Authors : Cheska Monica O. Francisco

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/y4nn8bca

Scribd : https://tinyurl.com/3urtb8tv

DOI : https://doi.org/10.38124/ijisrt/26jun560

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Abstract : This study examined the opportunities and challenges experienced by Alternative Learning System (ALS) teachers and implementers in teaching Mathematics and explored the relationship between these challenges and opportunities. The study was conducted among ALS teachers in Subic, San Marcelino, and Castillejos under the Department of Education, Division of Zambales, during the School Year 2023–2024. A descriptive quantitative research design was employed using a survey questionnaire as the primary research instrument. Descriptive and inferential statistical tools were utilized to analyze the collected data. The findings indicated that ALS teachers generally agreed that they encountered challenges related to topic implementation, monitoring of learning, and evaluation of learning. They also agreed that opportunities existed in terms of job satisfaction and reinforcement, while they disagreed regarding benefits. Analysis of significant differences showed no variations in the identified challenges and opportunities when respondents were grouped according to age, sex, educational attainment, major, position, and years of teaching experience. However, significant differences were observed based on location. Pearson-r analysis further revealed a significant but low negative relationship between challenges and opportunities. Consequently, a targeted program plan was developed to mitigate challenges and enhance teacher performance, ensuring more effective Mathematics delivery in the Alternative Learning System.

Keywords : Alternative Learning System, Opportunities, Challenges, Mathematics Education.

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