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Published in
Academic Frontiers
Effectiveness of Alternative Learning System (ALS) Teachers in Bayugan City Division: Inputs to a Proposed Intervention Program
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(1), 83-101, ISSN: 3082-4400, 2026.
Recommended Citation:
Alfon, A. M., & Clamo, L. P. (2026). Effectiveness of Alternative Learning System (ALS) Teachers in Bayugan City Division: Inputs to a Proposed Intervention Program. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(1), 83–101. https://doi.org/10.5281/zenodo.18468262
Author(s)
Alfon et al.
Abstract
This study aimed to determine the level of effectiveness of Alternative Learning System (ALS) teachers as perceived by both ALS learners and teachers in terms of instruction, classroom environment, and professional responsibilities. Using a descriptive-comparative research design, data were gathered from ALS learners and teachers through structured questionnaires. Results revealed that ALS teachers were rated Very Effective across all three domains. In the area of instruction, learners rated their teachers with an overall weighted mean of 2.74, while teachers rated themselves slightly higher at 2.94. Regarding the classroom environment, learners gave a mean rating of 2.68, whereas teachers reported a perfect mean of 3.00, emphasizing their strong focus on safety, respect, fairness, and active participation. For professional responsibilities, learners provided a mean rating of 2.72 and teachers 2.89, indicating consistent adherence to professional duties. The Mann-Whitney U Test showed no significant difference between learners’ and teachers’ perceptions of professional responsibilities but revealed substantial differences in instruction and classroom environment. Furthermore, data on student outcomes indicated an overall retention rate of 60.5% and a completion rate of 38.7%, highlighting challenges in sustaining learner engagement and program completion. The study concluded that ALS teachers consistently demonstrate effectiveness in instruction and in maintaining a conducive learning environment. However, discrepancies between learners’ and teachers’ perceptions suggest areas for reflection and professional growth. Strengthening instructional strategies and fostering collaborative, learner-centered practices are recommended to enhance retention and completion rates, thereby improving the overall impact of the ALS program on out-of-school youth and adult learners.
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