ALS data

Chapter IV
PRESENTATION, INTERPRETATION AT ANALYSIS OF DATA


This chapter serves as representation of data collected during the research procedure, as
well as the analysis and interpretation of data to address the problems raised in this study.

Table 1. Reason for enrolling in the Alternative Learning System.
Reasons
Frequency*
Percentage (%)
Parent's Choice
5
45
Overage
1
9
Easy to enroll
6
55
Financial Problem
3
27
Past time
0
0
Earn higher degrees
5
45
Job opportunities
2
18
Others
1
9

* Multiple Responses

Table 1 shows that 6 (55%) respondents enrolled in the Alternative Learning System
because it is easy to enroll. Five (45%) said they enrolled because of their parent's choice and to
earn higher degrees. Three (27%) of them enrolled because of financial problem. Two (18%)
enrolled for more job opportunities. One (9%) enrolled because of being over aged. Another one
(9%) enrolled because of her aunt's choice.

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Table 2. Person who influenced/encouraged the respondents to enroll in the ALS.
Choices
Frequency*
Percentage (%)
Brgy. Captain
4
36
Myself
4
36
Friends
7
64
Family
5
45
ALS Teacher
0
0
Others
1
9

*Multiple Responses

As shown in Table 2, 7 (64%) of the respondents enrolled in the Alternative Learning
System because of the influence of their friends. Five (45%) enrolled because they were
encouraged by their family. Four (36%) were persuaded by their Barangay Captain and by
themselves. One (9%) was motivated by a school principal.

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Table 3. Benefits gained from ALS.
Benefits
Frequency*
Percentage (%)
To
gain
highest
55
6
lifestyle/better job

All
things
are
55
provided
by
the
6
government

Inexpensive
4
36
To
improve
my
45
5
personality

Gain more friends
5
45
To be literate
4
36
Others
0
0

*Multiple Responses

Based on Table 3, 6 (55%) believe that with Alternative Learning System, they can gain
highest lifestyle or better job and that all things are provided by the government. Five (45%)
suppose that Alternative Learning System would improve their personality and allows them to
gain more friends. Four (36%) would benefit them because it is inexpensive. Another 4 (36%)
consider Alternative Learning System as one way to become literate.

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Table 4. Regret for enrolling for the Alternative Learning System.
Choices
Frequency
Percentage (%)
Yes
1
9
No
10
91


Table 4 shows whether the respondents have regrets in enrolling in the Alternative
Learning System. Ten (91%) said that they do not have regrets in enrolling. Meanwhile, only 1
(9%) has regret in enrolling.

Table 5. Reasons for having no regret.
Reasons
Frequency
Percentage (%)
To finish education
1
10
To gain additional
5
50
knowledge

To meet new friends
1
10
No answer
3
30


As shown in Table 5, 5 (50%) of the respondents have no regret in enrolling because they
can gain additional knowledge. Three (30%) did not state their reason for having no regret in
enrolling. Only one (10%) wants to finish education. Another one (10%) would like to meet new
friends through the Alternative Learning System.

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Table 6 Conduciveness of ALS classroom environment.
Choices
Frequency
Percentage (%)
Yes
9
82
No
2
18


Based on Table 6, 9 (82%) of the respondents consider their ALS classroom environment
to be conducive for learning. While only two (18%) say that their ALS classroom environment is
not conducive for learning

Table 7. Reasons for saying they have a conducive ALS classroom environment.
Reason
Frequency
Percentage (%)
Clean
2
22
Fresh air
1
11
New building
1
11
Good condition of
1
11
facilities

Well ventilated
1
11
Complete facilities
2
22
No answer
1
11


Table 7 presents the reasons for saying that the ALS classroom environment is conducive
for learning. Two (22%) say that the ALS classroom environment is conducive for learning
because it is clean. Another two (22%) stated that the ALS classroom environment has complete

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facilities. One (11%) states that the classroom environment is conducive because of the fresh air.
Furthermore, one (11%) respondent believes that the reason of the conduciveness of the
classroom environment is the good condition of facilities. Another one (11%) says that new
building is favorable for learning. Moreover, one (11%) claims that well ventilation contributes
to the conduciveness of their learning environment. One (11%) did not specify the reason for the
conduciveness of their learning environment.

Table 8. Subjects taken in ALS classes.
Subjects
Frequency*
Percentage (%)
Mathematics
9
82
Science
9
82
T.L.E.
4
36
Social Science
5
45
English
10
91
Values Education
8
73
Filipino
10
91
Christian Education
1
9
Others
0
0
*Multiple Response


It is seen in Table 8 that 10 (91%) of the respondents take the subject English in their
ALS classes. Also, 10 (91%) learn about Filipino in their ALS classes. Nine (82%) of the
respondents have Mathematics as one of their subjects. Nine (82%) respondents, as well, are

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taking up Science classes. Eight (73%) have a Values Education class. Meanwhile, 5 (45%) of
the respondents have Social Science subject. Four (36%) respondents take the subject T.L.E. in
their ALS classes. Only one (9%) of the respondents is taking up Christian Education.

Table 9 Attendance in their ALS class sessions.
Choices
Frequency
Percentage (%)
Yes
3
27
No
8
73



Table 9 shows whether there are times when the students do not want to attend their
classes. It is revealed that 8 (73%) stated that they never thought of not attending their classes
while 3 (27%) said that there are times when they do not want to attend their classes.

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Table 10. Reasons for always attending their classes.
Reasons
Frequency
Percentage (%)
Enjoyable
2
25
Additional
1
12.5
knowledge
To finish my studies
1
12.5
I don't want to miss
3
37.5
my lessons
No answer
1
12.5


Based on Table 10, 3 (37.5%) attend their classes because they do not want to miss their
lessons. Two (25%) said they do not fail to attend their class because it is enjoyable. One
(12.5%) is motivated to attend class sessions for additional knowledge. Another one (12.5%)
attends classes to finish studies.

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Table 11. Materials used during classes.
Materials
Frequency*
Percentage (%)
Books
5
45
Modules
7
64
Chalkboard
6
55
Charts
4
36
Computer
0
0
Handouts
2
18
DVD/VCD
0
0
Presentation
Graphs
2
18
Others
0
0
*Multiple Response

As seen in Table 11, 7 (64%) of the respondents use modules during their ALS sessions.
Six (55%) respondents stated that a chalkboard is used during their classes. Five (45%) use
books while having their ALS classes. Four (36%) of the respondents are using charts during
their ALS classes. Two (18%) have their handouts while having their ALS classes. Another two
(18%) make use of graphs in their ALS classes.

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Table 12. Occupation while undergoing ALS.
Occupation
Frequency*
Percentage (%)
Farming
1
9
Teaching
0
0
Brgy. Official
0
0
Garbage Collector
0
0
Fishery
0
0
Janitorial
0
0
Street sweeper
0
0
Tricycle driver
2
18
Others
9
81
*Multiple Response

Based on Table 12, two (18%) of the respondents are tricycle drivers, while one (9%) of
the respondents is a farmer. Among the respondents who checked others, four have no
occupation, three are housewives, one owns an eatery, and one is a laborer.

The respondents manage to study and work at the same time by giving a equal time for
their family and their studies. One of them goes to school only during Saturdays and Sundays.
They understand how important education is in their lives because, as one of their said, it's very
hard to have an education because you cannot apply for a good job.

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