Parental Engagement and Academic Achievement of Alternative Learning System (ALS) Learners

Abstract

This study determined the extent of parental engagement and its relationship with the academic achievement of Alternative Learning System (ALS) learners at Talon–Talon Central School SPED Center, Zamboanga City. While existing literature confirms the benefits of family support in formal education, there is limited empirical evidence focusing specifically on ALS settings, where learning is less structured and dependent on home support. It involved 40 ALS learners, 23 parents/guardians, and 5 teachers, utilizing a descriptive-correlational research design. Data were gathered using a validated questionnaire with a Cronbach’s Alpha of 0.88, analyzed through weighted mean, t-test, one-way ANOVA, and Pearson Product-Moment Correlation. Results revealed that parental engagement was average overall (M = 3.22), with high support at home (M = 3.53) but low involvement in school activities (M = 2.86) and moderate communication (M = 3.26). Academic achievement was rated high by learners (M = 3.73) and parents (M = 3.58), and very high by teachers (M = 4.73). No significant differences were found in engagement and achievement when grouped by sex, age, educational attainment, or financial status. A moderate positive relationship was found (r = 0.305, p = 0.011), indicating that higher engagement corresponds to better outcomes, though this association does not prove causation. The study concludes that active home support is vital in non-formal education, and recommends intensified home-school collaboration, capacity-building for parents, and improved communication channels.