Knowledge, Attitude, and Practice of ALS Implementers and Their Relationship with Learners’ Academic Performance in Toledo City Division

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{"abstract":"This quantitative descriptive-correlational study examined the Knowledge, Attitude, and Practice (KAP) of Alternative Learning System (ALS) implementers and their relationship with learners’ academic performance, as measured by the Accreditation and Equivalency (A&E) Test Passing Rate, in the Toledo City Division during School Year 2024–2025. The study involved sixteen (16) ALS implementers, representing the total population of implementers in the division. Data were collected using a validated researcher-made questionnaire and official A&E Test records. Descriptive statistics, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were employed to analyze the data at the 0.05 level of significance. Findings revealed that ALS implementers demonstrated a high level of knowledge (M = 4.04), a very high level of attitude (M = 4.72), and a high level of practice (M = 4.44). Learners achieved an A&E Test Passing Rate of 71.45%, which is interpreted as Did Not Meet Expectations. Correlation analysis indicated positive but generally non-significant relationships between the KAP dimensions and learners’ academic performance, although attitude and practice exhibited a statistically significant positive relationship (r = 0.7273, p = .001). However, multiple regression analysis showed that the KAP dimensions did not significantly predict learners’ academic performance (R² = 0.297, p = .222). These findings suggest that while ALS implementers demonstrate strong professional competencies, these competencies alone were insufficient to significantly predict learners’ academic performance, indicating that learner achievement may also be influenced by contextual and learner-related factors such as socioeconomic conditions, absenteeism, and limited instructional resources. Based on the findings, the LAMBO-ALS Program was proposed to strengthen instructional support and enhance ALS implementation.","abstract_source":"original","authors":["Melchi Shiloh Araneta","Daisy Obiso"],"date":"2026-09-19","doi":"10.70838/pemj.620907","id":10463,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"279b2943062a8fcc0026ef0c4714eb8f74fd04647547bc0e1504d5026bec31db","schema":"scimatic-article/1","title":"Knowledge, Attitude, and Practice of ALS Implementers and Their Relationship with Learners’ Academic Performance in Toledo City Division","volume":62}

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