Challenges and Support Mechanisms to Improve the Thinking Skills of Alternative Learning System (ALS) Junior High School Learners in Naawan, Misamis Oriental
Abstract:
This qualitative study explores the challenges and support mechanisms that Alternative Learning System (ALS) learners encounter in developing higher-order thinking skills, such as critical thinking, creative thinking, decision-making, problemsolving, and metacognition. Conducted in Naawan, Misamis Oriental, the study involved eight participants, including five ALS learners and three implementers. The findings reveal that learners face multiple challenges in acquiring and applying thinking skills, including limited access to tools and materials, insufficient financial support, restricted class schedules, information overload, lack of prior knowledge, fear of mistakes, low engagement, and limited confidence. Despite these constraints, several support mechanisms were identified, such as modular and self-paced materials, personalized mentoring, peer collaboration, psychosocial encouragement, access to educational tools, resource improvisation, teacher training, project-based learning, experiential science activities, structured critical thinking exercises, and active community and stakeholder involvement. These findings highlight the critical role of multi-level support—financial, pedagogical, and psychosocial—in strengthening the cognitive development of ALS learners and enabling them to pursue successful educational pathways.
Keywords: Alternative Learning System, higher-order thinking skills, learners, support mechanisms
Indexing
