DEVELOPMENTOFMODULE

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DEVELOPMENT, EFFECTIVENESS AND ACCEPTABILITY OF MODULE

FOR THE PROBLEM SOLVING AND CRITICAL THINKING SKILLS OF
ALTERNATIVE LEARNING SYSTEM IN DISTRICT OF TANAY II
Thesis
The Faculty of the Graduate Studies
Tomas Claudio Memorial College
Morong, Rizal
In partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
ANIVER MASINSIN VERGARA

OCTOBER 2017
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Chapter 1
THE PROBLEMS AND ITS BACKGROUND
Introduction
The Alternative Learning System (ALS) is a kind of learning that knows
no boundaries. It provides a feasible alternative to the formal basic education
structure in the country. In comparison to the conventional school system, ALS
offers more flexible learning when it comes to time, module selection,
sequence, place, content, and method of learning. Instead of a classroom-
based teaching, ALS holds classes in what they refer to as a Community
Learning Center (CLC) which can just be about any space available—jail,
barangay hall, tribal house, chapel and in extreme cases even under the tree.
While ALS seems to be a flexible approach in teaching and learning than the
prevailing structured formal school system, the mobile teachers and the
learners have their own share of difficulties on the ground. These scenario were
backed up by the constitution, as expressed in the Philippine Constitution in
Article XIV Section 1 Paragraph 1 :
“The state shall protect and promote the right of all citizens
to quality education at all levels, and take appropriate steps to
make such education accessible to all.”
And Paragraph 4 states that:
“Encourage non-formal, informal, and indigenous

learning systems, as well as self-learning, independent, and out-
of-school study programs particularly those that respond to
community needs.”
With these article in mind, it was guaranteed that all Filipinos no matter
what their status in life must receive quality education. Unfortunately the
Department of Education estimated in 2008 that 40.95 million or 45% of the total
Philippine population did not complete basic education. Since every Filipino has
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a right to free basic education, the government established Alternative Learning
System (ALS) to provide all Filipinos the chance to have access to complete
basic education in a mode that fits their distinct situations and needs.
The implementation Alternative Learning System focus on utilizing
learning modules. These modules for advanced elementary and secondary
were design for self-learning. Moreover, in the conduct of Alternative Learning
System, the use of supplementary learning materials is encouraged particularly
those that are developed by the facilitator to suit the local needs and context.
However, the challenge is to produce contextualized learning module that
answer the needs of out of school youth and adults. Moreover, capturing the
nature of ALS in the country produce diverse result. Different teaching practices
have been developed overtime from individual communities. Hence, no two
poor communities who need non-formal education will have the same
educational needs. With this regard, contextualized learning is a must, like
teacher made modules and instructional materials. Additionally, to encourage
adult learner to continue learning for life, just like ordinary pupils in the formal
system, relevant and appropriate learning materials must inspire them, that they
see value in whatever they learn that the lesson learned are applicable and
related to their lives.
The researcher, the District ALS Coordinator, coordinate and participate
in the planning for development and implementation of ALS projects in Tanay
District II. He found out that the marginalized learners in the remote barangay
are mostly indigenous people. They are composed of the Dumagats and the
Remontados. They have their own culture and language that’s need to be
nurture for the next generation. On the other hand the researcher has been
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looking for instructional materials like modules that would be effective in
teaching these Indigenous ALS learners. Though modules are provided by the
department, there is inadequacy with respect to the development of the problem
solving and critical thinking skills of the learner. For this reason, the researcher
was encouraged to develop a module that is compatible with the ethnic
background of the learners that will develop their problem solving and critical
thinking skills which is the second learning strand of the ALS program. The
validated and accepted module in Alternative Learning System will be a great
help in increasing the academic performance and provide lifelong learning skill
to learners.
Setting of the Study
The study focused on the remote areas of Sierra Madre Mountain Range
which is part of the municipality of Tanay. People who live there are the
indigenous people identified as Remontados and Dumagat. Alternative
Learning System was established in this location to support the Bureau of
Alternative Learning System (BALS) vision to be the best producer of lifelong
learners among Filipinos. In partnership with other producers of learning, the
BALS developed exemplary programs and open learning opportunities to
achieve multiple literacies for all.
For the past decades, these areas had been subject to state violence
such as large scale mining that displaces the indigenous people. Rebellions
and military operations also cause trouble within their communities.
Discrimination from economic and education perspective also play a role in their
day to day problems.

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BRGY. STA. INES
BRGY. MAMUYAO
BRGY. TINUCAN
BRGY. STO NIÑO
BRGY. DARAETAN
BRGY. CAYABU
BRGY. SAMPALOC
BRGY. SAN ANDRES
BRGY. CUYAMBAY
Figure 1
Map of Tanay
(Upland Barangay)
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Theoretical Framework
This study is anchored on Bruner Constructivism theory . Constructivism
as cited by Fosnot (2005) emphasize the active role of learner in building
understanding and making sense of the information. The constructivist teaching
is learner centered where students are actively involved in knowledge
construction rather than passive learners.
A major theme in the theoretical framework of Bruner is that learning is
an active process in which learners construct new ideas or concepts based
upon their current and previous knowledge. The learner selects and transforms
information, constructs hypotheses, makes decisions, and rely on their own
understanding. Cognitive structure (schema) provides meaning and
organization to experiences and allows the individual to go beyond the
information given.
In other words, the teacher should try and encourage learner to discover
principles by themselves. With the use of the module the learner will be able to
process new ideas that they read from the module. From there they can depend
on their own understanding and develop their problem solving skills
Conceptual Framework
The study used the Input Process-Output Model. According to Lee
(2017) the model is a process viewed as series of boxes (processing elements)
connected by inputs and output. Information or material objects flow through
series of tasks or activities based on a set of rules and decision points.
The input contains the profile of the learners’ respondent, the level of the
acceptability of the modules in terms of Content, Language, Presentation, and

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Assessment. The pretest and posttest and the mean score of the learner in the
developed module
The process involves the test construction, content analysis, test
revision, module construction and module revision. The process also involves
the pre-test administration, administration of the module, post-test
administration and evaluation of the module. Tallying and tabulation of the pre-
test and posttest, questionnaire on the Profile of the Learner, and mean score
on the module. The process also involves the Analysis and Interpretation of
data.
The output will be the developed and accepted module.

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Profile of the Respondent

Teachers ALS Learners
INPUT  Age .● Age
 Sex ● Sex
 Civil Status ● Civil Status
 Educational Attainment ●Work Classification
 Years in involvement in ALS ● Ethnicity
 Type of Learner taught ● Reason for Dropping Out
Level of Acceptability of the modules

 Contents
 Language
 Presentation
 Assessment
Pretest and Posttest
PROCESS
Test Construction, Content Analysis, Test Revision, Module

Construction, Module Revision
Evaluation of the Module
Pretest Administration, Administration of the Module, Posttest

Administration
Tallying and Tabulation of the Pre-Test, Post-Test, Questionnaire on the

Profile of the Learner, and mean score on the module.
FEEDBACK
Analysis and Interpretation of data
OUTPUT
Module For The Problem Solving And Critical Thinking Skills (LS2) Of
Alternative Learning System
Figure 2
Conceptual Model Showing the Development and Accepted Module for

Problem Solving and Critical Thinking Skills
of Alternative Learning System
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Statement of the Problem
This study determined the acceptability of the developed module in
Critical Thinking and Problem Solving. It sought to answer specifically the
following:
1. What is the profile of the two groups of respondents in terms of :
1.1 Teachers
1.1.1 age;
1.1.2 sex;
1.1.3 civil status;
1.1.4 educational attainment;
1.1.5 years in involvement in ALS; and
1.1.6 type of learner taught;
1.2 ALS Learners
1.2.1 age;
1.2.2 sex;
1.2.3 civil status;
1.2.4 work classification;
1.2.5 ethnicity; and
1.2.6 last level attended?
2 What is the level of acceptability of the developed module in Critical Thinking
and Problem Solving Skills as evaluated by the teacher with respect to:
2.1 content;
2.2 language;
2.3 presentation; and
2.4 assessment?
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3 Is there a significant difference on the level of acceptability of the developed
module in critical thinking and problem solving as evaluated by the
respondents in terms of their profile?
4 What is the level of performance of the learners before and after exposure
to the developed module?
5 Is there a significant difference in the performance of the learners before
and after exposure to the developed module?
6 Is there a significant difference in the performance of the learners before
and after exposure to the module in terms of their profile?
Significance of the Study
The study focus on developing a module for the Alternative Learning
System learners, specifically it give use to the following:
Curriculum Planners. The results of this study will give them
information and will help them to understand how the different aspect in ALS
module works
School ALS Coordinator. The result of this study will give them
insights on the different ways on how to teach out of school youth and adults.
ALS Teachers. It can be a supplemental material in their teaching
endeavor. The content is relevant to the needs of their teaching session
ALS Learner. The developed module can be used as an aid in their
everyday learning, they can grasp more information using a concise module
tailored to their needs

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Future Researcher- This study helps and guides the future researcher
to conduct more relevant study that will ensure the continues improvement in
the system.
Scope and Limitation of the Study
The study aimed to develop and test the acceptability of a module in the
problem solving and critical thinking skills for the Alternative Learning System
in Tanay District II during the curriculum year 2017. The study utilized two
groups of respondents, namely the teacher respondents and the student’s
respondents. The first group are the teachers of Alternative Learning System
which includes the Abot Alam teachers, Literacy Volunteer, Instructional
Manager, ALS Coordinator and Mobile Teachers. The other respondents are
the Indigenous learners of the ALS. They consist of Indigenous People,
dropouts, out of school youth, and out of school adults. First part of the study is
the development and acceptability of the module with respect to content,
language, presentation and assessment. A researcher made questionnaire
checklist was utilized and were answered by the teacher respondents. Second
part of the research is experimental with the learning process through the use
of the developed module. The pretest and posttest in module were used to test
their performance before and after the experiment.

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Definition of Terms
The following are the terms conceptually and operationally defined in this
study:
Acceptability. This is the quality of the developed module which level
to the standard.
Alternative Learning System (ALS). It is a parallel learning system in
the Philippines that provides a practical option to the existing formal instruction.
When one does not have or cannot access formal education in schools, ALS is
an alternate or substitute.
Alternative Learning System (ALS) Non-Formal Education.
Education that happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall,
libraries or at home, managed by ALS learning facilitators, such as mobile
teachers, district ALS Coordinators, instructional managers at an agreed
schedule and venue between the learners and facilitators.
Assessment. Range of approaches the included in the module to
determine improvement in the skills of the learners.
Content. In this study, it refers to the subject matter or detailed lesson
in Mathematics that develop the problem solving and critical thinking included
in the module.
Development. The making of the module which requires all the
procedural steps from outlining the contents, testing the acceptability of the
module based on the specified criteria and testing its usefulness based on the
performance of the students exposed to it.

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Educational Attainment. This means the degree obtained by the
teacher-respondents. This may vary from college undergraduate for some
volunteers and College graduate, Master’s degrees earned by the respondents.
Ethnicity. Ethnic affiliation of the learners Dumagat, Remontado or
none.
Language. Refers to clarify, simplicity, and level of usage of the words
utilized in the module.
Last Level Attended. The level in formal education the learner last
attended before dropping out of school as to elementary and secondary level.
Module. A self-paced learning material that contain the topic to learn
and answer to the question given in the materials.
Presentation. These refers to the structure and arrangement of the
lessons in the module. Arrangement of topics follows an orderly sequencing of
objectives, lessons, activities and evaluations that harness student’s mastery.
Problem Solving and Critical Thinking Skills. A part of the curriculum
in ALS that focuses on the Mathematical and Scientific learning of the students.
It is the second Learning Strand use in the Alternative Learning System.
Type of Learner Taught. The level of ALS learners handled as to basic
literacy, elementary or secondary.
Work Classification. Type of job the learner is employed to earn a
living.
Years in Involvement in ALS. The number of years the teachers has
been teaching in the ALS program.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDY
Foreign Literature
Reiser (2013) cited that students for them to develop understanding of
subject matter requires that teachers know what students already understand
and believe about the world. These prior conceptions serve as foundations for
building new understandings. Teachers can only use students' prior knowledge
if they know what it is. For instance, in science, we know that students are likely
to hold a continuous model of matter rather than a particulate model.
Contextualization activities help relate the ideas to be learned to students’ prior
ideas. For example, benchmark lessons and bridging activities challenge
students to make predictions or explain findings and elicit prior understandings
on which new understandings can be built.
Reiser also added that students may bring particular kinds of knowledge
and experience that are unique to their cultural, ethnic, and socioeconomic
backgrounds. Students may also lack the prior knowledge and experience
necessary to engage in dialogue and collaboration around particular scientific
concepts simply because they have not had access to certain experiences. In
addition, students may bring epistemological stances and ways of knowing that
diverge from those valued in science classrooms and communities. We use
several strategies that make instructional materials accessible to students and
that teach science in deep and meaningful ways. The strategies draw from,
incorporate, extend, and challenge students’ community-based ways of
knowing and funds of knowledge, such as locating community problems related

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to the concepts under study, engaging youth in specific activities related to
those problems and involving parents and community members as classroom
participants who discuss their knowledge and experiences regarding science
concepts and related community problems.
This literature is related to current study since it gives the prerequisite
on how to utilize module in teaching,
According to UNESCO (Guerrero 2017), The global number of children
and young adolescents out of school is increasing. New data from the UNESCO
Institute for Statistics (UIS) show that the global number of children and young
adolescents not enrolled in school is rising at the same time that the
international community is setting a new sustainable development goal that
includes universal secondary education. According to UIS data for the school
year ending in 2013, 124 million children and young adolescents, roughly
between the ages of 6 and 15 years, have either never started school or have
dropped out, compared to 122 million in 2011.
The global number of out-of-school children of primary school age rose
by 2.4 million between 2010 and 2013, reaching a total of more than 59 million.
This serves as a grim reminder that the world has yet to fulfil its original promise
to provide every child with a primary education by 2015.
This literature is important to the study because it give a world
perspective on the number of out of school youth worldwide. It also shows that
illiteracy and dropouts are not exclusive only on indigenous people in the
Philippines.
Cross as cited by Balderas (2016) on the characteristics of module he
stressed that learning modules are the progeny of two reform movements in
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education that included programmed learning and mastery learning. Mastery
learning plans contain the major features of the present day modules, such as:
Educational objectives were specified. Instruction was organized into learning
units. Diagnostic progress tests were administered after each unit. Mastery of
one unit was required before the learner is allowed to proceed to the next
module or unit. She said that modules should be self-contained, self-pacing,
short and well defined, adequately motivating, properly sequenced, providing
opportunities for interaction with learners, clearly written with correct language,
accurate, not in conflict with other subject matter and values, and utilizing every
opportunity to achieve learning outcomes.
Nepomuceno as cited by Balderas (2016) described the modules in the
following on a distinctive, identifiable skills or set of skills or outcomes other
than skills. It is fairly short so as to make students use their study time efficiently.
It is essentially self-teaching, even though it may encourage group work. It
blends theory and practice, and combines doing with reading and reflecting. It
provides a list of further readings or sources related to the skill being promoted.
It provides suggestions to students for participating in the design of their own
projects, explanatory activities, and evaluation criteria. It is reality-oriented in
the sense that it involves the students in real situation if not possible, tried to
use stimulation technique. It provides feedback for improvement and
redesigning. With these characteristics, he cited the following reasons why
modules are needed in teaching. The first is to develop learning autonomy,
ensure satisfactory minimum standards, provide remedial units, provide basic
education, upgrade content, enhance competencies of teachers, integrate
theory and practice, cater for individual differences in learning, cater for different
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groups within the one course, consolidate critical points in a course, facilitate
industrial certification, provide resources for distance education, encourage
mastery and encourage a changed role for the teachers. He also define module
as the one that provides opportunity for organizing numerous sequences of
experience to reflect special interests of the teacher or student. Self-
instructional units allow the teacher to focus on student deficiencies in subject
matter that must be corrected and also serve to eliminate the necessity of
covering subject already known to the student. It provides a way of assessing
students’ progress in learning. It reduces the routine aspects of instruction
learning. The teacher is free to engage in personal contact with the student.
The independent nature of self-instructional units facilitated the updating of
study materials without major revisions. It serves as model for teachers who
wish to develop their own materials and insert their own personality.
This literature is important since it give the description of what a module
is and how it can help the students.
The European Learning Path Organization as cited by Mercedes (2016)
talk about the difference between a “module” and a “unit”. A module aims at
developing a clearly identifiable and certifiable portion of the curriculum,
expressed in terms of competence objectives.
These objectives should be achieved within a clear and realistic time
limit (language modules usually range between 20 and 30 hours). This time
limit is an important feature of the modular organization, since the whole
curriculum is built around the idea that time and human and material resources
should be spent to achieve foreseeable results. This, of course, may introduce

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an element of rigidity – this is why a modular organization implies constant
monitoring and feedback to ensure that learning is really work-in-progress.
Units, too, are generally based on clearly defined objectives (often described in
terms of grammar, vocabulary, functions, skills, etc.). Modules, however, seem
to be aiming higher – to enable learners to achieve a level of competence which
should be described in terms other than just grammar, vocabulary or functions.
Units often remain a sub-division of modules (although they may also be called
in different ways: stages, steps, etc.), but the focus of modules – their overall
organizing principle - should be of a different kind. Mercedes also define module
as having the statement of purpose, desirable prerequisite skills, instructional
objectives, implementers of the modules, the modular program, related
experience, evaluative pretest, and assessment of module
This literature is important because it give a clear definition between
other form of independent learning.
According to UNICEF (2017) , the reason why we can no longer only rely
on ‘business as usual’ strategies based on more teachers, more classrooms
and more textbooks, targeted interventions are needed to reach the most
marginalized children and youth who are out of school today, including those
with disabilities; from ethnic, religious or linguistic minorities; and children
affected by armed conflict.
India, for example, is providing financial resources to help children with
disabilities attend mainstream schools and adapt school infrastructure. In
addition, teachers are being trained on inclusive education, with resource
centers established to support clusters of schools. In Viet Nam, new policies

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have been developed about language of instruction in order to provide more
relevant education for specific ethnic groups.
This is important to the present study by making a comparison on how
different countries address the illiteracy on their own areas.
Local Literature
According to Morrila (2017), modular teaching is one of the teaching
process ALS Implementers administered. Modules on different learning strands
make it flexible on ALS Implementers to deliver the topic efficiently and
effectively. Using modules is the most appropriate teaching techniques in ALS
Programs to help the learner grow and develop at his/her own pace. Modular
teaching is linked to the idea of a flexible method of instruction. All of the
objectives in ALS curriculum is clearly defined. It also provides the learners to
review and check one’s progress. Different teaching approach have different
advantages depending on the situation, but using modular approach in
Alternative Learning System is highly suggested. The advantages of using
modular approach of instruction includes the establishment a system of
assessment other than marks or grade. Learners study the modules in their
own working environment. Learners can study without disturbing their normal
activities and responsibilities. Modules can be administered to individual use,
for small group or large group. It enables the learner to have control over his/her
learning. Learning on these advantages can be beneficial to ALS Facilitators.
Using proper teaching approaches on specific situation can improve the
learning and knowledge of the learners. Morrila further pointed out that modular
instructions catered to the individual learning differences so that learners are

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prompted to actively participate in determining what they need to learn. The
amount and the pace of their learning must match with their ability, motivation
and interest, not in comparison with other learners. He believed that
individualized instruction is one of the multi-media approaches providing the
development of coherent instructional programs that prepare learners for
complete control of their education
The discussion of Morrila is related to the present study since she talked
about the reason why our countries utilized modules in Alternative learning
system.
Lardizabal (2004) said that a module is a package of learning activities
that learners have to accomplish. It can be used as part of a course, as a
complete course, or as a curriculum design. A module can be a short-segment
program interwoven between other forms of instruction to cover limited, specific
units rather than an entire course. She classified the use of modules, together
with programmed instruction, self-learning kits and correspondence courses,
and mastery learning technique, under the self-pacing method of instruction.
She further note that modules as an instructional materials have concretized
pretty well the principle of individual difference, allowing each student to
proceed at his own pace. Moreover, intellectually superior students are
separated to finish more modules while less bright ones are only capable of
taking up fewer modules.
She also mention the following advantages of module. It allow them to
work at their own pace, to assume responsibility for learning, to find that
textbooks are not the only source of learning, to know exactly what they have
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to learn, they are encouraged to master the module, competition for grades is
reduced. On the part of the teachers, it is said that with the use of modules,
they have time to pay attention to individual learning problems. They can
identify problems earlier. They are free to serve as resource persons to answer
and help those who need help. She further point out the different part of a
module. It must have statement of purpose, desirable prerequisite skills,
instructional objectives, implementers of the modules, The modular Program,
related Experience, evaluative Pretest, and assessment of module.
The literature of Lardizabal connect to the present study by defining the
limits of a module and how it can be used in the present learning scenario.
According to Cabag (2009), Non-formal Education can be described as
an organized learning conducted outside the realm of formal education. Based
on his definitions, the characteristics of non-formal education make it different
from the formal system. He cited that non formal education addresses the
needs of those who were not able to participate in the formal system. Because
of this, the clientele are different as well. Dropped outs of the formal system
which link to poverty is one of the cause. Therefore the non-formal system must
focus its thrust to the following namely the family life skills which include health,
nutrition and health care, house hold management and family planning,
vocational skills, functional literacy and livelihood skills.
The literature of Cabag is important to the present study since it shows
what must be the focus of the content in the module of Alternative Learning
System.
Cruz (2009) define the Alternative Learning System Accreditation and
Equivalency Test. This is the test given to learners of ALS who finished the 10
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month intervention program. The Accreditation and Equivalency Test is
designed to provide learners with a range of alternatives to allow the continuity
in learning outside the formal setup. The test cover the five learning strands
namely the communication, problem solving and critical thinking skills,
sustainable use of resources and productivity, development of one self and
sense of community and expanding one world vision.
The literature of Cruz is important to the study because it give the
direction of the learner in ALS on where they would go after they study in the
program
DepEd (2017) define Alternative Learning System Module, According to
Deped, the ALS utilizes learning modules. Each module is complete in itself. It
contains the description of the module, objectives, learning activities, and pre
and posttests. Modules for the basic and lower elementary level learners come
with a Facilitator’s Guide. Meanwhile, modules for advanced elementary and
secondary levels were designed for self-learning. In the conduct of ALS
sessions, use of supplementary learning materials is being encouraged
particularly those that are developed by the Facilitator to suit the local need and
context and are locally available. In partnership with various organizations, both
local and international, the DepEd-BALS was able to adapt and/or produce print
and non-print learning materials to supplement the existing modules in the
conduct of ALS learning sessions. Supplementary materials are important in
the conduct of ALS learning sessions. Additional materials make learning
sessions more effective by reinforcing newly acquired literacy skills. They also
serve as springboards to a new lesson, thus, making learning more fun and
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interesting. Use of multi-media also gives both Facilitators and learners chance
to access new information and technology and activates multi-sensory learning.
This is important to the study since it answer important topic on
Alternative Learning System.
Foreign Studies
Vayachuta (2016) on her study Children and youth situations for
developing a lifelong education, he points out the number of ‘out-of-school’
children and youth in Thailand is the fifth in Asia and second in ASEAN.
Currently, the accumulated number is about 1.7 million people. The purposes
of this research are to study ‘out-of-school’ children and youth situations and
method of education provided for them from the related organizations and
networks. The results of this study reveal that the problems of the ‘out-of-school’
children and youth include low quality of life, lack of life skills and social skills,
and behavior problems. The causes are poverty, low achievement in school,
and behavior issues which cause dismissal from school. What needs to be
provided for them from related organizations are a suitable system of education
and vocational skills training. The activities provided by related organizations
can be categorized as life skills, social skills and self-esteem enhancement
activities, funding and resources, which help to open up educational
opportunities, and the development of local mechanism to develop them in each
area.
The study is important to the current study since it give the topic that are
needed to be present in the module.

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Ali (2010) On the Effectiveness of Modular Teaching in Biology at
Secondary Level at Asian Social Science, the major purpose of the study was
to explore the impact of modular teaching on the achievements of students. The
results of the study were in the favor of modular teaching approach and
Findings reported significant gender difference in general comprehension of
male and female learners where male learners performed significantly better
than female learners on general comprehension based test therefore, it is
suggested that this approach should be widely used in conventional classroom
at various levels of education. He further conclude that most learning packages
are entirely individualized but group experiences can be built in it. The main
driving force behind the introduction of modules in teaching learning process
lies in the fact that they have roles that can help to solve key educational
problems. This is largely because they satisfy the basic condition for promoting
effective learning and are extremely flexible in implementation. The use of such
packages takes into account individual differences and permits students to work
at their own pace.
This is important to the present study because it shows the effectiveness
of modular teaching.
Highland (2015) on her study about Self-Paced Individualized Learning,
she point out that students do not learn at the same rate or with the same
methods as their peers. She propose a solution to this by developing a self-
paced, individualized classroom. A classroom in which students are allowed to
learn at their own pace and take control of their learning. In this study she
analyzed data taken from my classroom of 7th and 8th grade mathematics
students. She studied how taking control of their learning affected their attitude
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and understanding of mathematics. The results showed increases in students’
abilities to learn independently. Mathematics learning increased. The study
showed an increase of between 11 -55% more math standards attained during
the school year. Besides the mathematical knowledge gained, her students
learned how to use an informational text to gain understanding and clarity about
a topic. They learned how to take initiative and ask for help when needed.
Students learned to trust one another and seek help and lessons from peers.
The study is important to the current study since it give the advantages
of the modular learning approach and the benefit of having it in the instruction.
Cardoso (2007) on her study School drop-out and push-out factors in
Brazil: The role of early parenthood, child labor, and poverty a descriptive
evidence suggests that extreme poverty, early parenthood, and child labor may
be factors pulling teenagers out of school. Nevertheless, a multivariate
framework of analysis may uncover other relevant variables associated with
school dropout and eventually bring into question the relevance of the ones
previously highlighted. Moreover, a set of potentially confounding factors
should be included as controls in the empirical analysis. A major issue to be
tackled is the potential early parenthood. Those who drop out of school are not
a random sample and therefore a simple comparison of the schooling decisions
of teens working and those not working, or those who are parents and those
who are not, are likely to yield biased results. In particular, there may be omitted
factors we cannot capture that affect the decision to abandon school, but are
also determinants of early parenthood and of work status. Among such factors
one might include the child's ability, motivation, and in general his/her
preferences. We therefore adopt an instrumental variables approach. We

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consider first of all the age indicated by the teenager as the ideal age to first
have sexual relationships as an instrument for early motherhood. The
underlying idea is that the belief about the right age to start having sex is likely
to induce variation in the age at which motherhood or fatherhood first takes
place, but it should have no additional direct impact on the probability of leaving
school.
This is important to the present study because it give some issues that
need to be present in the module of the learner.
Haddad (2009) on his study the state and development of adult learning
and education in Asia and the Pacific, he define Functional literacy as achieving
self-reliance in literacy and numeracy, becoming aware of the causes of their
own deprivation and ways of overcoming their condition through organization,
and participation in the process of development, acquiring skills to improve
economic status and general well-being; and adopting the values of national
integration, environmental conservation, women’s equality and observance of
small-family norms. Implementation of this functional and instrumental concept
of literacy varied greatly and often veered towards a conventional approach that
focused more on the mechanics of recognizing alphabets at a rudimentary
level, rather than self-sufficiency in acquiring the tools for further learning and
developing critical consciousness.
This is important to the present study because it define the functional
literacy which is one of the components of module in Alternative learning
system
Malik (2012) on her study about the effects of modular and traditional
approaches on students’ general comprehension, her paper addresses the

26
differential effect on students’ general comprehension taught through modular
and traditional teaching approaches at secondary school level. The study was
conducted in one male and one female secondary school. Sample for
conducting experiment was selected randomly from population of grade 9
students. Data was obtained through administration of general comprehension
based teacher-made test. The data was analyzed by applying statistical
package for social science through independent sample t test. Conclusions
showed that there were significant differences between modular and traditional
in general comprehension of students’. Findings depicted that students taught
through modular approach gained higher mean score in teacher made general
comprehension-based test than students taught through traditional approach.
Findings reported significant gender difference in general comprehension of
male and female students where male students performed significantly better
than female students on general comprehension based test.
This is important to the present study since it shows the advantage of
using modular teaching to the students
Local Studies
Samonte (2008) evaluated and tried out environmental education
module for the use of students of St. Scholastica College. She found out that
the majority of the students’ comments and responses to the guide questions
and personal insights were positive. The remarks and suggestions were
sufficient reasons for considering the modules suitable and purposeful. She
concluded that the module was able to a great extent to meet the criteria set in
terms of content, instructional characteristics and effectiveness. The study
arrived in a conclusion that the current instructional materials used at the

27
college for are inadequate and are not designed for self-instruction, and the
instruction through self-instructional materials is as ineffective as the prevailing
teaching method of instruction; and students as well as teachers generally have
a negative attitude toward the use of individualized, self-instructional materials.
The study of Samonte were identical to current problem in ALS Tanay,
The current module used in ALS were inadequate and doesn’t address the
current context of the indigenous.
Cacho (2011) studied the Alternative Learning System of Aeta, In the
case study on the Aeta community, the functional literacy modules that they
have been waiting to be delivered by the national office is always delayed, this
cause a problem in the education of the indigenous learners. This was
supported by the following issues; The first issue has to do with allocation of
share from the Special Education Fund for ALS. It is a fund intended to help
local education but it is not regularly and predictably granted to ALS. The
second issue pertains to the delineation of roles and responsibilities between
ALS and Literacy Coordinating Councils at the local level. The third issue refers
to the instrument to use in order to make the ALS-LGU partnership official.
The study is important to the present study since it give some of the
problem related to instructional materials in Alternative Learning System.
In the case study conducted by Baywong et al. (2011), they found that
lack of fund to purchase, produce and learning materials was mainly
responsible for the inadequacy of materials needed in the implementation of
ALS curriculum. As if the challenges faced by teachers of today in regular
classrooms are not enough, mobile teachers in the Philippines face even more
challenges when they say yes and be one under the ALS Program of the
28
Department of Education. These teachers are always on the move and will
probably never get to teach in a regular classroom setting as long as they are
hired as such. They may be assigned to hard-to-reach areas and traveling to
and fro may not be comfortable to say the least.
Arzadon and Nato (2015 ) on their study about the Philippine Alternative
Learning System: Expanding the Educational Future of the Deprived,
Depressed, and Underserved, they pointed out that ALS teachers should try
their best to provide a meaningful learning experience to such a diverse group
(Alternative Learning System Learners). Three teaching strategies were
recurring in the survey taken. One is the use of informal sharing of experiences
at the beginning of the session. This would inform the teacher about the
condition of the learners, their current concerns and interest. They carefully
consider the learners’ interests before starting to teach them the contents of the
ALS module.
Arzadon and Nato (2015) also mention that the ones who would stand
to benefit from the ALS classes and most likely would pass the AE test are the
recent school dropouts, especially those who left the school at grade 9 and 10.
Another promising group are those who are already working. Based on the
survey conducted among the teachers, about 38% of their learners are working
as household help, nannies, vendors, laborers, restaurant workers, and the like.
The recurring descriptors for these working students are “pursigido”
(determined, persevering), “madiskarte” (street smart, intuitive, resourceful),
responsible, diligent and more knowledgeable. They have better literacy and
29
numeracy skills. Teachers reported that they are able to understand the lessons
better and would find it easier to write an essay. They are also more polite and
able to relate better with their peers. What constrains them is the limited time
they can give to ALS classes due to their work schedule.
Sanchez (2012) on her study, they offer academic support through
specialized teaching methods and social support through mentorship and
fellowship activities. The alignment between the modules, created by the
DepEd as review tools for the A & E exam, and the curriculum in formal school
often does not align well. This is a visible struggle of ALS students entering
formal education. Sanchez identified concerns with the DepEd modules and
even communicated with BALS regarding the need to update their materials.
Atilano 2016 on his studies Factors influencing the dropout rate in
Alternative Learning System, he mention that a responsive guidance program
would be beneficial to ensure the holistic wellbeing of learners especially on
areas not tapped by lecture modules of the ALS curriculum. The purpose of the
responsive guidance program for ALS-A&E program is to provide all interested
parties with a comprehensive aid in understanding, developing and
implementing a guidance plan for the learners. The overall plan would make
specific reference to guidance and would incorporate a guidance plan that

30
would help enable an institution or organization to define its priorities and to
best deploy the resources available to it. He further note that the teachers will
then help them through the application, which would help them find out how to
do things on their own. Such independent learning can be rewarding and drive
students to undertake more activities to finish their learning goals.
This is important to the present study since it shows some of the
strategies that can be used other that modules.
The foreign and local literature and studies have bearing on the present
study in as much that they focus on the development and acceptability of
module for the problem solving and critical thinking skills of Alternative Learning
System in district of Tanay II. Moreover, all the reviewed literature and studies
serves as comprehensive bases of the researcher to have direction in
conducting the study. The cited literature and studies gave meaningful insights
on the study being investigated. They gave direction in giving support in the
findings of the study.

31
Chapter 3
METHODOLOGY OF RESEARCH AND SOURCES OF DATA
This chapter provides an overview of the research design and the
research methods of the study. It also includes the instrumentation use,
procedure of the study and the statistical treatment
Research Design
The researcher design used in the present study were descriptive and
experimental methods of research since the study involves the assessment on
the acceptability of the developed module in Alternative Learning System.
The descriptive design was also used. According to Calmorin (2007), the
descriptive research includes present facts or current conditions concerning the
nature or persons, a number of subjects or class of events, classification of
events, classification or measurement. Descriptive research is characterized as
a fact-finding with adequate interpretations.
According to McLeod as cited by Calmorin (2007) experimental design
refers to how participants are allocated to the different conditions in an
experiment. Probably the commonest way to design an experiment in
psychology is to divide the participants into two groups, the experimental group
and the control group, and then introduce a change to the experimental group
and not the control group.
The descriptive research design was suitable in the study especially in
describing the level of acceptability of the developed module. The experimental
method was suitable in the study, it involves the learners of ALS exposed to the
module and took the pretest and posttest. The difference in the test given
32
before and after the exposure to the module was another method in proving the
acceptability of the module.
Respondents of the Study
The respondents of the study are the ALS implementers of Tanay II
District composed of 10 teachers and 50 ALS learners of Tanay II District.
The ALS teacher were from the combine staff of Abot-Alam program,
basic literacy program, and DepEd ALS. The Abot–Alam Teachers are licensed
teacher under contract with DepEd to teach hard to reach student in Alternative
Learning System. Mobile Teachers are also licensed teacher whose primary
function is to teach literacy to out of school youth/adults and to organized
literacy classes hard to reach sitios and barangays
The learner respondent were 50 students of ALS program. They were
mapped by the teacher respondents for the curriculum year 2017.

33
The following table shows the distribution of the learners.
Table 1
Learner Respondents of the Study
BARANGAY NUMBER OF RESPONDENTS
Cayabu 7
Sampaloc 7
San Andres 7
Tinucan 8
Cuyambay 7
Mamuyao 7
Daraitan 7
TOTAL 50
Instrumentation
The study used a developed module created by the researcher which is
based on the learning strand 2 of the curriculum given by the Alternative
learning System.
A checklist questionnaire is given to experts in the field in Alternative
Learning System to determine the acceptability of the developed module. The
questionnaire checklist is composed of five items per aspect for a total of 20
items.
34
The checklist questionnaire was evaluated using the following scale:
Scale Range Verbal

Interpretation
5 4.50-5.00 Highly Acceptable
4 3.50-4.49 Very Acceptable
3 2.50-3.49 Acceptable
2 1.50-2.49 Less Acceptable
1 1.00-1.49 Not Acceptable
Survey question on the personal profile of the learners’ respondent was
be given before the conduct of the module administration. They were exposed
to the developed module and the validated pretest and posttest were used to
ascertain the performance of the learners before and after the experiment.
Validation of the Instrument
To ensure that the data collected met the criteria for valid interpretation
and analysis, the researcher-made questionnaire-checklist was presented to
the expert panel members and her adviser for content validation. Likewise, the
researcher made tests, pretest and posttest, were administered to Dumagat
and Remontados ALS learner in the barangay Laiban for reliability. A
correlation coefficient of 0.86 proved that the test is very reliable.
Procedure of the Study
In order to come out with a reliable study, the researcher followed a
Gantt Chart of Activities. The researcher analyze the present situation of the
target respondents and the current educational system of Alternative Learning
System. The proposed title was formulated with an agreement with the panel.
35
Chapters 1, 2 and 3 were created. Development of proposed module
followed with the help of ALS implementers in the field of Tanay 2. Pretest and
posttest were part of the module. A questionnaire checklist was constructed
and validated.
Colloquium followed and all suggestion and comments were
incorporated in the final version of the questionnaire. After the revision,
permission to conduct the study was secured.
The module was shown to the ALS implementers. The level of
acceptability was evaluated by the ALS implementers namely the Mobile
teacher, District ALS Coordinator, Literacy Volunteer, and the Abot-Alam
Mobile Teachers through the 20-item questionnaire checklist.
Further the developed module was used by the learners. Their
performance in the pretest and posttest were recorded. Likewise, the profile of
the learners were gathered.
Tabulation and interpretation of data followed. At this time, the
developed module will be revised considering the problem encountered by the
learner.
The remaining chapters were made and the researcher underwent the
final defense. Revision were made to conclude the study.
Statistical Treatment
For the analysis and interpretation of the gathered data, the following will
be use.
To determine the profile of the teacher and learner respondents,
frequency, percentage and rank distribution was used.

36
To determine the level of acceptability of the developed module,
weighted mean was used.
To determine the significant difference on the level of acceptability of the
developed module as perceived by the teacher respondents with respect to the
cited aspects in terms of their profile, One Way Analysis of Variance (ANOVA)
was applied.
To determine the learners performance in their pretest and posttest
results, frequency, percent, weighted mean, standard deviation and mean
percentage score were utilized.
To determine the significant difference on the performance of the
learners in the pretest and posttest results dependent t-test was used.
To determine the significant difference on the performance of the
learners as revealed in the posttest in terms of their profile, one-way analysis
of variance was employed.

37
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results, analysis and interpretation of data
relative to the questions raised to determine the acceptability of the developed
module in problem solving and critical thinking skills of Alternative Learning
System in District of Tanay II.
Profile of the Respondents in Terms of Age, Sex, Educational Attainment,

Educational Attainment, Years in Involvement in Alternative Learning
System, and Type of Learner Taught
Table 2 presents the profile of teacher respondents in terms of age, sex,
educational attainment, educational attainment, years in involvement in
alternative learning system, and type of learner taught.
It is depicted in the table that half of the teacher respondnets are in the
36-4 age range, followed by those who belong to age range of 25-35 years old
with 4 or 40.0 percent, and 1 or 10.0 who is 46-years old and above.
As to sex and civil status it is reflected that female and married have
similar frequency of 7 or 70 percent against male and single with similar
frequency of 3 or 30 percent.
The college graduate and college undergraduate both get similar
frequency of 5 or 50 percent, hence showing that there are ALS teachers who
had not obtained college degree, they are the volunteers. The remaining 5 are
the mobile teachers and the Abot-Alam teachers.
Table 2
Profile of the Teacher Respondents
Age Frequency Percent Rank

25 – 35 years old 4 40.0 2
38
36 – 45 years old 5 50.0 1

46 years old and above 1 10.0 3
Total 10 100.0
Sex
Male 3 30.0 2
Female 7 70.0 1
Total 10 100.0
Civil Status
Single 3 30.0 2
Married 7 70.0 1
Total 10 100.0
Educational Attainment
College Graduate 5 50.0 1.5
College Undergraduate 5 50.0 1.5
Total 10 100.0
Years in Involvement in Alternative
Learning System
Less than 1 year 6 60.0 1
1 to 5 years 2 20.0 2.5
More than 5 years 2 20.0 2.5
Total 10 100.0
Type of Learner Taught
Basic Literacy 5 50.0 1
Elementary 2 20.0 3
Secondary 3 30.0 2
Total 10 100.0
Teachers have been involved in ALS for quite some time as evidenced
by the data that 6 or 60 percent have been serving for less that one year, and
those who have been involved in teaching for 1-5 years and more than five
years have similar frequency of 5 or 50 percent.
Lastly as to type of learners taught, data indicates that there are 5 or 50
percent who are handling Basic literacy, 3 or 30 percent handle Secondary and
only 2 or 20 percent teach the elementary group. Hence this means that there
are different teachers for different types of learners.
Table 3 presents the profile of Alternative Learning System (ALS)
Learners in terms of age , sex, civil status, work classification, ethinicity, and
reason of dropping out.

39
The presented data shows that most number of learner respondents
belong to 25-29 years old with the highest frequency of 23 or 46 percent,
followed by `12 or 24 percent who are in the range of 16-24, . 11 or 22 percent
at 30-39 and only 4 or 8.0 percent who are in the range of 40-49 years old,
hence explaining that the learners are distrubuted to varying age ranges. Male
and Female respondents have simuilar frquency of 25 or 50 percent, showing
an equal distribution in terms of sex.
As to work classification, farmers dominate in number at 23 or 46 percent
followed by carpenter at 5 or 10.0 percent and vendor at 2 or 4.0 percent, thus
this means that although attending ALS, they can still render time for work.
The learners are earning for a living as evidenced by 36 or 72 percent
who receive monthly wage of less than P1,500.00, followed by 9 or 18 percent
earning P2,001 –P2,500.00 and 5 or 10 percent who receive P1,501 to P2,000.
Table 3
Profile of the Learner Respondents
Age Frequency Percent Rank
16 to 24 12 24.0 2
25 to 29 23 46.0 1
30 – 39 11 22.0 3
40 – 49 4 8.0 4
Total 50 100.0
Sex
Male 25 50.0 1.5
Female 25 50.0 1.5
Total 50 100.0
Civil Status
Single 16 32.0 2
Married 34 68.0 1
Total 50 100.0
40
Work Classification
Farmer 23 46.0 1
Carpenter 5 10.0 3
Vendor 2 4.0 4
None 20 40.0 2
Total 50 100.0
Monthly Income
P 2, 001 – P 2, 500 9 18.0 2
P 1, 501 to P 2, 000 5 10.0 3
Less than P 1, 500 36 72.0 1
Total 50 100.0
Ethnicity
Dumagat 27 54.0 1
Remontado 17 34.0 2
None 6 12.0 3
Total 50 100.0
Reason for Dropping
School is too far 15 30.0 2
Working 25 50.0 1
Money is not enough 10 20.0 3
Total 50 100.0
Level Last Attended
High School Undergraduate 2 4.0 4
Elementary Graduate 14 28.0 2
Elementary Undergraduate 23 46.0 1
Did not enroll in Elementary 11 22.0 3
Total 50 100.0
Most of the learners are Dumagat at 27 or 54 percent, followed by
Remontado at 17 or 34 percent, and non-ethnicity at 6 or 12 percent. This
explains that the learners are comprised of pure Dumagats, and the
Remontados who are Dumagats with mixed blood and learners from the
mainstream who lives in the upland.
When reasons of dropping from school was queried, it was found out
that most of them considered working as the number 1 reason, as evidenced
by 25 or 50 percent, followed by school is too far at 13 or 30 percent and money
is not enough with 10 or 20 percent, hence those explains that for them to earn
for a living is their priority.
Among them, 2 or 46 percent are elementary undergraduate, followed
by 14 or 28 percent elementary graduate, 11 or 22 percent who did not enroll

41
in the elementary and the remaining 2 or 4.0 percent are high school
undergraduate. This data explains that indeed there is a need for them to attend
ALS to at least to have access in basic literacy which will make them readers
and numerates.
Level of Acceptability of the Developed Module in Problem Solving and

Critical Thinking Skills as Evaluated by theTeacher with Respect to
Content, Language, Presentation and Assessment
Table 4 presents the level of acceptability of the developed module in in
problem solving and critical thinking skills as evaluated by the teacher with
respect to content
Table 4

Critical Thinking Skills as Evaluated by the Teacher with Respect to Content
Contents Weighted Verbal Rank

Mean Interpretation
1. The topics are clear and 3.50 Very Acceptable 5
easy to understand
2. The contents are sensitive to 4.10 Very Acceptable 1
the culture of the learner
3. Topics are relevant to the 3.60 Very Acceptable 3.5
daily activities of the learner
4. The contents match the 4.00 Very Acceptable 2
learning competencies of
Alternative Learning System
5. Examples are easy to 3.60 Very Acceptable 3.5
understand for adult learner
Composite Mean 3.76 Very Acceptable
It is depicted in the table that for the teachers, the contents of the module
are very acceptable as evidenced by a high composite mean of 3.76.
They perceive the following supporting items as very acceptable ,too:
“the contents are sensitive to the culture of the learner, the contents match the
42
learning competencies of Alternative Learning System, topics are relevant to
the daily activities of the learner and The topics are clear and easy to
understand with means of 4.10, 4.00, 3.60 and 3.50, respectively. This means
that they are agreeable on the contents of the instructional materials.
This implies that the contents of the instructional materials are indeed
basic and suitable to the level of learners and at the same time relevant to their
day to day activities.
This study is related to the study of Samonte (2008) who considered that
the student respondents remarks and suggestions were sufficient reasons for
considering the modules suitable and purposeful. She concluded that the
module was able to a great extent to meet the criteria set in terms of content,
instructional characteristics and effectiveness.
Table 5 presents the level of acceptability of the developed module in
respect to language
Table 5

Critical Thinking Skills as Evaluated by the Teacher with Respect to Language
Language Weighted Verbal

Rank
Mean Interpretation
1. The words use matches to the 4.30 Very Acceptable 1
language of out of school youth and
adults
2. The use of words are arranged to 4.00 Very Acceptable 4
prevent misinterpretation
3. The jargon and terminology use are 4.00 Very Acceptable 4
familiar to the learner
4. The language promotes culture 4.20 Very Acceptable 2
sensitivity and good values.
5. Taglish sentences are easy to 4.00 Very Acceptable 4
understand
43
It is apparent that a composite mean of 4.10, interpreted as Very
Acceptable is a positive response from the teacher respondents.
They view the aspects as :” The words use matches to the language of
out of school youth and adults,” at 4.30 as most perceived. It is followed by “The
language promotes culture sensitivity and good values at 4.20, The jargon and
terminology use are familiar to the learner and The use of words are arranged
to prevent misinterpretation” with similar mean of 4.0. This means that
teachers are amenable on the language used in the instructional materials.
Result implies that the instructional materials employ simple but clear
words which easily appeal to the learners understanding. Moreover, the
language of the module takes into account the values of the Dumagats,
Remontados and the learners in the upland. Care was given in the use of the
language specially on the jargon used by the ALS learners in Tanay upland.
This is related to Lardizabal’s (2007) statement that instructional material
is a package of learning activities that learners have to accomplish. It can be
used as part of a course, as a complete course, or as a curriculum design.
Table 6 presents the level of acceptability of the developed module in
respect to presentation.
The teachers believe that the instructional materials adhere to the
requirements with respect to presentation as proven by the items, “The font size
are readable specially to adult learner, with the highest mean of 4.10. It is
followed by “The pictures and drawing used matches the topics in the module,
at 4.0, Pictures and drawings are both familiar to the learner and Pictures and
44
Drawing are easy to view specially to adult learner at 3.60, and lastly The
contents are presented in logical manner “ at 3.50.
Table 6

Critical Thinking Skills as Evaluated by the Teacher with Respect to
Presentation
Presentation Weighted Verbal

Rank
Mean Interpretation
1. Pictures and drawings are both 3.60 Very Acceptable 3.5
familiar to the learner
2. The pictures and drawng used 4.00 Very Acceptable 2
matches the topics in the
module
3. The contents are presented in 3.50 Very Acceptable 5
logical manner
4. The font size are readable 4.10 Very Acceptable 1
specially to adult learner
5. Pictures and Drawing are easy 3.60 Very Acceptable 3.5
to view specially to adult
learner
This finding leads to an implication that the instructional materials
contain illustrational pictures that serve as visual representations of the printed
materials for easy understanding of the concept. In general, the developed
module is very acceptable with respect to presentaton as evidenced by a
composite mean of 3.76, interpreted as Very Acceptable.
It can be implied from the result that the teachers are amenable on the
presentation of the subject, together with the sequencing of activities and
assessments. Thus it can be inferred that the developed module in problem
solving and critical thinking skills is very acceptable with regard to presentation.
The drawing and pictures which are familiar to the learners helps them to grasp
the concept being imparted by the lesson.

45
This is somehow in line with the discussion of Cross as cited by Balderas
(2016) who stressed that learning modules are the progeny of two reform
movements in education that included programmed learning and mastery
learning. Mastery learning plans contain the major features of the present day
modules, such as: Educational objectives were specified, instruction was
organized into learning units, diagnostic progress tests were administered after
each unit and mastery of one unit was required before the learner is allowed to
proceed to the next module or unit.
Table 7 presents the level of acceptability of the developed module
respect to assessment.
Table 7

Critical Thinking Skills as Evaluated by the Teacher with Respect to
Assessment
Assessment Weighted Verbal

Rank
Mean Interpretation
1. The assessment develop 4.20 Very Acceptable 2
higher order thinking skills
2. Questions are easy to 4.00 Very Acceptable 3.5
understand
3. Evaluation matched the 4.30 Very Acceptable 1
content of the topic
46
4. Key answer for the 4.00 Very Acceptable 3.5

assessment are clear and
easy to understand
5. The number of question is 3.30 Very Acceptable 5
adequate from the topic
3.96 Very Acceptable
Composite Mean
It can be deduced from the composite mean of 3.95, with verbal
iinterpretation of Very Acceptable that the developed module is very accetable
with respect to assessment.
Among the sub-items, “Evaluation matched the content of the topic,” at
4.30 is mot perceived. It is followed by “The assessment develop higher order
thinking skills,” at 4.20, “Questions are easy to understand and Key answer for
the assessment are clear and easy to understand,” with similar mean of 4.0 and
lastly “The number of question is adequate from the topic,” at 3.30. All are
interpreted as Very Acceptable.
This leads to an implication that teachers agree on the type of questions
that are though provoking and are leading the learners to think critically and
creatively. Assessments measure the knowledge and skills acquired in every
lesson.
This finding is in consistent with the discussion of Nepomuceno as cited
by Balderas (2016) who described the modules in the following statements: It
focuses on a distinctive, identifiable skills or set of skills or outcomes other than
skills, it is fairly short so as to make learners use their study time efficiently it is
essentially self-teaching, even though it may encourage group work and it
blends theory and practice.

47
Table 8 presents the summary level of acceptability of the developed
module in problem solving and critical thinking skills as evaluated by the teacher
with respect to content, language, presentation and assessment
Table 8
Summary Level of Acceptability of the Developed Module in Problem Solving

and Critical Thinking Skills as Evaluated by the Teacher with Respect to
Content, Language, Presentation and Assessment
Weighted Verbal
Aspects Rank
Mean Interpretation
Content
3.76 Very Acceptable 3.5
Language 4.10 Very Acceptable 1
Presentation 3.76 Very Acceptable 3.5
Assessment 3.96 Very Acceptable 2
Overall Mean 3.90 Very Acceptable
It is presented in the coposite table that Language obtains the higest
mean of 4.10, followed by assessment, content and presentation , with means
of 3.96 and 3.76 respectively.
This means that the instructional materials adhered to the requirements
of a valid IM, therefore it can be implied that since it is very acceptable, it can
be used in instruction purposes to enhance the learners competencies.
This is parallel to the discussion of Mercedes (2016), a module must
have statement of purpose, desirable prerequisite Skills, instructional
Objectives, implementers of the Modules, the Modular Program, related
Experience, evaluative pretest, and assessment of module. It can be inferred
that the developed module has all the requisite for a good instructional
materials. The teacher respondents commented that the module will be very
useful to the ALS since it could understood by the learners. In their own word
“high school lessons in elementary language”.

48
Significant Difference on the Level of Acceptability of the Developed

module in Problem Solving and Critical Thinking Skills as Perceived by
the Teacher Respondents with Respect to the Above Cited Aspects in
Terms of their Profile
Table 9 presents the result of the F-test on the significant difference on
the level of acceptability of the developed module in problem solving and critical
thinking skills as perceived by the teacher respondents with respect to the
above cited aspects in terms of their profile.
It is obvious in the proceeding table that the hypothesis is accepted in terms of
age, sex, educational attainment, years in involvement in Alternative Learning
System , type of learners taught, and civil status vis-à-vis language,
presentation and assessment since all the p-values when associated to F-
values are higher at 0.05 level, but it is rejected in terms of civil status and
content since the p-value of 0.042 is lower than at 0.05 level, therefore there is
no significant difference on the level of acceptability of the developed module
in problem solving and critical thinking skills as perceived by the teacher
respondents with respect to the cited aspects in terms of age, sex, civil status
and three aspects, educational attainment, years in involvement in Alternative
Learning System , type of learners taught but there is significant difference in
terms of civil status and content.

49
Table 9
Significant Difference on the Level of Acceptability of the Developed Module

in
Problem Solving and Critical Thinking Skills as Perceived by the Teacher
Respondents in Terms of their Profile
F- Verbal
Variables p-value Decision
value Interpretation
Age
Content 0.971 0.425 Accept Ho Not Significant
Language 0.193 0.828 Accept Ho Not Significant
Presentation 1.357 0.318 Accept Ho Not Significant
Assessment 0.300 0.750 Accept Ho Not Significant
Sex
Civil Status
Content 5.878 0.042 Reject Ho Significant
Educational Attainment
Contents 0.444 0.524 Accept Ho Not Significant
Years in Involvement in
Alternative Learning
System
Contents 0.300 0.750 Accept Ho Not Significant
Type of Learner Taught
50

This implies that civil status is contributory to their perception on the
instructional materials’ acceptability considering that single teachers have
longer time for scrutinizing the IMs and have time for looking other additional
topics that are relevant.
This is in line with Morrila (2017) statement that modular teaching is one
of the teaching process that ALS Implementers must administered. Modules on
different learning strands make it flexible on ALS Implementers to deliver the
topic efficiently and effectively. Using modules is the most appropriate teaching
techniques in ALS Programs to help the learner grow and develop at his/her
own pace.
Level of Performance of the Learners Before and After Exposure to the

Developed Module in Problem Solving and Critical Thinking Skills as
Revealed in their Pretest and Posttest Results
Table 10 presents the level of performance of the learners before and
after exposure to the developed module in problem solving and critical thinking
skills as revealed in their pretest and posttest results.
It is shown that the learners majority scores having the frequency of 48
or 96 percent during the pretest falls in the lowest range of 1-10, transmuted
as below 75, and is interpreted as Needs Improvement, there are only 2 or 4
percent for the 11-20, transmuted to 75-79, interpreted as Moderately
Stisfactory. The highest score of 28 and the lowest of 4 is reflected in the
pretest, hence it leads to a mean of 7.460. Its mean percentage score is 18.65
and and the standard deviation is 2.032. This means that the distribution of
individual scores are quite far from the mean.

51
Table 10
Level of Performance of Learners as Revealed in their

Pretest and Posttest Results.
Grade Pretest Posttest

Score
(Percent) Verbal Interpretation
f % f %
40 90 and above Excellent - -

31-39 85-89 Very Satisfactory - - 32 64
21-30 80 -84 Satisfactory - - 18 36
11-20 75-79 Moderately Satisfactory 2 4 -
1-10 below 75 Needs Improvement 48 96 -
Total 50 100 50 100
Highest Score 28 34
Lowest Score 4 13
Mean 7.5 31.2
Mean Percentage Score 18.7% 78.0%
Std. Deviation 2.082 1.804
The increase in scores is noted in the post test since 32 or 64 percent of
the are raised to 31-39, transmuted to 85-89, interpreted as Very satisfactory
and the remaining 18 or 36 percent, got 21-30, transmuted to 75-79, interpreted
as Satisfactory. Thehighest score of 34 and the lowest of 13 lead to a mean of
31.180. Its mean percentage score is 77.95 and the standard deviation is 1.804.
which means that the score distribution is quite near the mean score.
From the result it can be implied that there is an improved performance
among the learners after they were exposed to the instructional materials.
Hence it further implies that the instructional materials are effective additional
reference in ALS.
This is parallel with the study conducted by Ali (2010) On the
Effectiveness of Modular Teaching in Biology in which findings depicted that
learners taught through modular approach gained higher mean score than
learners taught through traditional approach. Findings reported significant
gender difference in general comprehension of male and female learners where

52
male learners performed significantly better than female learners on general
comprehension based test.
Significant Difference Between the Level of Performance of the Learners

Before and After Exposure to the Developed Module in Problem Solving
and Critical Thinking Skills
Table 11 presents the result of the t-test on the significant difference
between the level of performance of the learners before and after exposure to
the developed module in problem solving and critical thinking skills.
The hypothesis on the significant difference in the performance of the
learners before and after exposure to the developed module in problem solving
and critical thinking skills is rejected since the p-value of 0.000 is when
associated with the t-value is lower at 0.05 level. Therefore there is significant
difference on the performance of the learners before and after exposure to the
developed module in problem solving and critical thinking skills.
Table 11
Significant Difference between the Level of Performance

of the Learners Before and After Exposure to the Developed Module
Verbal
p-
Test N Mean SD t-value Decision Interpretatio
value
n
31.18 1.80
Posttest 50
0 4 Reject
52.714 0.000 Significant
2.08 Ho
Pretest 50 7.460
2
From this result it can be implied that the instructional materials are
effective considering the increase in performance of the learners of ALS. The
instructional materials may be used in the teaching of ALS.
This is parallel with the findings of Arzadon and Nato (2015 ) that ALS
teachers try their best to provide a meaningful learning experience to such a

53
diverse group. Three teaching strategies were recurring in the survey taken.
One is the use of informal sharing of experiences at the beginning of the
session. This would inform the teacher about the condition of the learners, their
current concerns and interest. They carefully consider the learners’ interests
before starting to teach them the contents of the module.
Significant Difference on the Level of Performance of the Learners After

Exposure to the Developed Module in Critical Thinking and Problem
Solving in Terms of their Profile
Table 17 presents the result of the F-test on the significant difference on
the level of performance of the learners after exposure to the developed module
in problem solving and critical thinking skills in terms of their profile
Table 17
Result of the F-test on the Significant Difference on the Level of Performance

of the Learners After Exposure to the Developed Module in Problem Solving
and
Critical Thinking Skills in Terms of their Profile
Verbal
Variables F-value p-value Decision
Interpretation
Age 6.097 0.001 Reject Ho Significant
Sex 0.054 0.817 Accept Ho Not Significant
Civil Status 9.438 0.003 Reject Ho Significant
Work Classification 7.819 0.000 Reject Ho Significant
Monthly Income 2.386 0.103 Accept Ho Not Significant
Ethnicity 0.377 0.688 Accept Ho Not Significant
Reason for Dropping Out 0.145 0.865 Accept Ho Not Significant
Educational Attainment 3.630 0.020 Reject Ho Significant
54
The hypothesis on the significant difference on the level of performance
of the learners in terms of profile was accepted in terms of sex, monthly family
income ethnicity and reason for dropping out since all the p-values of .817, .103,
.688, and .865 are higher at 0.05 level, but it is rejected in terms of age, civil
status, work classification and educational attainment since all the p-values of
0.001, 0.000 and 0.020 are lower than at 0.05 level. Therefore the there is no
significant difference on the level of performance of the learners after exposure
to the developed module in problem solving and critical thinking skills in terms
of sex, monthly family income ethnicity and reason for dropping out but there is
significant difference in terms of age, civil status, work classification and
educational attainment. This means that other characteristics are related to the
learners performance while still others are not.
This lead to an implication that age, civil status, work classification and
educational attainment are contributory to the level of performance considering
that the older the learner and the married , the more learning experience they
may have acquired, those who have obtained quire higher educational
attainment whose nature of work requires more thinking and analysis, the more
they become smart and ready to grasp new ideas.
This goes with the findings of Morrila (2017) that modular instructions
catered to the individual learning differences so that learners are prompted to
actively participate in determining what they need to learn. The amount and the
pace of their learning must match with their ability, motivation and interest, not
in comparison with other learners. He believed that individualized instruction is
one of the multi-media approaches providing the development of coherent

55
instructional programs that prepare learners for complete control of their
education
56
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion drawn and
recommendation offered.
Summary of Findings
Based on the analysis and interpretation of data, the findings are hereby
summarized:
1. Profile of the Respondents in Terms of Age, Sex, Educational

Attainment, Educational Attainment, Years in Involvement in Alternative
Learning System, and Type of Learner Taught
The teacher respondents are dominated by 36 – 45 years old, female
and married, and have obtained college degree while half of them are college
undergraduate. Most of the teachers have been involved for less than one year
and are handling Basic Literacy. As for the learner respondents, majority are
16 to 29 years old with equal number of male and femaleThe farmers dominate
in number and they are earning for a living, receiving monthly wage of less
than P1,500.00 a month. Most have pure ethnicity, Dumagats, whose reason
of dropping is working. They are mostly elementary undergraduate.
2. Level of Acceptability of the Developed Module in Critical Thinking and

Problem Solving Skills as Evaluated by the Teacher with Respect to
Objective, Content, Language, Presentation and Assessment
The teacher respondents, found the Developed Module in Problem
Solving and Critical Thinking Skills for the Alternative Learning System very
57
acceptable having language as most perceived, followed by assessment,
content and presentation.
3. Significant Difference on the Level of Acceptability of the Developed

module in Critical Thinking and Problem Solving as Perceived by the
Teacher Respondents with Respect to the Above Cited Aspects in
Terms of their Profile
The hypothesis is accepted in terms of age, sex, educational
attainment, years of involvement in ALS, and type of learners taught with
respect to content, language, presentation and assessment but it is rejected
with respect to content when grouped by civil status.
4. Level of Performance of the Learners Before and After Exposure to the

Developed Module in Problem Solving and Critical Thinking Skills as
Revealed in their Pretest and Posttest Results
The learners majority scores during the pretest fall in the lowest range
verbally interpreted as Needs Improvement, but in the posttest there is
increase in scores since the scores are raised to Very Satisfactory and
Satisfactory. The mean percentage score in the pretest is 18% and 77% in the
posttest.
5. Significant Difference Between the Level of Performance of the Learners

Before and After Exposure to the Developed Module in Critical Thinking
and Problem Solving Skills
A significant difference was found in the performance of the learners
before and after exposure to the developed module in problem solving and
critical thinking skills.
6. Significant Difference on the Level of Performance of the Learners After

Exposure to the Developed Module in Critical Thinking and Problem
Solving in Terms of their Profile
58
The hypothesis on the significant difference on the level of performance
of the learners in terms of profile was accepted in terms of sex, monthly family
income ethnicity and reason for dropping out but it is rejected in terms of age,
civil status, work classification and educational attainment.
Conclusions
Based on the findings of the study, the following conclusions are
drawn:
1. module very much acceptable with respect to content, language,
presentation and assessment. However, the married teachers find
the developed module for problem solving and criticak thinking more
acceptable as compared to the single teachers.
2. The performance of the of the learners improved significantly after
exposure to the developed module.
3. There is no significant difference on the level of performance of the
learners after exposure to the developed module in problem solving
and critical thinking skills in terms of sex, monthly family income
ethnicity and reason for dropping out but the married, older, who are
working and are high school graduate performed better.
Recommendations
In the light of the findings, the following recommendations are hereby
offered:
1. Teachers are encouraged to write instructional materials in teaching ALS
which cen be used by the learners.

59
2. Sustain the performance of the learners through the use of instructional
materials with topics and assessments both for written and authentic
types.
3. The instructional materials developed by the researcher.be utlized for
isntruction purposes.
4. Similar studies along this are using other variables be conducted.

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What is the Alternative Learning System (ALS) and what challenges does it face?

What is the Alternative Learning System (ALS) and what challenges does it face?

What are the conclusions of the study?

What are the conclusions of the study?

0

DEVELOPMENT, EFFECTIVENESS AND ACCEPTABILITY OF MODULE

The Faculty of the Graduate Studies

Tomas Claudio Memorial College

Of the Requirements for the Degree

Master of Arts in Education

ANIVER MASINSIN VERGARA

THE PROBLEMS AND ITS BACKGROUND

The Alternative Learning System (ALS) is a kind of learning that knows

no boundaries. It provides a feasible alternative to the formal basic education

structure in the country. In comparison to the conventional school system, ALS

offers more flexible learning when it comes to time, module selection,

sequence, place, content, and method of learning. Instead of a classroom-

based teaching, ALS holds classes in what they refer to as a Community

backed up by the constitution, as expressed in the Philippine Constitution in

Article XIV Section 1 Paragraph 1 :

And Paragraph 4 states that:

“Encourage non-formal, informal, and indigenous

a right to free basic education, the government established Alternative Learning

The implementation Alternative Learning System focus on utilizing

learning modules. These modules for advanced elementary and secondary

were design for self-learning. Moreover, in the conduct of Alternative Learning

System, the use of supplementary learning materials is encouraged particularly

However, the challenge is to produce contextualized learning module that

have been developed overtime from individual communities. Hence, no two

educational needs. With this regard, contextualized learning is a must, like

teacher made modules and instructional materials. Additionally, to encourage

related to their lives.

The researcher, the District ALS Coordinator, coordinate and participate

in the planning for development and implementation of ALS projects in Tanay

looking for instructional materials like modules that would be effective in

department, there is inadequacy with respect to the development of the problem

was encouraged to develop a module that is compatible with the ethnic

validated and accepted module in Alternative Learning System will be a great

Setting of the Study

indigenous people identified as Remontados and Dumagat. Alternative

Learning System was established in this location to support the Bureau of

Alternative Learning System (BALS) vision to be the best producer of lifelong

learners among Filipinos. In partnership with other producers of learning, the

BALS developed exemplary programs and open learning opportunities to

achieve multiple literacies for all.

and military operations also cause trouble within their communities.

day to day problems.

BRGY. STA. INES

BRGY. STO NIÑO

This study is anchored on Bruner Constructivism theory . Constructivism

as cited by Fosnot (2005) emphasize the active role of learner in building

understanding and making sense of the information. The constructivist teaching

is learner centered where students are actively involved in knowledge

construction rather than passive learners.

A major theme in the theoretical framework of Bruner is that learning is

an active process in which learners construct new ideas or concepts based

information, constructs hypotheses, makes decisions, and rely on their own

understanding. Cognitive structure (schema) provides meaning and

organization to experiences and allows the individual to go beyond the

on their own understanding and develop their problem solving skills