Implementation of Open High School Program at Dflomnhs
DOI:
https://doi.org/10.11594/ijmaber.06.05.32Keywords:
Open High School Program, Flexible Learning, Educational Equity, Alternative Education, Program Implementation, Student SupportAbstract
This study assessed the implementation and challenges of the Open High School Program (OHSP) at Doña Francisca Lacsamana de Ortega Memorial National High School (DFLOMNHS), an alternative educational model designed for learners unable to attend traditional classes due to personal, economic, or geographic barriers. Using a mixed-methods descriptive-correlational design, the study surveyed 48 learners and 16 teacher-implementers through validated questionnaires, with reliability coefficients ranging from 0.931 to 0.986. Quantitative data were analyzed using means, t-tests, and Pearson correlations, while qualitative responses were subjected to thematic analysis.
Findings revealed that most learners were female (70.83%), aged 16–20, from low-income households (81.25%), and had parents with low educational attainment. While 35.42% of learners performed at an outstanding academic level, 20.84% did not meet expectations. The OHSP was generally well-implemented across four dimensions (M = 3.37 for learners, M = 3.32 for teachers), with no statistically significant difference in perceptions (t = 0.24, p = 0.82). Correlational analysis showed no significant relationships between implementation and learner or teacher profiles, underscoring the program’s equitable reach. However, recurring challenges included limited parental support, inconsistent technology access, and gaps in teacher coordination and instructional delivery.
Aligned with global findings on flexible education and student engagement, this study highlights the potential of OHSP to promote educational equity. It recommends enhanced parent training, regular teacher upskilling in digital pedagogy, and stronger community-school collaboration to sustain and improve program outcomes.
Downloads
References
Andrada, L. M. (2008). The Open High School Program (OHSP): Implementation Hand-book. Department of Education – Bureau of Secondary Education.
Balsomo, J. R. (2019). Parental influence on academic performance among senior high school students [Unpublished thesis]. Ilocos Sur Polytechnic State College.
Bernal, M. A., & Vergara, R. M. (2017). Distance learning challenges among public school teachers in the Philippines. Journal of Ed-ucational Management and Development Studies, 1(2), 45–58.
Bickman, L. (1987). The functions of program theory. In L. Bickman (Ed.), Using pro-gram theory in evaluation (New Direc-tions for Program Evaluation, No. 33, pp. 5–18). Jossey-Bass.
DepEd (2006). Open High School Program Primer. Department of Education – Bu-reau of Secondary Education.
Graetz, B. (as cited in Balsomo, 2019). Socioec-onomic status and academic perfor-mance. Educational Review, 25(3), 234–245.
Hertz, M. F., Barrios, L. C., & Brener, N. D. (2022). Mental health, suicidality, and connectedness among high school stu-dents during the COVID-19 pandemic. Morbidity and Mortality Weekly Report, 71(13), 446–452. https://doi.org/10.15585/mmwr.mm7113e2
Jean Piaget. (1968). The Psychology of the Child. Basic Books.
Leganio, R. A. (2017). Parental educational attainment and students’ academic per-formance. Philippine Journal of Educa-tional Measurement, 4(1), 1–10.
Lessard, L. M., & Puhl, R. M. (2022). Adolescent academic experiences and mental health during COVID-19: The role of peer and teacher support. Journal of Youth and
Adolescence, 51(5), 834–849. https://doi.org/10.1007/s10964-021-01513-3
Mirasol, M., Santiago, J., & Roque, L. (2023). Perceived flexibility and effectiveness of Open High School Programs in the Philip-pines. International Journal of Flexible Learning, 11(1), 22–35.
Scriven, M. (2004). Key evaluation checklist. Western Michigan University Evaluation Center.
Taguba, J. F. (2023). Barriers in the implemen-tation of the Open High School Program. Philippine Education Review, 18(2), 67–75.
Thompson, C., Goe, L., & Paek, P. L. (2018). Equity and deeper learning: Outcomes and opportunities. Educational Policy In-stitute.
UNESCO. (2015). Education for All 2000–2015: Achievements and Challenges. United Na-tions Educational, Scientific and Cultural Organization.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
