Morphological Awareness and Literacy Skills Among Alternative Learning System (ALS) Learners: A Gender-Based Analysis of Vocabulary, Reading Comprehension, and Spelling

Abstract

Alternative Learning System (ALS) is a parallel learning implemented by the Department of Education (DepEd) in the Philippines that provides opportunities for out‑of‑school youth and adults to acquire basic education competencies. This program promotes educational equality by allowing marginalize and under privilege Filipinos to attain education. SDG 4, established by the United Nations, aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” It emphasizes access, equity, and improvement of learning outcomes across all levels of education. This study examines the role of morphological awareness in literacy development among Alternative Learning System (ALS) learners.

Using quantitative research design, result showed that majority ALS learners are still in the basic level, female do better than male in vocabulary and spelling, while male do better than female in reading comprehension. However, overall results showed that ALS learners are still in basic level in all elements of morphological awareness. There is a need of intervention to improve their morphological awareness through intervention.