Instructional Factors and Community Support: Implications on the Academic Performance among Alternative Learning System (ALS) Learners

Abstract

Instructional factors and community support are important influences on learners’ academic performance, especially in flexible programs like the Alternative Learning System (ALS). ALS is intended to provide educational opportunities for out-of-school youth and adults who cannot attend regular formal schooling. Although it is designed to be inclusive, many learners still encounter challenges that can affect their academic success. While earlier studies have examined instructional practices and socioeconomic conditions separately, there is still a lack of research focusing on how instructional factors and community support jointly affect academic performance in ALS settings. This study seeks to fill that gap by analyzing the combined effects of these variables on learners’ academic outcomes. This research employed a descriptive-correlational design to explore the relationship between instructional factors, community support, and the academic performance of ALS learners. The respondents were ALS Junior High School learners from one municipality in Bukidnon Province who accomplished a structured survey measuring instructional factors, community support, and relevant demographic information. The data gathered were analyzed using descriptive statistics such as mean and standard deviation, along with inferential statistics like ANOVA and regression analysis to determine significant relationships among variables.The study recommends strengthening ALS instructional practices through continuous teacher development focused on learner-centered strategies and improving access to learning materials. It also highlights the importance of enhancing collaboration among schools, families, and communities to support learners effectively. Future studies are encouraged to examine psychological and motivational factors influencing ALS learners and to conduct longitudinal research to monitor academic progress over time.