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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

IMPLEMENTATION OF OPEN HIGH SCHOOL

PROGRAM AT DOÑA FRANCISCA LACSAMANA DE
ORTEGA MEMORIAL NATIONAL HIGH SCHOOL

CATHERINE C. BALBIN

ILOCOS SUR POLYTECHNIC STATE COLLEGE

TAGUDIN, ILOCOS SUR

GRADUATE SCHOOL

MASTER OF ARTS IN EDUCATION

MAJOR IN EDUCATIONAL MANAGEMENT

DOI: 10.47760/cognizance.2024.v04i11.015

MAY 2024

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 165
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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

APPROVAL SHEET

This thesis entitled “IMPLEMENTATION OF OPEN HIGH

SCHOOL PROGRAM AT DOÑA FRANCISCA LACSAMANA DE ORTEGA

MEMORIAL NATIONAL HIGH SCHOOL” prepared and submitted by

CATHERINE C. BALBIN in partial fulfillment of the requirement for the

degree of Master of Arts in Education major in Educational

Management has been examined and passed by the Thesis Review

Committee on _____________________ composed of:

EDERLINA M. SUMAIL, PhD. JONATHAN L. DELA CRUZ, EdD.

Adviser Statistician

IMELDA N. BINAY-AN, PhD. ERNEST D. PADIWAN, EdD.

Member Member

JIMA N. ESCOBAR, EdD. FEMARIE M. CAPISTRANO, PhD.

External Expert English Critic

GERALDINE V. REYES, PhD.

Chairman

Accepted and reviewed in partial fulfillment of the requirements for

the degree MASTER OF ARTS IN EDUCATION MAJOR IN
EDUCATIONAL MANAGEMENT.

JONATHAN L. DELA CRUZ, EdD

Dean, Graduate School

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Recorded by:

DELIA R. CASILLAN, EdD

Secretary, Graduate School
Contribution No. ____________
Date: ________________________

BIOGRAPHICAL SKETCH

The researcher, born on May 18, 1983, in Tampakan, South

Cotabato. As the youngest of three siblings, she showed a strong

dedication to education early on. She earned her undergraduate degree

from Stella Maris College in March 2004 and began her teaching career

at St. Louis School Center in Baguio City, teaching elementary students.

Her formative experiences as an educator at a reputable institution

sparked a profound passion in the field of education, propelling her to

seek roles with greater impact. In 2005, she returned to Mindanao and

then assumed the role of Community Relations Assistant in the year

2006. Her unwavering dedication and expertise soon led to her

advancement to the position of Education Program Specialist, a role she

fulfilled with distinction for seven years.

During this period, her comprehension of the transformative

potential inherent in educational initiatives deepened, culminating in the

establishment of CREST (Creative Reform in Education System in

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Tampakan). This program has since left an enduring legacy in her

hometown, continuing to thrive and exert a positive influence on the lives

of students in Tampakan. CREST stands as a testament to her steadfast

commitment to educational reform.

Her contributions to CREST provided the foundation for her

current role within the Department of Education, where she continued to

advocate for the educational advancement and holistic well-being of all

students. Her career is characterized by an unwavering dedication to the

enhancement of educational systems and a commitment to ensuring that

every student is afforded the opportunity to succeed.

In her present capacity as a teacher and program implementer at

Doña Francisca Lacsamana de Ortega Memorial National High School

(DFLOMNHS), the researcher has further demonstrated her commitment

to educational innovation. She has concentrated her efforts on

developing and implementing pedagogical strategies that are specifically

designed to support students who encounter barriers to traditional

education.

The researcher furthered her academic credentials by pursuing a

Master of Arts in Education major in Educational Management at Ilocos

Sur Polytechnic State College, Tagudin Campus, Graduate School. Her

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 168
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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
scholarly inquiry into the Open High School Program (OHSP) has yielded

significant insights into alternative educational models and their impact

on student retention and academic performance. Her thesis, entitled

"Implementation of Open High School Program at DFLOMNHS," has been

particularly influential in this regard.

ABSTRACT

CATHERINE C. BALBIN (2024). IMPLEMENTATION OF OPEN

HIGH SCHOOL PROGRAM AT DFLOMNHS. Master of Arts in
Education, major in Educational Management. Ilocos Sur Polytecnic
State College, Graduate School, Tagudin, Ilocos Sur.

Adviser: DR. EDERLINA M. SUMAIL

The study examined the implementation and challenges of the Open

High School Program (OHSP) at Doña Francisca Lacsamana de Ortega
Memorial National High School (DFLOMNHS). The OHSP serves as an
alternative mode of secondary education, designed to accommodate
learners who cannot attend traditional schools due to personal, economic,
or geographical constraints. This descriptive research investigated the
relationship between learner profiles, academic performance, and the level
of program implementation. The study involved 48 learners and 16
teachers, utilizing surveys to assess various factors, including the
program’s effectiveness and the challenges faced by teacher-implementers.

The results revealed that the majority of learners are female, aged
16-20, and come from low-income families with parents who generally
have low educational attainment. The academic performance of these
learners varies, with a significant portion not meeting expectations. The
level of program implementation, as perceived by both learners and
teachers, is generally positive, but challenges remain, particularly in
addressing the diverse needs of learners and improving academic
outcomes. The study underscores the importance of continued support and

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
evaluation to enhance the effectiveness of OHSP in achieving its goals of
reducing dropout rates and providing quality education to underserved
communities.

The following conclusions were drawn based on the findings. Open

High School learners and teachers possessed varied characteristics as to
gender, age, highest educational attainment of parents, occupation of the
parents, family monthly income, academic performance, and years in
service. Open High School is generally-well implemented by both teachers
and the learners. There is no significant difference in the level of
implementation of Open High School as perceived by the learners and the
teachers. There is no significant relationship between the profile
characteristics of the learners and various dimensions of the
implementation of the Open High School program. Similarly, the profile of
the teacher-respondents also showed no significant relationship with the
implementation of the Open High School program across the same
dimensions. The respondents face significant challenges in the
implementation of the Open High School program, which can be
categorized into three primary clusters: role challenges, general challenges,
and instructional challenges.
Based on the findings and conclusions drawn, the following are
highly recommended. Schools should implement programs that equip
parents with skills to support their children academically, particularly for
those with lower educational attainment and low family monthly income.
Regular workshops on seminars on modern teaching methods, time
management, and academic support could be beneficial. Professional
development programs should be intensified to equip teachers with
innovative teaching methods, such as integrating technology and
differentiated instruction. This will address the gap in teaching methods
and promote more engaging and effective learning experiences. Efforts
should be made to maintain or enhance open communication and
collaboration between learners and teachers. Continuous monitoring and
evaluation of the Open High School Program’s effectiveness should be
carried out to ensure its goals are being met. Comprehensive evaluation of
the Open High School program to identify other factors that might influence
its implementation effectiveness such as program resources, training
quality, and support system should be conducted. Similar studies should
be conducted to further determine the effectiveness of the Open High
School program.
Keywords: Open High School Program, Flexible Education, Student
Engagement, Educational Equity, Community Support, Program Evaluation
and Educational Policy

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 170
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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

ACKNOWLEDGEMENT

The researcher offers her thanks and praises to the Almighty God

who gives wisdom and understanding, and her sincere gratitude to the

following individuals, whose unwavering support and expertise have been

invaluable in the formulation and development of this thesis:

Ilocos Sur Polytechnic State College (ISPSC) – Tagudin

Campus, Graduate School for providing the academic environment and

resources essential for the formulation and development of this research.

The unwavering commitment of the institution to fostering research and

intellectual growth has been instrumental in shaping the foundation of

the researcher’s academic journey.

Dr. Ederlina M. Sumail, Campus Director, and the researcher’s

Adviser, for her invaluable guidance, wisdom, unwavering support,

expertise, encouragement, insightful suggestions and commitment to

excellence in shaping the direction of this research;

Dr. Jonathan L. Dela Cruz, Dean of the Graduate School of

ISPSC-Tagudin Campus and the researcher’s Statistician, for his

expertise and guidance. His meticulous attention to detail, insightful

analysis, and unwavering support significantly contributed to the

accuracy and reliability of this research;

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Dr. Femarie M. Capistrano, Critic, for her constructive feedback

and scholarly insights that have significantly contributed to the

enhancement and clarity of the study;

Dr. Jima N. Escobar, Expert, for her expertise, guidance, critical

feedback, and input were invaluable and greatly enriched the content

and scope of this study;

Dr. Imelda N. Binay-an, Panel Member, for her suggestions and

encouragement;

Dr. Geraldine V. Reyes, Chairman, for her leadership,

participation and contributions to the refinement of this study;

Mrs. Lorna O. Gaspar, Education Program Supervisor-OHSP, for

her unwavering motivation, encouragement and belief in my abilities

were a constant source of strength throughout the implementation of

Open High School Program, and most especially for her expertise,

insights, and constructive feedback were invaluable in refining the

research instrument, ensuring its reliability and validity;

Dr. Ronald June L. Balsomo, Head Teacher-CASACRISTO NHS,

and Dr. Brian O. Rilloraza, Head Teacher-DFLOMNHS, for their

guidance, generosity, invaluable assistance, inspiration, unwavering

support, and for their expertise, insights, and constructive feedback

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 172
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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
were invaluable in refining the research instrument, ensuring its

reliability and validity;

Mrs. Elsie V. Mayo, Principal-Regional Science High School for

Region 1, and Dr. Genny Alay-ay, Principal-Paratong Integrated Schoo,

for their expertise, insights, and constructive feedback were invaluable

in refining the research instrument, ensuring its reliability and validity;

To the participants of this study, for their support and

willingness, and their collaborative efforts that helped the researcher

gather data for the study.

To her family, for their moral, material, and financial support

and inspiration;

To her husband and children, who are always there to support

her in any way and who give her inspiration to strive even in the hardest

times and sleepless nights.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

DEDICATION

This masterpiece is humbly dedicated to:

God Almighty - the guiding light and source of all wisdom, knowledge,

and understanding,

My loving husband, Engr. Marwin G. Balbin, and children John Wayne

C. Balbin, James Marwin C. Balbin and Julia Clarisse C. Balbin

My parents, Carlito C. Cuello and Irenea V. Sajelan, my siblings Sunny

Boy C. Cuello, and Carren C. Placigo and their families,

My Auntie Erlinda R. Ducusin, for your constant encouragement and

presence in my life.

Catherine

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

TABLE OF CONTENTS

PRELIMINARIES

Title Page

Approval Sheet

Biographical Sketch

Abstract

Acknowledgment

Dedication

Table of Contents

List of Figure

List of Tables

Chapter I - INTRODUCTION

Background of the study

Framework of the Study

Statement of the Problem

Hypotheses

Scope and Limitations of the Study

Importance of the Study

Definition of Terms

Review of Literature

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Chapter II - METHODOLOGY

Research Design

Population and Locale

Research Instrument

Data Gathering Procedure

Treatment of Data

Data Analysis/Categorization of Data

Ethical Considerations

Chapter III – RESULTS AND DISCUSSION

Findings

Conclusions

Recommendations

References

Appendices

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

LIST OF FIGURE

Figure Title

1 Thematic Representation of the Challenges

Encountered by the Respondents in the
Implementation of Open High School Programs

LIST OF TABLE

Table Title

Table 1 Profile of the Learner-respondents

Table 2 Profile of the Teacher-respondents

Table 3 Level of Implementation of Open High

School along Goals and Objectives

Table 4 Level of Implementation of Open High

School along Methods of Teaching

Table 5 Level of Implementation of Open High

School along Learners

Table 6 Level of Implementation of Open High

School along Social Needs

Table 7 Over-all Level of Implementation of

Open High School as Perceived by the
Learners and Teachers

Table 8 Difference in the Implementation of Open

High School as Perceived by Learners
and Teachers

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Table 9 Correlational Analysis between the Profile

of the Learners and the Level of Implementation
Along Goals and Objectives

Table 10 Correlational Analysis between the Profile

of the Teachers and Level of Implementation
of along Goals and Objectives

Table 11 Thematic Analysis on the Problems

Encountered by the Teachers in the
Implementation of the Open High School
Program

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Chapter I

INTRODUCTION

Background of the Study

Quality education is a pillar of development, that is why,

Education has been imparted for generations now and a very significant

to every individual. From the time of Plato in ancient Greece passing

down his teachings to a selected group of scholar’s worthies of such

knowledge to the more equitable access to education to human aim for

today, education continues to grow and change to be more inclusive to

improve lives.

When people have access to quality education, they can break from

the cycle of poverty. The global poverty rate could be more than half of all

adults completed secondary school and at least 171 million people could

be lifted out of extreme poverty if all children left school with basic

reading skills. Education enables socio-economic mobility as it provides

skills that boost employment opportunities and individual earnings. It

helps reduce inequalities, strengthen gender equality, promote healthy

activities, and fosters tolerance between people, thereby contributing to

more peaceful societies (Global Education Monitoring Report Team,

2016).

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Education is a human right for all throughout life. In accordance,

the United Nations Educational, Scientific, and Cultural Organization

(UNESCO) has been mandated to lead the movement and coordinate the

international efforts to reach Education for All (EFA). This was to expand

early childhood care and education, provide free and compulsory primary

education for all, promote learning and life skills for young people and

adults, increase adult literacy by 50 percent, achieve gender parity and

gender equality, and improve the quality of education.

It is an inalienable right of every individual to receive education

which will enable him/her to become a productive citizen. The Philippine

Constitution, recognizing the right, mandates that every individual

regardless of age, sex, race, political or socio-economic status must enjoy

access to quality and relevant education. The Open High School Program

(OHSP) is an alternative mode of delivering secondary education for both

public and private schools. It puts premium on independent, self-pacing

and flexible study to reach learners who are unable to start or complete

secondary education due to problems of time, distance, financial

difficulties, social or family problems. The OHSP aims to retain school

potential dropouts, encourage out-of-school youth of high school age 12-

16 to return to school, and contribute to the accomplishment of the EFA

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
target which is 100% participation rate and zero dropout rate by 2015

(DepEd, 2006).

Adolescent is a distinct period of maturation marked by significant

physiological, psychological, and social transformations, rendering these

individuals potentially more susceptible to deleterious impacts of

stressful circumstances (Dahl, 2018). According to a meta-analysis

comprising 136 studies conducted on diverse population impacted by the

COVID-19 pandemic, a minimum of 15-16% of the general populace

suffered from symptoms related to anxiety or depression (Cenat et al,

2021). During the COVID-19 pandemic, while various feelings such as

the fear of contracting an infection, grief over loss, and a sense of

overpowering uncertainty were collectively felt by individuals of varying

ages, the extensive disruption of education had a significant impact on

the mental wellbeing of children and adolescents.

Prior to the emergence of the current pandemic, there were well-

documented and significant instances of increased anxiety, depression,

substance abuse, and other related mental health challenges experienced

by adolescents who faced high academic and societal pressures to

succeed (Luthar et al, 2020). The adoption of remote learning,

implementation of social gathering limitations, alteration or

discontinuation of sports or clubs, and the suspension of in-school

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
activities and events pose significant obstacles to the intellectual and

communal development of juveniles. The perturbation in educational

processes and the resultant seclusion, coupled with the absence of

guidance from instructors and classmates, not only impedes scholarship

but may also intensify the apprehension experienced by adolescents

about their academic pursuits and professional ambitions (Hawrilenko et

al, 2021; Golberstein et al, 2020). A prior study among adolescent

students found that students who received virtual education had more

mentally unhealthy days, more depressive symptoms, and a tendency to

think about suicide compared to peers with different forms of education

(Hertz et al, 2022). The offering of social support by peers and educators

is considered a crucial element in safeguarding the social-emotional

wellbeing of adolescents, especially during periods of stress.

Furthermore, the provision of such support could potentially contribute

to the sustained academic engagement and motivation of this particular

group (Lessard and Puhl, 2022). Students who received virtual

instruction reported experiencing a higher number of mentally unhealthy

days, more persistent symptoms of depression, and a greater likelihood

of contemplating suicide compared to their peers who were instructed

through different modalities (Hertz et al, 2022).

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
According to Hart, et al. (2014), coping mechanisms refer to both

behavioral and psychological mechanisms that people engaged which has

the efforts to master, tolerate and reduce stressful events. Coping

behaviors and psychological resilience have been identified as an

important call of strategies in facilitating individual’s ability to positively

rebound and adapt to stressful situations, traumatic events, and

adversity in order to drastically maintain an optimal mental and

psychological health. According to the report of Gallup Report (2019),

stress is rampant in the Philippines, which is the second most stressed

country in the world, with 58% Filipinos who claimed that they have

experienced a lot of stress. Consequently, the Coronavirus Disease 2019

(COVID-19) pandemic causes significant distress around the globe and

drastically brought changes in the usual way of how people live.

According to the study of Zach (2023), the students nowadays experience

stress which disrupts their mental well-being, and the pandemic poses

an increasing burden which then fuels other manifestations like distress,

anxiety, and insomnia.

In DFLOMNHS, the learners are given the opportunity and time to

meet their teachers and take initiative in their studies, setting goals, and

adhering to their learning schedules without the constant oversight of

traditional classroom settings. Establishing and maintaining consistent

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
study routines includes dedicating regular time slots for coursework,

revision, and assignments. Whereas, the school have strengthened their

partnership to the Local Government Unit to ask for Para-teachers in

each barangay to helps us in the implementation of the Open High

School Program while our students are learning at home. This theory was

supported by the constructivism theory that allows learners to construct

their knowledge and skills to meaningful interactions and empowers

them through their own self-directed learning, which coincides with the

self-pace feature of the program.

Guided with Republic Act ( RA ) 10665 or the Open High School

System Act seeks to provide more learners access to secondary education

through the open learning modality , the La Union Schools Division

Office led by Atty. Donato D. Balderas , Jr. , Schools Division

Superintendent approved the implementation of an Open High School

Program for the SY 2022-2023 in DFLOMNHS on September 23, 2022

after a stern and in-depth evaluation and validation by Dr. Lorna O.

Gaspar , Education Program Supervisor , on August 22, 2022.

The Open High School Program is an alternative mode of

secondary education that uses distance learning who are unable to

attend the regular class program due to physical impairment, work,

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
financial difficulties, distance of home to school and other justifiable and

legitimate reasons.

The said program aims to: (1) retain in school potential drop-outs;

(2) encourage out-of-school youth of High School age (12 -16) to return to

school; and (3) contribute to the accomplishment of the Education For All

target which is 100 % participation rate and zero drop-out.

The orientation program for enrolled students, parents, and

assigned teachers of the OHSP was conducted on September 29, 2022,

from 8:00 to 9:00 AM at the DFLOMNHS Multi-Purpose Building,

spearheaded by Dr. Jima N. Escobar, Secondary School Principal IV, and

fronted by Mrs. Catherine C. Balbin, OHSP Focal Person.

Hon. Joy Pinzon Merin, Municipal Mayor of Bangar expressed

her message of strenuous support to the said program through a letter

sent to the Office of the Principal.

Thus, the researcher of this study sought to determine

implementation status among the Open High School Program learners

and teachers, particularly at Dona Francisca Lacsamana de Ortega

Memorial National High School, San Blas, Bangar, La Union.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Framework of the Study

This study was anchored on the following theories and concepts

that led to a clear understanding on the implementation of the Open

High School Program as part of the alternative delivery mode of the

Department of Education specifically the Dona Francisca Lacsamana de

Ortega Memorial National High School of San Blas, Bangar, La Union.

One of the theories that strengthens this study is Piaget theory

which focus on the cognitive development of the learners in which they

acquire knowledge to build or develop a mental model of their

surrounding world (Jean Piaget, 1968).

Behavioral learning theory by Skinner (1930) also supports the

study. That, behavioral theory is a learning theory of behaviorism

emphasizes the rule of reinforcement and punishment in shaping

behavior, proposing that individuals learn through the consequences of

their actions.

This theory justifies the rules, regulation and directives of the

Department of Education that learners should adhere with the establish

study routines which includes allocating specific time for studying,

completing assignments, participating in online discussion, engaging

extra- curricular activities, prioritize task based on deadlines and

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
importance and able to submit quality outputs at a given deadline set by

the teachers implementer.

The Program Theory by Bickman (1987) is another theory

considered in this study. This states that the program theory clarifies the

perspective of the program, on which an evaluation of the program's

quality can serve several important functions that would enable

practitioners to generalize from particular evaluations and achieve

consensus in evaluation planning. Among these functions are:

contributing to social knowledge, identifying the problem and target

group, finding unintended outcomes, specifying intervening variables,

and, improving formative use of evaluation. This theory is related to the

present study in which the evaluation of program implemented by the

agency. The evaluation is necessary to make the program better and

achieve its main purpose of serving the learners with quality service.

The Evaluation Theory of Scriven (2004) is also considered in this

study. This theory emphasizes the purposes or roles of evaluation. The

first is to satisfy the needs of the program/ service providers and the

second is to produce information that is useful for the maintenance and

development of the program. Aligning this to the study, the needs of

teachers and the learners are identified. Through the correct

implementation of the Open High School Program, the learners will be

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
able to be guided on his/her path in their educational journey. Moreover,

they will attain the aims of this program.

With these theories and concepts, the researcher used the

Independent Variable-Dependent Variable model which is shown in

Figure 1

INDEPENDENT VARIABLE DEPENDENT VARIABLE

1. Profile of Learners:
a. Gender;
b. Age;
c. Parent’s 1. Level of
Educational Implementation:
Attainment; A. Goals and Objectives
d. Parent’s B. Methods of Teaching
Occupation; and C. Learners
e. Family monthly D. Social Needs
income
f. Learners’ Academic
Performance

Problems Encountered

Figure 1. The Research Paradigm

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Statement of the Problem

This study analyzed the implementation of Open High School

Program and the problems encountered as perceived by the learners of

Dona Francisca Lacsamana de Ortega Memorial National High School,

School Year 2023-2024.

Specifically, it sought answers to the following:

1. What is the profile of learners in terms of:

a. gender;

b. age;

c. parent’s educational attainment;

d. parent’s occupation;

e. family monthly income; and

f. academic performance in the previous school year of the

respondents?

2. What is the level of implementation of the Open High School

Program as perceived by the learners and teachers along:

a. goals and objective;

b. method of teaching;

c. learners; and

d. social needs/

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
3. Is there a significant difference between the level of

implementation as perceived by both the learners and teachers?

4. Is there a significant relationship between the profile of the

learners and the level of implementation of the OHSP as perceived

by both learners and teachers?

5. What are the problems encountered by the teachers in the

implementation of OHSP?

Hypotheses

1. There is no significant difference between the level of

implementation as perceived by both the learners and teachers

2. There is no significant relationship between the profile of the

learners and the level of implementation of the OHSP as perceived

by both learners and teachers

Scope and Limitations of the Study

This study focused on the implementation of the Open High School

program to enhance and secure the passing rate of the respondents.

Specifically, it sought to determine the profile, academic performance,

level of implementation of the Open High School Program of Dona

Francisca Lacsamana de Ortega Memorial National High School, School

Year 2023-2024.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Importance of the Study

This study significantly contributed to knowledge about student

accomplishments and teacher development. The significant findings from

this study were essential and advantageous, particularly to:

Learners. The study helped students with learning challenges by

enabling them to develop, understand, or discover effective learning

strategies through mental processes.

Teachers. The study made them more sensitive to the goals of the

Open High School Program. As a result, they prioritized the appropriate

choice of methods and strategies of teaching to improve performance or

better academic results.

School Administrators. The result of the study served as an eye-

opener for administrators, encouraging them to support the effective

implementation of the Open High School Program and provide the

necessary technical assistance to teachers.

Curriculum Developers. They would be provided the data to serve

as basis for additional guidelines utilization of Learning Package in Open

High School Program subjects as an innovative learning context for

instruction. They may provide theories for the instructional

methodologies embedded in the K to 12 Curriculum.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Researcher. The study provides the researcher the opportunity to

contribute to the development of strengths and weaknesses of Open High

School learners of Dona Francisca Lacsamana de Ortega Memorial

National High School.

Future Researchers. The study serves as a basis in conducting

their own research and as a support in their study correlated to this.

Definition of Terms

In order to have a better understanding of the study, the following

terms are operationally defined:

Profile of Learners. Personal information of the respondents or learners

which includes the following:

Gender. It refers to respondents’ characteristics used to distinguish

between males and females.

Age. This refers to the specific age of the respondents.

Parent’s/ Guardian’s Highest Educational Attainment. This refers

to the level of education attained by the parents (both mother and

father)/ guardians of the respondents.

Occupation of Parents. This pertains to the occupation of the

respondents' parents or guardians, indicating whether they are

professionals or non-professionals.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Family Income. This pertains to the annual income level of the

parents, which affects the respondents' ability to meet their needs.

Academic Performance. This describes a student’s relative standing

on a specific aspect of achievement or performance in comparison to the

expected level of performance.

Implementation of OHSP. This refers to the assessment conducted

by the researcher to determine whether the program is highly

implemented, implemented, partially implemented and not implemented.

It is also an alternative delivery mode (ADM) of the secondary education.

DO_s2006-46.

OHSP Teachers. This refers to Open High School teachers that will

provide access to a variety of digital resources, such as e-books, articles,

and educational videos, enabling students to explore topics in-depth

independently. Supervise the learner while out of the school and ensure

that learners has access to learning materials. DO_s2006-46.

OHSP Learners. This refers to the officially enrolled students of the

Open High School Program of DFLOMNHS, who are accountable for their

performance and striving for continuous improvement. These are

individuals who pass the OHSP assessment based from the standard set

by the Department of Education. DO_s2006-46.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Social Needs. This refers to the need to have relationships with

others once the physiological and safety needs have been fulfilled. These

are needs that requires constant supervision to accomplish a given task.

There is an enabling, safe, and conducive learning environment in school

for OHSP learners

Problems Encountered. This refers to the issues and challenges

faced by teachers implementing the Open High School Program.

Review of Related Literature

The review of related literature is an essential aspect of

investigation. This helps the researcher to gather up to date information

about what has been done in the particular area on which he intends to

study.

The Open High School Program (OHSP) is an alternative learning

delivery mode designed to provide access to secondary education for

students who are unable to attend regular classes due to personal,

economic, or social challenges. This program is implemented by the

Department of Education (DepEd) in the Philippines and targets learners

who may have dropped out of school or are at risk of dropping out due to

various reasons, such as financial constraints, distance from school,

health issues, or family responsibilities. The Open High School Program

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
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(OHSP) aims to: 1. retain in school potential dropouts; 2. encourage out-

of-school youth of high school age (12-16) to return to school, and 3.

contribute to the accomplishment of the Education for All (EFA 2015)

target which is 100% participation rate and zero dropout rate by 2015.

The primer of the Bureau of Secondary Education emphasizes that

access to quality education is an inalienable right of every individual

which will enable him/her to become a productive citizen. The

Constitution, recognizing this right, explicitly mandates that every

individual regardless of age, sex, race, political or socio-economic status

must enjoy access to quality and relevant basic education. To this end,

the Bureau of Secondary Education has designed the Open High School

Program (OHSP), as an alternative mode of secondary education. The

program offers an opportunity to those who desire to complete the high

school curriculum outside of the formal school structure (Andrada L. M.,

2008); “DepEd widens learners,” 2017, para. 4; (Senate Bill No. 2277,

2014)

In congruence with the statement of the Constitution, former Pres.

Gloria Macapagal Arroyo signed in the mid-2006 the Philippine

Education For All 2015 which carried the slogan "Functional Literacy For

All" (Asian South Pacific Bureau of Adult Education, 2007). To meet

challenges in EFA, E-Net Philippines put forward 11 policy

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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Impact Factor: 4.843
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recommendations to wit 1.) Address School Dropout which includes: a.)

Ensuring that children start school at the right age; b.) Identifying

children at risk of dropping out and implement a pro-active program to

mitigate the factors that increase the pressure on students and families

to drop out; c.) Making every school accountable for every student

dropping out of school; d.) Implementing a program that will encourage

children to return to school as soon as they drop out, and e.)

Implementing an effective referral system to keep track of out-of-school

children and ensuring that they are given ample opportunities to return

to school or enlist an alternative learning program. 2.) Reduce over-all

school cost; 3.) Improve the quality of education by enforcing the current

policies aimed at making learning in school learner-centered; 4.) Target

scholarships for the poor and the disadvantaged; 5.) Promote health and

nutrition; 6.) Expand the Alternative Learning System; 7.) Mobilize

resources for affirmative actions for the marginalized; 8.) Increase

investment in Basic Education; 9.) Practice budget efficiency; 10.)

Information access and disclosure; and 11.) Strengthen participation in

education governance (National Education for All Committee [NEC],

2010).

In the Philippine context, the high dropout rate has been also a

problem through the years when it talks about students from high

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
school. To solve this increasing high dropout rate in the Philippines, the

Department of Education came up with a program to cater to the needs

of these students. The program was called Dropout Reduction Program

which is an intervention program to reduce the high dropout rate and

improve learning outcomes in public and private schools of the country

using formal, non-formal, and informal approaches (DORP handbook,

2008). Under the program is what they call Open High School Program

(OHSP). OHSP is an alternative mode of secondary education that uses

distance learning. It caters to learners who are unable to attend the

regular class program due to physical impairment, work, financial

difficulties, a distance of the home to school, and other justifiable and

legitimate reasons (OHSP handbook, 2008).

In the press release of the Department of Education last October

19, 2011, Education Secretary Armin Luistro said that there are already

46,000 students saved from dropping out. The Department of Education

records' show that Dropout Reduction Program (DORP) has contributed

to the remarkable accomplishment in reducing the high school dropout

rate from 12.51% in 2005- 2006 to 7.95% in the school year 2009-2010

(Luistro 2011). There is a large decrease in the percentage of dropout

students since DORP was implemented. The basis of the program is

Article XIV of the Philippine constitution.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
There have been repeated calls in the scientific literature to

consider high school dropout not as an event but as a process (Dupéré &

Leventhal, 2014). In this view, dropout is the endpoint of a long

trajectory of disengagement starting as soon as, and even before,

children enter school. This long-term approach has led to breakthroughs

in our understanding of the roots of dropout. Longitudinal studies

spanning the first two decades of life have illuminated the role that early

family circumstances and school experiences play in putting some

children on a high-risk trajectory for dropout (Alexander, Entwisle, &

Kabbani, 2001); (Duchesne, Vitaro, Larose, & Tremblay, 2008);

(Jimerson, Egeland, Sroufe, & Carlson, 2000); (Porche, Fortuna, Lin, &

Alegria, 2011). The long-term approach also highlights the importance of

starting to support highly vulnerable children early in their schooling

careers, a point further supported by the relative effectiveness of early

childhood education programs in reducing dropout among high-risk

youth (Schweinhart, et al., 2005).

Also, even among students already considered at risk when they

enter high school, there is considerable heterogeneity in terms of timing

and outcomes, with some leaving school later than others and others

unexpectedly graduating (Bowers, Sprott, & Taff, 2013). This

heterogeneity could be determined in part by circumstances emerging

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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Impact Factor: 4.843
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late in students' schooling careers. Improved circumstances in

adolescence can close wide achievement gaps established during the

elementary school years (Dobbie & Fryer, 2011). Conversely, peak

vulnerability could arise when early failure intersects with challenging

circumstances in high school, such as when students are under

important stress or are offered new opportunities incompatible with

schooling (e.g., a full-time job). Attention to such precipitating factors

among students following a recognizable long-term problematic path

could contribute to a better understanding of when (if ever) and under

what circumstances high-risk students decide to stop attending school.

This understanding could help pinpoint periods of increased vulnerability

during which these students need heightened attention.

Profile of the Learners

Gender

The gender had been one of the factors that researchers considered

as significant on the performance of the learners. In the research of

Dumalagan (2018), she mentioned that gender of learners affects their

level of performance in Geometry.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Some investigations have suggested sex as one of the conditions

that influence academic achievement, as evidence supports differences

between men and women in essential science learning. The Organization

for Economic CO-operation and Development (OECD) report concerning

the achievement compared to women in the total test score (de la Fuente

et al, 2018). In the case of Colombia, men had outstanding achievement

in math, and women performed better in areas related to language

(Mediavilla et al, 2017). However, Correa (2016) highlights at the TIMSS

2007 tests (Trends in International Mathematics and Science Study)

indicate that sex is not a determinant factor on academic achievement.

Parent’s Educational Attainment

Parents play a vital role in the life of the learners. They serve as the

model of wisdom, patience and learning. Leganio (2017) states in her

study that parent’s educational attainment may impact their child’s

performance in several ways (1) Parental Example; children often

emulate their parents. Children of parents who did well academically

and/or went on college may do better because they are trying to be like

their parents’ footsteps. (2) Parental Attitude; parents who did poorly in

school may have lower standards for their own children because they

didn’t value education; they may pass that attitude along their children.

Conversely, parents who did well in school or got advanced degrees may

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
have higher standards for their own children. If a parent did well or got a

lot of education because they valued education, they may pass that

positive attitude along their children. (3) Parental Assistance; parents

who are well educated may be better equipped to assist their own

children because they understand the concepts their children are

studying better than poorly educated parents. (4) Parental Availability;

better educated parents tends to be able to get better jobs which may

mean more freedom to spend time with their children to help them with

school. Parents who are working long hours, two jobs, etc. just to make

ends meet have less time to spend with their children. (5) Teacher

Expectations; teachers can (either consciously or unconsciously) project

the parents achievements onto their offspring- expecting children of

academically deficient parents to do worse- which can influence what

they expect from the children and influencing the children to live up to or

down to the expectations. (6) Parental Affluence; parents who did well

academically tend to get better paying jobs, which leads to more

resources to help the children. (7) Indirect Peer Pressure; parents who

did well academically tend to gravitate in social context to their parents

who did well academically. This leads to children being exposed to other

children who are subject to all the positive influences previously listed.

Parents who want their children to do well will also seek to influence who

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
their children hang-out with steering them towards other children who

value education. On the flip side, parents who did poorly in school are

less likely to provide these positive influences to their children because

they are more likely to settle in areas where the rest of the people are less

academically accomplished, giving their children fewer nearby peers who

may provide positive peer pressure to do well. Very poor people tend to

get stuck in areas with their other poor people which means they are

more likely to get stuck in areas with higher crime rates, drug problems,

and other types of social dysfunction. People engaged in crime, doing

drugs, etc. are much more likely to be poor so the rest of the poor get

stuck dealing with them more on a day-to-day basis than more affluent

people.

Parent’s Occupation

Leganio (2017) stated that wage earners including parents, must

(in most cases) be absent from the home during the day. When

considering these modifications to the family dynamics, there is

considerable basis for proof that the positive effects outweigh the

negative effects experienced by offspring in families where both parents

are employed. The working parents often command considerable respect

from children because they demonstrate the worthy characteristics of

industry, social compatibility, self – reliance, maturity, intelligence and

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
responsibility. Because children identify with their parents, the feedback

from each positive influence tends to be positive as well because many of

these positive characteristics are imparted upon them.

Balsomo (2019), in his study has shown that the first-year

students of ISPSC posed varied characteristics of age of parents, family

monthly income, highest educational attainment of parents and

occupation of parents.

Family Income (monthly income)

The socioeconomic background of learners is usually examined by

the researchers in relation to academic performance (Liu et al, 2019), as

socio-economic status is seen as a predictor of academic performance.

Actually, the growing body of independent research has obviously shown

that there are deficiencies for learners from lower income families and

those deficiencies are related to academic performance (von Stumm,

2017). It is also possible to find out inconsistent results in relation

between socio-economic status and academic performance. While some

studies have found strong relation to those two variables (Adegoke &

Osokoya, 2015; Tamul & Savasci, 2012; Zuzovsky, 2010), some others

have not revealed any significant relation (Gobena, 2018; Koban Koc,

2016; Zhao et al., 2012). Those differences may occur from the context

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Impact Factor: 4.843
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(location, socio-economic status types, culture, etc.) of the study

conducted. Because of those differences, researchers have tended to use

different methods such as meta-analysis or meta-synthesis to better

understand the relation between socio-economic status and academic

performance (Selvitopu and Kaya, 2021).

Families affect children’s learning behavior and academic

achievement in important ways, as they are primary and most significant

environments that the children are exposed to. Coleman’s report shows

that families may play even more important roles in student’s academic

achievement that school and communities. Since then, the line of

empirical research on family background and children’s achievement has

found that the family social economic statuses may affect children’s

academic achievements more than the impact of schools (Li and Qiu,

2018).

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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Chapter II

METHODOLOGY

This chapter presented the research methodology, including the

research design, sources of data, instrumentation and data collection,

and tools for data analysis.

Research Design

This study used a mixed-method research design. The quantitative

is used to measure academic performance of the learners and the

perception towards Open High School Program (OHSP) while qualitative

is used to identify problems encountered by the teachers. The descriptive

method of research aimed at finding out “what is,” so observational and

survey methods were frequently used to gather and collect descriptive

data. This research methodology focused on the phenomenal conditions

at the time, such as practices, beliefs, processes, relationships, or trends

(Best and Kahn 2007). According to Constantino (2019), as he cited,

descriptive research described what is. It concerned with the analysis of

relationships between non-manipulated variables and the development of

generalizations extending conclusions beyond the sample size. The

importance of this type of research was to determine averages,

frequencies, and other statistical data of the Ilocos Sur Polytechnic State

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ISSN: 0976-7797
Impact Factor: 4.843
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College Graduate School in Tagudin, Ilocos Sur. With this information,

researchers could determine trends and other information about the

population. Correlational research design was used to explore the

connection between two variables. In this type of research, the variables

were not interfered with. Instead of manipulating or adjusting them, the

focus was on observation. They showed the strength of the correlation

that existed between the variables within a population. For this reason,

these studies were also known as ecological studies. Moreover,

correlational research design was most useful for purposes of

observation and prediction. The researcher’s goal was to observe and

measure variables to determine if any relationship existed (Eckel 2022).

In this study, a correlational research design was used to

determine the relationship between the profile, academic performance,

and the level of implementation of the Open High School Program of

DFLOMNHS, Bangar, La Union. Klaasen and Kortland (2019) defined

developmental research as a way of addressing the basic questions of

why and how to teach what to whom. It involved a cyclical process of

small-scale, in-depth development and evaluation at a content-specific

level of exemplary teaching-learning sequences. It aimed to produce an

empirically supported justification of the inner workings of such a

sequence, which was claimed to be an important contribution to the

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
expertise of teachers, curriculum developers, and educational

researchers. Moreover, Nelson (2020) defined developmental research, as

opposed to simple instructional development, as the systematic study of

designing, developing, and evaluating instructional programs, processes,

and products that must meet the criteria of internal consistency and

effectiveness.

This study employed a qualitative and quantitative design.

Quantitative because it allows researchers to collect and analyze

numerical data to identify patterns, make predictions, and establish

relationships between variables. Qualitative because it provides in-depth

insights and a deeper understanding of human behavior, experiences,

and social phenomena.

Population and Locale of the Study

The respondent in this study were the forty-eight (48) learners who

were enrolled during school year 2023-2024 together with the sixteen

(16) teachers teaching in the Open High School Program of Dona

Francisca Lacsamana de Ortega Memorial National High School.

Research Instrument

The researcher utilized a questionnaire as the main gathering tool

in the study. The questionnaire consisted of three (3) parts. The first part

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
was the profile of the respondents, including gender, age, parent’s

educational attainment, parent’s occupation, family monthly income, and

the previous school year’s average grade, adapted from Cruz and Vargas

(2019) in their study entitled Open High School (OHSP): Efficacy in its

implementation. The second and third parts focused on the

implementation of the Open High School Program and, lastly, the

problems encountered by the teacher implementers of the open high

school program. These parts were researcher-made questions, and five

(5) experienced administrative personnel served as the validators of the

questionnaire.

Before administering the questionnaire to the entire respondents, a

pilot test was conducted with a sample of 32 learners from Eulogio

Clarence de Guzman Junior Memorial National Vocational High School,

Bauang, La Union. The pilot testing aimed to identify any potential

issues with the questionnaire, such as ambiguous questions, and to

ensure that the instrument was suitable for the target demographic.

The reliability of the questionnaire was evaluated using Cronbach’s

Alpha, which measured the internal consistency of a set of items. A high

Cronbach’s alpha value indicated that the items within the questionnaire

were highly correlated and measured the same underlying construct.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
The pilot test result revealed a Cronbach’s alpha values shown in

the table below, all of which were classified as excellent. These high

values indicated that the questionnaire demonstrated a very high level of

internal consistency, suggesting that the items were well-constructed

and effectively measured the intended constructs.

Variables Cronbach’s alpha Interpretation

Goals and objectives 0.931 Excellent

Methods of teaching 0.986 Excellent

Learners 0.980 Excellent

Social Needs 0.969 Excellent

This confirms that the questionnaire is a reliable tool for assessing

the targeted variables.

Data Gathering Procedure

To ensure the proper administration of the research instrument,

the study was initially submitted for rigorous review and approval by the

Office of the Vice President for Research, Extension, and

Internationalization. Following the receipt of the formal approval,

authorization was sought from the respective school principal.

Additionally, formal permission to distribute the study’s questionnaire

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
was requested from the Office of the Schools Division Superintendent of

La Union.

After the request was granted, the researcher personally

distributed the questionnaires to the respondents. The accomplished

questionnaires were immediately retrieved by the researcher after their

administration to ensure the reliability and validity of the results and

their subsequent analysis.

After the data analysis, the results of the problems encountered by

the teachers in the implementation of OHSP served as the basis for

crafting recommendations to enhance the program's implementation.

Treatment of Data

The data obtained from the test were analyzed, interpreted, and

collated by the researcher to determine whether the Learning Package

was effective.

For sub-problem number 1, frequency count and percentage were

used.

For sub-problem number 2, mean was used to determine the

learners’ level of performance.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
For sub-problem number 3, t-test was used, using Statistical

Package for Social Sciences (SPSS).

For sub-problem number 4, spearman ranked correlation was

used, using Statistical Package for Social Sciences (SPSS).

For sub-problem 6, thematic analysis was used.

Data Analysis/Categorization

To categorize data, the scales for academic performance was

adopted from the scale used by the Department of Education (DepEd,

2015) in their School Form 9 or the learner’s report card while the scale

for the level of implement of the Open High School, it was adopted from

the study of Mendol (2024). The following scales were used:

A. Academic Performance

The following scale were used for academic performance

Mean Descriptive Equivalent Rating

90.00 – 100.00 Outstanding (O)

85.00 – 89.99 Very Satisfactory (VS)

80.00 – 84.99 Satisfactory (S)

75.00 – 79.00 Fairly Satisfactory (FS)

Below 75.00 Did Not Meet Expectations (DNME)

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

B. Level of implementation of Open High School Program

Relative Value Statistical Range Descriptive Equivalent Rating

4 3.51 – 4.50 Highly Implemented (HI)

3 2.51 – 3.50 Implemented (I)

2 1.51 – 2.50 Partially Implemented (PI)

1 1.00 – 1.50 Not Implemented (NI)

Ethical Considerations

During the execution of the study, the researcher will strictly

adhere to ethical standards on research, specifically the principles of

Free and Prior Informed Consent (FPIC) as outlined by Nullar (2021) in

his dissertation. Participants will be safeguarded from harm and stress,

and they will be properly informed of the study's purposes and

objectives. Prior approval from institutional or school heads will be

obtained before conducting the study, and consent will be secured for

recording voices and taking images or pictures. No excessive or

inappropriate financial or other inducements will be offered to encourage

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
participation. Respondents will have the freedom to refuse participation

or withdraw at any time.

Strict confidentiality of data and sources will be observed, ensuring

that certain data will not allow for the identification of informants. The

study will avoid providing false information regarding participants'

performance on tasks, and intellectual honesty will be upheld at all

stages. When necessary, reasonable measures will be taken to correct

errors, including issuing errata, corrigenda, or retractions. Respect for

intellectual property rights will be maintained, with strict rules against

plagiarism being followed. Expert reviews and evaluations by professional

referees will be conducted prior to publication to ensure the quality and

integrity of the research. Finally, the study will be published in a high-

impact journal.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Chapter III

RESULTS AND DISCUSSION

This chapter deals with the table presentation, analysis and

interpretation of data generated from the major and specific problems of

the study.

Profile of the Learners

Table 1 presents the profile of the learners-respondents composed

of gender, age, highest educational attainment of father and mother,

occupation of parents, family monthly income, and academic

performance in the previous school year. Table 1 denotes that in terms of

gender, majority of the learners were female with 34 or 70.83% while 11

or 22.92% were male and the remaining 3 or 6.25% were part of the

LGBT community. These implies that most of the female were determined

to finish their education despite of the challenges they encounter.

In terms of age, 38 or 79.17% of the respondents aged 16 to 20

years old, 5 or 10.42% aged 21 to 25 years old while the remaining 5 or

10.31% of the respondents aged 26 years old and above. This implies

that many of the respondents still need to be in learning inside the

classroom since their age bracket is still in the age bracket of the school

learners. Moreover, industries do not accept employees this age bracket.

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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
In terms of the highest educational attainment of the father,

majority of the respondents’ father finished their basic education where

16 or 33.33% were high school graduate, 12 or 25.00% were high school

level, and 10 or 20.84% were elementary graduate.

Table 1. Profile of the learner-respondents

PROFILE F %
A. Gender
Male 11 22.92
Female 34 70.83
LGBT 3 6.25
Total 48 100.00%
B. Age
16 to 20 years old 38 79.17
21 to 25 years old 5 10.42
26 to 30 years old 2 4.17
31 to 35 years old 1 2.08
31 to 35 years old 2 4.16
Total 48 100.00%
C. Highest Educational Attainment of Father
with Masteral Units 1 2.08
College Degree Holder 3 6.25
Vocational Course 5 10.42
College Level 1 2.08
High School Graduate 16 33.33
High School Level 12 25.00
Elementary Graduate 10 20.84
Total 48 100%
D. Occupation of Father
Professional Work 2 4.17
Clerical Work 6 12.50
Laborer/ Wage Earners 20 41.67
Self - Employed 19 39.58
Working Abroad/ OFW 1 2.08
Total 48 100%
E. Highest Educational Attainment of Mother
College Degree Holder 9 18.75
Vocational Course 2 4.16

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
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College Level 0 0.00
High School Graduate 11 22.92

Continuation of Table 1...

High School Level 18 37.50

Elementary Graduate 8 16.67
Total 48 100.00%
F. Occupation of Mother
Professional Work 8 16.66
Clerical Work 2 4.16
Laborer/ Wage Earners 1 2.08
Self - Employed 32 66.67
Working Abroad/ OFW 5 10.42
Total 48 100.00%
G. Family Income per Month
Poor (Less than P12,030.00) 39 81.25
Low Income (P12,031 – P 24,060) 6 12.50
Low Middle Income (P24,061 – P48,120) 3 6.25
Total 48 100.00%
H. Academic Performance in the Previous School Year
Outstanding (90 – 100) 17 35.42
Very Satisfactory (85-89) 7 14.58
Satisfactory (80 – 84) 13 27.08
Fairly Satisfactory (75 – 79) 1 2.08
Did Not Meet Expectations (below 75) 10 20.84
Total 48 100.00%

While the remaining 20.83% goes beyond their basic education

where 2.08%, 6.25%, 10.42%, and 2.08 have masteral units, college

degree holder, vocational course graduate, and college level, respectively.

While on the highest educational attainment of the mother, 77.09% were

on the basic education level on which 22.92% were high school graduate,

37.50% were high school level, and 16.67% were elementary graduate,

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
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respectively. Furthermore, 18.75% were college degree holder, and 4.16%

were enrolled to vocational course.

This implies that the parents of the respondents do their best to

finish their basic education and other even exert more effort to finish a

college and even took up masteral units to equip themselves with quality

education. Furthermore, the parents with limited education faced

challenges in providing academic support to their children, especially

that the educational system and requirements have changed since their

own schooling. Moreover, the availability of resources and study

materials at home depends on the educational attainment of the parents.

Thus, limited educational exposure affects the availability of materials

and tools.

This is parallel to the study of Leganio (2017) that parents’

educational attainment may impact their child’s performance in several

ways as to parental example, parental attitude, parental, assistance,

parental availability, teacher expectations, parental affluence, and

indirect peer pressure.

In terms of the occupation of the respondents’ father, majority of

them were laborer/wage earners with 41.67% while 39.38%, 12.50%,

4.17%, and 2.08% were self-employed, have clerical work, have

professional work, and working abroad or OFW, respectively. On the

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
occupation of the mother, 66.67% were self-employed and house keeper,

16.66% have a professional work, 10.42% were working abroad or OFW,

4.16% have a clerical work, and 2.08% were laborer.

This implies that parents do not often have the time to assist them in

their educational needs since most of the time they are afar from their

respective homes. If they are at home, most of them are tired after a long

day of hard work earning for their day-to-day expenses and to support

the financial needs of their children.

This corroborates with the study of Leganio (2017) that wage

earners including parents, must (in most cases) be absent from the home

during the day. Moreover, according to the study of Graetz as cited by

Balsomo (2019) that parental occupation status is highly correlated with

learners’ educational choices and attainment. It further explained that

low parental occupation status has negative influence or effect on

learners’ school achievement; and, learners having low parental

occupation status has face lots of barriers in passing one stage of

education to the next.

In terms of the family monthly income, 81.25% of the respondents

were poor having less that P12,030.00 monthly family income, while

12.50% have low income having P12,031 to P48,0120 monthly family

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
income. This implies that majority of the family cannot afford to send

their children to schools since they lack financial resources to provide

the educational needs of their children which affects the interest of their

children in finishing their education.

This affirms the study of Li and Qui (2018), that families affect

children’s learning behavior and academic achievement in important

ways, as they are primary and most significant environments that the

children are exposed to. Coleman’s report shows that families may play

even more important roles in student’s academic achievement that

school and communities. Since then, the line of empirical research on

family background and children’s achievement has found that the family

social economic statuses may affect children’s academic achievements

more than the impact of schools.

On the academic performance of the respondents in the previous

school year, 35.42% were outstanding having a general average of 90 to

100, 14.58% were very satisfactory having a general average of 85 to 89,

27.08% were satisfactory having a general average of 80 to 84, 2.08%

were fairly satisfactory having a general average of 75 to 79 while the

remaining 20.84% did not meet expectations having a general average

below 75.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Profile of the Teacher Respondents

Table 2 shows the profile of the teacher respondents composed of

gender, age, highest educational attainment, present position, length of

service, and grade level assignment. Table 2 denotes that in terms of

gender, majority of the teachers were female with 60.00% while 40.00%

were male. This implied that most of the members of the workforce of the

Open High School are female. Moreover, females were the majority of the

applicants who were qualified to get the teaching item.

Table 2. Profile of the teacher-respondents

PROFILE F %

A. Gender
Male 6 40.00
Female 9 60.00
Total 15 100.00%
B. Age
21 to 30 years old 6 40.00
31 to 40 years old 3 20.00
41 to 50 years old 5 33.33
51 to 60 years old 1 6.67
Total 15 100.00%
C. Highest Educational Attainment
Doctorate Degree Holder 1 6.66
with Doctorate Degree 4 26.67
Master's Degree Holder 4 26.67
with Masteral Units 3 20.00
College Degree Holder 3 20.00
Total 15 100.00%
D. Present Position

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Teacher I 5 33.33
Teacher II 2 13.33
Teacher III 4 26.67
Master Teacher I 2 13.33
Master Teacher II 1 6.67
Head Teacher III 1 6.67
Total 15 100.00%
E. Length of Service
O to 3 years 5 33.33
4 to 6 years 0 0.00
7 to 9 years 1 6.67
10 to 12 years 3 20.00
13 years and above 6 40.00
Total 15 100.00%
F. Grade Level Assignment
Junior High School (Grade 7 to 10) 7 46.67
Senior High School (Grade 11 to 12) 8 53.33
Total 15 100.00%

This finding is similar to the study of Balsomo (2024) in his study

that, most of the respondents were female. More females still engaged

and explored the teaching profession.

Many people perceived that the teaching profession is a profession

primarily for women has been reserved to women.

In terms of age, majority of the respondents aged 21 to 40 years old with

60.00% while the remaining 40.00% aged 41 years old and above.

This implies that the teachers in the Open High School should

earned enough experience in terms of teaching-learning experience. This

is similar to the study of Sarabia and Collantes (2020) that participants

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
were in the middle of adulthood which is a period in which people are ta

the peak of productivity in work.

As regards to the present position, most of the respondents were

holding a Teacher I position with 33.33% while 26.67%, 13.33%, 13.33%,

6.67, and 6.67% were holding Teacher III, Teacher II, Master Teacher I,

Master Teacher II, and Head Teacher III positions, respectively. This

implies that the teachers position in the Open High School were varied

depending on their credentials as to education, research and innovation,

years of experience, and even high-performance rating.

In terms of the length of service, majority of the respondents have

an experience of 10 years and above with 60.00% while 33.33% of them

have an experience of 0 to 3 years and 6.67% have an experience of 4 to

6 years. This implies that the respondents have gained enough

experience to do the tasks and works given to them effectively and

efficiently. This result negates the study of Sarabia and Collantes (2020)

that teachers were still young when it comes to their teaching experience.

Despite their age (middle adult age), they had a short number of years in

teaching which could be their second profession, or they had just started

their teaching profession recently.

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Level of Implementation of Open High School along Goals and

Objectives as Perceived by the Learners and Teachers

Table 3 presents the level of implementation of Open High School

along Goals and Objectives as perceived by the learners and teachers.

The table reflects that the level of implementation of the learner-

respondents along goals and objectives indicates that the conditions or

provisions were implemented having a mean of 3.40. Moreover, out of ten

(10) conditions or provisions, enhances educational opportunities for

marginalized and underserved communities, ensuring that all students

have the chance to complete their high school education provision was

highly implemented with a mean of 3.52.

These results imply that while there is a solid foundation for

meeting educational goals and objectives, there is a notable emphasis on

ensuring equitable access to high school education for marginalized

groups.

Table 3. Level of Implementation of Open High School along Goals and

Objectives

Condition/Provision Learnes Teachers

Mean DER Mean DER
1. Provides access to
secondary education for
students who cannot
attend traditional school
due to personal, Highly
economic, or 3.35 Implemented 3.80 Implemented

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geographical constraints
2. Reduces the dropout
rates in secondary
education by offering a
flexible learning option
that accommodates the
diverse needs of Highly
students 3.33 Implemented 3.67 Implemented
3. Promote lifelong
learning by enabling
students to continue
their education at their
own pace and in their Highly
own time 3.35 Implemented 3.73 Implemented
4. Enhances educational
opportunities for
marginalized and
underserved
communities, ensuring
that all students have
the chance to complete
their high school Highly
education 3.52 Implemented 3.80 Implemented
5. Supports inclusive
education by providing
alternative 3.46 Implemented 3.47 Implemented
6. Improves the academic
performance of students
by offering personalized
learning plans and
resources tailored to
their individual needs
and circumstances 3.33 Implemented 3.33 Implemented

7. Develops self-directed
learners who take
responsibility for their
own education and are
capable of independent
study and time Highly
management 3.40 Implemented 3.60 Implemented
8. Utilizes technology and 3.35 Implemented 3.47 Implemented

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 224
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
other innovative
teaching methods to
deliver quality education
and make learning more
accessible
9. encourages community
involvement and support
in the education of
students enrolled in the
OHSP, fostering a
collaborative approach
to learning 3.48 Implemented 3.47 Implemented
10. Prepares students for
further education or
employment by
providing them with the
necessary knowledge,
skills, and competencies
required in the modern Highly
world 3.44 Implemented 3.53 Implemented
Highly Highly
Mean 3.40 Implemented 3.59 Implemented

This focus aligns with broader educational equity frameworks,

reinforcing the importance of tailored interventions to support

underserved populations. The moderately high implementation level

points to the need for ongoing evaluation and refinement of educational

strategies to maintain and enhance their effectiveness.

This affirms the study of Arkorful, et al (2020) that the

commitment of nations to ensuring the promotion of access, equity and

inclusiveness has been one profoundly pronounced for more than a

century now. Among other, other things, one thing that has remained

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 225
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
overachingly common is the recognition of education by all sound tool for

sound multi-pronged multi-sectoral social development. In addition to

this, the admission of education as a fundamental human right and as a

superstructure foundation for progress in all sectors of every country’s

development is lucid.

The data reveals that teacher-respondents has highly implemented

level of implementation of Open High School along goals and objectives

with a mean of 3.59. Moreover, out of ten (10) provisions, six (6) were

highly implemented and the remaining four (4) were implemented.

“Provides access to secondary education for students who cannot attend

traditional school due to personal, economic, or geographical

constraints”, “enhances educational opportunities for marginalized and

underserved communities, ensuring that all students have the chance to

complete their high school education”, “promote lifelong learning by

enabling students to continue their education at their own pace and in

their own time”, “reduces the dropout rates in secondary education by

offering a flexible learning option that accommodates the diverse needs of

students”, “improves the academic performance of students by offering

personalized learning plans and resources tailored to their individual

needs and circumstances”, “develops self-directed learners who take

responsibility for their own education and are capable of independent

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 226
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
study and time management”, and “prepares students for further

education or employment by providing them with the necessary

knowledge, skills, and competencies required in the modern world” were

the six provisions that were highly implemented with means of 3.80,

3.80, 3.73, 3.67, 3.60, and 3.53, respectively.

This implies that the successful implementation of Open High

School programs as a mean of promoting lifelong learning and preparing

learners for further education or employment suggests broader societal

benefits. This program can contribute to workforce readiness and

economic development by equipping learners with relevant skills and

competencies.

This is parallel to the study of Thompson, et al (2018) that

equitable schools arte models of deeper learning that incorporate a

continuum of educational competencies for both the students and the

school.

Level of Implementation of Open High School along Methods of

Teaching as Perceived by the Learners and Teachers

Table 4 presents the level of implementation of Open High School

along methods of teaching as perceived by the learners and teachers.

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 227
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Table 4. Level of Implementation of Open High School along Methods of
Teaching
Condition/Provision Learners Teachers
Mean DER Mean DER
1. Provides access to a
variety of digital
resources, such as e-
books, articles, and
educational videos,
enabling students to
explore topics in-depth
independently 3.40 Implemented 3.07 Implemented
2. Allow students to
engage in thoughtful
discussions at their own
pace, promoting deeper
understanding and
reflection through
asynchronous
discussion forums 3.33 Implemented 3.00 Implemented
3. Develops individual
learning plans tailored
to each student's
strengths, weaknesses,
and learning goals,
ensuring that
instruction meets their
specific needs 3.40 Implemented 3.27 Implemented
4. Allows students to ask
questions and get
immediate feedback,
fostering a more
interactive learning
environment through
scheduling regular Q&A
sessions 3.40 Implemented 3.07 Implemented
5.Incorporating
educational apps and
tools such as Kahoot,
Quizlet, or Edpuzzle for
interactive quizzes,
flashcards, and video 3.21 Implemented 2.80 Implemented

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 228
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
annotations to make
learning more engaging
continuation of Table 4…

6. Provide continuous
feedback through
formative assessments,
quizzes, and
personalized comments
to guide student
progress and
improvement 3.40 Implemented 3.27 Implemented
7. Encourage the
formation of virtual
study groups where
students can
collaborate, discuss, and
support each other in
their learning journey 3.29 Implemented 3.01 Implemented
8. Engage students in
projects that require
critical thinking,
problem-solving, and the
application of knowledge
to real-world situations 3.40 Implemented 3.33 Implemented
9. Monitor and keep
records of learner’s
accomplishments and
submission of all task’ Highly
s requirements 3.31 Implemented 3.53 Implemented
10. Communicate and
coordinate with parents
or guardians for
feedback on the
learner’s progress 3.40 Implemented 3.13 Implemented
Mean 3.35 Implemented 3.15 Implemented

The table reflects the level of implementation of Open High School along

methods of teaching as perceived by the learners with a mean of 3.35. on

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 229
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
the ten (10) provisions, “provides access to a variety of digital resources,

such as e-books, articles, and educational videos, enabling students to

explore topics in in-depth independently”, “develops individual learning

plans tailored to each student’s strengths, weaknesses, and learning

goals, ensuring that instruction meets their specific needs”, “allow

students ask questions and get immediate feedback, fostering a more

interactive learning environment through scheduling regular Q&A

sessions”, “provide continuous feedback through formative assessments,

quizzes, and personalized comments to guide student progress and

improvement”, “engage students in projects that require critical thinking,

problem-solving, and the application of knowledge to real-world

situations”, and “communicate and coordinate with parents or guardians

for feedback on the learner’s progress” provisions were implemented with

mean of 3.40.

This implies the emphasis on developing individual learning plans

highlights the importance of personalized education. This supports the

growing body of research advocating for tailored instructional approaches

that cater to individual student needs and preferences, which can

enhance engagement and achievement. Moreover, the availability of

digital resources aligned with the contemporary educational theories that

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 230
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
emphasize the integration of technology in learning. This suggests that

Open High School Programs should positioned to prepare students for

digital world, fostering skills that are increasingly important in higher

education and the workforce.

This is parallel to the study of Obeagu, et al( 2024) that

personalized learning plans represent a powerful tool in addressing

unique needs of students, fostering their academic success, social

integration, and over-all well-being. By providing tailored

accommodations and modifications, PLPs enable students to overcome

barriers to learning associated with their health conditions, ensuring

equitable access to educational opportunities and support services.

It can be gleaned on the data that the level of implementation of

Open High School Program along methods of teaching was implemented

with a mean of 3.15. Out of ten (10) provisions, “monitor and keep

records of learner’s accomplishments and submission of all task’s

requirements” provision was highly implemented with a mean of 3.53,

while “incorporating educational apps and tools such as Kahoot, Quizlet,

or Edpuzzle for interactive quizzes, flashcards, and video annotations to

make learning more engaging”, “encourage the formation of virtual study

groups where students can collaborate, discuss, and support each other

in their learning journey”, and “allows students to ask questions and get

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 231
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
immediate feedback, fostering a more interactive learning environment

through scheduling regular Q&A sessions” provisions were least

implemented with means of 2.80, 3.01, and 3.00, respectively.

This implies the importance placed on accountability and tracking

student progress in open learning environments. It underscores the need

for robust systems to ensure learner engagement and completion of

tasks, which could be further explored in digital education management

system.

Level of Implementation of Open High School along Learners as

Perceived by the Learners and Teachers

Table 5 indicates the level of implementation of Open High School

along learners as perceived by the learners and teachers.

Table 5. Level of Implementation of Open High School along Learners

Condition/Provision Learnes Teachers

Mean DER Mean DER
1. Take initiative in their
studies, setting goals,
and adhering to their
learning schedules
without the constant
oversight of traditional
classroom settings 3.35 Implemented 3.27 Implemented
2. Establishing and
maintaining consistent
study routines includes 3.33 Implemented 3.07 Implemented

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 232
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
dedicating regular time
slots for coursework,
revision, and
assignments
3. Allocate specific times
for studying, completing
assignments,
participating in online
discussions, and
engaging in
extracurricular activities 3.40 Implemented 3.13 Implemented
4. Prioritize their tasks
based on deadlines and
importance, ensuring
that they meet all
academic requirements
without last-minute
rushes 3.27 Implemented 2.93 Implemented
5. Regularly log in to their
learning management
systems, contribute to
discussions, and
collaborate with peers 3.35 Implemented 2.80 Implemented
6. Proactively seek help
when they encounter
difficulties 3.29 Implemented 3.20 Implemented
7. Is able to submit quality
outputs at a given
deadline set by the
teacher 3.19 Implemented 2.87 Implemented
8. Possess basic technical
skills to navigate online
learning platforms, use
digital tools, and
troubleshoot minor
technical issues 3.21 Implemented 3.07 Implemented
9. Monitor their own
progress, keeping track
of completed tasks,
grades, and upcoming
deadlines 3.25 Implemented 3.13 Implemented
10. Accountable for their 3.25 Implemented 3.13 Implemented

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 233
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
performance and
striving for continuous
improvement
Mean 3.29 Implemented 3.06 Implemented

It can be gleaned on the table that the level of implementation of

Open High School along learners as perceived by the learners was well

implemented with a mean of 3.29.

Moreover, it can seen on the data that, “allocate specific times for

studying, completing assignments, participating in online discussions,

and engaging in extracurricular activities”, “take initiative in their

studies, setting goals, and adhering to their learning schedules without

the constant oversight of traditional classroom settings”, and “regularly

log in to their learning management systems, contribute to discussions,

and collaborate with peers” was implemented with a mean of 3.40, 3.35,

and 3.35, respectively. While, “possess basic technical skills to navigate

online learning platforms, use digital tools, and troubleshoot minor

technical issues”, “monitor their own progress, keeping track of

completed tasks, grades, and upcoming deadlines”, and “accountable for

their performance and striving for continuous improvement” conditions

were least implemented with means of 3.21, 3.25, and 3.25, respectively.

This implies that Open High Schools Program is potential to

provide a viable alternative to traditional education, particularly in

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 234
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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
increasing accessibility and flexibility. Teachers and policymakers should

refine and promote Open High School modes to emphasize the

effectiveness in accommodating diverse learning needs. Moreover,

learners in the Open High School are embracing self-directed learning.

This reflects a shift towards greater learner autonomy and engagement,

which is beneficial in fostering lifelong learning skills.

This affirms the study of Mirasol, et al (2023) that the learners

perceived that their learning experience in the OHSP was flexible and

personalized. The OHSP must be enhanced further to provide a more

flexible and personalized learning environment enabling learners to tailor

their learning experience according to their individual needs, interests,

and preferences.

As shown on the table, the respondents implemented the Open

High School along learners well as shown on its mean of 3.06.

Furthermore, on The ten (10) provisions, “take initiative in their studies,

setting goals, and adhering to their learning schedules without the

constant oversight of traditional classroom settings”, and “regularly log in

to their learning management systems contribute to discussions and

collaborate with peers” conditions were implemented with means of 3.27

and 3.20, respectively. While, “regularly log in to their learning

management systems, contribute to discussions, and collaborate with

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 235
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
peers”, “is able to submit quality outputs at a given deadline set by the

teacher”, “prioritize their tasks based on deadlines and importance,

ensuring that they meet all academic requirements without last-minute

rushes” conditions were the least implemented with means of 2.80, 2.87,

and 2.93, respectively.

This implies that the learning management system highlights the

importance of technology in facilitating distance education. The varying

level of implementation across different areas suggest the need of

differentiated support strategies.

This affirms the study of Kagugu (2011) that ICT play an important

role in facilitating distance learning. The use of ICT has extended the

scope of offering programs at the distance. Whenever they are different

branches or centers, student received and access various learning

materials as well as sharing information with the teachers at any time.

Level of Implementation of Open High School along Social Needs as

Perceived by the Learners and Teachers

Table 6 presents the level of implementation of Open High School

along social needs as perceived by the learners and teachers.

Table 6. Level of Implementation of Open High School along Social Needs

Condition/Provision Learners Teachers

Mean DER Mean DER
1. There is an enabling,
safe, and conducive 3.42 Implemented 3.47 Implemented

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
learning environment in
school for OHSP
learners
2. There are supportive,
motivating and
nurturing teachers in Highly Highly
OHSP 3.54 Implemented 3.53 Implemented
3. There are learners in
OHSP who participate
freely in school and
community activities
and special interest
groups and other
organizations 3.44 Implemented 3.33 Implemented
4. There are friendly peers
in the class of OHSP
learners 3.40 Implemented 3.47 Implemented
5. The school leader loves
and care for the learners Highly
in OHSP 3.48 Implemented 3.80 Implemented
6. There is a strong
support from the
parents/guardians of
OHSP learners 3.50 Implemented 3.47 Implemented
7. The community is
responsive to the needs
of OHSP learners 3.33 Implemented 3.40 Implemented

continuation of Table 6…

8. BCPC (Barangay
Council for the
Protection of Children)
and MCPC (Municipal
Council for the
Protection of Children)
are actively taking part
in implementing OHSP 3.32 Implemented 3.33 Implemented
Mean 3.43 Implemented 3.48 Implemented

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 237
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
This signifies that the respondents well implemented the Open

High School well as indicated by its mean of 3.43.

Out of the eight (8) conditions, “there are supportive, motivating and

nurturing teachers in OHSP” was highly implemented with a mean of

3.54 while “BCPC and MCPC are actively taking part in implementing

OHSP” and “the community is responsive to the needs of OHSP learners”

was least implemented with a mean of 3.32 and 3.33, respectively.

This implies that the significant role of teachers in providing

support to OHSP students highlights the importance of training and

development.

Moreover, the disparity in the implementation levels indicates a

need for more collaborative partnerships between schools, community

and council involvement and council participation in the OHSP.

This affirms the study of Taguba (2023) that another barrier to the

implementation of the Open High School Program is the inadequate

training of teachers. Teachers need proper training to teach in the OHSP

in teaching strategies, and managing online classroom dynamics.

Inadequate training affects the quality of instruction, which can lead to

student’s poor academic performance. Moreover, according to the study

of Bernal and Vergara (2017) identified the need for teacher training and

support to implement distance learning programs like OHSP effectively.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
The study found that teachers receiving training and ongoing support

were likelier to use effective teaching strategies and improve student

outcomes.

The table presents the level of implementation of Open High School

along social needs as perceived by the teachers was implemented well

with a mean of 3.48.

Moreover, “the school leader loves and care for the learners in

OHSP” and “there are supportive, motivating and nurturing teachers in

OHSP”

conditions were highly implemented with means of 3.80 and 3.53 while

“BCPC (Barangay Council for the Protection of Children) and MCPC

(Municipal Council for the Protection of Children) are actively taking part

in implementing OHSP”, “there are learners in OHSP who participate

freely in school and community activities and special interest groups and

other organizations”, and “there are supportive, motivating and nurturing

teachers in OHSP” were least implemented with means of 3.33, 3.33, and

3.40, respectively.

This implies that the importance of fostering a comprehensive

support system that includes both school-based and community-based

resources to address the diverse social needs of learners in alternative

education system. By addressing these gaps, educational stakeholders

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
can enhance the effectiveness and sustainability of programs like Open

High School Program.

Over-all Level of Implementation of Open High School as Perceived

by the Learner and Teachers

Table 7 presents the over-all level of implementation of Open High

School as perceived by the learners and teachers.

Table 7. Over-all Level of Implementation of Open High School

Condition/Provision Learners Teachers

Mean DER Mean DER
Highly
1. Goals and Objectives 3.40 Implemented 3.59 Implemented
2. Methods of Teaching 3.35 Implemented 3.15 Implemented
3. Learners 3.29 Implemented 3.06 Implemented
4. Social Needs 3.43 Implemented 3.48 Implemented
Mean 3.37 Implemented 3.32 Implemented

It can be gleaned on the data that, the over-all level of

implementation of Open High School as perceived by the learners was

well implemented with a mean of 3.37. Furthermore, on the goals and

objectives, it has a mean of 3.40, social needs with a mean of 3.43,

methods of teaching with a mean of 3.35, and learners with a mean of

3.29.

This implies that the continuation and potential expansion of Open

High School programs, as they appear to effectively meet learner needs

and educational objectives were supported. Moreover, the curriculum is

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
well-aligned with learner-expectations and social needs. Teachers should

explore innovative, possibly through integrating technology or

personalized learning pathways.

It can be gleaned on the table that the over-all level of

implementation of the Open High School as perceived by the teacher has

a mean of 3.32. Moreover, goals and objectives was highly implemented

with a mean of 3.59, while methods of teaching, learners, and social

needs were implemented with means of 3.15, 3.06, and 3.48,

respectively.

This implies that Open High School Program effectively

communicates its goals and objectives, aligning them well with

educational standards. Teachers and Policymakers should focus on

maintaining and enhancing the goals and objectives to ensure continued

success and clarity in educational outcomes. Moreover, teaching

methods need for ongoing professional development and support for

teachers.

Difference in the Level of Implementations of Open High School as

Perceived by the Learners and Teachers

Table 8 shows the difference in the level of implementation of Open

High School Program as perceived by learners and teachers.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Table 8: Difference in the implementation of Open High School as
perceived by Learners and Teachers

Source Mean Std. dev t p-val Decision Remarks

Learners 3.37 0.55 Accept Not

0.24 0.82
Teachers 3.33 0.60 Ho Significant

The data revealed that learners and teachers have a mean of 3.37

and 3.33 and standard deviation of 0.55 and 0.60, respectively. The

computed t value was 0.264 with a p-value of 0.82 which is not

significant. With this result of investigation, null hypothesis will be

accepted, and alternative hypothesis will be rejected. Then, we can say

that, there is no significant difference between the level of

implementation of Open High School as perceived by the learners and

teachers.

Correlational Analysis between the Profile of the Learners and Level

of Implementation along Goals and Objectives

The correlational analysis between the profile of the learners and

level of implementation of Open High School are shown in Table 9.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Table 9. Relationship between the profile of the learners and the level of
implementation of Open High School
Profiles Level of Interpretation Decision
Implementation
Goals and Objectives
Gender 0.344* S Reject Ho
Age -0.204 NS Accept Ho
Highest Educational
Attainment of Father 0.067 NS Accept Ho
Occupation of Father 0.072 NS Accept Ho
Highest Educational
Attainment of Mother 0.142 NS Accept Ho
Occupation of Mother -0.088 NS Accept Ho
Family Monthly Income 0.259 NS Accept Ho
Academic Performance -0.067 NS Accept Ho
Methods of Teaching
Gender -0.277 NS Accept Ho
Age -0.102 NS Accept Ho
Highest Educational
Attainment of Father 0.075 NS Accept Ho
Occupation of Father 0.042 NS Accept Ho
Highest Educational
Attainment of Mother 0.055 NS Accept Ho
Occupation of Mother -0.076 NS Accept Ho
Family Monthly Income 0.258 NS Accept Ho
Academic Performance -0.013 NS Accept Ho
Learners
Gender -0.305* S Reject Ho
Age -0.148 NS Accept Ho
Highest Educational
Attainment of Father 0.028 NS Accept Ho
Occupation of Father 0.099 NS Accept Ho
Highest Educational
Attainment of Mother 0.045 NS Accept Ho
Occupation of Mother -0.080 NS Accept Ho

Family Monthly Income 0.279 NS Accept Ho

Academic Performance -0.019 NS Accept Ho
Social Needs
Gender -0.332* NS Accept Ho

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Age -0.136 NS Accept Ho
Highest Educational
Attainment of Father 0.111 NS Accept Ho
Occupation of Father 0.133 NS Accept Ho
Highest Educational
Attainment of Mother 0.019 NS Accept Ho
Occupation of Mother -0.165 NS Accept Ho
Family Monthly Income 0.223 NS Accept Ho
Academic Performance -0.124 NS Accept Ho
Over-all Implementation
Gender -0.331* NS Accept Ho
Age -0.154 NS Accept Ho
Highest Educational
Attainment of Father 0.075 NS Accept Ho
Occupation of Father 0.092 NS Accept Ho
Highest Educational
Attainment of Mother 0.066 NS Accept Ho
Occupation of Mother -0.109 NS Accept Ho
Family Monthly Income 0.268 NS Accept Ho
Academic Performance -0.059 NS Accept Ho
Legend: *-.05 level of significance
NS – Not Significant

As shown in the table, the profile of the learners along gender, age,

highest educational attainment of parents, occupation of the parents,

family monthly income, and academic performance of the previous school

year and the level of implementation of the open high school along goals

and objectives has no significant relationship as indicated with the r-

value of 0.344, -0.204, 0.067, 0.072, 0.142, -0.088, 0.259, and -0.067,

respectively.

On the profile of the respondents along gender, age, highest

educational attainment of parents, occupation of the parents, family

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
monthly income, and academic performance of the previous school year

and the level of implementation of the open high school along methods of

teaching, it has no significant relationship as indicated by the computed

r-values of -0.277, -0.102, 0.075, 0.042, 0.055, -0.076, 0.258, and -

0.013, respectively.

Moreover, on the profile of the respondents along gender, age,

highest educational attainment of parents, occupation of the parents,

family monthly income, and academic performance of the previous school

year and the level of implementation along learners, it has no significant

relationship as indicated by the r-values of -0.305, -0.148, 0.028, 0.099,

0.045, -0.080, 0.279, and -0.019, respectively.

Furthermore, on the profile of the respondents along gender, age,

highest educational attainment of parents, occupation of the parents,

family monthly income, and academic performance of the previous school

year and the level of implementation along social needs, it has no

significant relationship as indicated by the r-values of -0.332, -0.136,

0.111, 0.133, 0.019, -0.165, 0.223, and -0.124, respectively.

Lastly, on the profile of the respondents along gender, age, highest

educational attainment of parents, occupation of the parents, family

monthly income, and academic performance of the previous school year

and the level of implementation along over-all, it has no significant

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
relationship as indicated by the r-values of -0.331, -0.154, 0.075, 0.092,

0.066, -0.109, 0.268, and -0.059, respectively.

The lack of significant correlations suggests that learner

demographics and background factors do not strongly influence how well

the Open High School Program achieves its objectives, this implies that

the program’s design may be effectively universal, offering equitable

educational experiences and outcomes regardless of learner’s

demographic background. Moreover, the program structure can address

a wide spectrum of learners’ needs without being significantly impacted

by family background, economic status, or parents’ education.

Furthermore, with the demographic factors having little impact on

program outcomes, efforts to enhance the Open High School Program

might be better directed at refining program-specific elements, such as

curriculum design, teaching methods, and learner support services,

rather than adjusting these based on learner profiles.

Correlational Analysis between the Profile of the Teachers and Level

of Implementation along Goals and Objectives

The correlational analysis between the profile of the teachers and

level of implementation of Open High School are shown in table 10.

The table indicates that the profile of the teacher-respondents

along gender, age, highest educational attainment, present position,

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
length of service, and grade level assignment and the level of

implementation of Open High School along goals and objectives, it has no

significant relationship as indicated by the computed r-values of 0.152,

0.231, -0.040, 0.255, 0.310, and -0.400, respectively.

This implies that individual teacher characteristics do not strongly

influence the level at which Open High School goals, teaching methods,

learners and social needs are implemented. Moreover, the

implementation consistently in the Open High School Program may be

relatively independent of personal or professional variables of teachers,

such as age or experience.

On the profile of the teacher-respondents along gender, age,

highest educational attainment, present position, length of service, and

grade level assignment and the level of implementation of Open High

School along methods of teaching, it has no significant relationship as

indicated by the computed r-values of 0.129, 0.303, -0.118, 0.221, 0.274

and -0.374, respectively.

Table 10. Relationship between the profile of the teachers and the level of
implementation of Open High School

Profiles Level of Interpretation Decision

Implementation
Goals and Objectives
Gender 0.152 NS Accept Ho
Age 0.231 NS Accept Ho

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Highest Educational Attainment
-0.040 NS Accept Ho
Present Position 0.255 NS Accept Ho
Length of Service 0.310 NS Accept Ho
Grade Level Assignment -0.400 NS Accept Ho
Methods of Teaching
Gender 0.129 NS Accept Ho
Age 0.303 NS Accept Ho
Highest Educational Attainment -0.118 NS Accept Ho
Present Position 0.221 NS Accept Ho
Length of Service 0.274 NS Accept Ho
Grade Level Assignment -0.374 NS Accept Ho
Learners
Gender 0.102 NS Accept Ho
Age 0.264 NS Accept Ho
Highest Educational Attainment -0.170 NS Accept Ho
Present Position 0.169 NS Accept Ho
Length of Service 0.139 NS Accept Ho
Grade Level Assignment -0.248 NS Accept Ho
Social Needs
Gender 0.187 NS Accept Ho
Age 0.257 NS Accept Ho
Highest Educational Attainment -0.150 NS Accept Ho
Present Position 0.175 NS Accept Ho
Length of Service 0.118 NS Accept Ho
Grade Level Assignment -0.140 NS Accept Ho
Over-all Implementation
Gender 0.144 NS Accept Ho
Age 0.280 NS Accept Ho
Highest Educational Attainment -0.131 NS Accept Ho
Present Position 0.211 NS Accept Ho
Length of Service 0.217 NS Accept Ho
Grade Level Assignment -0.305 NS Accept Ho
Legend: NS – Not Significant

Moreover, the profile of the teacher-respondents along gender, age,

highest educational attainment, present position, length of service, and

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
grade level assignment and the level of implementation of Open High

School along learners, it has no significant relationship as indicated by

the computed r-values of 0.102, 0.264, -0.170, 0.169, 0.139 and -0.248,

respectively.

Furthermore, the profile of the teacher-respondents along

gender, age, highest educational attainment, present position, length of

service, and grade level assignment and the level of implementation of

Open High School along social needs, it has no significant relationship as

indicated by the computed r-values of 0.187, 0.257, -0.150, 0.175, 0.118

and -0.140, respectively.

Lastly, the profile of the teacher-respondents along gender, age,

highest educational attainment, present position, length of service, and

grade level assignment and the over-all level of implementation of Open

High School, it has no significant relationship as indicated by the

computed r-values of 0.144, 0.280, -0.131, 0.211, 0.217 and -0.305,

respectively.

The lack of significant relationships indicated that Open High

School implementation is standardized across teacher demographics,

meaning factors like experience and educational background may not

drastically affect Open High School Program delivery. This could imply

that training or guidelines for Open High School are resilient, equipping

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
teachers of varying profile to perform similarly. Moreover, since the

implementation levels of Open High School Program goals, teaching

methods, and social support mechanisms are not significantly impacted

by personal characteristics, the program design itself might be highly

adaptable and universally applicable. This flexibility could aid in scaling

the program to diverse educational contexts without needing extensive

adjustments based on teacher demographics.

Thematic Analysis on the Problems Encountered by the Teachers in

the Implementation of Open High School Program

Table 11 shows the response of the teachers on the problems

encountered in the implementation of the Open High School Program.

Table 11. Problems encountered by the teachers in the implementation of

the Open High School Program
Verbatim Transcript Sub-Theme Theme
Teacher lack of coordination Lack of A. Role
sometime Coordination
As a teacher I see to it that all the Provider
activities required by the program will
provide by the learners
I provide assistance in ensuring Provider
learning materials in time when
learners need these
Continuation of Table 11...
I am a practical research 2 teacher in Confused
the SHS level and my experience in
the OHSP is still quite confusing
especially in the monitoring of my
students’ task. I am not aware
about my student about who they are

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Mas mahirap magturo ng OHSP kasi Problematic
may mga pinagdadaanan silang mga
problema
Teacher for grade 9 and I saw how Problematic
hard it is for learners to come and get
and submit modules especially for
working learners.
It was challenging Challenged
I am grade 12 subject teacher of Challenged
OHSP. I can consider that this is new
and challenging task for me because
this is different from face to face and
blended instruction
Learners unsustainable interest On the part of B. General
the Learners Challenges
Submission of outputs and On the part of
communication to learners the Learners
Submission and retrieval of outputs On the part of
the Learners
Its quite hard to assess the real On the part of
performance of the learners the Learners
Submission of modules On the part of
the Learners
When learners neglect to do their On the part of
tasks, in submitting their outputs, the Learners
and when some missed to get their
modules
Inability to follow up learners with On the part of
their assigned activities and outputs the teachers
Monitoring of learners On the part of
the teachers
Knowing the students’ background On the part of
(it is hard to teach students whom I the teachers
do not know)
Continuation of Table 11...

Meeting the learning competency is On the part of

hard especially that we only use the teachers
modules

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Ang pag-aadjust, pag-iintindi sa On the part of
kanilang pangangailangan para the teachers
makahabol sa lesson
Time challenges because some On the part of
learners come anytime to get their the teachers
modules I have my class
Time balance between admin work On the part of
and attending to OHSP learners the teachers
needs.
No personal meetings with the
learners, many of them did not On the part of
comply with the requirements even if the teachers
there were deadlines being set
The preparation of learning materials On the part of
and the learners’ response and the teachers
output submission
Learners output Learners’ A. Instructional
output Challenges
Materials to be used Instructional
Materials
Lack of resources. No proper Instructional
coordination from learners Materials
Some learners do not have their own Lack of gadgets
phones and internet access
Its difficult to reach out learners Lack of gadgets
because many of them don’t have
an access to technology like wifi or
gadgets that they may use in the
instruction
The delivery of lesson has no quality Quality of
at all. I am struggling in giving timely Instruction
and appropriate feedback to them
Pag-aadjust sa knilang Lack of
pangangailangan para mag-aral tulad Interaction
ng di nila naiintindihan Mabuti and

Continuation of Table 11...

lesson. Kulang sa interaction ng guro

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
sap ag-aaral
Instructional materials are available, Lack of
but some learners need to be given interaction
extra attention in the discussion of
lessons that they cannot understand,
so there is consultation when they
need to report to school

It can be gleaned on table 16 that the challenges encountered by

the respondents was classified into three clusters namely the role,

general challenges, and the instructional challenges. As to their role as

their challenges, it is divided into five (5) sub-themes – namely, lack of

coordination, provider, confused, problematic, and challenged.

Based on the verbatim transcripts gathered from the respondents,

majority of the respondents encountered negative role in the

implementation of the Open High School Program. As to the general

challenges, the responses were clustered into two (2) sub-themes –

namely, challenges on the part of the learners and challenges on the part

of the teachers.

Based on the verbatim responses, majority of the challenges were

on the part of the teachers since they provide all the necessary

requirements needed by their learners to learn and to be promoted on

the next level of their education. On the instructional challenges, the

responses of the respondents were clustered into five (5) sub-themes –

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
namely, learners output, instructional materials, lack of gadgets, quality

of instruction, and lack of interest.

Based on the responses of the respondents, they viewed

instructional materials as important tool to effectively and efficiently

deliver the quality education to their learners.

Thematic Representation of the Challenges Encountered by the

Teachers in the Implementation of Open High School Program

Figure 1 presents the thematic representation of the challenges

encountered by the teachers in the implementation of Open High School

Program.

ROLE:
- Lack of coordination
-Provider
-Confused
-Problematic
-Challenged

OPEN HIGH
SCHOOL
INSTRUCTIONAL
CHALLENGES: PROGRAM
GENERAL
-Learners output CHALLENGES:
-Instructional materials -On the part of the
-Lack of gadgets learners
-Quality of instruction -On the part of the
-Lack of interaction teachers

Figure 1: Thematic Representation of the challenges encountered by the

respondents in the implementation of Open High School Programs

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
This representation elucidates the summary of the challenges

encountered by the teachers in the implementation of Open High School

Program. The triangle represents the integration of the three themes of

the study: role, general challenges, and instructional challenges. The

arrow shows the dynamic interplay and reciprocity of these elements.

Conclusions

Based on the significant findings, the researcher arrived at the

following conclusions:

1. Open High School learners and teachers possessed varied

characteristics as to gender, age, highest educational

attainment of parents, occupation of the parents, family

monthly income, academic performance, and years in service.

2. Open High School is generally-well implemented by both

teachers and the learners.

3. There is no significant difference in the level of

implementation of Open High School as perceived by the

learners and the teachers.

4. There is no significant relationship between the profile

characteristics of the learners and various dimensions of the

implementation of the Open High School program. Similarly,

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
the profile of the teacher-respondents also showed no

significant relationship with the implementation of the Open

High School program across the same dimensions.

5. The respondents face significant challenges in the

implementation of the Open High School program, which can

be categorized into three primary clusters: role challenges,

general challenges, and instructional challenges.

Recommendations

Based on the findings and conclusion of the study, the following

are recommended:

1. Schools should implement programs that equip parents with

skills to support their children academically, particularly for

those with lower educational attainment and low family monthly

income. Regular workshops on seminars on modern teaching

methods, time management, and academic support could be

beneficial.

2. Professional development programs should be intensified to

equip teachers with innovative teaching methods, such as

integrating technology and differentiated instruction. This will

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
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ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
address the gap in teaching methods and promote more

engaging and effective learning experiences.

3. Efforts should be made to maintain or enhance open

communication and collaboration between learners and

teachers. Continuous monitoring and evaluation of the Open

High School Program’s effectiveness should be carried out to

ensure its goals are being met.

4. Comprehensive evaluation of the Open High School program to

identify other factors that might influence its implementation

effectiveness such as program resources, training quality, and

support system should be conducted.

5. Similar studies should be conducted to further determine the

effectiveness of the Open High School program.

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

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https://doi.org/10.3102/0013189X08331140

EdResearch for Action. (2023). Evidence-Based Practices to Reduce

Chronic Absenteeism. Retrieved from
https://www.edresearchforaction.com

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CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

APPENDICES

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Appendix A

Letter of Request to the VPREI

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Appendix B

Letter of Request to the Schools Division Superintendent

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Appendix C

Letter of Request to the School Principal

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Appendix D

Ethical Clearance

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Appendix E

Letter to the Leaner/Teacher Respondents

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Appendix F

Consent Form

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Appendix G
List of Questionnaire Evaluators

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
LIST OF EVALUATORS

1. LORNA O. GASPAR
Designation: Education Program Supervisor
School/Institution: La Union Schools Division
Years in service: 23 years
Highest Educational Attainment: With Doctorate Degree Units

2. DR. GENNY H. ALAY-AY

Designation: Principal IV
School/Institution: Paratong Integrated School
Years in service: 14 years
Highest Educational Attainment: Doctorate Degree

3. ELSIE V. MAYO
Designation: Principal IV
School/Institution: Regional Science for Region 1
Years in service: 16 years
Highest Educational Attainment: With Doctorate Degree Units

4. DR. B RIAN O. RILLORAZA

Designation: Head Teacher III
School/Institution: Doña Francisca Lacsamana de Ortega Memorial NHS
Years in service: 11 years
Highest Educational Attainment: Doctorate Degree

4. DR. RONALD JUNE BALSOMO

Designation: Head Teacher III
School/Institution: Casa Cristo National High School
Years in service: 10 years
Highest Educational Attainment: Doctorate Degree

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Appendix H

Letter to the Evaluators

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 271
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 272
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Appendix I

Acceptability Rubric

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 274
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 275
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 276
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 277
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57
Appendix J

Questionnaire for Learners

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 279
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 280
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 281
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 282
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

Appendix K

Questionnaire for Teachers

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 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 284
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 285
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 286
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

©2024, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 287
 cognizancejournal.com
CATHERINE C. BALBIN, Cognizance Journal of Multidisciplinary Studies, Vol.4, Issue.11, November 2024, pg. 165-288
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 77.57

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