Social and Economic Barriers to the Academic Performance of Alternative Learning System Learners

This research explores the social and economic barriers affecting the academic performance of learners enrolled in the Alternative Learning System (ALS) in Malaybalay City, Bukidnon. ALS serves as an inclusive educational intervention for individuals who have been marginalized from formal schooling due to various socio-economic factors. This study identifies the primary barriers ALS learners face, particularly in terms of limited family support, inadequate study environments, financial difficulties, and competing work obligations. A descriptive-correlational design was employed to analyze the relationship between these barriers and learners' academic performance. The study utilized a questionnaire, which was administered to 50 ALS learners, and academic performance data were gathered through ALS monitoring forms. The findings show that social barriers, including family support and a conducive learning environment, and economic barriers, such as limited financial resources and transportation issues, significantly influence academic outcomes. A moderate positive correlation (r = 0.542, p = 0.000) was found between social and economic barriers, indicating their interconnected nature in hindering academic success. Despite these barriers, there was no significant difference in the perception of these obstacles based on the learners' age or gender. The study recommends that ALS programs address both social and economic challenges simultaneously, through targeted interventions such as community engagement, financial support, and improved infrastructure. By overcoming these barriers, ALS can better fulfill its role in providing equitable educational opportunities for marginalized groups, ensuring improved academic performance and learner success.