Abstract
The study aimed to assess the implementation and practices of alternative delivery mode in select secondary schools in the Division of Rizal input for development framework. The study utilized descriptive correlational research design since the study determines the relationship between the extent of implementation and the level of practices of alternative delivery mode in select secondary schools in the Division of Rizal. The researcher used a modified instrument that served as a major tool of study. The subject of study was limited to the open high school students at public secondary high school in the Division of Rizal. Moreso, the study utilized the open high school students and teachers in the Division of Rizal. The study used the thirty (30) teachers and two hundred (200) student respondents using the purposive sampling technique. Further, the findings revealed that Alternative Delivery Modes are well-implemented in selected secondary schools in the Division of Rizal in terms of access and enrollment rates, instructional material quality, teacher training assistance, student engagement and performance, and stakeholder involvement and support. Also, the assessment of the implementation of alternative delivery modes is significantly different between the teachers and students in the Division of Rizal. In the same manner, Alternative Delivery Modes (ADM) are widely used in selected secondary schools throughout the Division of Rizal, indicating that teachers are embracing new ways of thinking about their craft and adjusting their methods to better suit the unique requirements of their students. The level of practice of alternative delivery modalities (ADM) is assessed differently by two groups of respondents from selected secondary schools in the Division of Rizal. Furthermore, the extent of implementation and the level of practice of alternative delivery modes (ADMs) in selected secondary schools in the Division of Rizal are significantly correlated. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may engage in continuous professional development workshops focused on ADMs to stay updated with best practices and emerging technologies; Teachers may integrate technology tools that facilitate ADMs, such as learning management systems (LMS), interactive platforms, and multimedia resources; Students may develop skills for self-directed learning by setting personal goals, managing your time effectively, and utilizing available resources to explore topics of interest beyond the curriculum; and school administrators may invest in the necessary infrastructure, including reliable internet access and appropriate technology tools and may ensure that both teachers and students have the resources needed to succeed in an ADM environment.
