Discipline

Education

Abstract

Learners from disadvantaged and vulnerable groups often face significant barriers to accessing quality education, which may affect their academic engagement and resilience. The CHIP (Chronic/Vulnerable illness, Handicapped, Inadequate Income, and Pregnant/Nursing teens) Program was designed as an inclusive intervention utilizing a modular learning modality to address these challenges and support diverse learner needs. It aims to address the learning needs of students affected by teenage pregnancy, support learners with chronic illness and physical disabilities, reduce the number of students confined in the school clinic, and assist self-supporting students who are financially constrained. This study employed an explanatory sequential mixed-method design. Twenty-seven (27) learners under the CHIP Program were selected through purposive sampling. Quantitative data were collected using the Nicholson McBride Resilience Questionnaire (NMRQ) and the Department of Education's prescribed monitoring and evaluation tool. Data were analyzed using frequency count, percentage, weighted Mean, and Pearson R. Qualitative data were gathered to further explain the qualitative results and were analyzed through thematic analysis. The implementation of the CHIP Program yielded a weighted Mean of 3.38, interpreted as very good. The participants' average resilience score fell within the established level of resiliency, with female learners generally demonstrating higher resilience than male learners. The correlation coefficient (r = 0.29) indicated a negligible positive relationship between program implementation and learners' resiliency. Qualitative findings revealed that the program fosters hope, motivation, and perseverance among learners. Key themes included overcoming adversity, the transformative power of education, and the role of education in breaking cycles of poverty, which collectively promote optimism and sustained engagement in learning. The CHIP Program demonstrates effectiveness in supporting vulnerable learners through inclusive and flexible learning approaches. While the relationship between program implementation and resilience is minimal, the program plays vital role in promoting positive learner attitudes and strengthening resilience. Continued enhancement of the program is recommended to further improve its impact on learners' well-being and academic persistence.

Keywords

Inclusive Education, CHIP (Chronic/Vulnerable illness, Handicapped, Inadequate Income and Pregnant/Nursing teens), Resiliency Level