Influencing Variables to the Competencies of Learners in the Accreditation and Equivalency Test of Alternative Learning System

Abstract

The objective of this research was to determine the variables that influence the learners’ competencies in Alternative Learning System (ALS).  Specifically, it aimed to determine: the Accreditation and Equivalency (A and E) test takers’ socio-demographic characteristics; the ALS Instructional Managers’ (IM) socio-demographic characteristics; the extent of use of the mode of A and E program delivery by the IMs; the competencies of the learners in the A and E test based on overall results; the learners’ initial literacy level; whether the learners’ competency in A and E is significantly influenced by their socio-demographic characteristics; whether the learners’ competencies in the ALS A and E test is significantly influenced by the Instructional Managers’ socio-demographic characteristics; whether the learners’ competencies in ALS A and E are significantly influenced by the Instructional Managers’ extent of use of the mode of A and E program delivery; and whether the learners’ competency is significantly influenced by their initial literacy level.  The study employed descriptive-correlational research design utilizing four (4) instruments. There were 1,824 ALS learners and 79 ALS Instructional Managers completely enumerated respondents of the study.  In statistical tools, descriptive statistics and multiple regression were used.  It was concluded in the study that: the face-to-face mode of delivery is the most preferred by the ALS Instructional Managers and ALS learners do not possess the needed competencies in the Sustainable Use of Resources and Productivity.  Further, ALS learners have not gained much competence in their formal school attendance and the learners’ competency in the areas of the A and E test were not outcomes of the influence of variables such as their socio-demographic characteristics, IMs’ socio-demographic characteristics and initial literacy level.