CONTRIBUTORY FACTORS OF THE FUNCTIONAL LITERACY OF ALTERNATIVE LEARNING SYSTEM (ALS) AT LAL-LO SOUTH DISTRICT: BASIS FOR AN INTERVENTION PLAN

This study evaluated the functional literacy of ALS learners in Lal-lo South District as a basis for developing targeted intervention strategies to support their academic success and holistic development, particularly given their non-participation in formal education. It examined respondents’ demographic profiles and factors influencing their literacy levels. Findings revealed that most learners were female, aged 21–35, and elementary graduates, with the majority being single. Most came from low-income families earning Php 19,040 or less monthly, with farming as the primary livelihood. While learners demonstrated high levels of critical thinking and life skills, their overall functional literacy was moderate, with notable weaknesses in writing and communication. Contributing factors like academic, familial, technical, and confidence-related—were also at moderate levels, indicating a need for enhanced support. Civil status, income, and educational attainment significantly influenced literacy outcomes. An ALEP intervention plan was proposed to address these gaps through targeted instruction, strengthened support systems, and consistent monitoring.