Interpretation ALS

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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 (%)

Parents 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 parents 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 aunts 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 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 additionalknowledge

5 50

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.


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 offacilities

1 11

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.


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

knowledge

1 12.5

To finish my studies 1 12.5

I dont want to miss

my lessons

3 37.5

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

Presentation

0 0

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, its very

hard to have an education because you cannot apply for a good job.

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Interpretation ALS