Page 26 - GS_Journal_2015

GS Research Journal

approach; (3) significant difference in the extent of utilization of the alternative learning
system teaching strategies and approaches and profile variables namely; age, sex, civil status,
highest degree earned, number of years as ALS Implementer; (4) problem encountered of
ALS Implementers in the utilization of alternative learning system teaching strategies and
approaches. On the other hand, the following null hypothesis was tested at the 0.05 level of
significance. There is no significant difference between the extent of utilization of the alternative
learning system teaching strategies and approaches of ALS Implementers and the following
profile variables; age, sex, civil status, highest degree earned, and number of years as ALS
Implementer and relevant trainings attended.
Based on the treatment and thorough analysis of data, the findings are as follows:
Majority of the ALS Implementers belongs to age bracket 30 years old and younger considered
as young. Majority are females, married, and holder of Master of Arts in Education Units. With
regards to the number of years as ALS Implementer, most have teaching experiences that fall
on 5 years and less bracket. As far as relevant training is concerned, most have trainings in the
district and division levels. On the extent of utilization of the alternative learning system teaching
strategies and approaches they have an overall weighted mean described as “Utilized”. On the
other hand, there is no significant difference between the extent of utilized of the alternative
learning system teaching strategies and approaches of ALS Implementers and their profile
variables namely age, sex, civil status, highest degree earned, number of years as alternative
learning system (ALS) Implementer.
In the light of the findings of this study, the following conclusions were drawn: (1)
the utilization of alternative learning system teaching strategies and approaches of the ALS
Implementers were important.(2) The utilization of alternative learning system teaching
strategies and approaches of the ALS Implementers affected the learners’ achievement. (3)
Teaching strategies and approaches were necessary to improve the utilization of alternative
learning system of the ALS Implementers. (4) The ALS Implementers of Alcala District are
young, largely dominated by females, married, and young in teaching ALS, have obtained Master
of Arts Units and attended trainings. (5) ALS Implementers encountered problems relative to the
utilization of alternative learning system teaching strategies and approaches.
Lastly, the following are the recommendations: (1) The ALS Implementers should exert
efforts to effectively utilize the alternative learning system teaching strategies and approaches.
(2) The ALS Implementers should ensure that the teaching-learning process and literacy
performance of the learners are improved. (3) The ALS Implementers are encouraged and
motivated to attend relevant trainings on alternative learning system to update and sustain
their appropriate teaching strategies and approaches in handling alternative learning system
sessions. (4) Since most of the ALS Implementer-respondents are young in teaching ALS and
have obtained Master of Arts Units, they are encouraged to enhance their respective professional
growth by pursuing their higher degree in reputable institutions. (5) The ALS Implementers
should map out lasting solutions to minimize the problems on utilization of alternative learning
system teaching strategies and approaches.

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