Year: 2025
Type: article
Study design: Observational Study
Abstract: Despite the increasing implementation of the Alternative Delivery Mode (ADM) in public secondary schools, there remains a limited understanding of how students experience and navigate this educational approach, especially those facing personal or socioeconomic barriers. This study addresses this gap by exploring the lived experiences of students enrolled in ADM to assess how effectively it supports their learning needs. Employing a mixed-methods design, the study gathered survey data from 300 students and conducted in-depth interviews with 15 participants across various public secondary schools. Findings reveal that students often choose ADM to accommodate responsibilities related to work, finances, or family. Among the different modes, modular learning emerged as the most preferred due to its flexibility and accessibility. In contrast, online learning was less favored due to connectivity issues and a lack of digital resources. Although students expressed general satisfaction with the clarity of instructional materials and teacher support, they reported challenges including time management, difficulty comprehending lessons, and limited direct assistance. To overcome these obstacles, learners relied on digital resources, peer and family support, and cultivated self-discipline. Notably, many participants highlighted that ADM fostered greater independence and motivation. The study concludes that while ADM serves as a valuable alternative to traditional schooling, targeted improvements are essential. These include enhancing instructional materials, increasing teacher engagement, involving families more actively, and equipping educators with ADM-specific training. Such measures are critical to ensuring ADM’s sustainability, inclusiveness, and effectiveness in addressing diverse learner needs.
Authors: Jelyn Louise Calamaan, Amelie Trinidad
Institutions: Department of Education, Davao del Sur State College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4412486002