Integrating Digital Tools in the Alternative Learning System: A Quasi-Experimental Study on Digital Citizenship and Learner Performance

This study examined the effectiveness of integrating digital tools in the Alternative Learning System (ALS) to enhance learners' performance in Learning Strand 6: Digital Citizenship. Conducted at the Lunao Central School Learning Center in the Division of Gingoog City, the intervention utilized tablets, laptops, television, and audio equipment as instructional supports to improve learner engagement and digital competencies. Employing a quasi-experimental pre-test–post-test design, the study analyzed results from the Accreditation and Equivalency (A&E) Readiness Test and official A&E Test scores of thirty (30) ALS Junior High School learners during School Year 2024–2025. Findings indicate a statistically significant improvement in post-test performance compared to pre-test scores, demonstrating the positive impact of technology integration on both learner engagement and academic outcomes. Learners showed enhanced digital literacy, improved participation in learning activities, and greater confidence in navigating digital environments. These results underscore the potential of digital tools to address learning gaps, support self-directed learning, and strengthen digital citizenship competencies among marginalized learners in alternative education settings. The study concludes that technology integration is an effective and responsive pedagogical strategy in ALS instruction. It recommends the systematic incorporation of digital tools in ALS programs to enhance instructional delivery, prepare learners for participation in a technology-driven society, and support lifelong learning goals.