Abstract:
Home-related factors play a significant role in shaping the learning experiences and continuity of
Alternative Learning System (ALS) learners, especially those facing socio-economic challenges.
In the Iba District, Schools Division of Zambales, understanding these factors was essential to
address the learners’ educational needs and ensure their sustained progress. This study aimed to
identify the home-related factors influencing the learning continuity and levels of learning
continuity of ALS learners in the Iba District, Schools Division of Zambales, during the School
Year 2024-2025. A quantitative-descriptive research method was employed, involving 479 ALS
learners and 479 learning facilitators selected through universal sampling. Data were gathered
using a validated researcher-designed questionnaire, and analysis focused on profiling the learners,
determining the influence of home-related factors, and assessing the levels of learning continuity
as perceived by the learning facilitators. The ALS learners were predominantly female, aged 20–
29 years, with family incomes of P19,999 or below, guided by college-graduate facilitators, and
spent 2.0–2.9 hours studying daily. Home-related factors such as study environment, technological
resources, family support, and family attitudes were found to be moderately influential. Learners’
levels of learning continuity, as perceived by facilitators, were moderately progressing in
motivation, sessions, engagement, and progress. Significant differences were observed between
the home-related factors and learners’ profiles, while a weak but significant negative correlation
was found between these factors and learners' learning engagement and progress. The findings
underscore the moderate influence of home-related factors on learning continuity, highlighting
areas for improvement. An enhanced learning continuity program was developed to address these
gaps and support the sustained educational progress of ALS learners in the district. |
