Alternative Learning System Research Articles

Program Implementation of the Alternative Learning System

Educational stakeholders can enhance the effectiveness and impact of the Alternative Learning System (ALS) programs in providing educational opportunities for marginalized and underserved populations. It is on this premise that this study aimed to evaluate the extent of the ALS program’s implementation in a large school division within Central Philippines for the 2021-2022 academic year. Data needed for this descriptive study was taken from 51 ALS teacher-respondents using a self-made survey questionnaire that passed the rigorous test of validity and reliability. The study’s focus on program implementation revealed that the Assessment of Learning component exhibited a very high extent of implementation, as evidenced by mean scores surpassing 4.5 across all assessed aspects. Similarly, Learning Resources demonstrated a high level of implementation, with the majority of mean scores exceeding 3.5. However, implementing the Learning Environment aspect was deemed moderate, signifying potential areas for enhancement. Regardless of age, both younger and older educators experienced robust implementation in the Assessment of Learning and Learning Resources aspects. Similarly, male and female teachers encountered high implementation levels in these dimensions. While family income did not significantly impact the Assessment of Learning and Learning Resources domains, it did influence the Learning Environment aspect. Specifically, higher-income individuals benefited from a more extensive implementation of the Learning Environment. The study’s outcomes have important implications for designing future capability-building plans and enhancing the educational experience within the ALS program. Keywords: Alternative Learning System, ALS Program Implementation, ALS Teachers, ALS Community Learning Center, ALS Learning Resources, ALS Assessments Negros Occidental

The Implementation of Senior High School Alternative Learning System: Basis for a Proposed Professional Development Plan for Teachers

The study assessed the Alternative Learning System (ALS) in Bulacan, focusing on learning delivery, resources, environment, and assessment to propose a professional development plan for teachers. Utilizing a mixed-methods approach, data were collected from 342 ALS implementers and learners through surveys and interviews. Findings revealed a diverse teacher demographic, predominantly female and single, with most having less than five years of experience and no recent seminar attendance. Most teachers held Bachelor's degrees, with some possessing Master's degrees, and a majority had passed the LET exam. Respondents rated ALS implementation as “fully implemented,” except for learners who rated the learning delivery and learning resources as “implemented”. As for significant differences among the respondents, ALS implementation has no significant differences among the four learning domains. Challenges included limited interaction, ineffective communication, curriculum mismatches, resource constraints, and high workloads. Overall, there was consensus on ALS implementation across respondent groups, highlighting strengths and areas needing improvement to enhance the program's effectiveness and teacher support. To effectively address the challenges the ALS program faces, it is essential to enhance instructional delivery through increased face-to-face interaction between students and teachers, alongside providing targeted training on ALS pedagogy for educators. Developing effective learning materials, ensuring adequate facilities, creating a separate ALS curriculum, and establishing clear assessment policies will help minimize distractions, support student engagement, and improve overall learning outcomes.

Proposed Self-Reliance Development Program for Persons with Disabilities in Kawit, Cavite using Special Education-Based Alternative Learning System

This study aimed to propose a self-reliance development program for persons with disabilities in Kawit, Cavite, using Special Education-based Alternative Learning System for persons with disabilities aged 21 to 40 years old. The study used quantitative method to analyze and determine the needs of the respondents in terms of self-reliance using self-made questionnaires and qualitative method using structured interview to gain an in-depth understanding of the situation of the respondents with learning, visual, communication, and orthopedic disabilities. Findings of the study showed that persons with disabilities in Kawit need minimal assistance in independent and community living, recreation/leisure, and vocation. This concluded that they need to develop self-reliance to gain independence. Alternative Learning System is the suitable venue for the continuity of learning and acquiring skills. A Special program may be created to enhance their skills. Enhancement of the teachers’ capability in handling learners with special needs through trainings, seminars, and workshops is needed. Partnership among local government units, other stakeholders, and the Alternative Learning System in the implementation of the program is essential. Collaboration between the parents and the teachers is very significant in the acquisition and enhancement of self-reliance of persons with disabilities.

Alternative Learning System Formal Education in Jail Student Learning Experiences

The purpose of this study was to explore the Alternative Learning System( ALS) Students Learning Experiences in jail in Zamboanga City in terms of describing the student’s learning experiences taking Alternative Learning System in jail, identifying the challenges experienced of the student’s taking Alternative Learning System in jail and gain an in depth understanding on how do the students in jail continue to learn in the presence of these challenges. The study employed a qualitative design utilizing a case study method and purposive sampling. This was administered to three (3) of the students under ALS program in the jail and found that their experiences were good in terms of (1) overcoming their obstacles and personal growth; (2) increasing their interest in learning due to teachers’ motivational strategies and support; (3) overcoming their hesitations due to the feeling of inappropriateness of education; (4) and experienced a long-term impact of education. However, the inmates also posted challenges despite of the positive experiences they receive from their teachers under ALS program in term of educational preparedness, struggling in comprehension and understanding, open-minded teachers and jail personnel and education for better future living. Thus, it is concluded that the ALS Program provides a realization of educational value to each of the inmates inside and a motivation as well to become a more responsible person even after breaking laws. It is also an indication that implementing ALS Program inside the Jail provided an equal opportunity for all. This study recommends further, by conducting a research on understanding the barriers faced by learners with diverse geographic and socio-economic backgrounds, more in-depth local representative studies are encouraged to inform evidence-based policymaking for the betterment of education for ALS learners.

Readiness Towards Research of Alternative Learning System Students

Readiness Towards Research of Alternative Learning System Students

The Stories Behind Students’ Dropping Out: The Case Of The Philippine Alternative Learning System

Education for all has been a campaign of education advocates over the years. But despite having various education initiatives and programs that promote inclusivity, there are still learners who have left the traditional teaching and learning environment. In the Philippines, the Alternative Learning System (ALS), which is considered to be a parallel learning program, serves as a bridge for those who are unable to attend the formal education system due to various circumstances. Hence, this paper aims to deeply understand the reasons behind students’ dropping out of formal education. Additionally, using a qualitative case study research design, this attempts to examine the authentic experiences of out-of-school youths and adults that led them leave the four corners of classroom. Interestingly, the results of this study revealed that ALS students left the formal education system due to problems with family, personal conflicts, financial concerns, and accessibility concerns. Nevertheless, the narratives shared by the participants served as a way of deeply understanding the root cause that impedes their learning journey as they navigate the path of alternative education. Keywords: Adult education, Alternative Learning System, Education for all, Inclusive education, Out-of-school youths and adults

Factors Influencing Learners Discontinuation in the Alternative Learning System

This study looked into identified reasons for enrolling in the Alternative Learning System to determine what factors lead to ALS learners dropping out of the program. This study utilized a descriptive correlational design employing a researcher-made survey to gather data. The survey underwent validation by three experts in the field of research and Alternative Learning Systems and passed the validity test conducted. The responses of the participants were analyzed to determine if there is a significant difference in their profiles based on the reasons, they reported for enrolling in ALS using the ANOVA test. The investigation also looked into whether there is a correlation between the reasons reported by the participants for enrolling in ALS and the factors affecting their discontinuation. It was found that there is no significant difference in the profiles of the respondents such as age, gender, civil status, level taken, and monthly income in the reasons they reported for enrolling in ALS. However, it was discovered that there is a significant correlation between the reasons reported by the students for enrolling in ALS and the factors influencing their discontinuation. In response to the challenge of student discontinuation, it is proposed to initiate and effectively implement Radio-Based Instruction (RBI) as an alternative mode of delivery for ALS programs. Leveraging radio broadcasting, this innovative approach to distance learning has the potential to significantly enhance access to education by reaching students in diverse geographic locations, thereby mitigating the barriers posed by distance and geographical isolation. Moreover, RBI allows learners the flexibility to engage in their studies even while occupied with other activities, further facilitating their educational journey. Keywords: Alternative Learning System, Influencing Factors, Learners Discontinuation, ALS Learners

Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session

Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.

Graduates of Alternative Learning System (ALS) and its relation to the acceptance rate in tertiary level on Sta. Cruz, Laguna

Graduates of Alternative Learning System (ALS) and its relation to the acceptance rate in tertiary level on Sta. Cruz, Laguna

AN ERROR ANALYSIS ON THE USAGE OF COHESIVE DEVICES IN THE ENGLISH WRITTEN COMPOSITIONS OF ALTERNATIVE LEARNING SYSTEM (ALS) LEARNERS

This qualitative research aimed to identify errors in the usage of cohesive devices in the English written compositions of Alternative Learning System (ALS) learners. Employing Corder's (1974) Error Analysis framework, the study identified error types and frequencies in compositions collected from three Tagum City secondary schools offering ALS programs. A comprehensive error analysis of the ALS learners' English written compositions revealed 126 errors concerning the usage of cohesive devices. The study finds selection errors (48 instances) most prevalent, indicating misuse of cohesive devices that do not accurately convey intended meaning or context. Learners also commit omission errors (30 instances), failing to use cohesive devices that are vital for linking ideas, and addition errors (26 instances), employing unnecessary or incorrect devices that disrupt sentence structure. Less frequent ordering errors (14 instances) involve misplaced devices leading to misinterpretations. These findings highlight the difficulty ALS learners face in using cohesive devices effectively to connect ideas within intended meaning and grammatical context of their written compositions. They underscore the critical need for targeted instructional strategies to address these challenges, aiming to enhance learners' knowledge and skills in utilizing cohesive devices. By mastering their use and application in writing, learners can improve the coherence, cohesion, and overall competence of their written English, ultimately enhancing their writing skills and language proficiency.

TEACHING PERFORMANCE OF ALTERNATIVE LEARNING SYSTEM MOBILE TEACHERS ASSIGNED IN DAVAO CITY COMMUNITY: METHODS AND STRATEGIES IN FOCUS

This study aims to discover the teaching performance of the Alternative Learning System Teachers assigned in Davao City community whose teaching methods and strategies are in focus. This study would somehow trace the significant role of ALS teachers in the institution as they communicate knowledge in a specific subject, help students grow to the fullest, develop a proper attitude, and unfold their personality. This notion of teachers is deemed universal and consistent all over the world. This study may help to develop different pedagogies and relationships between ALS teachers and to enhance teacher’s competence; achieving school goals to teachers performance in selected ALS schools in Davao City. This may also serve as the basis for improvement. Moreover, in the Philippine context, the Code of Ethics for Professional Teachers and the Philippine Professional Standards for Teachers specifically mandate educators to be equipped with technical and professional competence and possess dignity and reputation with high moral values. In other words, high standards are set for ALS teachers. According to American Educational Research Association (1999) unspoken pressure for them to continually put their best foot forward and maintain a dignified image in society. The criteria for selecting participants were specified and appropriate for this case study. The primary population for this case study originated from the Alternative Learning System teachers. The participants for this study were purposefully selected because, selecting the right participants and building working relationships with them can make or break a qualitative study. KEYWORDS: teaching performance, teachers, methods, strategies, alternative learning

Students’ Motivation and Academic Engagement in Alternative Learning System

Examining the factors that might have led students to continue the ALS program in spite of the difficulties they encountered is worth noting. This study sought to determine the level of motivation of ALS students in terms of intrinsic and extrinsic, the extent of academic engagement of ALS students in terms of timeliness of submission and quality of the output, and the significant relationship between the level of motivation and academic engagement. This was conducted among the one hundred fifteen (115) respondents from the ten (10) ALS Community Learning Centers (CLC) in West II District, Gingoog City, for the School Year 2022-2023. A researcher-made questionnaire, which was pilot-tested to establish internal consistency and reliability, was used. The study utilized statistical measures such as the mean, standard deviation, and Pearson Product Moment Correlation Coefficient (r) to determine the significant relationship between academic engagement and motivation level. Because it directly benefits them and they inspire others to be ambitious and competitive, the study discovered that the respondents had very high levels of both intrinsic and extrinsic motivation. The respondents' high levels of academic engagement were also shown by the results, indicating a significant correlation between academic engagement and motivation. It is concluded that the students have strong internal fulfillment and willingness to engage in learning activities driven by external goals. Continuous guidance and inspiration from the learning facilitator are recommended.

Job Motivation and Satisfaction towards Teaching Performance among Alternative Learning System (ALS) Teachers

Job Motivation and Satisfaction towards Teaching Performance among Alternative Learning System (ALS) Teachers

Functional Literacy Test (FLT) of Alternative Learning System (ALS) Mean Percentage Scores (MPS) in the Division of Cavite Province, Philippines: A Comparative Analysis

This study aims to determine the Mean Percentage Scores (MPS) of Functional Literacy Test (FLT) in Alternative Learning System (ALS) in the Division of Cavite Province, Philippines. The Post Functional Literacy Test result of ALS learners for School Year 2021-2022, and 2022-2023 was utilized in this study to determine the MPS of ALS learners. The MPS comparative analysis result is an effective method that ALS teachers can adopt to add significance to the data. FLT result is not only for compilation it must be used for decision-making in lesson delivery and activity enhancements. The employed methodology of this study was descriptive in nature and analyzed using two-way Analysis of Variance (ANOVA). In comparison, learning strand five – Understanding Self and Society got the highest cumulative MPS of 90.41 (Elementary) compared to 88.09 (Junior High School) level and least cumulative MPS 65.09 learning strand 6 Digital Citizenship (Elementary) and 69.75 learning strand 1 – English (JHS) level. Based on document analysis, employment activities, pregnancy, family problem, change of residency, the difficulty of learning competencies in general all had influence on ALS learners performance. Finally, test structure, arrangement and concise guidance and direction have impact on the FLT result. The respondents of this study were the learners enrolled in ALS in eighteen (18) municipalities in the Division of Cavite Province in School Year 2021-2022 and 2022-2023. The result will serve as the basis for ALS program enhancement towards the development of localized learning materials to enhance the literacy and numeracy skills of ALS learners.

Learner Autonomy and English Proficiency among, Alternative Learning System (ALS) Learners

Learner autonomy is crucial to the success of Alternative Learning System (ALS) programs, particularly in developing English proficiency. Autonomy promotes increased participation, deeper learning, and improved language skills, enhancing proficiency levels. This study emphasizes the importance of considering the diverse characteristics of ALS learners, such as prior learning experiences, age, and motivation, and how these factors influence language skills development within this unique educational setting. Using a descriptive-correlational design, the study analyzed data from 158 ALS Junior High School learners to determine the relationship between autonomy and English proficiency. The results showed a weak positive correlation (r = 0.219, p = 0.006) between autonomy and proficiency, emphasizing the potential impact of autonomy on the outcome of language learning. Sex (p = 0.099) and time out of school (p = 0.408) had no significant impact on autonomy or level of English proficiency. It provides valuable insights into how learner autonomy affects the English language learning experiences of ALS junior high school learners. Future research should deal deeper with specific factors influencing learner autonomy and its relationship with English proficiency to optimize support for diverse learners within the ALS framework.

Concurrent Evaluation of Alternative Learning System (ALS) Program Implementation in Public Island School: Basis for Program Enhancement

The Philippines experienced a high rate of illiteracy and lack of access to primary education, resulting in a high rate of out-of-school youths and adults (OSYA). To alleviate the concerns about illiteracy, lack of access to basic education, and other barriers experienced by those struggling learners, the Department of Education established the Alternative Learning System. This is to allow the aspirant Filipinos to finish their basic education more inclusively. Thus, this study aimed to evaluate the status of implementing the Alternative Learning System (ALS) program of one public island school in the City of Meycauayan and guided by a descriptive survey method as the study's research design. Moreover, the study utilized a self-developed survey questionnaire to dissect the understudied program's implementation status. The study’s findings revealed that the status of implementation to the identified key areas of the Alternative Learning System (ALS) program is implemented. Thus, the school adheres to shared governance and program implementation for inclusive education. The stakeholders' view in the assessment provides a statistically significant difference. Hence, the null hypothesis of the study is rejected. The proposed inputs and management implications show how the program will be enhanced in the long run of its implementation in the locale. It is recommended that the proposed enhancement plan be utilized to improve the implementation of ALS in the school.

Academic Motivation, Resilience and Achievement of Junior High School Learners in Alternative Learning System (ALS): A Structural Equation Modeling Analysis

Out-of-school youth and adults in the Philippines face significant challenges in accessing formal education due to various barriers. The Alternative Learning System (ALS) offers flexible educational programs to address the unique needs of these individuals. This study explores the role of academic motivation in the educational journeys of 314 out-of-school youth and adults, emphasizing its potential to inspire learning and academic achievement. Structural Equation Modeling was utilized, revealing that Intrinsic Academic Motivation significantly influences academic resilience and achievements. The research structural model examines the interplay between academic motivation, resilience, and achievement among ALS Junior High School learners. Structural equation modeling reveals the impact of intrinsic academic motivation on academic resilience (β=0.83, p=<.001) and academic achievement (β=0.32, p=.006), highlighting the importance of fostering motivation and resilience in educational settings. The findings underscore the positive influence of intrinsic motivation on academic achievement and resilience, emphasizing the need to support students in developing these essential qualities for academic success.

Enhancing Student Engagement through Gamification Strategies in Multi-Grade Classroom

This study aimed to enhance the level of engagement of the school’s – Alternative Learning System (ALS) Night School Program (NSP) Junior High Learners using Kahoot as Gamification in the assessment process. Specifically, the study determined the level of the NSP’s student engagement before and during the gamification intervention, highlighting the differences and incidental findings. Random sampling and descriptive statistics were utilized. The findings revealed an increase in the mean score describing the student engagement before and during the intervention. The gamification strategies implemented were beneficial to the enhancement of the student engagement. Hence, this action research considered the recommendation of gamification strategies in the multi-grade classroom to enhance the participation, collaboration, and overall engagement of the learners, especially if the students’ needs were addressed.

A Study on the Implementation of Alternative Learning System among Public Schools in Region 3, Philippines

Alternative Learning Systems (ALS) provides practical options for any learners who finds success in completing education using his own phase. The problem statement relies on the evaluation of the current status and level of effectiveness of the delivery system of alternative learning system as assessed by teachers and student-respondents in Region 3. Descriptive survey was used to gather data using researcher-made questionnaire. Results revealed of a well- managed implementation of ALS in the region. The allotted funds to provide essential learning materials for teaching and assessment were utilized properly. Appropriate leadership skills and technical trainings were evident. Employ ability of graduates may be intensified through internship program. On current status, there is a significant difference between leadership and age of students. Regarding level of effectiveness, there is a significant difference between learning support and ALS program enrolled; assessment practices, age and employment status of the students; and A & E certification and students 26 years old and above. There is a significant relationship between allocation of funds to learning support and instructional materials in the delivery of alternative learning system in Region 3. This study suggested to intensify teaching approaches including the provision of internship programs most especially to ALS enrolled at elementary level.

Untold Stories of Teachers and Graduates of Alternative Learning Systems

The study aimed to determine the experiential accounts of Alternative Learning System teachers and graduates and the relationship between their experiences in the 1st District of Ilocos Sur. It utilized the transcendental phenomenological research applying the focus group discussion and a reviewed semi structured open-ended question. Participants' responses were recorded and transcribed verbatim, listed, categorized, coded, and thematized using the Moustakas framework. Teachers and graduates of Alternative Learning System share a unique relationship characterized by equal efforts to achieve a common goal and built on mutual respect, trust, and understanding. In conclusion, the relationship between teachers and graduates is crucial to the program's success. The equal efforts of both parties have resulted in the empowerment of individuals who have not been able to complete their basic education through traditional means. It is important to recognize the role of teachers in the lives of graduates and provide them with the necessary support and resources to continue their work. In this way, Alternative Learning System programs can continue to make a positive impact on the lives of those seeking to improve their lives through education.