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The objective of this research was to determine the variables that influence the learners’ competencies in Alternative Learning System (ALS). Specifically, it aimed to determine: the Accreditation and Equivalency (A and E) test takers’ socio-demographic characteristics; the ALS Instructional Managers’ (IM) socio-demographic characteristics; the extent of use of the mode of A and E program delivery by the IMs; the competencies of the learners in the A and E test based on overall results; the learners’ initial literacy level; whether the learners’ competency in A and E is significantly influenced by their socio-demographic characteristics; whether the learners’ competencies in the ALS A and E test is significantly influenced by the Instructional Managers’ socio-demographic characteristics; whether the learners’ competencies in ALS A and E are significantly influenced by the Instructional Managers’ extent of use of the mode of A and E program delivery; and whether the learners’ competency is significantly influenced by their initial literacy level. The study employed descriptive-correlational research design utilizing four (4) instruments. There were 1,824 ALS learners and 79 ALS Instructional Managers completely enumerated respondents of the study. In statistical tools, descriptive statistics and multiple regression were used. It was concluded in the study that: the face-to-face mode of delivery is the most preferred by the ALS Instructional Managers and ALS learners do not possess the needed competencies in the Sustainable Use of Resources and Productivity. Further, ALS learners have not gained much competence in their formal school attendance and the learners’ competency in the areas of the A and E test were not outcomes of the influence of variables such as their socio-demographic characteristics, IMs’ socio-demographic characteristics and initial literacy level.
ALS implementers should develop programs that could improve the performance of the learners in A and E test. They should also be given more opportunities to attend relevant trainings and seminars.
ALS education program specialists, supervisors and officials may conceptualize various development programs that would bring progress to the learners’ competency in A and E test and provide a more intensive technical assistance for ALS learners and implementers.
Enough budget may be allocated for the implementation of ALS programs and projects.
Future researches with attention to the reasons or variables such as intellectual skills, study habits and their commitment, motivation, maturity and effort to learn that influence low passing rate in A and E test and interventions that were effective in increasing the learners’ competencies is recommended to be conducted.
Author has declared that no competing interests exist.
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