ABSTRACT
The study was conducted to determine the relationship between the scientific attitude and academic performance in science of Grade 11 Alternative Learning System learners in Dingle National High School during the first semester of school year 2022-2023 as basis for remedial development program. The respondents of this study were thirty-five (35) Grade 11 Alternative Learning System - senior high school learners, selected through purposive sampling technique. Results revealed that the level of learners’ scientific attitude in terms of rationality, open-mindedness, confidence in scientific method and curiosity when taken as a whole group was favorable while the level of learners’ scientific attitude classified as to aversion to superstition when taken as a whole group was somewhat favorable. The level of learners’ academic performance when taken as whole group was satisfactory. Generally, there was no significant relationship between the learners’ scientific attitude and academic performance. This means that when learners’ scientific attitude level is very favorable, it does not lead to an outstanding academic performance.
Keywords: Scientific Attitude, Academic Performance, Alternative Learning System, Remedial Development Program
INTRODUCTION
Many learners are unable to pursue formal education because of personal, economic, or societal challenges (Albert et al., 2025). In response to this challenge, the Department of Education established the Alternative Learning System (ALS) through Republic Act 9155, also referred to as the Basic Education Act of 2001 (DepEd, 2016).
This ALS program offers out of school youth and adult learners the opportunity to complete basic education through flexible learning options (DepEd, 2016).
Dingle National High School was selected as one of the pilot implementers of Alternative Learning System-Senior High School (ALS-SHS) program in the Schools Division of Iloilo. Through this program, learners with disadvantaged backgrounds from the Municipality of Dingle and nearby communities were given access to complete secondary education.
However, despite these opportunities, many ALS learners continue to struggle in school, especially in Science subject (Arzadon & Nato, 2015; Igarashi, 2018). As a Science teacher, I had observed that ALS learners show willingness and interest to learn, however, due to learning gaps, they had difficulty comprehending Science concepts. This classroom observation reflects a wider concern about the performance of Filipino learners in science (Ornedo, 2020).
Science education is important and should be taught to everyone, as it helps them understand the world and the human logical way of thinking (Bybee, 2013; OECD, 2019). Science also plays a significant role to national development and its identity (Sanchez, 2022). The 1987 Philippine Constitution under Article XIV, Section 10, provides and confirms that Science and Technology are critical towards the growth and development of the country. For this reason, the government continues to support and prioritize science education. Schools, therefore, play a vital role in helping learners not only understand scientific concepts but also apply them in real-life situations (DepEd, 2013; SEI-DOST & UP NISMED, 2011).
One important aspect of effective Science teaching, is the development of scientific attitudes among learners (Osborne et al., 2003). According to the Science Curriculum Framework, a good citizen and a lifelong learner must have scientific attitudes such as curiosity, open-mindedness, critical thinking, and objectivity (SEI-DOST & UP NISMED, 2011). These attitudes encourage students to think logically and engage in inquiry-based learning, which are strongly linked to better academic performance (Prachagool, 2021).
As has been reported many times, Filipino learners continue to perform poorly in science. According to the Department of Education (2019), the Philippines lagged behind other nations in reading, mathematics, and science, as evidenced by the country's poor outcomes in the 2018 Programme for International Student Assessment (PISA). These findings highlight the need to determine what effective science instruction should be utilized as well as to address the learning gaps, particularly among ALS learners.
To help overcome academic challenges, remedial development programs have been developed and implemented to to assist learners in reinforcing basic skills and acquiring new competencies (Hernando-Malipot, 2025). According to the Department of Education Order No. 27, series 2005, high schools in the country should provide additional services to ensure that learners meet the standards of the basic education. These intervention programs are designed to assist the learners in performing better at school while promoting creativity and critical thinking.
The study was undertaken in response to the observed difficulties in science among ALS learners, particularly within Dingle National High School. As a Science teacher in the ALS-SHS, the researcher recognized the need to better understand these challenges. This study aims to explore how students’ scientific attitudes are related to their academic performance in Science among ALS senior high school learners. The findings are expected to serve as a basis for developing intervention program to support struggling learners. Additionally, this research seeks to provide useful insights for teachers, ALS implementers, and policymakers, especially since there are limited local studies focusing on the scientific attitudes and science performance of ALS learners.
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