Project ABANIL: Bridging Foundational Learning Gaps to Improve Accreditation and Equivalency Performance among ALS Learners

The Alternative Learning System (ALS) in the Philippines aims to provide equitable access to education for out-of-school youth and adults; however, the 2019 Accreditation and Equivalency (A&E) Test passing rate of only 58% highlights persistent learning gaps and the need for targeted academic interventions. Anchored on Vygotsky's (1978) Zone of Proximal Development, this study examined the effectiveness of Project ABANIL (Assessing and Bridging for Achieving New Independent Learners) as a localized bridging strategy to improve ALS learners' competencies and A&E test performance. The study was conducted at the Don Restituto Baol Central School Community Learning Center, Division of Gingoog City, using a pre-test–post-test design. Forty (40) ALS learners were purposively selected as respondents. Data analysis employed descriptive statistics and paired-sample t-tests, complemented by thematic insights from learner reflections and facilitator observations. Results indicate a significant improvement in learners' competencies and A&E performance following the intervention, with posttest scores increasing across all learner clusters and an overall passing rate reaching 95.43%. These findings demonstrate the effectiveness of structured, evidence-based bridging interventions in enhancing academic readiness and promoting independent learning among ALS learners. The study recommends the scaling and institutionalization of Project ABANIL across ALS programs to provide targeted remediation, strengthen learner preparedness for the A&E Test, and align learning outcomes with national education standards.