ABSTRACT
This study primarily aimed to explore the lived experiences of public-school teachers in navigating the Alternative Delivery Mode System as a flexible option for Inclusive Education. The study employed a qualitative-phenomenological research design. The researcher conducted in-depth interviews with the individuals to find common themes among the experiences. The participants were the eight (8) elementary school teachers of Ciudad de Strike Elementary School, Division of Bacoor City. The researcher employed the purposive sampling technique, which aimed to choose the participants who have first-hand experiences relevant to the implementation of the ADM system to ensure an enriched and substantial narration of the phenomenon. The study arrived at three (3) emergent themes extracted from the formulated meanings and significant statements of the participants, such as Significant Role of ADM in Easing Financial Instability, Inclusive Education through Flexible Learning, and Quality Education in On-site Classes. The teachers have perceived the ADM or flexible learning as a helpful platform to ease the financial struggles of learners in terms of transportation expenses and allowances. The study has concluded that the implementation of ADM has led to more inclusive and accessible learning among the students. The researcher recommended that ADM or flexible learning can still be adopted with a comprehensive implementation of the Learning and Service Continuity Plan (LSCP) to ensure an efficient flow of school operations and curriculum.
Keywords: Lived Experiences, Navigate, Alternative Delivery Mode System, Inclusive Education
INTRODUCTION
Even after the pandemic, many modalities were implemented at various grade levels, with some exhibiting success and others having difficulty. Transitioning across modalities presents substantial obstacles for learners. Financial constraints and bad internet connections are causing students, particularly in rural regions, to struggle to submit school projects on time. In response, the government released DepEd Order No. 54 series of 2012, detailing Policy Guidelines for Implementing Alternative Delivery Modes (ADMs) to address these concerns.
In Lucero's (2020) study, learners regarded Alternative Delivery Mode (ADM) adoption as logical. It was determined that there was no significant difference in the extent of deployment of Alternative Delivery Mode by gender or age. Nonetheless, research demonstrated a substantial association between the program's implementation level and student achievement. It was proposed to increase the use of alternative delivery modes (ADM). Biendima (2024) discovered a substantial signal of teaching presence based on the roles and behaviors of K-12 teachers and students, resulting in the formation of a learning community. Using a different methodology, a study assessed the connection between students' performance and programs using alternate delivery modes and discovered a substantial correlation between the two factors. Students' performance and the usage of an alternative delivery method in general mathematics were shown to be significantly correlated, based on a study by Diamante and Banca (2023).
see PDF attachment for more information