Abstract
It is essential to recognize various factors that influence learners’ competencies in order to provide them with quality education. The main purpose of this study is to investigate the factors affecting the Alternative Learning System (ALS) learners’ performance in mathematics. Specifically, this study seeks to determine the influence of self-efficacy and peer support on ALS learners. Utilizing quantitative methods, data was collected through questionnaires assessing self-efficacy, perception of peer support, and academic achievement tests. Findings reveal a positive relationship between self-efficacy, peer support, and mathematics performance among ALS learners. While learners generally exhibit high levels of self-efficacy and perceive peer support positively, variations exist across different contexts. The study suggests that interventions targeting self-efficacy and peer support could enhance mathematics performance among ALS learners, with implications for educational practice and policy. Results underscore the importance of considering both individual and social factors in fostering academic success within non-traditional learning environments like ALS.
