Effectiveness of Teacher-Led Interventions in Addressing Persistence Challenges Among Alternative Learning System (ALS) Learners in Barili District 1

Abstract

This study investigated the relationship between the socio-demographic profiles, persistence challenges, and perceived efficacy of teacher-led interventions among 128 Alternative Learning System (ALS) learners in Barili District 1, Cebu. Utilizing a descriptive-correlational research design, data were analyzed through Spearman's Rho, Kruskal-Wallis, and Mann-Whitney U tests. Findings reveal that the ALS population is predominantly composed of young adults (aged 15–25) who face significant learner-related persistence challenges, primarily rooted in financial instability and family obligations. Conversely, learners generally perceived the program’s structural and logistical aspects as non-obstructive. Teacher-led interventions were rated as highly effective ("Always"), serving as a critical safety net through personalized monitoring and motivational support. Statistical analysis indicated a significant positive correlation between learner-related challenges and the perceived efficacy of interventions, suggesting that teacher support becomes more vital as personal hurdles increase. While most demographic factors did not significantly influence persistence, age and distance from the learning center emerged as critical determinants in how learners navigate instructional support and program requirements. Based on these findings, a strategic intervention plan—focusing on localized learning hubs, flexible scheduling, and enhanced community-based support—was developed to mitigate attrition and foster long-term academic persistence.