Functional Literacy Skills of Alternative Learning System Learners in San Carlos City Division

Abstract

This study aimed to determine the extent of acquisition of functional literacy skills among Alternative Learning System (ALS) learners in the San Carlos City Division for the School Year 2025–2026. Specifically, it assessed learners’ skills across six strands: Communication Skills, Scientific and Critical Thinking Skills, Mathematical Skills, Life and Career Skills, Understanding Self and Society, and Digital Citizenship, as perceived by mobile teachers and school heads. The study also examined the degree of seriousness of problems encountered in teaching functional literacy skills.

A descriptive research design was employed, with a total enumeration of 17 mobile teachers and 75 school heads as respondents. Data were collected using a structured questionnaire checklist and analyzed using the Average Weighted Mean and t-test for independent samples.

Findings revealed that the acquisition of functional literacy skills among ALS learners was generally at a moderate extent. Life and Career Skills were rated highest, while Communication Skills and Scientific and Critical Thinking Skills were lowest. No significant difference was observed between the perceptions of mobile teachers and school heads. The problems encountered by mobile teachers were rated as moderately serious, indicating challenges in delivering functional literacy instruction. Based on these findings, an action plan was proposed to enhance learners’ acquisition of functional literacy skills.