Readiness in Language and Communication Components of Alternative Learning System Senior High School

This study investigated how prepared Alternative Learning System (ALS) Senior High School learners and teachers are in using contextualized Most Essential Learning Competencies (MELC)-based learning materials for the Language and Communication component. The research was grounded in the need to improve functional literacy, communication skills, and instructional quality in alternative education programs under Republic Act No. 11510. A convergent parallel mixed-methods design was employed, allowing quantitative and qualitative data to be collected and analyzed at the same time. The study involved all 45 officially enrolled ALS learners, 13 ALS teachers, and 4 school administrators at Jacinto P. Elpa National High School, the only secondary institution offering ALS SHS in the Tandag City Division. Survey questionnaires were used to gather quantitative data, which were analyzed through descriptive statistics and Pearson correlation analysis, while qualitative insights were used to provide contextual interpretation. Findings showed that learners reported high levels of language and communication proficiency (M = 4.317, strongly agree) and strong access to digital language resources. Teachers were also assessed as highly prepared to use MELC-based materials, with overall mean ratings of 4.55 from teachers, 4.75 from administrators, and 4.47 from learners. Correlation analysis indicated that demographic variables such as sex, age, language spoken, and learner category did not significantly influence perceptions of teacher readiness. However, learner language proficiency and access to learning resources were strongly and significantly related to perceived readiness (p = 0.000). These results suggest that improving access to learning resources and strengthening language foundations are essential for the success of ALS programs, alongside ongoing teacher training and resource development.

Alternative Learning System, MELC-based instruction, language and communication readiness, teacher readiness, mixed methods research

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