THESIS ABSTRACT

Title
: THE EFFECTIVENESS OF THE MOBILE PROGRAM OF THE
ALTERNATIVE
LEARNING SYSTEMS IN THE PROVINCE OF Albay
OBJECTIVES:
General:
Specific:

Assess the effectiveness of the Alternative Learning System in the

Province of Albay.
1. Determine the age, sex, educational attainment, length of service
and training of mobile Teachers and Districts ALS Coordinators in the
Province of Albay.
2. Identify the assessment of the respondents in the effective
implementation of ALS Mobile program.
3. Identify the problems encountered in the effective implementation of the
program.

Scope and Coverage

The study assessed the effectiveness of the Alternative Learning System Mobile Program in the
Province of Albay particularly in the Division of Albay, Ligao City and Tobaco City from S/Y 2000-2004.
This study was delimited to nine Mobile Teachers and twenty-eight District ALS Coordinators.
Methodology
The descriptive survey method was used. The data gathering tools were questionnaire, interview
guide, observation and documentary analysis. The statistical tools employed were percentage technique,
ranking system and Friedman Rank Test
This study sought to answer the following questions:
1. What is the profile of ALS Mobile Teachers and District ALS Coordinators in the Province of
Albay?
2. What is the assessment of the respondents in the effectiveness of ALS Mobile Program?
3. Is there a significant difference on the assessment of the respondents?
4.What are the problems encountered in the implementation of the program?
5.What measures can be developed to enhance the effective implementation of the
program?
Findings
1. majority of the ALS Mobile Teachers and District ALS Coordinators belong to the age range of 56
and above majority are married and most of them are male. It was found out that four 44.44 percent
graduated AB or BSPAE, three or 33.33 percent are BEED graduates; while two or 22.23 percent are also
BEED graduate with advance units in the Master's program. Of the nine Mobile Teachers six or 66.67
percent have served less than a year while the three others have served one to four years.
2.a It was revealed that Reading materials/books 4.44, rank 1; attending classes in the graduate school,
4.25 rank 2; attendance to seminar-workshops conducted by the Department of Education, 4.18, rank 3;
while availment of scholarship grants is 4 is moderately effective.

2.b. It can be noted the most effective tools in determining the progress of the learners are the PreTest/ABL Test and Post-Test for basic literacy, 4.73 1.5; closely followed by recitation/oral examination,
4.38; paper and pencil test, rank 4 and rank 5 is portfolio assessment, 4.00.
2.c The two groups of respondents said that the most effective way to evaluate the learning of learners
is through paper and pencil test garnering a weighted mean of 4.55; evaluating learner's output, 4.22 rank
2; letting the learners perform and demonstrate the skills learned, 4.06, rank 3; observing the learners
while working, 3.99, rank 4; and reviewing the individual learning agreement (ILA), 3.96, rank 5.
2.d For both Mobile Teachers and Districts ALS Coordinators, provision of learning materials
obtained a weighted mean of 3.79, rank 1, reproduction of modules, 3.76, rank 2, and funding of literacy
class, 2.69 rank 3.
2.e. Monthly report using BMES forms obtained a weighted mean of 4.55, rank 1 which means very
effective; Narrative accomplishment report about the classes conducted, 4.47, rank 2; learners progress
chart, 4.31, rank 3.
3. There is a significant difference in the assessment of ALS Mobile teachers and District ALS
Coordinators regarding the effectiveness of the Alternative Learning System Mobile Program in the
province of Albay. All indicators have a tabular value of X2=3.84 which means that the null hypothesis is
be rejected.
4. Lack of funds and economic status of the learners are the problem encountered much by ALS
Mobile Teachers with weighted mean of 3.50 respectively. Difficulty in recruiting learners 3.43, rank 3,
lack of interest on the part of the learners, 3.33 rank 4; lukewarm attitude of LGU officials, 3.17 rank 5
and religious beliefs, 2.71, rank 6 which means that it is not a problem.
However, the lukewarm attitude of LGU officials is the problem encountered most by the District ALS
Coordinators, 3.55; rank 2 is the economic status of the learners, 3.46; rank 3 is the lack of funds, 3.52,
rank 4 is difficulty in recruiting learners, 3.48; rank 4 is lack of interest on the part of the learners, 3.17
and the last is religious beliefs, 3.13. |Recruitment of learners and lack of funds are the most problem
encountered by the respondents while religion is not a problem for them.
5. They suggested that substantial allocation from the General Appropriations Act |(GAA) be given to
the Mobile Program to cover learning materials, reproduction of modules and session guides.
District ALS Coordinators also suggested that they be given their own item just like the ALS Mobile
Teachers and also to upgrade their salaries equivalent to Principal 1.
Conclusions
1. Mobile Teachers in the province of Albay are younger than District |ALS Coordinators, majority
are married and Bachelors degree holder. Most of the Mobile Teachers have served less than a year and
they need more training and exposure while District ALS Coordinators have already sufficient experience
as far as implementation of the project is concern.
2. Both Mobile Teachers and District ALS Coordinators perceive that the ALS Mobile Program in the
Province of Albay is effective.
3. There is a significant difference in the assessment of ALS Mobile teachers and District ALS
Coordinators regarding the effectives of the Alternative Learning System Mobile Program in the province
of Albay.
4. Problem encountered such as lack of funds, low economic status, lukewarm of LGU officials, lack
of interest of learners are factors that hinders the effective implementation of the Mobile Program in the
Province of Albay.
5. The proposed design may enhance the effectiveness and efficiency of the implementation to
improve the quality of life of the learners.
Recommendations
Based on the conclusions made, the following are recommended:
1. Mobile Teachers should be exposed in the community so that it could be easy for them to find their
prospective learners.
2. A close monitoring and supervision of the organized classes for both basic literacy and continuing
education be done by the Division and Regional supervisors so that the program becomes more effective.
3. Mobile Teachers and District ALS Coordinators should be given simultaneous orientation/Re-

orientation so that roles and functions should be properly defined both by Mobile Teachers and District
ALS Coordinators. They should work together for the effective Coordinators. They should work together
for the effective implementation of the program.
4. To minimize the problems met, a common orientation on the program be done to all ALS
implementers and massive advocacy and social mobilization be conducted regularly.
5. Try the proposed design to enhance implementation of the program.
Suggested Research Topics
1. Tracer Study of Basic Literacy Learners who pass the Philippine Educational Placement Test in
region V (|Bicol).
2. Mobile program in Region |V. It's Impact to the learners and to the Community.
3. Comparative Analysis of the Status of ALS Mobile Program in Region V (Bicol).
4. Philippine Educational Placement Test (PEPT) Passers in Region V |(Bicol); An Appraisal.