V3I6P70

Facilitating and Hindering Factors in Completing the Grade 11 Alternative Learning System (ALS) – General Academic Strand In Butuan City

Rosita C. Tuburan^1*, Annabelle M. Dorado, PhD²

Abstract

This study explored the facilitating and hindering factors influencing the completion and non-completion of Grade 11 learners in the Alternative Learning System (ALS) in Butuan City, including the support systems received and the educational aspirations of completers and non-completers. Employing a qualitative phenomenological research design, the study examined the lived experiences of purposively selected ALS completers and non-completers who had direct engagement in the program. Data were gathered through a researcher-made interview guide composed of open-ended questions and were analyzed using in-depth interviews, transcription, coding, categorization, and thematic analysis. Findings revealed that ALS completers were motivated by strong personal goals, family encouragement, supportive teachers, flexible learning arrangements, and positive educational environments, which enabled them to overcome socio-economic barriers. Conversely, non-completers experienced financial constraints, family obligations, health-related concerns, discrimination, limited learning resources, and emotional struggles that hindered sustained participation. Both groups recognized education as a pathway toward employment, personal development, and improved family welfare. The study further emphasized the importance of strengthening financial, instructional, psychosocial, and institutional support mechanisms to improve learner retention and completion in ALS programs. These findings underscore the significance of learner-centered interventions and inclusive educational support in sustaining participation among alternative learners.

Keywords:

Alternative Learning System, Learner Persistence, Educational Aspirations, Learner Support, Learner Completion