Learners’ Experiences and Educational Perspectives on the Implementation of the Alternative Learning System in the Santa Maria District, Isabela

Abstract

The Alternative Learning System (ALS) serves as a vital educational intervention for out-of-school youth, adult learners, and marginalized individuals who encounter barriers in accessing formal education. This study explored the learners’ experiences and educational perspectives on the implementation of the Alternative Learning System in the Santa Maria District, Isabela. Anchored on Transformative Learning Theory and Constructivist Learning Theory, the study employed a descriptive qualitative research design to examine learners’ educational experiences, participation, instructional interactions, and perceived challenges within ALS implementation. Participants included selected ALS learners, ALS teachers, and community stakeholders in the Santa Maria District. Data were gathered through semi-structured interviews, focus group discussions, observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that ALS implementation provides learners with flexible, accessible, and inclusive educational opportunities that support personal growth, literacy development, and life skills acquisition. Learners described ALS as a second chance for education that strengthened their confidence, motivation, and aspirations for future employment and academic advancement. The findings further revealed that supportive ALS teachers, contextualized instruction, and community support significantly contributed to learner participation and persistence. However, challenges such as financial difficulties, inconsistent attendance, limited learning resources, transportation barriers, and balancing work and family responsibilities affected learners’ educational engagement. The study concludes that ALS implementation significantly contributes to educational inclusion and learner empowerment among marginalized sectors. Strengthening instructional resources, community partnerships, learner support mechanisms, and flexible learning strategies is recommended to improve ALS implementation and learner participation.

Keywords: Alternative Learning System, ALS learners, educational experiences, inclusive education, qualitative research, learner engagement, nonformal education