Breaking Boundaries: The Real Lives of Alternative Learning System Facilitators

Cheryl P. Daga-as — 2025-11-04

This study explores the lived experiences of seven Alternative Learning System (ALS) facilitators in Tacurong City, highlighting their unwavering dedication and passion for empowering marginalized learners. The research aims to understand how facilitators sustain their commitment amid challenges such as low literacy levels, behavioral difficulties, and limited family support among learners. Using a qualitative descriptive approach, data were collected through in-depth interviews guided by 16 semi-structured questions that encouraged the facilitators to reflect on their professional journeys. The analysis revealed several key themes, including student diversity, scarcity of learning resources, facilitator resilience, emotional attachment to learners, and the significance of collaboration within the community. Despite facing limited funding, low compensation, and minimal career development opportunities, the facilitators demonstrated creativity and adaptability through the use of project-based, cooperative, and experiential learning methods. Their work was driven by personal motivation and a deep sense of purpose, enabling them to create supportive networks that promote learner success. The findings underscore the essential role of ALS facilitators in advancing inclusive education and bridging learning gaps among marginalized groups. The study recommends that the Department of Education (DepEd) strengthen the ALS program by providing greater institutional support, improved funding, and professional development opportunities for facilitators. This research contributes valuable insights for policymakers and educators seeking to enhance the sustainability and effectiveness of alternative education systems.

Analysis of Visual, Auditory, and Kinesthetic Learning Styles of MTs Students in Science Learning

Nailatus Sholihah — 2025-05-05

Science learning is an intentionally designed process to facilitate students in understanding scientific concepts and developing critical thinking skills. However, based on preliminary observations at MTs Nahjatus Sholihin, it was found that students have not yet identified their individual learning styles. Consequently, they have been unable to maximize their learning potential, which affects their understanding of science subjects. This study aims to analyze the Visual, Auditory, and Kinesthetic (VAK) learning styles of eighth-grade students in science learning at MTs Nahjatus Sholihin, Rembang Regency. The research employs a quantitative descriptive method involving all 86 eighth-grade students as respondents using a total sampling technique. Data were collected through observations, questionnaires, and documentation. The results show that in all three classes, the kinesthetic learning style dominates, with percentages of 45% in class VIIIA, 40% in class VIIIB, and 41% in class VIIIC. Meanwhile, the visual learning style shows the lowest percentage, namely 22% in class VIIIA, 29% in class VIIIB, and 28% in class VIIIC. These findings indicate that most students prefer hands-on activities and learning experiences that involve movement and practice. Therefore, teachers are encouraged to apply kinesthetic-based learning strategies, such as experiments and interactive demonstrations, to optimize student engagement and achievement in science learning. This research provides important implications for science educators in designing learning activities that align with students’ dominant learning styles and contributes globally to the understanding of how culturally responsive and student-centered science instruction can enhance learning outcomes across diverse educational contexts.

Journal of Educational Management and Strategy

Breaking Boundaries: The Real Lives of Alternative Learning System Facilitators

Analysis of Visual, Auditory, and Kinesthetic Learning Styles of MTs Students in Science Learning