Alternative Delivery Mode Effectiveness and Perceived Student Outcomes in the Open High School Program: Teachers’ Perspectives from a Quantitative Correlational Study
DOI:
https://doi.org/10.5281/zenodo.21274213Keywords:
Alternative Delivery Mode, Open High School Program, perceived student outcomes, teachers’ perspectives, quantitative correlational study, flexible learningAbstract
This study examined the relationship between teachers’ perceived effectiveness of Alternative Delivery Mode (ADM) and perceived student outcomes in the Open High School Program (OHSP) at Benigno V. Aldana National High School, Pozorrubio, Pangasinan. Using a quantitative descriptive-correlational design, the study included all 52 Junior High School and Senior High School teachers implementing the OHSP through census sampling. A validated and pilot-tested researcher-made questionnaire measured five ADM domains and four student-outcome domains.Teachers rated ADM positively across all five dimensions. Instructional delivery obtained the highest mean (M = 4.54), followed by learning resources and learner support (both M = 4.49), institutional support (M = 4.44), and assessment (M = 4.35). Student outcomes were rated high, led by completion (M = 4.20), engagement (M = 4.13), academic performance (M = 3.93), and attendance (M = 3.88). All correlations were positive and significant. The strongest association was between assessment and academic performance (r = .821, p < .001), followed by learning resources and completion (r = .724, p < .001), instructional delivery and attendance (r = .673, p < .001), learner support and academic performance (r = .668, p < .001), and institutional support and attendance (r = .665, p < .001). Stronger perceptions of ADM effectiveness were associated with more favorable perceived student outcomes. The findings support improvements in communication, supplementary resources, assessment practices, and sustained teacher training. Results are correlational rather than causal.
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