ABSTRACT
The primary goal of this research was to create an Augmented Reality Application as a tool or learning materials for Senior High School - Alternative Learning System (SHS-ALS). This will serve as an arcade of knowledge between virtual and real world that will create dynamic and interactive learning resources that resonate with the unique needs and interests of ALS learners, thereby enhancing their educational experience and outcomes. AR app will fill in the gap address the issues on learning materials and time constraint of SHS-ALS implementation. AR app undergone evaluation process using the ISO 25000 to evaluate the AR app based on the sample respondents of the application. Finally, the AR app was put through a series of test cases the focused on the features, functionality, performance, interactivity and compatibility of the App. During the development process of the AR application the hybrid agile model and rapid prototyping process was used to convert the designed into an application. Unity programming language and Vuforia were used to setup the AR app.
The sample included 167 SHS-ALS students and 90 SHS-ALS teachers from the division of Calamba city which used raosoft online calculator. To assess and verify the device consistency and the quality of use of the AR app, a self-constructed survey and evaluation questionnaires consistent with the ISO 25000 program quality model were used. Statistical methods used to analyze the collected data included percentage and weighted mean.
Result divulged that the AR app had been successfully developed using unity and Vuforia applications. The AR app was created based on its intended functions. The AR app was able to play embedded videos on the application once the target image scanned. The result of application evaluation using the ISO 25000 disclosed that the AR app was high in terms of functionality suitability, Performance Efficiency, interactive capability and compatibility.
In the light of the findings, the study proposed the following recommendations: school administrators should prioritize teacher training and ensure equitable access to devices for students to fully utilize the AR app. Regular feedback collection from both teachers and students will help monitor and improve the app's effectiveness; teachers should integrate AR into their lessons, promote student collaboration, and be adaptable in their teaching approaches; Students should engage actively with the app, provide feedback, and collaborate with peers during AR activities to enhance their learning experience; future researchers should focus on conducting long-term studies to assess the impact of the AR application on student engagement and learning outcomes. They should also examine the app's accessibility for diverse learners, including those with disabilities, and investigate how teachers adapt to using the technology in their classrooms.
Keywords: Augmented Reality, SHS-Alternative Learning System, Learning Materials
INTRODUCTION
Addressing the challenge of providing quality education to marginalized communities is a paramount goal for governments worldwide, and it remains particularly demanding in countries with a high level of socioeconomic disparity. The Philippines, like many other nations, faces the perennial issue of an increasing number of out-of-school youth at the end of each academic year. To combat this problem, the Department of Education has implemented various initiatives, with the Alternative Learning System (ALS) standing out as a key strategy.
The Department of Education, through its curriculum offerings, envisions the development of holistic and lifelong learners capable of making meaningful contributions to both the nation and the global community. The Alternative Learning System, in alignment with these objectives, specifically targets out-of-school youth and adults (OSYA) learners. The aim is to equip them with basic and functional literacy skills while providing equivalent pathways to complete their basic education, as outlined in the Policy Guidelines on the Implementation of Alternative Learning System for junior high school.
The impact of the Alternative Learning System on addressing the escalating number of out-of-school youth and adults is substantial. By offering flexible and accessible learning opportunities, ALS becomes a beacon of hope for those who could not afford to complete their basic education through conventional means. The program not only addresses the immediate challenge of illiteracy but also lays the foundation for broader societal benefits.
The success of the Alternative Learning System hinges on its ability to create an inclusive and adaptive learning environment. Tailoring educational approaches to the unique needs of out-of-school youth and adults, ALS recognizes the diverse circumstances that might hinder traditional educational participation. This flexibility contributes to the effectiveness of the program, allowing it to reach learners who might otherwise be left behind.
Moreover, the implementation of ALS is not solely about academic achievement; it also places emphasis on developing life skills that empower learners to navigate real-world challenges. By fostering a holistic learning experience, ALS aims to produce individuals who are not only academically proficient but also equipped with the resilience and adaptability needed for personal and professional success. Therefore, these young learners should be supported all throughout in their academic endeavors.
Since 2016, the Philippines was implemented the K12 program as the result the new policy and guidelines for educational system was changed. It leads to additional 2 years of school year for the learners. With this the guidelines of educational systems were change also to adopt with the trends of global needs. The learners will be considered as high school graduates once they finish the 6 years program of the high school, 4 years for junior high and 2 years for senior high school. Because of this the ALS program of the DepEd will have to intensify so that the learners can be able to finish the program and can continue to college level if they wanted to pursue the study. As part of this the department of education was implemented the enhance ALS program for SHS so that the learners from ALS junior high program, graduates of old curriculum, and adults’ individuals can enroll in tertiary level.
Last school year (2023-2024), the division of Calamba City immediately implemented the offerings of ALS-SHS as a response to the mandates of the Department of Education on its different senior high schools. In the first year of implementation, there were almost 75 OSYA enrolled in the first implementation of the programs, taking different strands, they selected. This school year (2024-2025), there are 294 OSYA enrolled in different senior high schools in the Calamba City division. Since the ALS programs is new to SHS implementations there is a continues planning and persists a significant challenge in insuring the effectiveness of SHS ALS implementation. One of the aspects that need to address for this program is the learning materials for the SHS ALS students. Imagine a student who attended classes once in a blue moon only because of their scheduled setup due to many of them are working, lack of financial to support their study or any economic issues that they are facing. This can be a difficult part of the implementation of the programs. Providing modules in softcopy or hardcopy is not enough to impart the learnings to the students. A simple module cannot talk, possible it discusses the learning on writing way, but in the digital age most of the learners they are prepared more if the modules have image to support the lessons, a video that can explain what they would be needed to understand and an interactive and responsive approach that they can enjoy while answering the activities. Instructional materials must have to considered and ensure that this will be in accordance and relevance to the SHS curriculum as basis of the SHS ALS guidelines and must be cater the diverse learners.
In this digital age, technology has emerged as an effective tool for the learning process of SHS ALS that can transform education and addressing the needs of diverse learners. Augmented Reality (AR) has caught the attention of the researchers to be used in developing learning materials. Imagine a catalog of lessons, a series of modules with a touch of AR applications, that can turn the learning materials such as modules into interactive and responsive way of learnings.
AR has an ability to create immersive and interactive learning process by setting virtual environment through digital content onto the real environment. By integrating AR technology into education materials, educators can enhance engagement, provides further discussion about the topics while in a distance setup, cater diverse learning styles and preferences. It also makes the learning materials responsive and entertaining while learners are doing their lesson. Not only that, since the SHS ALS program was under monitoring and pilot implementations Augmented Reality is one of the key tools to the problem encountered on the learning materials, especially the diverse setup of the ALS learners.
The proposed research seeks to address to fill in the gap and address the issues on the learning materials and time constraint of the program. So, the researchers aim to develop Augmented Reality (AR) learning materials specifically designed for Senior High School ALS students that will serve as an arcade of knowledge between virtual and real world. By harnessing the potential of AR technology, it will create dynamic and interactive learning resources that resonate with the unique needs and interests of ALS learners, thereby enhancing their educational experience and outcomes. The created AR learning materials will undergo evaluation phases to explore the product quality of the developed AR learning materials in the SHS ALS context. By collecting feedback from the experts and conducting pilot testing with ALS students, it will validate the efficacy of AR as pedagogical tool for enhancing learning outcomes and engagement among SHS ALS students.
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