Diagnosing Biology Learning Gaps among ALS Junior High School Completers: Basis for a Senior High School Bridging Program

This study aimed to identify the learning gaps of ALS Junior High School completers in Biology as a basis for developing a bridging intervention program for Senior High School readiness. Specifically, it identified the least mastered biology competencies among ALS learners, explored the reasons for these gaps, and examined the challenges teachers encounter in teaching science. A descriptive mixed-methods research design was used, with a Biological Science Competency Questionnaire administered to 50 ALS completers and open-ended needs-assessment questions administered to 5 ALS teachers in the Iligan City Division. The results showed that learners' acquisition of all biological competencies was low. The weakest areas included microscopic and unobservable concepts, genetics and heredity, complex biological processes, human body systems, ecology, and scientific inquiry skills. Thematic analysis revealed that these gaps were also due to limited instructional time, poor foundational knowledge, a lack of science-specialized educators, insufficient learning resources and laboratory experiences, and irregular attendance. Teachers also reported difficulties in addressing diverse learner backgrounds, teaching abstract concepts, and implementing hands-on learning activities. Suggested strategies to overcome these problems included introducing bridging programs, using visual and interactive learning methods, providing opportunities for experiential learning, and enhancing teacher training and collaboration. The findings provide empirical support for the development of targeted interventions to improve biology readiness among ALS learners transitioning to Senior High School.

Alternative Learning System (ALS), biology learning gaps

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