Factors Affecting Level of Learning Among Alternative Learning System Learners

Abstract

This study examined the factors affecting the level of learning among Alternative Learning System (ALS) learners in Kadingilan District, Bukidnon, with emphasis on financial status, parental care and support, and mental mindset, and their relationship to Functional Literacy Test (FLT) achievement. Using a descriptive-correlational design, data were collected from 100 ALS learners through structured questionnaires and FLT results. Regression analysis revealed that parental care and support (β = .337, p = .013) and mental mindset (β = −.285, p = .035) significantly influenced learners’ level of learning, although the model explained only 6.4% of the variance (R² = .064). Financial status did not show a significant effect. FLT results indicated an overall mean score of 74.40 (SD = 14.16), classified at the Senior High School level, suggesting relatively high functional literacy among learners. However, correlation analysis showed no significant relationship between the identified factors and FLT achievement (p > .05). These findings imply that while psychosocial factors influence learning processes, FLT performance may depend more on instructional quality and program implementation. The study highlights the need for strengthened parental involvement, mindset development, and enhanced educational support systems to improve ALS outcomes.