Instructional Delivery and Scientific Literacy of Learners in the Alternative Learning System

Abstract ―​

This study examined the relationships between Alternative Learning System (ALS) instructional methods and science literacy among ALS learners in the Dolores District, Quezon Province. Using a descriptive-correlational design, the study included 47 ALS learners enrolled in the Continuing Education Program and three mobile teachers/facilitators serving twelve Community Learning Centers. Data were collected using a researcher-developed 50-item Science Literacy Assessment Instrument aligned with the PISA Scientific Literacy Framework and an ALS Instructional Methods Survey covering three dimensions: instructional approach, learning resource quality, and facilitator support. Data were analyzed using weighted means, standard deviations, and Pearson Product-Moment Correlation Coefficient at the 0.05 level of significance. Findings revealed that ALS instructional methods were highly implemented across all three dimensions, with facilitator support registering the highest overall mean (M = 4.98). In terms of science literacy, the majority of learners performed at the Developing level in comprehension (59.57%) and practical application (51.06%), while a majority achieved the Proficient/Advanced level in critical thinking (51.06%). Pearson correlation analysis yielded no statistically significant relationships between ALS instructional methods and science literacy, supporting the null hypothesis. However, strong positive directional trends were observed between all instructional method dimensions and critical thinking, with instructional approach recording the largest coefficient (r = 0.983). The study recommends strengthening inquiry-based instruction, expanding the facilitator workforce, localizing learning materials, and replicating the study with larger samples across multiple districts.