Teaching Diverse Learners in the Alternative Learning System: A Qualitative Exploration of Pedagogical Practices and Learner Support in Banaue
DOI:
https://doi.org/10.55687/ste.v5i4.652Abstract
The Alternative Learning System (ALS) provides flexible educational opportunities for learners who are unable to participate continuously in formal schooling. Its heterogeneous learner population, however, presents instructional demands that require teachers to adapt content, delivery, assessment, and learner support to varied educational backgrounds, life circumstances, literacy levels, and learning needs. This qualitative study explores the pedagogical practices and learner-support strategies employed by Alternative Learning System teachers in Banaue, with particular attention to how educators respond to learner diversity in non-formal and flexible learning environments. Guided by an interpretive qualitative perspective, the study seeks to document teachers’ instructional experiences, adaptive practices, challenges, and insights regarding learner engagement and support. Data are proposed to be generated through in-depth semi-structured interviews with purposively selected ALS teachers and analyzed using thematic analysis. The inquiry is expected to illuminate context-responsive teaching, differentiated instructional practices, relational forms of learner support, resource-related constraints, and teacher adaptations that characterize ALS delivery. Rather than evaluating teachers against a predetermined model, the study foregrounds their situated experiences and professional reasoning. The findings may provide context-based evidence for strengthening teacher development, instructional support, learning resources, and learner-responsive policies in the Alternative Learning System.
References
Abana, A (2021). A Scrutiny of K-12 Strands and the Learning Program Vis-à-vis its Academic Performance. Psychology and Education Journal. 58 (2): 7977-7984
Andres, A. (2019). Achievement Goals and Mathematics Achievement of the Senior High School Students. International Journal of English and Education, 8 (2).
Andres, A. (2023). Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers. JETT. 14 (3), 9-16).
Andres, A.D. (2022). Metacognition and Performance in Mathematical Problem-Solving Among Bachelor of Elementary (BEED) Pre-service Teachers. Central European Management Journal, 30 (4). 86-95.
Antonio, A. (2021). Syntactical Scrutiny: Inaccuracies in the Lesson Planning of Non- Language Pre Service Teachers. International Journal of Arts, Sciences and Education,
Balog, P., & Gonzales, E. (2021). From Linguistic Landscapes to Teaching Resources: A Case of Some Rural Areas in the Province of Quezon. International Journal of Arts, Sciences and Education, 1(2), 23–44.
Banares, A. J. (2022). Reinterpreting Sonnet 18 by William Shakespeare through Stylistic Analysis. International Journal of Arts, Sciences and Education, 3(July Special Issue), 189–204. https://ijase.org/index.php/ijase/article/view/163.
Belarga, B., Guiquing-Clemente, B., Tulawie, A., Alih, C., Caban, R., & Manois, F. R. (2025). From Page to Praxis: The Role of Regional Literature in Shaping Culturally Grounded Teaching Methods in HEIs. International Journal on Culture, History, and Religion, 7(SI2), 356–371. https://doi.org/10.63931/ijchr.v7iSI2.206
Bonoan, K. C., Bunagan, K. A., Calangi , A. D., Chan, E. P., Corpuz , L. P. ., Deseo, J. M. ., Suarez, R. H.,
Sumulong, B. I. ., & Flores, A. R. (2021). A Comparative Study on the Knowledge, Attitude, and Practices (KAP) on the Preventive Measures Against Covid-19 of the Residents in Rural (Lobo, Batangas) and Urban (Taguig City, Metro Manila) Areas in the Philippines . International Journal of Arts, Sciences and Education, 1(3), 77–123. Retrieved from https://ijase.org/index.php/ijase/article/view/35
Buncag, R. (2022). Parent-Assisted Modular Reading Program: Its Effect on Reading Performance During the Covid-19 Pandemic of Grade 5 Pupils of Biwag Elementary School, Tallag Cabagan Isabela. International Journal of Arts, Sciences and Education, 3(July Special Issue), 39–50. https://ijase.org/index.php/ijase/article/view/154
Caliboso, J., Bagalay, B., Santiago, M. Bayan, R., Aguinaldo, I., & Belo, J. (2025). Literary Texts as Cultural Tools: A Study on Contextualized Learning Strategies in Philippine Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 340–355. https://doi.org/10.63931/ijchr.v7iSI2.205
Camiring-Picpican, H., Flores, K., Caban, R., Mohadali, S., Galdonez, D., & Alih, C. (2025). Pedagogical Innovations Based on Philippine Cultural Practices: A Framework for Culturally Responsive Teaching in Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 433–451. https://doi.org/10.63931/ijchr.v7iSI2.168
Department of Education. (n.d.). About Alternative Learning System. Department of Education, Republic of the Philippines.
Department of Education. (2022). Alternative Learning System 2.0 monitoring and evaluation system handbook. Department of Education.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Studies in Technology and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
License Terms
All articles published in Studies in Technology and Education (STE) are freely accessible under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license grants users the right to read, download, copy, distribute, and link to the full texts for non-commercial purposes, provided that appropriate credit is given and that the original work remains unaltered and unchanged.
This article is made available in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
