Struggles and Success Stories of Married Students Pursuing Alternative Learning System (ALS) Education

Abstract

This study explored the lived experiences of 40 married students enrolled in the Alternative Learning System (ALS) in the Philippines, focusing on the struggles they encounter, the success stories they achieve, the coping strategies they employ, and the meanings they ascribe to their educational journey. Guided by a qualitative phenomenological design, the study enhanced its generalizability through a larger, more diverse sample. Data were collected from participants through a robust triangulation strategy involving semi‑structured interviews, self‑reflective written narratives, and systematic field observations, all analyzed using a rigorous six‑stage thematic analysis process.
Findings revealed that married ALS learners face significant challenges such as financial hardship, time constraints due to family and work responsibilities, and emotional stress from multiple roles. Despite these barriers, learners interpreted success as incremental yet transformative victories, including completing modules, passing literacy tests, and earning certificates that fostered employment and family stability. Coping strategies included time management, peer study groups, family encouragement, community support, and reliance on faith and self‑discipline. Importantly, learners made meaning of their experiences by framing struggles as purposeful sacrifices and successes as milestones that break cycles of poverty and inspire hope for the future. The study concludes that married ALS students demonstrate remarkable resilience, navigating dual demands through robust support systems. These insights highlight ALS's transformative potential while underscoring the need for flexible, learner‑centered approaches, enhanced community involvement, and tailored family support to boost persistence.