ABSTRACT
This study focused on determining the instructional strategies to enhance Scientific Literacy and Critical Thinking Skills among Junior High School Learners in Alternative Learning System as the basis for the preparation of Learning Intervention Guides. Conducted in Albay, Philippines, the descriptive method utilizing survey technique was used to gather data. Seventy-one (71) ALS teachers and five (5) Education Program Specialists served as respondents. Statistical tools used include Frequency Count, Percentage Technique, Weighted Mean, and the Kruskal–Wallis Test. The extent of instructional strategies was highest along Application of Scientific Concepts in Daily Life (WM = 3.51, Always Used) and lowest along Development of Scientific Thinking and Inquiry (WM = 3.26, Often Used). No significant difference was found in instructional strategies among the variables (H = 7.762, p > 0.05). The extent of application by ALS learners was highest along Planning for the Future (WM = 3.11) and lowest along Day-to-Day Life (WM = 3.04), both Often Applied. No significant difference existed among learner variables (H = 0.047, p > 0.05). A Learning Intervention Guide was prepared to strengthen scientific literacy and critical thinking instruction in ALS.
Keywords: Instructional Strategies, Scientific Literacy, Critical Thinking Skills, Alternative Learning System (ALS), Learning Intervention Guide, Junior High School Learners
INTRODUCTION
Scientific literacy and critical thinking are essential skills that help individuals solve problems, make informed decisions, and improve their lives. In the Alternative Learning System (ALS), Learning Strand 2 focuses on developing these competencies by helping learners understand scientific ideas and apply them in real-life situations. These skills are not only important for academic success but also for managing everyday tasks and contributing to community development. Learning Strand 2 follows the spiral progression approach of the K to 12 Science Curriculum, where science concepts are introduced from basic to more advanced levels. ALS learners, many of whom come from disadvantaged backgrounds, need instructional strategies that are flexible, relevant, and meaningful to ensure they can effectively engage with the curriculum and overcome barriers.
Republic Act No. 11510, or the ALS Act of 2020, promotes quality education by institutionalizing the ALS Program to provide Out of School Youth, Youth, and Adults with opportunities to improve their knowledge, skills, and readiness for work and self-employment through tailored non-formal education. It emphasizes context-based instruction and learner-centered strategies. Likewise, DepEd Order No. 13, s. 2019, mandates the full implementation of the ALS K to 12 Basic Education Curriculum, which includes Learning Strand 2 as one of its core areas. Despite these efforts, many ALS implementers still face challenges in delivering LS2 effectively. Some strategies may not match the learners' backgrounds or everyday realities, while others may fall short in promoting critical thinking and engagement. As a result, there is a need to assess the current instructional strategies used in LS2 and their impact on learners' understanding and practical use of scientific and critical thinking skills.
The study was conducted in the province of Albay, in the southeastern part of Luzon in the Bicol Region, Philippines. There are twenty-five (25) district schools managing a network of Alternative Learning System (ALS) and one hundred seventy-four (174) Community Learning Centers (CLCs), strategically located to serve learners across both urbanized and geographically isolated areas. This study aimed to identify instructional strategies, evaluate their effectiveness, and determine how they influence learners' mastery, daily life, and future goals. The findings serve as the basis for developing a Learning Intervention Guide (LIG) to help teachers enhance instruction and support learners more effectively in Learning Strand 2.
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