Lived Experiences of Students in the Alternative Learning System: A Phenomenological Exploration

Abstract

This descriptive phenomenological study explored the lived experiences of ten Alternative Learning System (ALS) students at Carmen National High School, Carmen, Davao del Norte, Philippines. Purposively selected learners participated in semi-structured, audio-recorded interviews lasting approximately 45–60 minutes. Transcripts and related notes underwent iterative coding and thematic analysis, with Social Reproduction Theory guiding interpretation. Five themes emerged within three clusters: Difficulty in Understanding Lessons Due to Limited Instructional Time and Module-Based Learning; Emotional and Cognitive Strain; Adequate ALS Resources and Facilities; Practicing Time Management and Prioritization; and Maintaining Positive Mindset and Self-Motivation. Learners described delayed clarification, fatigue, transportation difficulties, and competing work and family responsibilities. Coping practices included scheduling, consultation, family cooperation, peer encouragement, prayer, and commitment to educational goals. Resource assessments varied, with satisfaction about practical equipment coexisting with concerns about books, materials, classrooms, and instructional time. Six insights concerned transformation, practical skills, personal growth, flexibility, social support, and education as an investment in family and future opportunities. The shared meaning involved negotiating disadvantage while developing confidence, competence, and hope. Findings informed PROJECT GABAY ALS, a proposed program integrating academic assistance, flexible learning, wellness, family and peer support, and community collaboration. Its intended outcomes remain prospective. The study concludes that persistence depends on learners’ adaptive efforts in relationship with accessible instructional, relational, and material support.