolidated through coding and thematic analysis. Frequency count and percentage were used to describe the respondents’ age, gender, grade level, status and distance of home from school.

RESULTS

SRNHS implementation of the ADM (Off-School) helped learners to continue attending school despite circumstances such as early pregnancy, cases of working students, poor academic performance, habitual absences, and others. It changed the mindset of learners in terms of interacting with others. Their grades improved because the delivery of the lesson was simplified. They were able to attend school and at the same time earn a living and learned how to respect and cooperate with others.

DISCUSSIONS

Five of the respondents are sixteen-seventeen years old, one with the ages of eighteen, nineteen, and twenty. Most of the respondents were Grade seven. There are three dropouts, balik-aral, and repeaters. Four repeaters are working. This implies that despite the working schedule, students can attend classes at the same time. There were thirteen students who were far from the school. The insights from this study can provide a broader standpoint in the implementation of the program. This could be the basis of other schools as they address similar problems.