Qualitative analysis of the alternative learning system : basis for policy review / Leonila C. Agbayani.
Material type:
TextPublisher: Laoag City : [s.n.], 2019Description: xv, 220 pages : illustration ; 28 centimeterSubject(s): Educational test and measurements | Alternative learning systemDDC classification: DIS 371.26 Ag1q 2019 Summary: The study is a qualitative analysis of different components of the Alternative Learning System (ALS) of the Department of Education as the basis for the identification of pointers for possible policy review. ALS graduates were classified on the basis of their self-perceived success, or lack of it, and the reasons for their perceptions were identified. Described were the characteristics (academic and motivational) of the graduates and the instructional competencies (attitudes, instructional behaviors: key and helping behaviors) of the implementers, the learning environment (physical, psychological, instructional materials), and the graduates' support system (family, peers, school administrators and local government units). From the descriptions, the factors which the graduates and implementers attribute the former's self-perceived success or lack of it, as well as the factors that could contribute to the successful implementation of a non-formal education program, were logically identified.
| Item type | Current location | Call number | Status | Date due | Barcode |
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Dissertation
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La Union Provincial Library Dissertation Section | DIS 371.26 Ag1q 2019 (Browse shelf) | Not For Loan | 007985laup |
Bibliography: pages 142-144.
The study is a qualitative analysis of different components of the Alternative Learning System (ALS) of the Department of Education as the basis for the identification of pointers for possible policy review. ALS graduates were classified on the basis of their self-perceived success, or lack of it, and the reasons for their perceptions were identified. Described were the characteristics (academic and motivational) of the graduates and the instructional competencies (attitudes, instructional behaviors: key and helping behaviors) of the implementers, the learning environment (physical, psychological, instructional materials), and the graduates' support system (family, peers, school administrators and local government units). From the descriptions, the factors which the graduates and implementers attribute the former's self-perceived success or lack of it, as well as the factors that could contribute to the successful implementation of a non-formal education program, were logically identified.
CHED-La Union Donation May 29, 2019
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