Exploring the Motivations and Challenges of Alternative

Learning System (ALS) Students in Continuing Education

A RESEARCH PAPER

Presented to the Faculty of Bangcud National High School Bangcud,

Malaybalay City, Bukidnon

In Partial Fulfillment of the Requirements for the Subject Practical

Research 1

(STEM)

Jacob Emil J. Ipanag

Mailyn J. Mendioro

Trixie C. Colanggo

2025

i
 REGION X-NORTHERN MINDANAO
Division of Malaybalay City
BANGCUD MALAYBALAY CITY
Purok 2 Bangcud, Malaybalay City

CERTIFICATION

This is to certify that the research proposal titled “EXPLORING

THE MOTIVSATIONS AND CHALLENGES OF ALTERNATIVE LEARNING
SYSTEM (ALS) STUDENTS IN CONTINUING EDUCATION” submitted by
Ipanag, Jacob Emil J., Mendioro, Mailyn J., Colanggo Trixie C., has
been reviewed and approved by the technical panel members.

The research proposal has been evaluated based on its clarity,

feasibility, significance, and ethical considerations. It has undergone
thorough scrutiny to ensure compliance with ethical standards,
research methodologies, and applicable regulations.

This certificate acknowledges the approval of the research

proposal and authorizes the researcher to proceed with the
proposed study.

Issued on this 15 of April, 2025 at Bangcud National High

School Bangcud, Malaybalay City, Bukidnon

MARY CRIS F. FAELDEN DARYLL JANE MANANGKILA

Panel Member Panel Member

VER ANGELO
KHARLAA.KHRIS C.
CACHARO
BORGOÑOS
Panel Member
Research Teacher
ACKNOWLEDGMENT

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This research became a reality with the support and help of many

individuals. We would like to extend our heartfelt gratitude to all who

contributed to the completion of this study.

Foremost, we offer this endeavor to God Almighty for granting us wisdom,

strength, peace of mind, and good health throughout the research

process.

We would like to express our deep appreciation to our families for their

unwavering encouragement, patience, and motivation, which helped us

complete this paper. Their love and support have been a source of

inspiration and strength in overcoming the challenges faced during this

study.

Special thanks are extended to our research adviser, Ms. Kharla Khris

Borgoños, for her invaluable guidance, patience, and expertise. Her

mentorship has been instrumental in shaping this study and ensuring its

success.

We also wish to express our gratitude to the ALS students of Bangcud

National High School, whose participation and willingness to share their

experiences made this study possible. Their insights provided the essential

foundation for this research.

ii
 Table of Contents

Content………………..……………………………………………….Page(s)
Approval Sheet…………………………………………………………i
Acknowledgment………………………………………………………ii
Table of Contents………………………………………………………iii-iv
Abstract………………………………………………………………….v
Chapter 1
Background of the study……………………………………………1-4
Statement of the Problem……………………………………………4
Objective of the Study………………………………………………...4-5
Scope and Delimitation of the Study………………………………5
Significance of the Study…………………………………………….5-6
Definition of Terms…………………………………………………….6-8
Chapter 2
Related Literature……………………………………………………9-18
Gap Bridge of the Study……………………………………………17
Conceptual Framework…………………………………………….18-19
Conceptual Paradigm……………………………………………….20
Chapter 3
Research Design……………………………………………….……21-22
The Sample…………………………………………………………..22-23
Locale of the Study………………………………………………...23-24
The Instrument………………………………………………..……24-24
Data Gathering Procedure…………………………………...…..25-27
Data Analysis Procedure………………………………………….27-28
Chapter 4
Transcription…………………………………………………..…...29-34
Thematic Analysis………………………………………………….34-38
Coding…………………………………………………………………39-40
Chapter 5
Summary……………………………………………………………..41-42

iii
Conclusion……………………………………………………………42-44
Recommendation……………………………………………………45-46
References…………………………………………………………….46

ABSTRACT

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This study explores the motivations, challenges, and coping strategies of

Alternative Learning System (ALS) students at Bangcud National High

School. Through a qualitative phenomenological approach, data were

gathered via in-depth interviews to understand the students' perspectives

on continuing their education despite various obstacles.

According to the findings, ALS students are primarily motivated by their

aspirations for a better future, career advancement, personal growth, and

the desire to provide for their families. However, they confront significant

challenges, including financial difficulties, time constraints, and balancing

academic responsibilities with family and work obligations. In addition, the

lack of access to educational resources further hinders their progress.

Despite these difficulties, students use a variety of coping strategies to

continue their education in spite of these obstacles. These include

effective time management, prioritization of academic tasks, self-

discipline, and seeking support from family, peers, and educators. Their

resilience underscores the importance of social and institutional support in

ensuring their academic success.

This study emphasizes the need for enhanced learning resources, financial

assistance, and flexible academic schedules tailored to ALS students.

Enhancing support system can help students learn more effectively and

raise their chances of succeeding academically.

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 CHAPTER 1

THE PROBLEM

Background of the Study

Education is the process of acquiring knowledge, skills, values,

and attitudes through various methods such as teaching, training,

research, and experience. It plays a crucial role in personal and

societal development, as it equips individuals with the necessary

tools to navigate the world and contribute meaningfully to their

communities (Thor Brokvam M.B.A, 2024). By fostering critical

thinking and creativity, education also empowers individuals to

become innovative problem-solvers and leaders. However, access to

formal education remains a significant challenge in many

developing countries, including the Philippines (en.wikipedia.com).

In the year 2020, the Department of Education (DepEd)

reported a total of 21,344,915 enrollees in basic education across

public and private schools, representing approximately 76% of the

previous school year's enrollment. Public schools accounted for

20,147,020 of these enrollees, about 88% of their enrollment from

the prior year (DepEd.gov.ph). On the other hand, in the year 2020,

approximately 10.7 million children and youth aged 5 to 24 years

were out of school, accounting for 25% of this age group

(Philstar.com). Poverty, family issues, natural disasters, lack of

interest, financial problems, work obligations, illness, negative peer

pressure, vices, child labor, child marriage, pregnancy, and violence

1
as prevalent factors contributing to school dropouts (Childhope

Philippines, 2020).

The Governance Act for Basic Education otherwise known as

the Republic Act 9155 stipulates the establishment of the

Alternative Learning System (ALS) to provide out-of-school children,

youth and adults population with basic education (deped.gov.ph).

Alternative Learning System (ALS) provide out-of-school youth and

adults with learning opportunities by which they may gain

knowledge, skills, attitudes and values that will enable them to think

critically and creatively; act innovatively and humanely and achieve

their learning goals in order to become a contributing member of

Filipino society. The Alternative Learning System (ALS) is a free

education program implemented by the Department of Education

(DepEd) under the Bureau of Alternative Learning System which

benefits those who cannot afford formal schooling and follows

whatever is their available schedule. The program provides a viable

alternative to the existing formal education instruction,

encompassing both the non-formal and informal sources of

knowledge and skills (depedparanaquecity.com).

In the school year 2023-2024, there are 655,517 enrollees in

ALS program. Most students return to education through Alternative

Learning System (ALS) for improving their employment prospects

and becoming a better individual (deped.gov.ph). Socio-economic

factors such as the desire to improve the economic condition also

2
play a major role in persuading individuals to be part of ALS

(deped.gov.ph). However, it also showed that there is an alarming

disparity between the number of learners who enroll in ALS and

those who successfully complete the program, with only 302,807

completers out of 655,517 enrollees of SY 2023-2024. Many learners

face socio-economic barriers that prevent them from finishing the

program, such as the lack of financial support, the need to work,

lack of interest, vices, marriage, and bullying. These challenges

result in high dropout rates, undermining the program's mission to

provide accessible education to all (legacy.senate.gov.ph). This

suggests that while the Alternative Learning System (ALS) is

effective, a significant portion of the population continues to

struggle with educational attainment.

This study will be conducted to identify the motivations and

challenges faced by ALS students of Bangcud National High School.

Despite the Alternative Learning System (ALS) offers a second

opportunity for education, numerous learners are having difficulties

with barriers to education such as financial limitations, lack of

support, and balancing studies with personal responsibilities.

Understanding the reasons why participants enroll in continuing

education may contribute to the improvement of ALS programs, the

enhancement of instructional methods, and the development of

more effective support systems to promote student retention and

success. This study aims to inform educators and policymakers to

3
enhance ALS programs to provide more people with quality

education and increased opportunities for the future.

Statement of the Problem

The researchers will conduct this study to identify the

motivations and challenges of ALS students in continuing education.

1. What motivates ALS students to continue their education?

2. What challenges do ALS students face while transitioning back to

education?

3. What strategies do ALS students used to overcome challenges in

their education?

Objectives of the Study

The foremost aim of the present research is to delve into the

incentives and issues surrounding learners taking up courses in the

Alternative Learning System (ALS) under Bangcud National High

School. Particular to this inquiry is an aim to know which are the

driving factors in nudging ALS students to keep schooling. It also

seeks to investigate the problems they face in readmission back into

education, such as financial hardships, family responsibilities, and

lack of care. In addition, the study explores the approaches utilized

by ALS students to overcome these problems and complete their

education successfully. Through the learning of these components,

the study hopes to share useful insights on how to make ALS

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programs more effective, provide better instructional designs, and

more efficient support structures to enhance students' retention and

success.

Scope and Delimitation of the Study

This study focus about the reasons and hindrances of the

students who took the program Alternative Learning System (ALS) at

Bangcud National High School. It aims to understand problems they

encounter during taking this program. This research also examines

how they overcome their problems.

This research only focuses on ALS students of Bangcud

National High School and does not represent ALS learners in other

schools or areas. It will only describe their motivations for learning

and challenges they encounter, but will not evaluate the overall

performance of the ALS program as a whole. The results of this

research will be beneficial for educators and policymakers to better

enhance ALS programs and support students.

Significance of the Study

The researchers will conduct this study to let people know the

motivations and challenges of ALS students in continuing education.

The following groups will benefit from the study:

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Department of Education (DepEd). Helps policymakers make

informed decisions for enhancing ALS programs and enhancing

student success rates.

ALS Teachers and Administrators. Provides insights into the

struggles of ALS students, allowing them to improve teaching and

support systems.

Parents and Guardians. Enable to understand the difficulties

encountered by their children and how they can be more helpful.

ALS Students. This research aims to assist the ALS students in

terms of understanding common challenges and to come up with

possible solutions in challenges, encouraging the ALS to continue

their education.

Researchers. This study benefits the researchers by enhancing

their understanding of the challenges and motivations of ALS

students.

Future Researchers. Acts as a guide for future research on

ALS education to enhance knowledge and come up with new

measures to make the program better.

Definition of Terms

The following key variables are conceptually and operationally

defined for clearer understanding of the study.

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Alternative Learning System (ALS). A non-formal education

program in the Philippines designed for individuals who have not

completed formal schooling (depedparanaquecity.com). In this

study, ALS refers specifically to the students enrolled in the program

and their experiences in continuing education.

Challenges. The specific difficulties ALS students face in their

pursuit of education, such as financial constraints, balancing school

and work, lack of study resources, and social stigma.

Formal Education. An organized and regulated system of

education, which follows a curriculum and awards recognized

academic certificates or degrees (www.iseazy.com). In this study, it

refers to the formal schooling system that ALS students were unable

to complete before enrolling in the program.

Motivation. The internal and external factors that influence ALS

students to persist in their education despite challenges. This

includes personal aspirations, family support, career goals, and

social encouragement.

Qualitative Research. A method of inquiry that seeks to

understand human experiences, behaviors, and interactions by

exploring them in depth. It involves collecting non-numerical data,

such as interviews, observations, and textual or visual materials, to

gain insights into the meanings and interpretations individuals or

groups assign to social phenomena (en.wikipedia.org). In this study,

qualitative research, specifically phenomenological research is used

7
to examine the motivations and challenges of Alternative Learning

System (ALS) students in continuing education.

Strategies. The coping mechanisms and techniques used by ALS

students to manage their studies effectively. This includes time

management skills, seeking academic support, utilizing alternative

learning resources, and engaging with peer or community support

networks.

8
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature, related studies,

gap bridge of the study, conceptual paradigm and conceptual

framework.

Related Literature

The Alternative Learning System (ALS) was created as a

supplementary educational framework to offer a second opportunity

for education to out-of-school youth and adult learners. Numerous

studies and government initiatives have examined the motivations,

challenges, and strategies utilized by ALS learners to achieve their

educational goals. This section reviews the existing literature that

emphasizes the significance of ALS, its efficacy, and the difficulties

encountered by learners.

The Republic Act No. 11510, or the Alternative Learning

System (ALS) Act, institutionalizes ALS as a parallel learning system

to formal education in the Philippines. It requires the Department of

Education (DepEd) to implement Alternative Learning System (ALS)

programs, organize Community Learning Centers (CLCs), and

provide flexible learning for out-of-school youth and adults. The law

ensures ALS is aligned with the K-12 curriculum allowing students to

earn certificates equivalent to formal education through the

9
Accreditation and Equivalency (A&E) test. It ensures training and

employment guarantees for ALS teachers and links them with local

and foreign organizations. ALS is assured of funding from the

national budget to enhance access and quality. In general, the law

seeks to give second-chance education and lifelong learning to

Filipinos who were not able to finish formal education. It also

provides training and job security for ALS teachers and encourages

partnerships with local and international organizations. It also

provides training and job security for ALS teachers and encourages

partnerships with local and international organizations. ALS is

assured of funding from the national budget to enhance access and

quality. Overall, the law seeks to give second-chance education and

lifelong learning to Filipinos who were not able to finish formal

schooling. By recognizing the government's commitment to second-

chance education, the researchers will be able to analyze how these

policies influence ALS students' motivation, address challenges, and

improve their learning experiences in Bangcud National High School.

According to Philstar (2025), the Department of Education

(DepEd) revealed the acquisition of more than 87 million learning

packages and 74,492 tablets through the Flexible Learning Options

(FLO) fund. This sources aims to support high and medium-risk

students from 16 regions, facilitating independent study and to

embrace different learning paces. Education Secretary Sonny

Angara emphasized that the activity fulfills DepEd's commitment to

expand educational access through strategic advance procurement

10
activities. The initiative is set to benefit more than 300,000 students

by equipping them with the tools needed for education through

alternative modalities. Additionally, the Bureau of Alternative

Education (BAE) has published millions of module guides and

session guides and funding for reproducing locally developed

materials. Almost 300 Alternative Learning System (ALS)

implementers underwent specific training, funded by UNESCO, to

enhance the effective use of these learning resources. This initiative

is essential for improving the learning experiences of ALS students

by supplying vital resources such as educational packages, digital

tools, and trained facilitators. In the case of Bangcud National High

School, these improvements can help tackle challenges associated

with limited access to educational materials and the necessity for

adaptable learning methods. By investigating the effects of these

resources on student motivation and involvement, this research can

evaluate whether similar initiatives should be enhanced or

broadened to further advance ALS education at the community

level.

According to the Department of Education (2016), the

Alternative Learning System (ALS) is crucial in the Philippines as it

provides education to out-of-school youth and adults who were

unable to complete formal schooling. ALS is necessitated by issues

within the formal school system, like economic constraints resulting

in high school dropout rates, necessity to work, early marriage, and

societal problems. Yet, low A&E pass rates are a root cause, with just

11
18% of ALS students passing in 2014, and regional variations

impacting success rates. Financial struggles force many students to

drop out, overcrowded classes limit facilitators' effectiveness, and

inexperienced teachers struggle to guide learners. However, factors

such as experienced facilitators, smaller learning groups, and

regular monitoring enhance ALS learners' success. To address these

concerns, enhanced learner support, finance, and training are

necessary to increase participation and passing rates for ALS.

Grasping these challenges enables researchers to assess their

influence on the motivation and perseverance of ALS students in

their educational pursuits. Additionally, recognizing effective

strategies, including enhancing facilitator training and learner

support systems, will offer important perspectives on how ALS

programs in Bangcud National High School can be improved to

better assist students in tackling their challenges and attaining

academic success.

Senate of the Philippines (2018) revealed that Emmanuel

Dapidran Pacquiao spent his childhood in abject poverty, going to

school with no sleep, no food, nor even decent school materials. But

he persisted in studying despite this, even completing other

students' math assignments for food. When he was young, he was

also tasked with taking care of his siblings when his mother was

working, which also made it harder for him to study. He bid goodbye

to his hometown at age 14 to pursue boxing training in Manila,

which was the turning point in his life. His victorious performances

12
within the boxing ring made him a celebrity but never lost the

interest in school and subsequently obtained his diploma through

the Alternative Learning System (ALS). His story proves that

determination and perseverance enable one to succeed despite the

biggest obstacles in life or even at school. At Bangcud National High

School, this study can lay the groundwork for enhancing ALS

support systems by creating strategies focused on students, offering

extra resources, and reinforcing mentorship programs to guarantee

that learners receive adequate support to continue their education.

By exploring genuine success stories such as Pacquiao’s story, we

highlight how education—when it is made reachable—can serve as a

powerful means for disrupting the cycle of poverty and enabling

individuals to realize their aspirations. The study by Calo and

Salvaña (2024) examines the factors that motivate ALS junior high

school learners to continue their education, emphasizing the role of

intrinsic academic motivation, resilience, and achievement. Using

Structural Equation Modeling (SEM), the study found that intrinsic

motivation strongly influences both academic resilience and

academic achievement. This means that learners who have a

natural curiosity and passion for learning are more likely to

persevere through challenges and perform well academically. The

study highlights that intrinsic motivation is the most significant

factor that keeps ALS students engaged in education, while

academic resilience helps them overcome obstacles. However,

resilience does not mediate the relationship between motivation and

13
achievement, showing that students with strong motivation succeed

regardless of resilience levels. This research supports the notion that

intrinsic motivation plays a vital role in the academic success of ALS

students, highlighting that a strong personal desire to learn can

result in greater academic performance and perseverance. In

Bangcud National High School, these insights can assist educators in

creating strategies that foster students' intrinsic motivation through

the encouragement of self-directed learning, activities driven by

curiosity, and acknowledgment of academic accomplishments,

which can ultimately enhance student engagement and completion

rates in ALS.

The study by Idulsa and Luzano (2024) examines the

relationship between motivation and academic engagement in

Alternative Learning System (ALS) students. It points out that

intrinsic motivation such as personal interest in learning and self-

improvement—leads to higher academic persistence and better

engagement in educational activities. Moreover, extrinsic

motivation, including teacher encouragement, career aspirations,

and rewards, also contributes to sustained student involvement. The

study found that intrinsically or extrinsically highly motivated

students tend to actively participate in class discussions, submit

their assignments within stipulated deadlines, and participate in

learning activities. Furthermore, structured learning environments,

goal-setting practices, and personalized feedback were identified as

key factors that enhance motivation and engagement. The study

14
concludes that supportive academic settings and positive

reinforcement help ALS students remain committed to their

education, emphasizing the need for teachers and institutions to

foster both intrinsic and extrinsic motivation. This research is crucial

for grasping how motivation impacts the academic involvement of

ALS students. It emphasizes that both intrinsic factors (desire for

self-improvement, passion for learning) and extrinsic factors

(support from teachers, aspirations for a career) play a role in the

perseverance of students in ALS education. In Bangcud National

High School, these insights can assist educators and policymakers in

formulating strategies to boost student motivation through tailored

learning methods, mentorship initiatives, and activities focused on

goal-setting to enhance retention and graduation rates in ALS.

The study by Vismanos et al. (2024) explores the opportunities

and challenges faced by ALS graduates as they transition to higher

education. Through the multiple case study method, the researchers

studied the tertiary life of three various ALS graduates with varying

conditions of life. The findings of the research show that financial

difficulties, time management problems, family obligations, past

academic struggles, and initial lack of direction are all major barriers

to continuing education. Despite the challenges noted above, the

study also presents encouraging factors like stability desires, self-

enhancement, support from the family, devotion to learning, and

success at school that propel ALS graduates into successful college

careers. The research calls for the augmentation of career

15
counseling, scholarship programs, mentoring, and review classes to

prepare ALS graduates more adequately for the task of college life.

The study concludes that improving institutional support, providing

flexible schedules, and providing an inclusive environment can

facilitate the transition of ALS students to higher learning

institutions. This research is crucial for grasping the post-ALS

experiences of students, underlining the obstacles and support

structures that affect their move to higher education. For Bangcud

National High School, the results underscore the importance of

implementing career guidance programs, financial assistance

options, and mentorship initiatives to prepare ALS learners with the

skills and support they need for further educational pursuits.

Enhancing these components can bolster ALS students' confidence

and readiness in seeking college or vocational training.

The study by Ucaba and Luzano (2023) explores the

challenges, motivations, and coping mechanisms of ALS completers

in the Salay District, Philippines during SY 2021–2022. From a

phenomenological design, it was found that ALS learners were

experiencing financial instability, juggling responsibilities,

inadequacy of learning materials, and unpleasant learning

conditions. Despite all these challenges, they were highly motivated

to pursue their studies owing to family support, sponsorship by

teachers, and even resistance from others. The research also

revealed substantial coping mechanisms such as time management,

networking among peers, belief in God, and self-encouragement.

16
Student-mothers actively engaged in ALS, balancing school and

baby care and striving towards a better tomorrow. The study

emphasizes the role of social support systems, counseling, and

institutional reforms to encourage ALS students to seek more

education and boost program completion. This research offers

important insights into the resilience and coping mechanisms of ALS

students, stressing the significance of family support, mentorship,

and self-discipline in addressing educational obstacles. In Bangcud

National High School, the results underscore the necessity for more

robust social support systems, peer mentoring programs, and

counseling services to assist ALS students in balancing their

responsibilities and maintaining motivation to finish their education.

Establishing these support structures can improve student retention

and the overall success of the program.

The study by Tomarong and Rañoa (2024) investigates the

factors that influence learners’ enrollment in and discontinuation

from the Alternative Learning System (ALS) in the Philippines. Using

a descriptive-correlational research design, the study surveyed 172

former ALS learners to determine their motivations for joining the

program and the reasons behind their dropout. Results show that

students primarily enroll in ALS due to its flexible schedule,

proximity to learning centers, and convenient class timings, which

allow them to balance work and education.However, a significant

number of learners discontinue their studies due to the need to

work for their families, loss of interest, difficulty in subjects,

17
relocation, and peer influence. The study found a strong correlation

between the reasons for enrolling and dropping out, indicating that

while students initially see ALS as an opportunity, external

challenges often force them to leave. To address the dropout issue,

the study proposes implementing Radio-Based Instruction (RBI) as

an alternative mode of learning to provide better accessibility for

students struggling with time constraints and work obligations

GAP BRIDGE OF THE STUDY

Although existing research has examined the motivation,

challenges, and coping strategies of ALS students, there is still a lack

of understanding regarding how particular motivational factors affect

their academic persistence. Much of the research has concentrated

on reasons for dropping out (Tomarong & Rañoa, 2024), but there is a

deficiency in thorough examination of institutional interventions that

keep ALS learners engaged.

This study aims to fill this gap by evaluating both intrinsic and

extrinsic motivational elements while suggesting practical measures

to enhance ALS retention rates.

Conceptual Framework

This research employs a systems approach utilizing the input-

process-output (IPO) model to demonstrate the progression of the

18
study. The IPO framework is comprehensively detailed to facilitate the

execution of this research. The conceptual paradigm, which acts as

the blueprint for the research, is illustrated to highlight the

connections among the key components of the study.

The input encompasses the motivations and challenges

encountered by ALS students in their pursuit of education. The

process includes examining these factors through interviews,

providing a thorough comprehension of their effects.

The output aims to propose recommendations and strategies to

enhance the persistence and educational achievements of ALS

students.

19
 CONCEPTUAL PARADIGM

INPUT PROCESS OUTPUT

1. Motivation Factors of ALS 1. Data Collection •Identification of Key

Students Methods: Motivations and
Challenges of ALS
•Personal Growth and Self- •Interview with ALS
Improvement Students
Students
•Career Aspirations •Development of
•Questionnaire for
Support Strategies for
Insights
ALS Students and
2.Family Influence and Educators
Support •Recommendations
2. Analysis Methods:
• Financial Hardships for Improving ALS
•Thematic Analysis for Programs to Enhance
•Family Responsibilities Qualitative Data Student Retention
•Lack of Access to Learning (Identifying Common
Materials Themes in Responses)

3. Strategies Used by ALS

Students to Overcome
Challenges
•Time Management and
Self-Discipline
•Seeking Support from
Teachers, Peers, and Family
•Alternative Learning
Strategies

FEEDBACK

20
 CHAPTER III

METHODOLOGY

This chapter presents the research methods used in the study.

Including the research design, sample of the study, locale of the

study, the instrument of the study, data gathering procedure and

data analysis procedure.

Research Design

This study will employ a qualitative research design with a

phenomenological approach. Qualitative research is a method of

inquiry that seeks to understand human experiences, behaviors, and

interactions by exploring them in depth. It involves collecting non-

numerical data, such as interviews, observations, and textual or

visual materials, to gain insights into the meanings and

interpretations individuals or groups assign to social phenomena

(en.wikipedia.org). The phenomenological approach will be used for

the reason that this study aims to understand the lived experiences

of ALS students regarding their motivations and challenges in

continuing education.

In this study, the specific qualitative research approach used

is phenomenological research. A qualitative research method called

phenomenological research aims to identify and characterize a

phenomenon's fundamental characteristics. The method suspends

21
the researchers' prior notions about the phenomenon in order to

examine people's ordinary experiences. To put it another way,

phenomenology research examines lived events in order to learn

more about how individuals interpret them (delvetool.com). Through

phenomenological inquiry, the research will uncover students'

perspectives on motivation, difficulties, and coping mechanisms in

an ALS setting.

Additionally, the study utilizes semi-structured interviews as

data collection methods. These techniques enable the researchers

to gather in-depth insights from ALS students by allowing them to

share their challenges and motivations regarding their learning

experiences.

By using a phenomenological qualitative approach, this study

aims to provide a rich, descriptive account of the realities faced by

ALS students at Bangcud National High School, contributing to a

deeper understanding of their motivations and struggles in

continuing education.

The Sample

This study focuses on students enrolled in the Alternative

Learning System (ALS) at Bangcud National High School in

Malaybalay City, Bukidnon. The participants are selected through

purposive sampling, ensuring that ALS student with firsthand

22
experiences regarding their motivation and challenges in continuing

education are included. The sample size is determined using the

principle of data saturation, meaning data collection continues until

no new themes or insights emerge from the interviews. Based on

qualitative research standards, an estimated (3) participants will be

interviewed. This approach ensures a comprehensive exploration of

the participants’ experiences while maintaining data reliability and

depth.

Research Locale

This study will be conducted at Bangcud National High School,

located in Malaybalay City, Bukidnon. The school offers both regular

secondary education and the Alternative Learning System (ALS)

program, catering to learners who are unable to pursue formal

education due to various circumstances. Bangcud National High

School has been chosen as the research locale due to its diverse

student population and its role in providing educational

opportunities for ALS learners. Physically, the school is situated in a

rural area, surrounded by residential neighborhoods and agricultural

land. It has essential learning facilities, including classrooms, a

library, and a community learning center where ALS sessions take

place. Socially, the school fosters a supportive learning

environment, with teachers and facilitators actively engaging with

ALS students to encourage their academic progress. The ALS

23
program is integrated within the community, allowing students to

balance their education with work or family responsibilities.

Culturally, Bangcud National High School serves a diverse student

body, including indigenous and low-income learners. The ALS

program addresses the unique educational needs of these students,

promoting inclusivity and lifelong learning within the community.

The school’s accessibility and commitment to alternative education

will enable researchers to gather in-depth qualitative data through

interviews and discussions with ALS learners.

Figure 1. Map of the Study.

Image Source: https://surl.li/bxmpno

24
The Instrument

The primary instrument that was used by the researchers is

interviews, a data-gathering technique intended to gather, examine,

and interpret the viewpoints of a particular group of people, are the

main tool employed by the researchers in this study. It is frequently

used in many different research domains to directly interact with

respondents and elicit insightful information.

The interview of this research applies open-ended questions to

analyze the reasons and challenges experienced by Alternative

Learning System (ALS) learners in seeking further education. It is

composed of different sections. The first one captures the section

pertains to the reasons behind the decision of the respondents to

seek further studies. The second part discusses the reasons why

they pursue further education, such as personal reasons, career

motivations, or peer and family support. Finally, the third part

discusses the difficulties they are facing in pursuing further studies,

such as financial troubles, time limits, or insufficient resources.

The researchers carried out the interviews personally in order

to clarify any points and get good responses. The data was obtained

in a timely manner after the respondents had filled up the survey

Data Gathering Procedure

Following validation of the research instrument, the

researchers obtained approval by presenting a written permission

25
letter to the participants who would be interviewed. This ensured

that they were well informed concerning the study and voluntarily

consented to the interview process. Upon obtaining permission, the

researchers explained carefully the purpose of the study to the

respondents they had chosen, stressing confidentiality and

voluntary involvement. The researchers also made sure that every

respondent satisfied the predetermined specifications to ensure the

validity and appropriateness of the data gathered.

The researchers will use interviews with semi structured open-

ended questions. The first segment of the interview will focus on

identifying personal motivations that make ALS students continue

their studies. The respondents will be probed to talk about their

experiences, objectives, and outside influences that lead to their

pursuit of continuing education.

Subsequently, the researchers will investigate the difficulties

ALS learners face, including funding, time management, or no

access to study resources. Through an open-ended questioning of

respondents, in which their problems will be explained in detail, the

research will seek to discover typical obstacles that could impact

their education.

In addition, the researchers will explore the strategies that

ALS students use to overcome these challenges. Respondents will

be encouraged to share their coping mechanisms, support systems,

26
and personal initiatives that help them persist in their studies

despite difficulties.

During the data-gathering process, the researchers will make

sure that the interviews are done professionally and with respect,

providing respondents with an environment that is comfortable so

that they can share their ideas freely. The data gathered will be

scrutinized instantly for accuracy and completeness in order to

ensure that all information required is gathered before continuing

with the analysis.

Data Analysis Procedure

The data accumulated in this study was analyzed using

thematic analysis.

One technique for examining qualitative data is thematic

analysis. It is typically used in reference to a collection of texts,

such transcripts or interviews. In order to find recurring themes—

topics, concepts, and meaning patterns—the researcher carefully

scrutinizes the data (Caulfield, 2019).

To begin, the researchers familiarized themselves with the

data by carefully transcribing and reviewing interviews. During this

process, initial observations were noted, and recurring ideas were

identified. Coding was then applied, where key phrases and

statements were assigned labels representing common themes.

27
Researchers can find patterns, themes, and links in their data by

using data coding, which is the process of converting unstructured

data into a more manageable and structured format. It entails

giving various pieces of information labels or numerical codes

according to predetermined standards or classifications

(Somasundaram, 2023).

In qualitative interview data, participants often express their

thoughts informally, and at times, their meanings may not be

immediately clear. By systematically coding responses, the

researchers ensured that significant ideas were recognized, even

when statements appeared ambiguous. Codes were then grouped

into broader themes, such as motivations, challenges, and coping

strategies, providing a structured interpretation of the

participants' experiences.

Once the themes were identified, they were carefully reviewed

and refined to ensure coherence and relevance. Any vague or

unclear responses were revisited for further interpretation. Intensive

reading was conducted throughout the process to ensure that all

relevant ideas were accurately captured. Ultimately, the themes

were analyzed within the context of existing literature, and selected

participant quotes were incorporated to provide deeper insight into

the findings.

By adopting a theoretical and analytical approach, this study

ensured that the identified themes were not merely descriptive but

28
deeply examined in relation to broader educational contexts. The

process of intensive reading and thematic categorization allowed

the researchers to uncover nuanced insights, even from seemingly

simple statements. Ambiguous responses were carefully revisited,

ensuring clarity and accuracy in interpretation. This rigorous

approach not only enhanced the validity of the findings but also

contributed to a more profound understanding of ALS students’

motivations and challenges, offering valuable perspectives for

educators and policymakers.

29
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the findings of the study based on the

qualitative data collected from interviews with ALS students at

Bangcud National High School. The objective is to explore their

motivations, challenges, and coping strategies in continuing

education. The data will be analyzed through relevant transcript

excerpts, followed by an explanation of the thematic analysis used

to identify recurring patterns. These themes will be discussed in

detail to provide a deeper understanding of the experiences and

perspectives of ALS students.

l. Transcription

To provide direct evidence related to the research questions,

the following excerpts are drawn from the participant interviews:

1. Motivations for Enrolling in ALS

Participant 1: "I continue my education through ALS because I

want to finish my studies and get a good job."

Participant 2: "I wanted to finish my studies, and my family also

motivated me to continue studying so that one day, I can help

them."

30
Participant 3: "Because I’m already a parent, I motivate myself to

complete ALS."

2. Perceived Benefits of ALS

Participant 1: "ALS program is a shortcut for us students who have

stopped in the organized and regulated system of education. It also

provides an opportunity for us to continue our studies, especially for

parents like me. The ALS program helps us step forward to the next

level."

Participant 2: "They help us a lot, especially for those of us who

are married. ALS makes studying faster and more convenient. It

really helps us, and for our parents, it makes everything easier."

Participant 3: "It’s a big help for me. It’s not just for learning; I can

also get a job because of it, and it is also a shortcut of our

education."

3. Role of Family, Teachers, and Peers in Motivation

Participant 1: "The role of my parents is to support me by taking

care of my child while I am at school. Also, the teachers help us

learn and always advise me to continue my education."

Participant 2: "The teachers help us a lot because they guide us in

answering our modules."

31
Participant 3: "They are the ones who truly support me to continue

ALS."

4. Challenges in Continuing Education

Participant 1: "My biggest challenge is the distance between our

house and the school, and I don’t have any transportation, so I really

have to wake up early."

Participant 2: "Lack of time management is a big challenge

because we have many tasks at home. As parents, we have a lot of

responsibilities that are left unfinished when we come here to

study."

Participant 3: "I have a lot of challenges—waking up early, taking

care of the children because I’m already a parent. I cannot really

elaborate it all, but despite all that, I still continue being an ALS

student."

5. Financial Difficulties Affecting Studies

Participant 1: "It didn’t affect my studies because I only go to

school once a week."

Participant 2: "Money has a big impact because if you don’t have

money, you can’t buy the things needed for school. For example, a

32
cellphone is essential for studying since everything is online now,

especially for doing research."

Participant 3: "It’s tough. Worrying about money is distracting. It’s

hard to focus on studying when you’re thinking about expenses like

load, school supplies, or even just getting to class."

6. Balancing School, Work, and Family Responsibilities

Participant 1: "Yes, especially since I have a child. I struggle with

answering my homework while taking care of my child."

Participant 2: "Yes, it’s a big challenge because balancing

everything is really hard, especially for those of us who are married

and have many responsibilities."

Participant 3: "Yes, I do struggle, especially for me now. Work,

school, and family are all too much."

7. Challenges in Access to Learning Materials and School

Support

Participant 1: "I experience challenges not having my own gadget,

especially a cellphone, because nowadays most students rely on the

internet."

33
Participant 2: "Having no cellphone is a big problem, especially

when there’s no mobile load. There are so many things to answer,

so it becomes a big challenge."

Participant 3: "A lot, especially when I do not have a gadget to

use. I cannot answer some of my schoolwork."

8. Coping Strategies to Overcome Challenges

Participant 1: "In having difficulties going to school because of the

distance, my strategy is preparing early."

Participant 2: "You really need to prioritize tasks, manage your

time well, and work twice as hard."

Participant 3: "Hard work—you need it to face any challenges

coming your way."

9. Staying Motivated Despite Difficulties

Participant 1: "I always consider my child as my motivation, and I

always motivate myself to finish my studies so that I can provide for

my child’s needs."

Participant 2: "You need to seek support from your family because

they can motivate you to finish your studies."

Participant 3: "I chose to continue for the sake of me and the

future of us."

34
10. Support Needed for Success in ALS

Participant 1: "The kind of support that would help me succeed in

ALS is their constant motivation for me to finish my studies so that I

can have a better future."

Participant 2: "Advice and encouragement to keep going and

continue studying."

Participant 3: "As for me now, I support myself. I do not have a

family to lean on. They help me stay motivated."

The participants generally agreed that ALS is a valuable

opportunity for them to complete their education and improve their

future prospects. Their motivations revolve around career

aspirations, family responsibilities, and self-improvement. However,

they face significant challenges such as financial constraints, time

management struggles, balancing responsibilities, and difficulties in

accessing learning materials, long commute from home to school.

Despite these challenges, participants employ coping

strategies such as prioritizing tasks, seeking support from family

and peers, and staying motivated by focusing on their future goals.

The need for stronger support from teachers, family, and the

government was emphasized as a crucial factor in their academic

success.

35
 These insights provide a deeper understanding of the

experiences of ALS students, emphasizing the importance of

continued support systems to help them succeed in their

educational journey.

II. Thematic Analysis

Challenges, Motivations, and Coping Strategies

This section explores the key themes that emerged from the

qualitative data, highlighting the challenges faced by ALS students,

their motivations for continuing education, and the coping strategies

they employ to overcome obstacles.

2.1: Motivations for Enrolling in ALS

This theme captures the participants’ reasons for continuing

their education through the Alternative Learning System (ALS). The

findings indicate that students are primarily driven by the desire to

complete their education, secure better job opportunities, and

improve their family’s living conditions. Additionally, social support

from family, teachers, and peers plays a crucial role in their decision

to enroll.

Interpretation of Data

36
 The results suggest that ALS serves as a crucial pathway for

students who previously dropped out of formal schooling. Many

participants view education as essential for personal growth and

career development, aligning with the findings of Calo and Salvaña

(2024), who emphasized that intrinsic motivation—such as personal

aspirations and the desire for self-improvement—plays a significant

role in learners' decision to return to school.

Idulsa and Luzano (2024) also support this view, stating that

ALS learners are motivated both intrinsically and extrinsically, with

encouragement from teachers and the hope of better job

opportunities contributing to their continued participation in the

program.

Furthermore, Ucaba and Luzano (2023) highlighted that social

support from family, teachers, and peers is instrumental in

encouraging learners to enroll and persist in ALS. Their study found

that a strong support system can uplift learners’ morale, helping

them to overcome past academic failures and re-engage with their

education.

Lastly, the example of Senator Emmanuel Pacquiao (Senate of

the Philippines, 2018) provides a powerful real-life narrative of

someone who pursued ALS due to personal determination and a

desire to improve his family's life—mirroring the motivations shared

by the study’s participants.

2.2: Challenges in Continuing Education

37
 This theme highlights the various struggles faced by ALS

students, including financial constraints, time management

difficulties, limited access to learning materials, and distance from

school. Many participants reported difficulties in affording essential

school supplies and transportation, while others faced challenges in

balancing school with work and family responsibilities.

Interpretation of Data

The data reveals that financial difficulties are a significant

barrier to ALS students' educational pursuits. This supports the

findings of Ucaba and Luzano (2023), who emphasized that

economic struggles—such as lack of transportation fare, food, and

other school-related expenses—can discourage learners and limit

their participation in the program.

Additionally, the distance from home to school and lack of

nearby learning centers were also cited as obstacles. This is

reinforced by Tomarong and Rañoa (2024), who found that while

flexible class schedules and location convenience initially attract

ALS learners, long travel distances and relocation are among the top

reasons why students eventually drop out.

The lack of personal learning devices, such as smartphones

and tablets, further limits students’ access to online learning

resources—echoing the findings of Calo and Salvaña (2024), who

linked digital inequality with reduced engagement.

38
 Time management remains another major issue, especially for

student-parents or working learners. According to Idulsa and Luzano

(2024), personal responsibilities often clash with school

requirements, making flexible learning arrangements crucial to help

learners stay on track.

These findings call for stronger institutional support, expanded

access to community-based learning centers, and programs

designed to lessen the impact of logistical barriers like distance and

travel costs.

2.3: Coping Strategies and Support Systems

Despite the challenges, ALS students employ various coping

mechanisms to stay motivated and succeed in their studies. These

strategies include self-discipline, prioritization of tasks, and seeking

support from family, teachers, and peers. Some students also

highlight their determination to overcome obstacles as a driving

force behind their perseverance.

Interpretation of Data

The findings indicate that ALS students adopt various coping

mechanisms, including self-discipline, task prioritization, and

seeking support from family, teachers, and peers to stay motivated

in their studies. This is consistent with the study of Ucaba and

Luzano (2023), who found that ALS learners often use time

management, peer networking, self-encouragement, and even faith-

39
based practices to help them persist through financial difficulties

and resource limitations.

Additionally, Idulsa and Luzano (2024) emphasized the

importance of social support in fostering student motivation. They

pointed out that both intrinsic factors (like personal interest and

perseverance) and extrinsic influences (such as teacher

encouragement and career goals) significantly contribute to

learners’ academic engagement and success.

The study of Vismanos et al. (2024) also supports these

findings, noting that even after transitioning to higher education,

ALS graduates continue to cope with financial challenges and

personal responsibilities through resilience, motivation for self-

improvement, and reliance on their support systems.

These coping strategies underline the role of both personal

discipline and social encouragement in helping ALS students

manage the demands of continuing education, despite the odds.

III. Coding Process

This section outlines the systematic coding processes adopted

for the qualitative analysis of textual data. It introduces the

methodological framework employed to categorize, interpret, and

synthesize emergent themes from interview transcripts, illustrating

how these coding practices contributed to the structured analysis of

40
the participants' experiences. The coding process involved

identifying key concepts, grouping related responses into broader

categories, and refining them into overarching themes that

encapsulate the motivations, challenges, and coping strategies of

ALS students. The table below presents this coding process.

DATA CODE

Career Aspiration Desire for Academic

Achievement and Future Stability

Social and Emotional Support Encouragement from Family,

Peers, and Mentors

Time Management Issues Struggles in Balancing Studies

and Other Responsibilities

Financial & Resource Challenges Lack of Education Resources and

Economic Constraints

Personal Strategies Development and Self-Discipline

and Prioritization Skills

Sources of Motivation Inspiration from Personal Goals

and Social Support

41
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter provides a summary of the study, highlighting

the key findings based on the responses from the participants. It

also presents the conclusions drawn from these findings and offers

recommendations for future actions or research.

Summary

This study examined the motivations and challenges faced by

Alternative Learning System (ALS) students in continuing their

education at Bangcud National High School. It aimed to explore how

students balance their academic pursuits with personal, financial,

and social responsibilities. The research provided insights into the

struggles, coping mechanisms, and support systems that influence

their educational journey.

Using a qualitative phenomenological approach, data were

gathered through in-depth interviews and analyzed using thematic

analysis. The study identified key themes, including the students'

motivations for enrolling in ALS, the benefits they perceive from the

program, the challenges they face, and the coping strategies they

employ.

Findings revealed that ALS students are driven by aspirations

for a better future, career opportunities, and personal growth.

42
However, they encounter significant challenges, such as financial

difficulties, time management issues, and balancing school with

family and work responsibilities. Despite these obstacles, students

remain determined, utilizing strategies such as prioritization, self-

motivation, and seeking support from family, teachers, and peers to

persevere in their studies.

The study highlights the importance of social and institutional

support in helping ALS students succeed. It also underscores the

need for enhanced learning resources, financial assistance, and

flexible academic schedules to accommodate the unique needs of

ALS learners.

Conclusion

This study sought to understand the motivations, challenges,

and coping strategies of Alternative Learning System (ALS) students

in continuing their education at Bangcud National High School.

Drawing from interview data and supported by related literature and

studies, the following conclusions were formed:

ALS students are primarily driven by a deep desire to

complete their education, uplift their families from poverty, and

achieve their dreams. This is reflected in intrinsic factors such as the

passion to learn, curiosity, and personal growth, as well as extrinsic

factors like family support, career aspirations, and encouragement

43
from teachers. These findings are supported by Calo and Salvaña

(2024) and Idulsa and Luzano (2024), who found that both intrinsic

and extrinsic motivations significantly influence persistence and

academic engagement among ALS learners. Ucaba and Luzano

(2023) also emphasized how personal motivation and family

inspiration play a key role in learner perseverance. Similarly, the

inspirational story of Senator Manny Pacquiao, as cited by the

Senate of the Philippines (2018), affirms how strong personal

determination can lead to educational achievement despite extreme

hardship. These consistent findings highlight the vital role of

motivation—whether internal or external—in driving ALS students to

continue their studies.

Despite their strong motivation, ALS students face

multifaceted challenges, including financial instability, lack of digital

tools, household responsibilities, poor time management, and social

pressures. These challenges mirror findings by the Department of

Education (2016), who noted high dropout rates due to poverty,

overburdened facilitators, and lack of support systems. The same

challenges were echoed in Vismanos et al. (2024), which discussed

the transition struggles of ALS graduates moving into higher

education, especially those involving time constraints, finances, and

family obligations. Ucaba and Luzano (2023) further observed that

ALS students, including student-mothers, frequently deal with

unpleasant learning conditions, limited resources, and balancing

multiple roles. Tomarong and Rañoa (2024) also revealed that

44
learners drop out due to work obligations, loss of interest, and

relocation, all of which were evident in the personal experiences of

the participants at Bangcud National High School.

In response to these challenges, ALS learners develop

effective coping strategies such as relying on faith, drawing strength

from their children, using time management, peer support, and self-

encouragement. Ucaba and Luzano (2023) documented similar

strategies among ALS completers, noting time management, belief

in God, and networking with peers as critical to their success. Idulsa

and Luzano (2024) emphasized the importance of structured

learning environments, goal-setting, and personalized feedback to

maintain learner motivation. These coping mechanisms

demonstrate resilience and resourcefulness, underscoring the need

for support structures that build on these existing strengths. When

students are equipped with both internal strategies and external

support systems, their capacity to persist through obstacles

significantly increases.

Overall, the study concludes that while ALS learners face

serious barriers, their motivations remain strong, and their coping

strategies are effective. The alignment between the findings and the

reviewed literature confirms that continuous improvements in

mentorship, material access, facilitator training, and learner support

are necessary. Strengthening these elements within Bangcud

National High School’s ALS program will help ensure higher

45
retention, completion, and eventual success of learners in their

educational journey.

Recommendation

To better understand how motivation and challenges affect

ALS students' academic performance, based on the findings of

Ipanag et al. (2025), future studies should explore both short-term

and long-term effects of various support strategies. This research

has shown that ALS students remain motivated despite financial and

time-related challenges, often relying on personal determination and

external support. The importance of institutional assistance and

flexible learning structures is highlighted in this recommendation,

which suggests further investigation into sustainable support

mechanisms.

 Motivation is a key factor in ALS students' academic

persistence, making it important to study its effects on

resilience, learning strategies, and completion rates. Future

studies should explore how different motivational factors

influence student success.

Schools should implement programs that provide financial aid,

time management training, and emotional support to help ALS

students balance their academic and personal responsibilities.

 Further research should examine the role of family, teachers,

and peer support in either strengthening or weakening

46
 student motivation, providing insight into how positive

reinforcement can enhance academic persistence.

Based on these findings, it is recommended that educators,

policymakers, and community stakeholders collaborate to develop

interventions that address both academic and non-academic

barriers, ensuring ALS students have the resources they need to

succeed.

References

Republic Act No. 11510, Alternative Learning System Act. (2020).

Official Gazette of the Republic of the Philippinesl. Retrieved

from

https://lawyerly.ph/laws/view/l16a5d

Philstar. (2025, February 24). DepEd to distribute tablets, modules in

risk areas. Philstar.com. Retrieved from

https://www.philstar.com/headlines/2025/02/24/2423792/de

ped-distribute-tablets-modules-risk-areas

Department of Education. (2016). Alternative Learning System

(ALS): Addressing the Educational Needs of Out-of-School

Youths and Adults. Department of Education, Republic of the

Philippines. Retrieved from

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 https://www.deped.gov.ph/k-to-12/inclusive-education/about-

alternative-learning-system/

Senate of the Philippines. (2018). Manny Pacquiao: A Story of

Resilience Through ALS. Senate of the Philippines. Retrieved

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https://web.senate.gov.ph/press_release/2018/1112_pacquiao

2.asp

Calo, J., & Salvaña, R. (2024). Academic Motivation, Resilience and

Achievement of Junior High School Learners in Alternative

Learning System (ALS): A Structural Equation Modeling

Analysis

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1010.html

Idulsa, L., & Luzano, M. (2024). Student's Motivation and Academic

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graduates.

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 https://www.allmultidisciplinaryjournal.com/uploads/archives

/20241214203558_F-24-164.1.pdf

Ucaba, L., & Luzano, M. (2023). Lived Experiences of Alternative

Learning System (ALS) Completers.

https://ijrp.org/paper-detail/4929

Tomarong, J., & Rañoa, D. (2024). Factors Influencing Learners

Discontinuation in the Alternative Learning System.

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