Understanding the Challenges of ALS Delivery: A Three-Domain Analysis of Teaching, Resources, and Learner Mindsets

The Alternative Learning System (ALS) serves as a critical second chance education pathway in the Philippines; however, its delivery is shaped by multiple instructional, institutional, and learner-related factors. This study examined the challenges affecting ALS delivery in DepEd Division of El Salvador City through a three-domain framework encompassing teaching practices, resource availability, and learner mindsets. Employing a quantitative descriptive design, the study involved two respondent groups: 28 ALS teachers and implementers selected through total enumeration and 173 ALS learners selected through stratified random sampling. Data were collected using adapted survey instruments and analyzed using weighted means to determine perceived levels of challenge across the three domains. Findings indicate strong convergence between teacher and learner perceptions, with most aspects of teaching quality and resource provision rated as "not a challenge," suggesting high levels of instructional effectiveness and operational stability in the local ALS program. This pattern contrasts with challenges commonly reported in national-level studies. Nevertheless, two persistent constraints were identified: unreliable internet connectivity and insufficient external support, particularly limited family encouragement for learners. These external factors were consistently rated as challenges and emerged as key barriers to maximizing learner engagement and program impact. The study concludes that while ALS delivery in this division is effective in its core classroom functions, broader infrastructural and community-level conditions constrain its full potential. It recommends the establishment of ALS Wi-Fi Hubs and the development of a Family and Community Partnership Program to address digital access gaps and strengthen learner support systems.