Authors : Ma. Fatima E. Hapal; Belen L. Dominguiano

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/muxtnyjr

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DOI : https://doi.org/10.38124/ijisrt/26mar237

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Abstract : This study assessed the effectiveness of Alternative Delivery Mode (ADM) implementation at Manangkas Elementary School, Barangay La Esperanza, Santa Magdalena, Sorsogon, in ensuring educational continuity during crisis situations. Located in a disaster-prone area experiencing frequent typhoons, flooding, and landslides particularly from June to November, the school faces recurring class suspensions that disrupt traditional face-to-face instruction. The research examined four dimensions: the effectiveness of ADM in terms of ease of use of learning materials and promptness in materials preparation, distribution, and retrieval; the processes through which ADM was implemented; the instructional materials provided by teachers; and the challenges encountered by teachers and parents. Employing a mixed-methods approach, the study collected quantitative data through survey questionnaire administered to teachers and parents, and qualitative data through semi-structured interviews with five teachers and ten parents. Findings revealed that stakeholders assessed ADM effectiveness as moderately effective, with learning materials receiving an overall weighted mean of 3.45 and materials preparation, distribution, and retrieval scoring 3.53. Thematic analysis identified four implementation themes: contextualized planning through household surveys and tiered response protocols, collaboration with parents and community through multi-platform communication, awareness of emergency situations affecting learning engagement, and shared responsibility in education. While five core instructional materials achieved universal distribution (100%), supplementary resources showed declining rates, with printed assessment materials at only 20%. Challenges included teachers' universal identification of limited ADM knowledge, inadequate resources, and poor connectivity, while all parents reported lacking functional knowledge to assist pupils. The study concludes that while Manangkas Elementary School maintains functional ADM implementation, enhancement requires comprehensive professional development, increased instructional resources, parent capacity-building initiatives, improved assessment practices, and systemic support structures. These findings demonstrate that educational resilience in crisis-prone communities requires participatory design grounded in local realities rather than standardized frameworks.

Keywords : Alternative Delivery Mode, Educational Continuity, Emergency Situations, Learning Outcomes, Instructional Resilience.

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