Improving Learner Completion in the Alternative Learning System: Evidence-Based Inputs for an Intervention Program in SDO Misamis Occidental

This study examined the factors influencing the completion of Junior High School learners enrolled in the Alternative Learning System (ALS) in the Schools Division Office of Misamis Occidental, Philippines, to inform the design of a targeted intervention program. While ALS serves as a second-chance education pathway for out-of-school youth and adults, learner completion remains a persistent challenge that limits program effectiveness. Using a quantitative research design, data were collected through structured surveys, complemented by interviews and focus group discussions to contextualize learner experiences. The study analyzed key determinants including socioeconomic conditions, personal and family responsibilities, educational gaps, and community-related factors, as well as demographic variations in age, sex, and socioeconomic status. Findings indicate that financial constraints, competing work and household responsibilities, low academic preparedness, and limited family and community support significantly affect learners' persistence and completion. Differences across demographic groups further highlight the need for differentiated support strategies. Based on these results, the study proposes the development of a comprehensive intervention program incorporating financial assistance mechanisms, parental and family engagement strategies, customized learning plans, and community advocacy initiatives to strengthen learner retention and completion. The study contributes empirical evidence on learner persistence in alternative education contexts and underscores the importance of systematic in-program tracking and responsive interventions to improve ALS completion rates. Strengthening these mechanisms is essential to ensuring that more learners successfully complete the program and achieve meaningful educational and socio-economic outcomes.