Authors:
Beverly Gaudia,
Jayson Patalighug
Mary Lou Manatad
Abstract
This study evaluates the implementation of the Youth Optimizing Life Opportunities (YOLO) Program at Agay National High School. The YOLO initiative aims to support youth development through health services, counseling, and life skills training. Using a descriptive quantitative design, the study surveyed 100 students and 30 teachers to assess program awareness, participation, perceived benefits, implementation challenges, and recommendations. Findings show a generally positive reception, with high awareness and recognition of benefits. However, challenges such as logistical constraints and communication gaps persist. Recommendations include participatory planning, external partnerships, and continuous monitoring to enhance program effectiveness and sustainability.
Keywords:
YOLO Program, Youth Development, School-based Intervention, Student Engagement, Program Evaluation, Philippines
1. Introduction
Agay National High School launched the Youth Optimizing Life Opportunities (YOLO) Program in 2018 as a proactive school-based intervention to address declining student engagement and academic performance. It includes the use of a Manual of Operations, teacher training, HEEADSS screening, and the establishment of a Teen Center. With over 1,850 students assessed and a tenfold increase in counseling uptake by 2024, the program shows promise. This study aims to identify which implementation strategies have contributed to its success and what challenges remain, to inform future improvements and potential replication.
2. Literature Review
Youth development programs worldwide emphasize life skills, empowerment, and holistic well-being (Zimmerman et al., 2018; Catalano et al., 2019). Awareness campaigns, facilitator competency, and participatory strategies are key to their success (Turner & Powell, 2021; Kirshner & Ginwright, 2020). In the Philippines, initiatives like YOLO also align with national policies (RA 8504) but face challenges including funding, technology access, and stakeholder engagement (Evangelista, 2021; Villanueva et al., 2022). Frameworks like Positive Youth Development and Bronfenbrenner’s Ecological Systems Theory underscore the importance of tailoring programs to contextual realities (Lerner et al., 2018; Bronfenbrenner, 1979).
3. Methodology
A descriptive quantitative research design was used. Convenience sampling was applied to select 100 students and 30 teachers actively involved in the YOLO program. A five-point Likert-scale questionnaire measured perceptions across five indicators: program awareness, implementation and participation, benefits, challenges, and enhancement suggestions. Descriptive statistics (means) and a correlation matrix were used to interpret the data.
4. Results
4.1 Program Awareness and Understanding
Respondents demonstrated high awareness (Grand Mean = 4.03), with 86% understanding the program’s objectives and relevance.
4.2 Program Implementation and Participation
Implementation was rated positively (Grand Mean = 3.92), although active participation (Mean = 3.62) lagged behind logistical execution (Mean = 4.15).
4.3 Perceived Benefits and Success Stories
Students recognized growth in confidence and life skills (Grand Mean = 3.79), with success stories enhancing program credibility.
4.4 Challenges and Areas for Improvement
Logistical issues (Mean = 3.42) and communication gaps (Mean = 3.42) emerged as barriers, with an overall challenge score of 3.28, indicating room for improvement.
4.5 Suggestions for Enhancement
Participants advocated for monitoring, student-centered activities, and external partnerships (Grand Mean = 4.00). The highest-rated suggestion was continuous monitoring and evaluation (Mean = 4.15).
4.6 Correlation Analysis
A strong positive correlation was found between Program Awareness and Suggestions for Enhancement (r = 0.84), while awareness and actual participation showed a negative correlation (r = -0.68), highlighting the need to better connect understanding to action.
5. Discussion
The findings affirm that students and teachers value the YOLO Program’s role in promoting youth development. However, success depends not only on awareness but on meaningful engagement, resource availability, and responsive design. Gaps between understanding and participation suggest that improved strategies for motivating involvement are necessary. These results echo existing literature that calls for inclusive planning, flexible implementation, and integrated support systems (Durlak & DuPre, 2008; Patton, 2015).
6. Recommendations
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For Students: Increase involvement and share feedback or success stories to amplify program relevance.
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For Teachers: Adopt engaging, needs-based facilitation and document achievements.
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For School Leaders: Allocate sufficient resources and establish clear coordination systems.
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For Implementers: Use participatory methods, monitor consistently, and build external partnerships.
7. Conclusion
The YOLO Program at Agay National High School demonstrates effectiveness in enhancing youth development, though several operational areas require reinforcement. Bridging the gap between awareness and active participation is key to sustainable impact. This study offers a roadmap for improving similar initiatives in Philippine schools and underscores the value of evidence-based, student-informed programming.
8. References
(Condensed list; full references from your document can be formatted as per journal requirements)
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Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
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Catalano, R. et al. (2019). Positive Youth Development Programs. Journal of Adolescent Health.
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Durlak, J., & DuPre, E. (2008). Implementation matters. Am. J. of Community Psychology.
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Evangelista, M. (2021). Youth Development Programs in Philippine Schools. Phil. J. of Education.
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Lerner, R. et al. (2005). Positive youth development. Journal of Early Adolescence.
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Patton, M. Q. (2015). Qualitative Research & Evaluation Methods. Sage Publications.
