International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2025 Volume 13 Issue 8
Available Online: 12 December 2025
Author/s:
Ramos, Mary Jane S.*
Divine Word College of San Jose, Philippines (maryjaneramos605@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study examined the relationship between resource allocation and literacy outcomes in the Alternative Learning System (ALS) in Magsaysay, Occidental Mindoro. Guided by the Practice-Engagement Theory, the research focused on four main areas: teaching materials, technology, teaching time, and teaching strategy. Using an exploratory-sequential design, data were collected from 256 ALS learners and 7 ALS teachers using a validated researcher-made instrument. Findings reveal that ALS learners did not mention teaching strategies as their main resources, suggesting a gap between instructional practices and learners’ perceptions. Yet it is still included in the study, along with materials, technology, and time, due to its instructional value. Moreover, learners perceived a very high level of support in terms of materials, technology, and teaching strategies, though teaching time was seen as slightly more limited. Teachers rated both reading and writing proficiency among learners as very high. Statistical analysis revealed a positive link between teaching strategies and reading proficiency, showing that interactive and learner-centered approaches effectively improve comprehension. Similarly, materials and technology positively influence writing skills by providing learners with structured resources and digital tools that enhance writing practice and creativity. However, the negative association of teaching time with both reading and writing suggests that simply increasing instructional time does not guarantee better outcomes; instead, the focus may be on the quality and effectiveness of teaching methods and materials. Based on these findings, the study recommends targeted interventions to strengthen resource allocation to better support ALS learners in developing their reading and writing proficiency.
Keywords: Alternative Learning System (ALS), literacy outcomes, practice-engagement theory, resource allocation, teaching strategy
DOI: https://doi.org/10.5861/ijrsm.2025.25521
Cite this article:
Ramos, M. J. S., & Galay-Limos, J. A. (2025). Resource allocation and literacy outcomes in the Alternative Learning System (ALS) in Magsaysay, Occidental Mindoro. International Journal of Research Studies in Management, 13(8), 61-73. https://doi.org/10.5861/ijrsm.2025.25521
* Corresponding Author