Home-Based Factors and Academic Achievement Among A&E Junior High School Alternative Learning System (Als) Learners in the Schools Division of Zamboanga Del Norte
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-35Keywords:
home-based factors, academic achievement, Alternative Learning System, learnersAbstract
This study aimed to assess the home-based factors influencing the learning continuity of the A&E Junior High School Alternative Learning System (ALS) Learners and their influence on academic achievement based on the Certificate of Rating (COR) in Cluster 1 of the 1st Congressional District, Schools Division of Zamboanga Del Norte during the school year 2024-2025. It employed a quantitative descriptive–correlational research design. There were one hundred ALS learners who served as respondents. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools applied MS Excel Data Analysis Tools and JAMOVI as the statistical software. Findings revealed that there was a very weak and non-significant relationship between home-based factors and academic achievement.
Based on the findings, the Department of Education, through the ALS Coordinator, should improve access to gadgets, internet connectivity, learning hubs, subsidies, and learning kits, particularly for financially disadvantaged and working learners. ALS teachers should strengthen programs on motivation, resilience, study skills, and provide supplementary materials, including gender-responsive interventions. Parents and guardians are encouraged to give consistent emotional support, assist with study routines, and promote a positive attitude toward education. ALS learners should practice self-discipline, time management, and resilience while maximizing available resources and seeking support from teachers and peers.
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Copyright (c) 2026 Mabeth E. Camino, MAEM, Leo C. Naparota, PhD (Author)
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