Mathematical Skills of Alternative Learning System(Als) Learners of Schools Division of Candon City

Abstract

This study determined the Mathematical Skills of the Alternative Learning System (ALS) learners of the Schools Division of Candon City during the SY 2023-2024 and its relationship to their profile, study habits, and attitude towards Mathematics. The study used the descriptive-correlational research design and used 96 Junior High School learners as sample respondents. A 50-item teacher-made test and an adopted questionnaire were used to gather the needed data. Frequency count, percentage, mean, and Pearson r were the statistical tools used. It was found out that their study habits are not significantly related to their level of Mathematical Skills and their attitude towards Mathematics is also not significantly related to their level of Mathematical Skills. The findings recommend ALS teachers are encouraged to employ differentiated teaching methods that consider individual learner characteristics such as age, parental background, and socio-economic status; and parental involvement programs should also be implemented to better support learners’ Mathematics education regardless of parents’ educational background and  programs addressing math-related anxieties and building confidence should be introduced; also positive reinforcement through timely feedback and celebrating small successes can help foster a more positive relationship with Mathematics.