Stakeholders’ Perception on the Implementation of Open High School Program (OHSP) in Arteche National High School
DOI:
https://doi.org/10.65339/ijsair.V2.I2.265Keywords:
Accessibility, Alternative Delivery Mode, Open High School Program, Stakeholder Perception, Support ServicesAbstract
This study examined stakeholders’ perceptions of the implementation of the Open High School Program (OHSP) in Arteche National High School. Guided by Stakeholder Theory and the IPO Model, the study aimed to assess the extent of OHSP implementation in terms of learning resources, teaching and learning approaches, delivery systems, assessment practices, perceived enhancers and barriers, adequacy of support programs and services, and the relationship between stakeholders’ demographic profile and their perceptions of the program. A quantitative research design was employed using a structured, self-administered questionnaire with a five-point Likert scale. The respondents consisted of 100 stakeholders, including students, parents, teachers, and administrators, selected through stratified random sampling. Data were analyzed using frequency, percentage, weighted mean, and Pearson correlation. The findings showed that OHSP was generally perceived as effectively implemented. Learning resources, teaching approaches, delivery systems, assessment practices, and support services were all rated positively, with teacher commitment, school support, and flexible scheduling identified as major enhancers. However, poor internet connectivity, financial constraints, limited learning materials, insufficient teacher training, and students’ difficulty with self-directed learning emerged as key barriers. The results further revealed that age and gender had no significant relationship with stakeholders’ perceptions, while educational attainment and socio-economic status showed significant relationships. The study concluded that OHSP is a valuable and accessible alternative education program for disadvantaged learners, but its effectiveness may be strengthened through improved digital infrastructure, stronger communication and feedback systems, continuous teacher development, enhanced ICT and counseling services, and targeted support for low-income learners. This study supports SDG 4 by promoting inclusive and equitable quality education and SDG 10 by addressing educational access for disadvantaged groups. Its sustainability impact lies in strengthening educational inclusion, institutional responsiveness, and community support for long-term learner participation in rural settings.
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