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Chapter II

Review of Related Literature

This chapter presents the related literature and studies which were reviewed and

helped the researchers fully understand the topic being investigated. This chapter also

covers the synthesis of the reviewed literature and studies.

Conceptual Literature

(Conceptual literature – explain the concepts from your study; those which are related to the
topic coming from books; should be topical in presentation, minimum of 6 related
literature from books, which are 10 years back)

Do not copy and paste/ should be paraphrased, meaning: READ THE ARTICLE THEN
ENCODE USING YOUR OWN WORDS DEPENDING ON YOUR UNDERSTANDING)

(Don’t forget to cite the sources of your related literature) Don’t forget to write the
references/sources in your TRIPLE I notebook since these will be placed in the References
section after Chapter V.)

Example #1

Title: LEVEL OF AWARENESS OF GRADE 10 STUDENTS ON THE

ALTERNATIVE LEARNING SYSTEM (ALS)

Conceptual Literature

Alternative Learning System (ALS)

The implementation of ALS paved way to the rights for education to be asserted by

marginalized groups like children, women, people with special needs, and Indigenous

people communities (Valk, 2009).

The learning strands are not adapted according to their disciplinal case but

according to their “functionality.” The ALS is identified as a Community-Based Learning

Service where it pursues the growth of students’ intellectual capacity along their chosen

career path and aims to promote their sense of social responsibility, providing them the
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opportunity to serve the community. This challenges ALS teachers to try their best to

provide a meaningful learning experience to such a diverse group (Pinca, 2015).

Bellingham (2012) stated that it provides learners with the most practical and

innovative learning experience which they can utilize in driven and practically enterprising in

their lifelong learning process. Multidisciplinary approaches and mixed pedagogies are likely

to be appropriate. Alternative Learning System like basic literacy program and cultural

minority-based instructions should be delivered in variety of means to an end: adult and

experiential learning. This allows students or learners to achieve a balance of skills and

knowledge related to the three contributory aspects: enterprise awareness, entrepreneurial

mindset, and entrepreneurial capability. Whether this direction is observed in the manner by

which Alternative Learning System organization does absolutely dependent on the results of

the structural equation modeling of indicators between organizational effectiveness and

functional programs of Alternative Learning System.

In the context of Alternative Learning System, currently the Alternative education

system comprises a range of educational programs with a variety of purposes and outcome.

Some Alternative programs operate as stand-alone schools, and others are contracted out

of third party providers such as community organizations. Some grants diplomas and others

are temporary placements that intend to return students to a traditional diploma-granting

higher elementary schools. In the least developed parts of the world, traditionally managed

public education systems hold title promise for meeting EFA goals of providing access to

quality; eliminating gender based and other disparities; ensuring completion, and achieving

relevant, measurable learning outcomes (Hartwell & Benhow, 2010).

Apao, et al. (2014) conducted a study using the qualitative-quantitative research

design to assess the implementation of the Alternative Learning System programs along
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with the provision of life skills, increased literacy and quality of living. The Alternative

Learning System A and E program was effective in cultivating the life skills of the recipients.

The programs improve the quality of living of the respondents as they continue their pursuit

for meaning and significance of life. The Alternative Learning System was an option for

those who wanted to improve their quality of living and rise beyond poverty. As an

alternative to the formal school system, the government needs to provide the physical and

financial resources of sustainability of ALS program. Its governance should be strengthened

to maximize the participation of stakeholders to bring out-of-school youths and out-of-school

adults to school and let them finish their studies thereby increase literacy. The strong

support and collaboration of the stakeholders, the commitment of both the learners and

mobile teachers are necessary in the effective implementation of these programs

Objectives of Alternative Learning System

Bantulo (2016) described the experiences of Alternative Learning System (ALS)

learners in their pursuit to education, their coping mechanisms on the challenges in their

educational pursuit and their dreams and aspirations in life. It also uses the

Phenomenological approach with ALS learners from different ALS learners the

department of education division of Sarangani, Philippines or School year 2015-2016 were

picked to undergo in depth interview and focused group discussion. As regards to ALS

learners5 e4perien!es in their pursuit to education, the following were thethemes1 initiation

to system, implication to system, impetus and motivation, pleasures, in adequacies and

inconveniences. As to their challenges in their educational pursuit, the themes that emerged

were1 industry, conscientiousness, optimism and positivity. As to

their insights, the themes were generated1 gainful employment, sense of accomplishment,

and progress and self-improvement. This study recommended to other researcher to have a

study that deals on the parameters of the ALS teachers that highlights their personal
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experiences and challenges face in implementing the ALS program in the far flung schools

may be useful and coherent to see the program from different perspective.

Features of Alternative Learning System

ALS is the "Alternative Learning System" program offered by the Department of

Education to help out-of-school youths as well as those adults who were not able to finish

their elementary and high school degrees due to poverty or other issues. An example of this

is our boxing idol Manny Pacquiao who finished high school through the ALS program. He

passed all his written and spoken tests and was able to enrol in college. He decided to run

for congress and now serves as congressman of Saranggani. It is then a reality that

educational institutions around the world should be able to promote 21st-century skills to its

students through formal education. However, it is also a reality that a huge number of the

world population are dropouts, out-of-school youth, and even individuals who do not go to

formal schooling. And as a result, these individuals who do not go to formal schooling have

difficulties in understanding and learning 21st-century skills which enable them to cope with

and to compete in the globalized world. And to cope with these challenges given by the

changing world and knowledge economy, alternatives were presented and implemented by

the countries around the world to help individuals attain education through non-formal and

informal education (Colardyn & Bjornavold, 2008).

Problems encountered in the alternative learning system in Tanauan City.

International Journal of Education and Social Science emphasized that learners should

always express their ideas, and teachers, on the contrary, must provide learning

opportunities for the students to speak their minds. He also further expressed that

communication skill is one of the most important skills to adapt to the present (Mercado,

2009).
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Galima (2012) identified three teaching strategies. One is the use of informal sharing

of experiences at the beginning of the session. This would inform the teacher about the

condition of the learners, their current concerns, and interest. They carefully consider the

learners’ interests before starting to teach them the contents of the module. Another strategy

is the use of various computer-based technologies, especially video clips. This is done to

keep the learners, especially the younger ones, motivated and engaged. The third one is the

use of group activities which are meant to create a closer relationship among the learners.

Eventually, the class becomes a support group.

Example #2

Title: ACCOUNTANCY BUSINESS AND MANAGEMENT (ABM) STUDENTS’

AWARENESS ON COOPERATIVES

Conceptual Literature

Cooperatives

According to Hardesty (2001), cooperative is a private business organization that is

owned and controlled by the people who use its products, supplies or services. . Although

cooperatives vary in type and membership size were formed to meet the specific objectives

of members, and are structured to adapt to members’ changing needs. Cooperatives are

formed by individuals who coordinate among themselves (horizontal coordination) to

achieve vertical integration in their business activities.

Although people have been working together for their mutual benefit throughout

human history, the cooperative form of business organization began during the Industrial

Revolution. Cooperatives were useful for promoting the interest of the less powerful
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members of society. Farmers, producers, workers, and consumers found that they could

accomplish more collectively than they could individually (Small Farm Program, 2001).

Types of Cooperatives

According to Mendoza (2010), cooperatives can be categorized by their purpose;

their member procure from and/or provide goods and services to the cooperatives. . For

example, members of grocery cooperatives procure grocery items from their cooperatives

while members of worker cooperatives provide their labor to their cooperative. Sometimes,

members provide goods and/or services; for example, members of an arts and crafts

cooperative can purchase supplies from the cooperative and provide their artwork and labor

to market their crafts through a cooperative store.

Cooperatives operate in a broad variety of industries, including the Agricultural

cooperatives help producers assure markets and supplies, achieve economies of scale, and

gain market power through jointly marketing, bargaining, processing, and purchasing

supplies and services. Arts and Crafts cooperatives help artists and crafts persons maximize

their earning potential and working condition. Business cooperatives are formed by

businesses to purchase supplies or obtain services at a lower cost. Child Care and

Preschool cooperatives provide high-quality enrichment and educational programs for

children and their families. Credit Unions provide at-cost financial services to a wide cross-

section of the population. Custodial and cleaning services cooperatives create employment

opportunities and provide the benefits of ownership for their worker-members. . Food

cooperatives and buying clubs gain access to grocery products using a consumer-directed

approach. Hardware wholesaling cooperatives, like other business cooperatives, allow

independent businesses to be competitive by cutting expenses and adding member services

through joint purchasing and marketing. Housing cooperatives offer ownership options for
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Californians from all income groups. Insurance cooperatives operate much like retail

cooperatives except that they provide insurance services instead of consumer goods.

Student cooperatives are set up and run by students to meet specific needs. Utility

cooperatives provide utilities such as communication services, electricity, and water to their

members and Workers cooperatives create employment opportunities and provide the

benefits of ownership to members (De Guzman, 2010).

Benefits from Cooperatives

Macaraig (2009) stated that members of cooperative businesses pay lower or

stabilized prices for products and services because of the buying power of the cooperative.

Businesses that sell to cooperatives may receive higher or stabilized prices for their

products or services. Benefits are distributed to members based on usage of the

cooperatives products and services. A member who purchases 10 percent of the products

and services receives a return of 10 percent in benefits. Cooperative business members

also benefit from shared ownership, which results in shared risk, both liability and financial,

and reduced expenses for operational costs.

Example #3

Title: Determinants of Effective Implementation of Sangguniang

Kabataan Projects towards Youth

Chapter II

Review of Related Literature and Studies

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This chapter presents the related literature and studies which were reviewed and

helped the researchers fully understand the topic being investigated. This chapter also

covers this synthesis of the reviewed literature and studies.

Conceptual Literature

Sangguniang Kabataan

Ilechukwu (2011) states that the future of any nation belongs to the youth. The

anticipated and real wealth of the nation is not in its natural resources, but in its youth. A

nation makes no greater investment than that made toward the empowerment of its younger

age band. The youth is the peak of the future, icon of stability, and real stewards of national

growth and development. There is no superior way to prepare the state’s future than to

effectively and intentionally qualify the upcoming generations. The distinctive implication of

the above declaration is that a country that neglect its youth, is neglecting its future and the

cost is often monumental.

The environment for Filipino Youth is defined by enabling laws, policies, plans,

programs, and organizations that promote the development and welfare of youth, as well as

their participation in development efforts. The number and diversity of enabling instruments

developed in recent years points to a widening avenue and platform for youth participation in

development processes (National Youth Commission, 2000).

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Importance of Youth Council and Participation

It states that the importance of youth as future leaders in the political and socio-

economic development of a country is undeniable as they are considered as the active

working group in any economy (Aminu,2012). The use of a Youth-oriented to social change

is called for through working with community-university partners. Its primary aim is to more

effectively support youth with high-risk, marginalized conditions, by emphasizing youth

engagement and development (Blanchet-Cohen & Salazar, 2009).

Ahmad et. al. (2012) states that it is certain that the significance of youth leadership

has encourage a good number of researchers to discover the relevant areas, a critical

review of existing related studies, however, reveals a separate in literature that this study

aims to fulfill. Importantly, meaningful youth engagement is a key concept for both positive

youth development and social justice youth development and facilities social/system change

to more effectively support marginalized youth and families (Alicea, Delgado & Lind, 2008).

Sociocultural Activities

It states that the social influence pertains to the phenomena where specific others

influence the perceptions, emotions and behavior of a person. Social influence takes many

forms, and is usually reflected in socialization, leadership obedience, and persuasion. The

concept of social influence revolves around social ties, influence of family and friends, role

models and others, who could possibly influence one’s long term behavior, such as

leadership participation (Koe & Majid, 2014); (Tata & Prasad, 2008).

It states that overall involvement in extracurricular activities such as sports and

voluntary community associations, such as clubs, require teamwork in schools and builds

confidence towards one’s being (McFarland &Thomas, 2006).

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Hinton (2008) and Hart (2002) agree and documented that children’s participation

throughout a project can lead to tangible and intangible benefits to children’s wellbeing.

They also believe that involving children within the concepts of ownership and participation

is consistent.

Anderson et. al. (2004) states that apprehensiveness of evolving in value is dynamic

for society’s organization. They should consider cultural changes of the community and its

factor. The changes and the difference of the society’s factor is being important for the

future. Culture is overall style of human life. Culture is formed by human connection and

from the norms and values that being created. Values is the base and the institution of

human culture and also depend and connected on cultural context and state (Hedayat-

Shodeh,2001).

Environmental Care and Factors

According to Bowen (2018), environmentalism is a value that many individuals wants

to see instilled in our future young generation, after all, they will inhabit the earth long after

were gone.

According to Nurlila (2018), damaged environment taught us all about the impacts of

environmental changes that occur due to human behavior, the school provides a role to

have students understand the impact of human behavior toward nature and the

environment.

According to Ahmad et. al. (2012), most of youths in the community conclude the

environmental factors but do not partake and practice the habits towards a better

environment because they weren’t being disturbed. They also perceive not to do any step to

make any changes to the effect of single individuals in the community.

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Disciplinary Practices

Ramsden and Buaneswari (2008) define discipline as a set of rules and regulations

of the SK that the youth are expected to obey their rules so that the order is maintained in

their community while accomplish the discipline, the youth focus on what they want to do.

Also disciplinary practices can be understood to practice the youth to improve their behavior

in the community, these practices shall enable the youth to be aware in their community

(Clark,2005).

Holden (2002) stated that disciplinary practices explains what will happen to the

youth in the community. Discipline is youth’s attribution for being good, recognizing and

supporting them when they are behaving. Also, discipline generally involves instruction and

guidance from the SK readers in the community that serves as the youth’s role model in

facing the nation bringing good morals.

Community has begun to adopt the disciplinary programs as a means of curtailing

disciplinary practices. These programs are traditionally designed in such a way to establish

community wide standards rooted in the characteristics that are deemed to be acceptable

behaviors among youth, including respect and responsibility (Wallace,2005). Discipline has

become such an issue in the community today. It should be a positive way of helping and

guiding the youth to achieve their self- control (Cotton,2001).

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