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Published in
Academic Frontiers
Efficacy of Portfolio in Assessing the Learners Under the Alternative Learning Systems in the Division of Siargao
Academic Frontiers, 2(5), 224-241, ISSN: 3082-4400, 2026.
Recommended Citation:
Tordesillas, J. C., & Goyonan, M. L. A. (2026). Efficacy of Portfolio in Assessing the Learners Under the Alternative Learning Systems in the Division of Siargao. Academic Frontiers, 2(5), 224–241. https://doi.org/10.5281/zenodo.20419131
Author(s)
Tordesillas, Jonito C., Goyonan, Maria Lelanie A.
Abstract
The primary purpose of this study was to determine the perceived efficacy of the portfolio in assessing learners in the Alternative Learning System in the Division of Siargao. A quantitative research design was used, and a researcher-made questionnaire was utilized to collect the data. The data were analyzed using the following statistical tools: frequency counts and percentage distributions, weighted mean and standard deviation, the Kruskal-Wallis H Test, and the Chi-Square test. It was found out that 28.21% of the respondents are 35-39 years old, and most of them are female. The study revealed that there was no significant association between respondents’ demographic profile and the perceived efficacy of portfolio assessment; however, sex showed a statistically significant association (χ²(2, N=39) = 32.28, p = .029). Moreover, no significant difference emerged across district assignments. Overall, the study concludes that portfolio assessment is perceived as an effective tool in assessing learners in the Alternative Learning System, regardless of most demographic factors. The findings suggest that portfolio assessment supports meaningful, reflective, and authentic assessment practices within the ALS, thereby strengthening learner evaluation and instructional decision‑making.
Keywords
Portfolio Assessment, Alternative Learning System, assessment efficacy, ALS Mobile Teachers, Non-Formal Education, and reflective learning
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