Predictors of Academic Success among ALS Learners in El Salvador City Division

The Alternative Learning System (ALS) offers a supportive educational pathway for out-of-school youth, adults, and dropouts facing unique challenges. This study aimed to determine the predictors of academic success among Junior High School ALS learners by examining learner profiles, success lev-els, and correlations between variables. The study involved 415 ALS learners in El Salvador City Divi-sion for School Year 2023–2024. Data were gathered through a questionnaire developed using Slovin’s formula and a universal sampling procedure, patterned from Roksa and Kinsly’s (2018) family support model and DepEd Order No. 8. Descriptive statistics and Pearson’s correlation were used to analyze relationships between predictors and academic success. Findings showed that most ALS learners were 20–22 years old, male, and single. They displayed a very high attitude towards academic success and excelled particularly in life and career skills. Key predic-tors of academic success included family support, student engagement, psychosocial adjustment, and learner attitude. Sex was also found to significantly influence academic outcomes. The study recom-mends that ALS teachers adopt inclusive strategies, promote help-seeking behavior, and foster student engagement. Tailored interventions and supportive learning environments should be implemented to enhance academic performance and prepare learners for success, particularly in digital citizenship and future careers.