A Proposed Theory for the Pedagogic Practices in Alternative Learning System (ALS)

Abstract

This study explored the pedagogic practices on modalities in facilitating instruction and assessing learning employed for the PDLs, IPs, and Non-Literate Adults as group of learners in the ALS and consequently propose a theory along these dimensions. Data were obtained from 18 purposively chosen programs-implementers through semi-structured, observations of class activities, and field notes. These were analyzed through Charmaz’ framework on grounded theory data analyses. Results of the findings showed that educational goods and services are delivered through flexible modalities specifically face-to-face aided with modern technologies and home visitation aided with traditional technologies. Assessment in learning, on the other hand, is realized in multi-modal fashion specifically trough performance-based, module-based, and portfolio assessment formats. These findings point towards a theoretical conception that the delivery of educational good and services is unique and dependent on the circumstance, condition, and situation of the target learners and assessing the learners’ learning is actualized in a multi-modal fashion in response and recognition of the learners’ diversity, diverse learning needs and teaching and learning environment. With these theoretical conceptions, the Granular Learning Theory is proposed. The basic tenet of the theory is that instructional delivery and assessment in learning are case-dependent.