Implementation Level of Alternative Learning System (ALS) in Senior High Schools in Zamboanga City, Philippines

This study examined the implementation level of the Alternative Learning System (ALS) in senior high schools in Zamboanga City during School Year 2025–2026 in terms of Capacity Building Programs, Learning Resources, and Learning Assessment, as well as differences in implementation when grouped by school. A mixed-methods design was employed, using surveys and interviews. Forty-five ALS teachers from junior and senior high schools participated, with ten serving as interview respondents. Purposive and quota sampling were used, and data were analyzed using mean and ANOVA. Findings show that schools generally provide effective professional development for teachers and ALS facilitators, supported by strong administrative backing and collaborative opportunities. However, the regularity of programs and the integration of feedback into future training require improvement. Learning resources were rated sufficient and relevant, with accessibility both inside and outside classrooms identified as a key strength supporting ALS’s flexible nature. Investment in technology was rated lower, indicating a gap in digital tool integration to enhance instruction and digital literacy. Learning assessment emerged as the strongest area, with practices viewed as fair, curriculum-aligned, and feedback-driven, though diversification of assessment methods is still needed. While some schools—such as Maria Clara Lobregat NHS in Learning Assessment and Talon-Talon NHS in Learning Resources—scored higher, ANOVA results revealed no significant differences in implementation levels across the nine schools, indicating consistent delivery likely due to standardized guidelines. Recommendations include strengthening program monitoring, increasing technology investment, diversifying assessments, and promoting collaboration. Overall, ALS implementation is effective but could be enhanced through targeted improvements.