Understanding Learners’ Decisions on the Alternative Learning System
DOI:
https://doi.org/10.69569/jip.2025.434Keywords:
Accreditation and equivalency examination, Alternative Learning System, Barriers, Motivations, ParticipationAbstract
This qualitative case study examined learners' choices in the South I District of Iligan City for enrolling in the Alternative Learning System (ALS) Accreditation and Equivalency (A&E) Examination Program. The study evaluated the barriers and determinants that influenced these choices. Three aims structured the study. The first aim focused on the efficient functioning of the program, incorporating strategies such as the use of technology, learner-developed approaches, peer learning, and continuous monitoring: the outcomes valued inclusiveness, community participation, flexibility, and adequate support. The second aim identified key participation barriers, namely personal commitments, financial demands, perceived unreadiness, and inadequate support. Family obligations, community responsibilities, work demands, and limited state support were among the contributing barriers. The third aim addressed exam preparation challenges and the development of coping strategies. Learners faced emotional and psychological barriers as well as time management challenges, but utilized coping strategies to balance responsibilities, access emotional support, and address academic difficulties. The study concludes that a complex combination of socio-economic factors, systems of support, and individual resilience drives participation in the ALS A&E program. Strengthening these elements can improve accessibility and learner success.
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