Alternative Learning System (ALS) Teachers’ Formative Assessment Practices, Learners’ Online Learning Readiness, And Autonomy

Abstract

This study examined the formative assessment practices of Alternative Learning System (ALS) teachers, learners’ online learning readiness, and autonomy in Panay Island for School Year 2025–2026. Conducted in October 2025, the study involved 181 randomly selected ALS teachers through stratified proportionate random sampling. Data were gathered using a validated questionnaire adapted to the ALS and online learning contexts. A descriptive-correlational research design was employed, with sex, highest educational attainment, school size, type of school, and teaching experience considered as profile variables. Data were analyzed using frequency, percentage, mean, t-test, analysis of variance (ANOVA), and Pearson’s correlation coefficient through the Statistical Package for the Social Sciences (SPSS). Results showed that formative assessment practices were implemented at a very high level, with an overall mean of 4.38. Learners’ online learning readiness was also rated very high, with an overall mean of 4.32, while learner autonomy obtained a very high overall mean of 4.29. No significant differences were found in formative assessment practices, online learning readiness, and learner autonomy when respondents were grouped according to sex, highest educational attainment, school size, type of school, and teaching experience. Likewise, no significant relationships were found among formative assessment practices, online learning readiness, and learner autonomy. The findings indicate that the respondents demonstrated consistently high levels of formative assessment implementation, online learning readiness, and learner autonomy, while the statistical tests did not establish significant associations among the three major variables. The study provides information that may support teacher development, instructional planning, and the continued improvement of ALS learning practices.