INTRODUCTION:
In the realm of education, there exists a group of learners
whose voices often remain unheard, yet their stories are a
testament to the indomitable human spirit. ALS (ALTERNATIVE
LEARNING SYSTEM) learners, who have faced various challenges
and barriers in accessing traditional education, are the focus of
this exploration. This introduction aims to shed light on the
significance of their narratives and the importance of amplifying
their voice from the margins.
ALS is a flexible and inclusive education program designed to
provide alternative pathways to learnings for out of school youth
and adults. It offers a second chance at education, enabling
individuals to acquire basic literacy, numeracy and life skills, as
well as access to further education and employment
opportunities. Despite its noble objectives, Al's learners often
encounter numerous obstacles, including poverty, discrimination,
limited resources, and social stigma. These challenges can make
it difficult for them to fully participate in and benefits from the
education system, further marginalizing them for mainstream
society.
However, amidst these challenges, ALS learners demonstrate
remarkable resilience and empowerment. Their narratives of
struggle, perseverance, and triumph offer valuable insights into
the human capacity to overcome adversity and achieve personal
growth. By sharing their right to be heard but also inspire others
to take action and create a more inclusive and equitable society.
This study seeks to explore the narrative of Als learners
through a qualitative research approach. Using in-depth
interviews, focus group discussions, and participant observation.
The research aims to capture the live experiences and voice of Als
Learner.
“DISCUSSION”
The finding of this research have important implications for
educational policies and practices as well as for the support and
empowerment of marginalized learners. The Study highlights the
need for educational programs to be more inclusive and
accessible to all learners, regardless of their background or
circumstances. It also emphasizes the importance of providing
support and resources to help learners overcome their challenges
and achieve their goals.
The study also suggest that ALS can be an effective means of
promoting resilience and empowerment among marginalized
learners. The flexible and accessible learning environment if ALS,
combined with the support and motivation of the learners can
help them to develop the skills and knowledge they need to
succeed in life. However, the study also identified some areas for
improvement in the ALS program, such as the need for more
qualified teachers, better quality learning materials, and
increased access to technology.
1.) The “margins” and the importance of voice:
“Who are the “marginalized” in the context?”
-ALS learners are often from disadvantaged backgrounds,
facing poverty, lack of access to traditional schooling, or
societal stigma.
“INTRODUCTION:
In the realm of education, There exists a group of learners
whose voices often remain unheard, Yet their stories are a
testament to the indomitable human spirit. ALS (ALTERNATIVE
LEARNING SYSTEM) learners, Who have faced various challenges
and barriers in accessing traditional education, are the focus of
this exploration. This introduction aims to shed light on the
significance of their narratives and the importance of amplifying
their voice from the margins.
ALS is a flexible and inclusive education program designed to
provide alternative pathways to learnings for out of school youth
and adults. It offers a second chance at education, enabling
individuals to acquire basic literacy, numeracy and life skills, as
well as access to further education and employment
opportunities. Despite it’s noble objectives, Als learners often
encounter numerous obstacles, including poverty, discrimination,
limited resources, and social stigma. This challenges can make it
difficult for them to fully participate in and benefits from the
education system, further marginalizing them for mainstream
society.
However, amidst these challenges, ALS learners demonstrate
remarkable resilience and empowerment. Their narratives of
struggle, perseverance, and triumph offer valuable insights into
the human capacity to overcome adversity and achieve personal
growth. By sharing their right to be heard but also inspire others
to take action and create a more inclusive and equitable society.
This study seeks to explore the narrative of Als learners
through a qualitative research approach. Using in-depth
interviews, focus group discussions, and participant observation.
The research aims to capture the live experiences and voice of Als
Learner.
“DISCUSSION”
The finding of this research have important implications for
educational policies and practices as well as for the support and
empowerment of marginalized learners. The Study highlights the
need for educational programs to be more inclusive and
accessible to all learners, regardless of their background or
circumstances. It also emphasizes the importance of providing
support and resources to help learners overcome their challenges
and achieve their goals.
The study also suggest that ALS can be an effective means of
promoting resilience and empowerment among marginalized
learners. The flexible and accessible learning environment if ALS,
combined with the support and motivation of the learners can
help them to develop the skills and knowledge they need to
succeed in life. However, the study also identified some areas for
improvement in the ALS program, such as the need for more
qualified teachers, better quality learning materials, and
increased access to technology.
1.) The “margins” and the importance of voice:
“ Who are the “marginalized” in the context?”
-ALS learners are often from disadvantaged backgrounds,
facing poverty, lack of access to traditional schooling, or
societal stigma.
“Why is their voice important?”
-Their stories provide valuable insights into the realities
of the ALS system, The challenges they overcome, and
the resources they need. By amplifying their voices, we
gain a deeper understanding of their experiences and can
advocate for more effective support systems.
2.) Resilience as a central Theme:
“what are the specific challenges faced by ALS learners ?”
-Consider factors like poverty, family obligations, work
commitments, and social barriers.
“How do learners demonstrate resilience?”
-Explore their coping mechanisms, determination, and
ability to adopt to difficult circumstances.
“What are the sources of their resilience?”
-This could include strong family support, community
networks, personal goals, or the belief in the
transformative power of education.
3.) Empowerment as a Goal:
“What does empowerment means for ALS
learners?”
-Its not just about acquiring knowledge but also gaining a
sense of agency, self-worth, and the ability to shape their
own lives.
“How does education contribute to
empowerment?”
-Consider the impact of literacy, critical thinking skills,
and the opportunity to pursue personal and professional
goals.
“What are the barriers to empowerment?”
- This could include to resources, or societal perceptions
about ALS learners.
4.) Research and action:
“What kind of research methodologies could be
used to capture these narratives?”
-Qualitative methods life interviews, focus groups, and
storytelling would be effective.
“What are the potential outcomes of this
research?”
-It could inform policy changes, improve ALS program
design, and advocate for greater support for marginalized
learners.
“How can we translate these narratives into
action?”
-This might involve community outreach, advocacy
campaigns, or collaborate efforts between educators,
policymakers, and community organizations.
“DISSCUSSION POINT”
-How can we create more exclusive and equitable
educational system that support the needs of all learners,
including those in ALS PROGRAM?
-What are the roles of the families, communities, and
government in empowering ALS Learners?
-How can we challenge societal perceptions and promote
understanding of the value of non-traditional education?
-What are the long-term implications of empowering ALS
learners for individuals, communities, and society as a
whole?
By engaging in this discussion, we can gain a deeper
understanding of the challenges and triumphs of ALS
learners, and work towards creating a more just and
equitable educational landscape for all.
“CONCLUSION”
This research. “Voices from margins: ALS learners’
narratives of resilience and empowerment’,” has
illuminated the remarkable resilience and unexpected
pathways to empowerment experienced by ALS in the
Philippines by centering the lived experience of these
learners through in-depth interviews, we have gained a
nuanced understanding of the challenges they navigate
and the strategies they employ to overcome adversity.
The findings underscore the multifaceted nature of
resilience, revealing is not as a singular trait but as a
dynamic process shaped by individual strengths,
supportive relationships, and adaptive coping
mechanisms. The narratives highlighted the crucial role
of social support networks family, friends, teachers, and
community members-in fostering resilience and providing
a sense of belonging.
Furthermore, the study demonstrated that
empowerment is not simply the absence of hardship but
rather the active agency learners exercise in shaping
their own lives and futures, despite significant obstacles.
This agency manifested in various forms, including
pursuing educational goals, advocating for their needs,
and contributing positively to their communities.
This research contributes to a growing body of literature
emphasizing the importance of amplifying marginalized
voices and challenging deficit-based perspectives on
noon-formal education. The findings challenge
assumptions about the limitations of ALS learners and
instead highlights their inherent strengths and capacity
for growth. The insights gained offer valuable implications
for policymakers, educators, and community stakeholder
involved in supporting ALS learners. Specifically, the
research suggests a need for:
-Increased investment in resources and support services
for ALS programs. This includes providing access to
quality learning materials, qualified instructors, and
appropriate technological tools.
-Development of culturally sensitive and learner-centered
pedagogical approaches. These approaches should
recognize the diverse backgrounds, learning styles, and
needs of ALS learners.
-Strengthening community partnership to create
supportive learning environments. Collaboration between
schools, community organizations, and families is
essential in fostering resilience and empowerment.
-Further research focused on evaluating the long-term
impact of ALS programs and identifying effective
interventions to promote learners sucess.
“LITERATURE REVIEW”
-Explores existing research on the experiences of ALS
learners,
Focusing on narratives of resilience and empowerment. It
examines how these individuals navigate the challenges
of their condition and how their stories contribute to a
broader understanding of disability, learning, and human
potential.
“Defining the scope”
-This review focuses primarily on peer-reviewed
academic articles, books, and reputable online resources
that directly address the lived experiences of ALS
learners. “ALS learners” encompasses individuals with
amyotrophic lateral scleroses (ALS) who are engaged in
any form of learning, whether formal education,
vocational training, or self-directed learning. The
emphasis will be on studies that highlight resilience,
empowerment, and the strategies employed by ALS
learners to overcome obstacles.
“Challenges faced by ALS Learners”
-Als presents significant challenges to learning. Physical
limitation, such as muscle weakness and difficulty with
speech and swallowing directly impact access to
educational materials and participation in learning
activities. Cognitive impairments, while not always
present, can also affect learning abilities.
Furthermore, the progressive nature of ALS necessitates
constant adaptation and adjustment in learning
strategies. Existing research likely documents these
challenges, including the need for assistive technologies,
adapted learning environments, and specialized support
services.
“Resilience and empowerment narratives”
A central theme of these review will be the
identification and analysis of the narratives that
showcase resilience and empowerment among ALS
learners. This includes exploring how individuals cope
with the emotional and psychological impact of the
disease, maintain a sense of self-worth and agency, and
actively participate in their learning journeys. Studies
focusing on qualitative data, such as interviews and
personal accounts, will be particularly valuable in
understanding these narratives.
“Strategies for successful learning”
This review will investigate the strategies employed by
ALS learners and educators to facilitate successful
learning. This may include the use of assistive technology
(e.g., speech-to-text software, eye-gaze technology),
adaptive teaching methods, and supportive learning
environments. The effectiveness of different interventions
and the factors contributing to successful learning
outcomes will be examined.
“Implications for Educational practice”
The finding of this review will be used to inform best
practices in education for individuals with ALS.
Recommendations will be made for educators,
policymakers, and healthcare professionals on how to
create inclusive and supportive learning environments
that empower ALS learners to reach their full potential.
This will include considerations for curriculum adaptation.
Assistive technology provision, and professional
development for educators.
“Future research Directions”
This literature review will identify gaps in existing
research and suggest avenues for future inquiry. This
may include exploring the long-term impact of ALS on
learning, investigating the effectiveness of specific
interventions, and examining the social and emotional
well-being of ALS learners, considering factors such as
age, socioeconomic status, and cultural background, is
also needed.
“STATEMENT OF THE
PROBLEM”
Alternative learning systems (ALS) cater to a
heterogeneous population of learning who, due to various
circumstances, have not thrived within conventional
educational settings. While existing research examines
the efficacy gap persists in understanding the lived
experiences of these learners, specifically their narratives
of resilience and empowerment.
This study directly addresses this gap by investigating
the stories of individuals engaged in or having completed
ALS programs. The research will explore the multifaceted
challenges encountered by there learnings, focusing on
specific examples such as: The impact of socioeconomic
disparities on access to resources and consistent learning
environments, the challenges posed by learning
disabilities or other pre-existing conditions that may
require individualized support: the difficulties in balancing
educational pursuits with work, family, responsibilities, or
other life commitment:
The emotional and psychological barriers related to past
negative experiences with formal schooling; and the lack
of social support networks that can hinder both academic
progress and overall well-being. The absence of research
centered on the subjective experiences of ALS learners
impedes the development of more responsive and
effective programs. This study aims to illuminate the
strengths and strategies employed by successful ALS
learners, thereby informing the creation of more inclusive
and effective alternative learning environments.
"BACKGROUND OF THE STUDY”
The phrase “Voices from margins: ALS learners’
narratives of Resilience and Empowerment” suggest
a compelling exploration of the experiences of individuals
with Amyotrophic Lateral Sclerosis (ALS), a debilitating
neurodegenerative disease. This title hints at a project
that seeks to amplify the often-silenced narratives of ALS
learners, highlighting their journeys of resilience and
empowerment in the face of significant challenges.
The project likely aims to achieve several objectives:
- Givig Voice to the Marginalized: ALS, often referred to as
Lou Gehrig’s disease, can significantly impact
communication abilities, leading to social isolation and a
sense of marginalization. The project aims to break this
silence, providing a platform for ALS learners to share
their stories and perspectives.
- Celebrating Resilience: The project will likely showcase
the remarkable resilience of ALS learners, highlighting
their ability to adapt, overcome obstacle, and maintain a
positive outlook despite the disease’s progression
- Promoting Empowerment: By sharing their stories, ALS
learners can empower others facing similar challenges,
demonstrating the even in the face of adversity, there is
hope, agency, and the potential for personal growth.
- Raising Awareness' project can contribute to a broader
understanding of ALS, its impact on individuals and
families, and the importance of supporting research and
advocacy efforts.
The project’s focus on “narratives” suggests a qualitative
approach, likely involving in-depth interviews, personal
reflections, and creative expressions form ALS learners.
This approach allows for a nuanced and empathetic
understanding of their experiences, capturing the
complexity of their emotions, challenges, and triumphs.
The inclusion of “Background” in the user’s question
suggests a need for further information about the
project’s context, methodology, and potential audience.
However, based on the title alone, we can anticipate a
powerful and moving exploration of the human spirit in
the face of adversity.
”
-Their stories provide valuable insights into the realities
of the ALS system, The challenges they overcome, and
the resources they need. By amplifying their voices, we
gain a deeper understanding of their experiences and can
advocate for more effective support systems.
2.) Resilience as a central Theme:
“what are the specific challenges faced by ALS learners ?”
-Consider factors like poverty, family obligations, work
commitments, and social barriers.
“How do learners demonstrate resilience?”
-Explore their coping mechanisms, determination, and
ability to adopt to difficult circumstances.
“What are the sources of their resilience?”
-This could include strong family support, community
networks, personal goals, or the belief in the
transformative power of education.
3.) Empowerment as a Goal:
“What does empowerment means for ALS
learners?”
-It's not just about acquiring knowledge but also gaining a
sense of agency, self-worth, and the ability to shape their
own lives.
“How does education contribute to
empowerment?
-Consider the impact of literacy, critical thinking skills,
and the opportunity to pursue personal and professional
goals.
“What are the barriers to empowerment?”
- This could include to resources, or societal perceptions
about ALS learners.
4.) Research and action:
“What kind of research methodologies could
be used to capture these narratives?”
-Qualitative methods life interviews, focus groups, and
storytelling would be effective.
“What are the potential outcomes of this
research?”
-It could inform policy changes, improve ALS program
design, and advocate for greater support for marginalized
learners.
“How can we translate these narratives into
action?”-This might involve community outreach,
advocacy campaigns, or collaborate efforts between
educators, policymakers, and community organizations.
“DISSCUSSION POINT”
-How can we create more exclusive and equitable
educational system that support the needs of all learners,
including those in ALS PROGRAM?
-What are the roles of the families, communities, and
government in empowering ALS Learners?
-How can we challenge societal perceptions and promote
understanding of the value of non-traditional education?
-What are the long-term implications of empowering ALS
learners for individuals, communities, and society as a
whole?
By engaging in this discussion, we can gain a deeper
understanding of the challenges and triumphs of ALS
learners, and work towards creating a more just and
equitable educational landscape for all.
“CONCLUSION”
This research. “voices from margins: ALS learners’
narratives of resilience and empowerment’,” has
illuminated the remarkable resilience and unexpected
pathways to empowerment experienced by ALS in the
Philippines by centering the lived experience of these
learners through in-depth interviews, we have gained a
nuanced understanding of the challenges they navigate
and the strategies they employ to overcome adversity.
The findings underscore the multifaceted nature of
resilience, revealing is not as a singular trait but as a
dynamic process shaped by individual strengths,
supportive relationships, and adaptive coping
mechanisms. The narratives highlighted the crucial role
of social support networks family, friends, teachers, and
community members-in fostering resilience and providing
a sense of belonging.
Furthermore, the study demonstrated that
empowerment is not simply the absence of hardship but
rather the active agency learners exercise in shaping
their own lives and futures, despite significant obstacles.
This agency manifested in various forms, including
pursuing educational goals, advocating for their needs,
and contributing positively to their communities.
This research contributes to a growing body of literature
emphasizing the importance of amplifying marginalized
voices and challenging deficit-based perspectives on
noon-formal education. The findings
challenges assumptions about the limitations of ALS
learners and instead highlights their inherent strengths
and capacity for growth. The insights gained offer
valuable implications for policymakers, educators, and
community stakeholder involved in supporting ALS
learners. Specifically, the research suggests a need for.
-Increased investment in resources and support services
for ALS programs. This includes providing access to
quality learning materials, qualified instructors, and
appropriate technological tools.
-Development of culturally sensitive and learner-centered
pedagogical approaches. These approaches should
recognize the diverse backgrounds, learning styles, and
needs of ALS learners.
-Strengthening community partnership to create
supportive learning environments. Collaboration between
schools, community organizations, and families is
essential in fostering resilience and empowerment.
-Further research focused on evaluating the long-term
impact of ALS programs and identifying effective
interventions to promote Learners' success.
“LITERATURE REVIEW”
-Explores existing research on the experiences of ALS
learners, Focusing on narratives of resilience and
empowerment. It examines how these individuals
navigate the challenges of their condition and how their
stories contribute to a broader understanding of
disability, learning, and human potential.
“Defining the scope”
-This review focuses primarily on peer-reviewed
academic articles, books, and reputable online resources
that directly address the lived experiences of ALS
learners. “ALS learners” encompasses individuals with
amyotrophic lateral scleroses (ALS) who are engaged in
any form of learning, whether formal education,
vocational training, or self-directed learning. The
emphasis will be on studies that highlight resilience,
empowerment, and the strategies employed by ALS
learners to overcome obstacles.
“Challenges faced by ALS Learners”
-Als presents significant challenges to learning. Physical
limitation, such as muscle weakness and difficulty with
speech and swallowing directly impact access to
educational materials and participation in learning
activities. Cognitive impairments, while not always
present, can also affect learning abilities.
Furthermore, the progressive nature of ALS necessitates
constant adaptation and adjustment in learning
strategies. Existing research likely documents these
challenges, including the need for assistive technologies,
adapted learning environments, and specialized support
services.
“Resilience and empowerment narratives”
A central theme of these review will be the
identification and analysis of the narratives that
showcase resilience and empowerment among ALS
learners. This includes exploring how individuals cope
with the emotional and psychological impact of the
disease, maintain a sense of self-worth and agency, and
actively participate in their learning journeys. Studies
focusing on qualitative data, such as interviews and
personal accounts, will be particularly valuable in
understanding these narratives.
“Strategies for successful learning”
This review will investigate the strategies employed by
ALS learners and educators to facilitate successful
learning. This may include the use of assistive technology
(e.g., speech-to-text software, eye-gaze technology),
adaptive teaching methods, and supportive learning
environments. The effectiveness of different interventions
and the factors contributing to successful learning
outcomes will be examined.
“Implications for Educational practice”
The finding of this review will be used to inform best
practices in education for individuals with ALS.
Recommendations will be made for educators,
policymakers, and healthcare professionals on how to
create inclusive and supportive learning environments
that empower ALS learners to reach their full potential.
This will include considerations for curriculum adaptation.
Assistive technology provision, and professional
development for educators.
“Future research Directions”
This literature review will identify gaps in existing
research and suggest avenues for future inquiry. This
may include exploring the long-term impact of ALS on
learning, investigating the effectiveness of specific
interventions, and examining the social and emotional
well-being of ALS learners, considering factors such as
age, socioeconomic status, and cultural background, is
also needed.
“STATEMENT OF THE
PROBLEM”
Alternative learning systems (ALS) cater to a
heterogeneous population of learning who, due to various
circumstances, have not thrived within conventional
educational settings. While existing research examines
the efficacy gap persists in understanding the lived
experiences of these learners, specifically their narratives
of resilience and empowerment. This study directly
addresses this gap by investigating the stories of
individuals engaged in or having completed ALS
programs.
The research will explore the multifaceted challenges
encountered by there learnings, focusing on specific
examples such as: The impact of socioeconomic
disparities on access to resources and consistent learning
environments, the challenges posed by learning
disabilities or other pre-existing conditions that may
require individualized support: the difficulties in balancing
educational pursuits with work, family, responsibilities, or
other life commitment:
The emotional and psychological barriers related to past
negative experiences with formal schooling; and the lack
of social support networks that can hinder both academic
progress and overall well-being. The absence of research
centered on the subjective experiences of ALS learners
impedes the development of more responsive and
effective programs. This study aims to illuminate the
strengths and strategies employed by successful ALS
learners, thereby informing the creation of more inclusive
and effective alternative learning environments.
"BACKGROUND OF THE STUDY”
The phrase “Voices from margins: ALS learners’
narratives of Resilience and Empowerment” suggest
a compelling exploration of the experiences of individuals
with Amyotrophic Lateral Sclerosis (ALS), a debilitating
neurodegenerative disease. This title hints at a project
that seeks to amplify the often-silenced narratives of ALS
learners, highlighting their journeys of resilience and
empowerment in the face of significant challenges.
The project likely aims to achieve several objectives:
- Givig Voice to the Marginalized: ALS, often referred
to as Lou Gehrig’s disease, can significantly impact
communication abilities, leading to social isolation and a
sense of marginalization. The project aims to break this
silence, providing a platform for ALS learners to share
their stories and perspectives.
- Celebrating Resilience: The project will likely
showcase the remarkable resilience of ALS learners,
highlighting their ability to adapt, overcome obstacle, and
maintain a positive outlook despite the disease’s
progression
- Promoting Empowerment: By sharing their stories,
ALS learners can empower others facing similar
challenges, demonstrating the even in the face of
adversity, there is hope, agency, and the potential for
personal growth.
- Raising Awareness' Project can contribute to a
broader understanding of ALS, its impact on individuals
and families, and the importance of supporting research
and advocacy efforts.
The project’s focus on “narratives” suggests a qualitative
approach, likely involving in-depth interviews, personal
reflections, and creative expressions form ALS learners.
This approach allows for a nuanced and empathetic
understanding of their experiences, capturing the
complexity of their emotions, challenges, and triumphs.
The inclusion of “Background” in the user’s question
suggests a need for further information about the
project’s context, methodology, and potential audience.
However, based on the title alone, we can anticipate a
powerful and moving exploration of the human spirit in
the face of adversity.
"METHODOLOGY"
Voices from Margins: ALS learners' Narratives of
Resilience and Empowerment” likely employs a
qualitative research methodology, focusing on capturing
the lived experiences and perspectives of ALS learners.
1.) Data Collection:
- In-Depth Interviews: The project likely relies heavily
on semi-structured or open-ended interviews with ALS
learners. This allows for the exploration of their personal
stories, challenges, coping mechanisms, and perspectives
on resilience and empowerment.
-Personal Narratives: The project may encourage ALS
learners to write their own narratives. Providing a first-
person account of experiences. This allows for a more
personal and authentic expression of their journeys.
-Creative Expression: The project might incorporate
creative mediums like art, poetry, music, or video to allow
ALS learners to express their experiences in ways that
transcend traditional language.
-Focus Groups: Focus Groups could be used to facilitate
discussions and gather collective insights from ALS
learner, exploring shared experiences, challenges, and
coping strategies.
2.) Data Analysis:
-Thematic Analysis: The collected data could be
analyzed using Thematic analysis, identifying recurring
themes, patterns, and insight within the narratives. This
helps to understand the common experiences,
challenges, and strategies employed by ALS learners.
-Narrative Analysis: The project might employ narrative
analysis, focusing on the structure, style, and meaning-
making within the individual narratives. This can reveal
deeper insights into the ALS learner's experiences and
how they construct their identities and meaning in the
face of adversity.
-Critical discourse Analysis: The project might utilize
critical discourse analysis to examine the power
dynamics, social inequalities, and societal perceptions
that shape the experiences of ALS learners. This can help
to understand the broader narrative unfold.
3.) Ethical Considerations:
-Informed Consent: The project would adhere to strict
ethical guidelines, ensuring participants provide informed
consent before participating and have the right to
withdraw at any time.
-Confidentiality and Anonymity: The project would
safeguard the confidentiality and anonymity of
participants, protecting their identities and ensuring their
stories are shared with respect and sensitivity.
-Beneficence: The project aims to benefit participants by
providing a platform for their voices to be heard, fostering
a sense of community and promoting understanding and
support.
4.) Dissemination:
-Publication: The project might be published in various
formats, including books, articles, websites, or
multimedia platforms, ensuring the narratives reach a
wider audience.
-Community Engagement: The project might involve
community events, workshops, or presentations to the
narratives with ALS learners, their families, healthcare
professionals, and the general public.
By employing a qualitative methodology that prioritizes
the voices and experience of ALS learners, the project
aims to create a powerful and impactful platform for
sharing their stories, promoting resilience and
empowerment, and fostering a more inclusive and
understanding society.
ALS learner’s resilience and
Empowerment
Part 1: Demographic Information.
Choose and circle the correct answer.
1.) What is your Age?
A. 15-20 years old B. 21-25 years old
C. 26-35 years old D.36-50 years old
2.) What is your gender?
A. Male B. female
C. Gay D. Lesbian
3.) How long have you been as an ALS learner?
A. Less than 6 months B. 6-1 year
C.1-3 years D. 3-5 years
4.) What is your highest level of education
completed before starting ALS?
A. Elementary B. Junior high school
C. Senior high school D. high school (incomplete)
5.) What is your current marital status?
A. Single B. Married
C. Separated D. Divorced
6.) What is your current employment status?
A. Employed Full-Time B. Employed Part-Time
C. Student D. Self Employed
7.) What is your purpose for learning on ALS?
A. For NCII B. To learn
C. To improve your knowledge D. To Have a Gf/Bf
8.) Are you enjoying your life while studying ALS
program?
A. Yes, I enjoy
B. Maybe, cause i can't understand it all
C. No, it can't help me to increase my knowledge
Part 2: Challenges faced as an ALS learner
1.) What were the main reasons that led you to
enroll in the ALS program?
A. Lack of access to formal education in the past
B. Dropped out of school due to financial difficulties
C. Had to work to support myself or my Family
D. Health issue that prevented me from attending regular
school
2.) What are the biggest Challenges you have faced
while studying Als program?
A. Difficulty in understanding the lessons
B. Lack of time to study due to work or family
responsibilities
C. Financial problems (e.g., inability to buy textbook or
etc.)
D. Social Stigma associated with being an ALS learner
3.) How have these challenges affected your
Motivation to continue learning Als program?
A. They have greatly increased my Motivation
B. They have actually decreased my motivation
C. They have no effect on my motivation
Part 3: Resilience and Coping Mechanisms
1.) What are the strategies or coping mechanisms
you use to deal with the challenges of studying in
the ALS program?
A. Seeking help from teachers or tutors
B. Studying with classmates or forming study Group
C. Breaking down tasks into smaller, manageable parts
[Link] Goals and rewarding myself when i achieve
them
2.) Have you ever thought about giving up on the
ALS program?
A. Yes, because I can't handle all those activities and
homework's I have
B. No, I have never Thinking about giving up
3.) Can you describe a difficult situation you faced
as an ALS learner and how you overcame it?
(please explain your answer).
__
Part 4: Empowerment and Personal growth
1.) How was the ALS program changed your skills?
A. It has increased my knowledge and skills
B. It has improved my self-confidence
C. It has changed my perspective on life
D. None of the above
2.) Do you feel more empowered as a result of your
participation in the ALS program?
A. Yes, I feel much more empowered
B. Maybe, I feel a little bit empowered
C. No, I don't not feel more empowered
3.) Can you give me an example of how you used
the knowledge and skills you gained from the ALS
program to make a positive change in your life?
Part 5: Support Systems and Future Aspirations
1.) Who are the people or institutions that have
provided you with the most support during ALS
learning journey? (Select all that apply)
A. Teachers
B. family members
C. Friends
D. All (so sweet if it's true)
2.) What kind of support do you think is still
needed to help as ALS learners like you to
succeed?
A. More financial assistance
B. Better access to learning resources (e.g., computer,
gadgets)
C. Greater community awareness and support
3.) what are your future plans and aspirations after
completing the ALS program?
A. Pursue farther education
B. Look for employment
C. Start my business
D. Become more involved in community activities
Passed By:
1.) Marjorie, Compac
2.) Renzygil, Anaque
3.) Juspher, Picana
4.) Sched mith, Duflo
5.) Kim, Selleen (A.K.A Kimboy)
6.) Ryza, Pomareno
7.) Maryalen, Bajado
PS: GWAPO KAMI.
Passed By:
1.) Marjorie, Compac
2.) Renzygil, Anaque
3.) Juspher, Picana
4.) Sched mith, Duflo
5.) Kim, Selleen (A.K.A Kimboy)
6.) Ryza, Pomareno
7.) Maryalen, Bajado
8.) Ronald, Dorango
9.) John Paul, Cadano Ramirez
10.) Elmer, Tanudra
11.) Mera Mae, Pontila
