Evaluation, Articulation, and Production of Flexible Learning Options (FLO) Modules as a School Initiated Intervention for Students at Risk of Dropping Out

Abstract

INTRODUCTION

It is always a constant challenged in Tupi National High School that there are always a categorized number of students who tend to leave school during the third quarter of the calendar year for the reasons that they are working. They live in amountainous area and have served as laborers, some are married, and most had already recorded of leaving the school every school year. It was in these premises that Flexible Learning Options (FLO) study was conceptualized as the school-initiated intervention (SII) to keep these students in school.

METHODS

This study was conducted among the one hundred thirty (130) OHSP/FLO students in Tupi National High School SY 2016-2017. The participants underwent orientation and were given the Independent Learning Readiness Test (ILRT) to determine the individual readiness help the teacher determine a learner's reading level. This study employed descriptive by using frequency distribution and Mean(x) to describe the independent reading inventory of the learners. It was found out that most of the FLO learners were categorized under Instructional Level with a computed mean of 1.81 or 2, this would describe that the participants demonstrated the competencies with some supervision/ assistance from the teacher. Thus, instructional level signaled an area of difficulty.

RESULTS

It was found out in the study that among eight (8) subject areas, Filipino and English subject competencies were not aligned in the K-12 learning competencies. For Araling Panlipunan, only Grade 10 FLOmodules were not aligned in the K-12 learning competencies. The researcher was able to articulate and produced K-12 aligned ten (10) competencies for each subject area that is good for ten (10) Saturdays or 10 meetings as one of Tupi National High School's Initiated Intervention practices for students at-risk of dropping out.

DISCUSSIONS

Based on the result, there is a need to revisit and revise the modules particularly the Project-Ease modules which are used by the Open High School Program (OHSP) teachers and students. This study needs further research and innovation for the improvement of modules for the Open High School Program (OHSP).