Community-Based Learning Outreach and Educational Inclusion Practices in Alternative Learning Systems
DOI:
https://doi.org/10.5281/zenodo.21398525Keywords:
Alternative Learning System, community outreach, educational inclusion, flexible learning, learner support, stakeholder partnershipAbstract
This study explored how community-based learning outreach corresponded with educational inclusion practices in the Alternative Learning System in Buguey, Cagayan. A cross-sectional multivariate relational design was employed, with participants selected through stratified time-location sampling across community learning sites. Data were gathered using a validated researcher-developed questionnaire that obtained scale-level content validity of .94 and Cronbach’s alpha coefficients of .92 for community-based learning outreach, .94 for educational inclusion practices, and .95 for the full instrument. Descriptive statistics and regularized canonical correlation analysis with permutation testing and bootstrap validation were used. Results showed that community-based learning outreach was implemented at a high level, with information dissemination and learner identification emerging as the strongest practices. Stakeholder mobilization and referral coordination received moderate assessments, indicating limitations in sustained interagency and community support. Educational inclusion practices were also rated high, particularly respectful treatment, flexible delivery, and access to learning opportunities. Continuity support received the lowest assessment, showing difficulty in sustaining assistance for learners experiencing repeated absence, work demands, family responsibilities, and other participation barriers. The first canonical function was significant, with a canonical correlation of .768, a permutation probability of .001, and 59.00 percent shared variance between the two variable sets. Follow-up communication and continuity support contributed most strongly to the relationship. The findings indicated that ALS outreach should extend beyond learner recruitment through structured monitoring, coordinated referrals, and sustained community partnerships that support learner participation, persistence, and completion.
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