Advancing Inclusivity in Alternative Learning System Mathematics Education: A Qualitative Case Study of Senior High School Learners at Benguet National High School

Abstract

This study examines how inclusive education is advanced within Alternative Learning System (ALS) Mathematics classes for Senior High School learners in a Philippine public secondary school. Grounded in inclusive education and flexible learning principles, the research explores how teachers address learner diversity in terms of prior knowledge, life experiences, and learning needs. A qualitative case study design was employed, involving purposive sampling of ALS learners and teachers. Data were gathered through semi-structured interviews, classroom observations, and document analysis of learning modules and assessment tools. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Results indicate that inclusive practices in ALS Mathematics are characterized by adaptability, real-life application of concepts, and strong teacher-learner relationships. Learners demonstrated improved engagement when lessons were contextualized to everyday experiences such as budgeting and livelihood activities. However, challenges such as irregular attendance, limited resources, and gaps in foundational numeracy skills persist. The study highlights the critical role of teacher innovation and support systems in sustaining inclusive practices. The findings contribute to the understanding of inclusive pedagogy in non-traditional learning environments and underscore the need for strengthened institutional support, targeted training, and resource provision. Recommendations include enhancing teacher capacity, improving instructional materials, and expanding research on ALS education using mixed-methods approaches.