ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS

Alternative Delivery Mode (ADM) of instruction had become an option of schools, parents, and learners to access education. Despite its implementation for several years, research on its delivery and students’ academic performance was not endeavored. Hence, this study was conducted to determine the relationship of Alternative Delivery Mode (ADM) program and performance of the students. The respondents of the study were 30 students from nine elementary schools in the Division of Digos, Davao del Sur. Results showed that most of the respondents enrolled in the Alternative Delivery Mode (ADM) were male, at age 11, and were laborers. Most of them were low performers. The respondents rated the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there was no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender and age but it showed significant relationship between the level of implementation of the program and the performance of the students. Intensification of Alternative Delivery Mode (ADM) was recommended.


Objective of the Study
The main objective of this study was to determine the extent of Alternative Delivery Mode (ADM) program delivery on the performance of the students in the Division of Digos City, Davao del Sur. Specifically, the study aimed to: 1. Determine the profile of ADM students in terms of: 1.1 age; and 1.2 gender. 2. Determine the extent of Alternative Delivery Mode (ADM) program delivery, in terms of: 2.1 social regard for learning; 2.2 curriculum; and 2.3 planning, assessing and reporting. 3. Determine the level of performance of Alternative Delivery Mode (ADM) students. 4. Determine the significant difference on the responses of ADM students on the extent of the Alternative Delivery Mode (ADM) program delivery when analyzed according to age and gender. 5. Determine the significant difference on the performance of ADM students when analyzed according to age and gender. 6. Determine the significant relationship between the extent of the Alternative Delivery Mode (ADM) program delivery performance of ADM students.

Statement of the Problem
This study was undertaken to determine the influence of the extent of Alternative Delivery Mode (ADM) program delivery on the performance of the students in the Division of Digos City. Specifically, the study sought answers to the following questions: 1. What is the profile of ADM students in terms of: a. age; and b. gender? 2. What is the extent of Alternative Delivery Mode (ADM) program delivery, in terms of: a. social regard for learning b. curriculum; and c. planning, assessing and reporting? 3. What is the level of performance of Alternative Delivery Mode (ADM) students? 4. Is there a significant difference on the responses of ADM students the extent of the Alternative Delivery Mode (ADM) program delivery when analyzed according to age and gender? 5. Is there a significant difference on the performance of ADM students when analyzed according to age and gender? 6. Is there a significant relationship between the extent of the Alternative Delivery Mode (ADM) program delivery and performance of ADM students?

B. School Heads
The results of this may give clearer views and wider horizons of information to school heads in understanding the present performance of Alternative Learning System (ALS) students. As instructional leaders, the school heads may plan and implement the plans to better serve those students under the program. This would ensure better performance of the students.

C. ADM Teachers
Being front liners in the delivery of the program, they would be able to understand the performances of their students within the given period. The results would give them essential information regarding the possible interventions to be made out from the results of the study to optimize learning.

D. Future Researchers
The results of this study would be basis as reference and guide among future researchers who would venture into research related to the Alternative Delivery Mode and performance of students.

Scope and Limitation of the Study
This study was focused on determining the extent of Alternative Delivery Mode (ADM) program delivery on the performance of students using quantitative descriptivecorrelational design. Moreover, this study was limited to the 30 students from nine elementary schools in the Division of Digos City, Davao del Sur. Due to the limited number of respondents, San Jose (2012) mentioned that the results of the study cannot generalized the entire ADM programs. They result are only applicable to the respondents of the study.

Sampling Design
The study employed total enumeration of all identified students enrolled in the Alternative Delivery Mode (ADM). This was undertaken because of the limited number of respondents for the study.

Research Instrument
The instrument used in this study was a researcher-made questionnaire. Part I of the questionnaire dealt with the profile of the respondents and Part II obtained the extent of the Alternative Delivery Mode (ADM) program delivery in terms of social regard for learning, curriculum, planning, assessing, and reporting. To determine the extent of program delivery of Alternative Delivery Mode (ADM), the researcher used the following continuum. On the other hand, to determine the performance of the students, the researcher used the continuum below.

Very High
When the enrolment of the Grade 1 pupils is 80-100% using the formula corrected enrolment (July enrolment) over monthly enrolment (enrolment February). 3.50 -4.49

High
When the enrolment of the Grade 1 pupils is 60-79% using the formula corrected enrolment (July enrolment) over monthly enrolment (enrolment February). 2.50 -3.49

Moderate
When the enrolment of the Grade 1 pupils is 40-59% using the formula corrected enrolment (July enrolment) over monthly enrolment (enrolment February). 1.00 -1.49

Very Low
When the enrolment of the Grade 1 pupils is 0-39% using the formula corrected enrolment (July enrolment) over monthly enrolment (enrolment February).

Data Gathering Procedure
At the outset of data gathering, the researcher sought permission from the Digos City Schools Division Superintendent and Elementary School Principals of the target schools. After the request was granted, the researcher constructed a questionnaire. The ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS European Journal of Open Education and E-learning Studies -Volume 5 │ Issue 2 │ 2020 140 questionnaire was subjected to content validation by the members of the advisory committee. The validators' comments and suggestions were incorporated in the questionnaire. Then, the researcher personally handed the survey questionnaire to the respondents. After the conduct of the survey, the respondents tallied the answers and submitted the data to the statistician for analysis and interpretation.

Statistical Tools
The statistical tools used in the analysis of the obtained data were: • Relative frequency. This was used to answer problem no. 1.
• Mean and Standard Deviation. These were used to answer problem no. 2.
• T-Test. This was used for independent sample analysis of variance at 5% level of significance and to analyze the significant difference on the responses of ADM students on the extent of Alternative Delivery Mode (ADM) program delivery and the performance of ADM students when analyzed according to age and gender as provided in sub-problem 3 and 4. • Correlation Analysis. This was used to answer problem no. 3 and to determine the strength or degree of relationship between two variables.

Gender of students enrolled in the Alternative Delivery Mode (ADM)
The relative frequency in terms of percent on gender profile of students under Alternative Delivery Mode (ADM) program was disclosed in Table 2. Based on the result, majority of the students were male which comprised of 63.3%. On the other hand, female students under this program were 37%. These results showed that majority of males were enrolled in the Alternative Delivery Mode (ADM). This high enrollment of males was attributed to their roles in their families. Because of poverty, children need to work to supplement the income of their family. They worked as laborers and helpers in the public markets or peddlers of goods. Recent study of Edmonds and Theoharides (2020) shows that there is an increased economic activity of children especially in families situated in urban areas. Unlike in Mexico, latino boys and young men are enrolled in an alternative school due to membership in gangs.

Age students enrolled in the Alternative Delivery Mode (ADM)
The relative frequency in terms of percent on age profile of students enrolled in the Alternative Delivery Mode (ADM) program was revealed in Table 3. It was disclosed that majority of the students were 11 years old which comprised of 63.3%, followed by 10 years old (23.3%), and 8 years old students (13.4%). This implies that most children attending Alternative Delivery Mode (ADM) was at level 6.

Academic performance of students enrolled in the Alternative Delivery Mode (ADM)
The academic performance of students under Alternative Delivery Mode (ADM) was shown in Table 4. Based on the results, 87% of students had developing proficiency which meant that students' general point average range was from 75 to 79. It implies that the students were low performers. On the other hand, students with approaching proficiency were only 13%. Relating the above results to available literatures, researchers' findings showed that students working long hours can caused negative effect on their academic performance (Carney et al., 2005); working has detrimental effect to student (Stinebrickner & Stinebrickner, 2003); working results to disengagement of students to school, thus, decreasing their academic performance (Siddig et al., 2020).  Table 5 shows the level of implementation of the Alternative Delivery Mode (ADM) program when analyzed according to social regard for learning. Data disclosed that social regard for learning obtained an overall mean of 2.73 with a qualitative interpretation of moderate. All indicators were rated moderate by the respondents except for "demonstrates value for learning" which was rated as low. It showed that Alternative Delivery Mode (ADM) occasionally felt and occurring by the respondents. Moreover, among the indicators "shows appropriate behavior even during unguarded moments" and "applies knowledge on social learning in dealing with students" were both rated the highest.

Level of implementation of Alternative Delivery Mode (ADM) when analyzed in terms of social regard for learning
The respondents rated the teachers low in demonstrating value for learning probably because teachers showed lack of encouragement to the respondents during their sessions. Fryer and Boyee (2016) observed that while it is clear that teachers are able to play a supportive role, studies have yet to examine the teacher's influence on students' motivation in compulsory learning contexts. Other factor according may be the teacher's lack of prior experience (novice) (Sena et al., 2018); and lack of preparation and confidence (Savitz et al., 2019). On the contrary, the ADM students observed that their teachers moderately show appropriate behavior even during unguarded moments and applies knowledge on social learning in dealing with them. This means that ADM teachers teach the respondents functionally. Teachers continue to guide the students (Rodriguez-Dorta & Borges, 2017); and show teaching practices and teacher-student interaction (Shin & Ryan, 2017) on minimal level. Also, teachers contextualized the subject matter to fit on students' social conditions (de Azevedo et al., 2017); to enrich students' understanding of the real environment (Maristy, 2020). Table 6 shows the level of implementation of the Alternative Delivery Mode (ADM) program when analyzed according to curriculum. Data disclosed that the curriculum obtained an overall mean of 2.91. All of the indicators were rated moderate by the respondents. It showed that Alternative Delivery Mode (ADM) occasionally felt and occurring by the respondents. Moreover, among the indicators "enables to integrate language literacy and quantitative skill development and values in each subject area" obtained the lowest mean, while "aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners", "creates situations that encourage learners to use higher order thinking skills", and "engages and sustains learners' interests in the subject by making content meaningful and relevant to them" go the highest mean. These results imply that curriculum content didn't focus much on language and statistical abilities of the students. Although, students found that the curriculum was structurally planned, developed their higher order thinking skills, and the contents were essential to their learning. Good curriculum according to Wei (2017) cultivates talent among learners; establishes equitable for students (Guadalupe & Curtner-Smith, 2019); and emphasizes on developing students' creativity (Setiawan & Mardapi, 2020).

Level of implementation of Alternative Delivery Mode (ADM) when analyzed in terms of planning, assessing and reporting
The level of implementation of the Alternative Delivery Mode (ADM) program when analyzed according to planning, assessing, and reporting was presented in Table 7. It obtained an overall mean of 2.84. All indicators were rated moderate. This showed that ADM program delivery was occasionally felt and occurring. Among the indicators "provides with the identified appropriate varied and responsive assessment procedures" obtained the lowest mean, while "employs the use of non-traditional assessment techniques like portfolio, journals, rubrics, etc." and "delivers by teacher that identifies the teaching-learning difficulties of students and possible causes and takes appropriate action to address them" got the highest mean. These results imply that teachers were not at all times utilizing appropriate assessment tasks and procedures. However, teachers used alternative assessment and addresses students' learning needs. According to Wulandari et al., (2019) the use of alternative assessments such as journal and portfolio enable the students to follow instruction and develop their writing skills. On the other hand, Menéndez, et al., (2019) opined that addressing the teaching-learning difficulties allows the students to develop resilience because teachers can provide students with feedback which are relevant to learning.  Table 8 discloses the comparison on level of implementation of Alternative Delivery Mode (ADM) program when analyzed according to gender. Based on the result, both male and female had similar mean ratings of 2.82. The p-value was 0.961 which was higher than 0.05 level of significance. Thus, it failed to reject the null hypothesis which states there is no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender. The results imply that that gender did not affect the level of implementation of ADM program.  Table 9 shows the comparison of means using analysis of variance (ANOVA) on the level of implementation of the Alternative Delivery Mode (ADM) when analyzed according to age. As disclosed in the table, the F-value was 0.320 with a p-value of 0.729 which was higher than 0.05 level of significance. Thus, it failed to reject the null hypothesis. The result indicated that there was no significant difference on the level of ADM implementation when analyzed according to age. It implies that age is not a significant factor in the implementation of the ADM program. Moreover, this result favored the finding of James et al., (2016) which says that gender did not differentially affect differences related to Alternative Delivery Mode.

Relationship between the level of implementation and academic performance of students under the Alternative Delivery Mode (ADM)
The cross-tabulation on the level of implementation and students' academic performance under the Alternative Delivery Mode (ADM) program was disclosed in Table 10. The data were analyzed using Chi-square test of independence. As shown in the table, result revealed a Chi-square value of 66.995 with p-value (0.000) which was lower than 0.05 level of significance. Thus, the null hypothesis was rejected. Moreover, the result indicated that there was very strong evidence in rejecting the null hypothesis which implied that there is significant relationship between the level of implementation of the program and the performance of the students. Hence, intensification of the implementation of the ADM program would benefit the students to learn more.

Summary
This study was undertaken in order to determine the level of implementation of the Alternative Delivery Mode (ADM) and the performance of students. The study is undertaken in Digos City Division, Davao del Sur. This study employed the descriptivecorrelation design. Total enumeration is employed due to limited number of respondents covered by the study. Moreover, the study is analyzed using the descriptive statistics, t-Test, and correlation analysis.
The results show that most of the respondents are males which comprise 63.3%; on the other hand, female students are 37%. As to age, majority of the students are 11 years old which comprise 63.3%, followed by 10 years old (23.3%), and 8 years old (13.4%). In terms of performance, 87% of students has developing proficiency which means that students obtain general point average range of 75 to 79. It indicates that students are low performers. Moreover, students with approaching proficiency performance have 13%. As to the level of implementation of Alternative delivery Mode (ADM) in terms of social regard for learning, indicator such as demonstrates value for leaning is rated low which denotes that the ADM program delivery is rarely felt and occurring.
The data also reveal that the level of the implementation of the Alternative Delivery Mode (ADM) program when analyzed according to social regard for learning is moderate which indicate that the ADM program is occasionally felt and occurring. As to the level of implementation of Alternative Delivery Mode in terms of planning, assessing, and reporting, all indicators are rated moderate. It implies that the ADM program delivery is occasionally felt and occurring.
Data show that the level of implementation of the Alternative Delivery Mode (ADM) program when analyzed according to planning, assessing, and reporting is rated moderate which indicates that ADM program is occasionally felt and occurring.
In terms of difference on the implementation of Alternative Delivery Mode, results show that both male and female rated the same in the level of implementation which indicates that both sexes receive similar level of implementation of ADM program. Moreover, in terms of differences, age does not significantly affect the implementation of Alternative Delivery Mode (ADM); However, on the level of implementation of Alternative Delivery Mode (ADM) and students' academic performance, the results indicate very strong evidence in rejecting the null hypothesis. It implies that there is significant relationship between the level of implementation of the program and the performance of the students.

Recommendations
After thorough analysis of the results, the following recommendations were made: • Parents should send their children to school and motivate them the importance of quality education I order realize the millennium goal of the Philippine government. • Teachers should never be tired of creating or formulating learning strategies in order to improve the performance of the learners. This can also be successfully achieved with the support of the parents. • Teachers should improve the level of implementation of alternative delivery mode (ADM) from moderate to high because it shown to have positive relationship with students' performance. • A similar study may be conducted to verify the findings of the study.

Conclusion
Based on the result presented, the following conclusions were drawn: • Most of the respondents are male and 11 years of age.
• In the performance of students, most respondents are low performers or under developing proficiency which means students general point average range from 75 to 79. • The level of implementation of alternative delivery mode (ADM) was not properly implemented and was rated moderate. • There is no significant difference in the level of implementation of alternative delivery mode in terms of gender and age. • There is significant relationship between the level of implementation of the program and the performance of the students.