Effectiveness of the “Science On The Go” Program on Science Literacy Among Alternative Learning System (ALS) Learners

Abstract

Science education remains a challenge in alternative learning settings, especially for underserved communities. This study evaluates the effectiveness of the Science on the Go program in enhancing science literacy among Alternative Learning System (ALS) learners in Tacurong City, Philippines. Using a quasi-experimental design, the study compared pre-test and post-test scores between an experimental group that received eight science sessions with the intervention and a control group that followed the standard ALS curriculum. Mixed methods, including surveys and interviews, assessed learner engagement, resource access, and instructional quality. Quantitative results showed a statistically significant improvement in the experimental group’s post-test scores, indicating the program’s effectiveness. Qualitative findings revealed both benefits and barriers: learners were highly engaged by the hands-on, interactive approach, but challenges such as low literacy, unfamiliarity with scientific tools, and low self-confidence hindered participation. Teachers emphasized the need for simplified materials, structured modules, and language support. Despite resource constraints and implementation challenges, both learners and educators acknowledged the program’s value in promoting science literacy and learner empowerment. The study concludes that mobile and experiential science learning can be effective in non-formal education, particularly when tailored to learners’ needs and supported by adequate resources and teacher training.