Abstract

The Alternative Learning System (ALS) at Dr. Jose P. Rizal Senior High School was introduced in 2023, offering Academic and Technical-Vocational-Livelihood tracks. To fill the gap in assessing ALS learners’ literacy and numeracy skills, research was conducted involving 65 participants through pre- and posttests using standardized reading and math assessments. The study employed a descriptive quantitative research design, analyzing data through both descriptive and inferential statistics. Results showed that most learners were females aged 21–30, with varied employment status. All demonstrated at least functional literacy and basic numeracy, while over half reached independent and highly numerate levels. Age and employment positively affected performance. Significant improvements were found in literacy (speed, accuracy, vocabulary, comprehension) and numeracy (number sense, operations, measurement, patterns, algebra), but not in geometry, statistics, and probability. The study concluded that ALS should continue using flexible, learner-centered approaches, provide differentiated instruction, and integrate real-world, work-based learning. It also emphasized the need for improved teaching strategies in the above said subjects, and for regular assessments to ensure foundational skill development among ALS learners.