Intrinsic Motivation and Academic Performance of Alternative Learning System (ALS) Learners

AUTHOR(S)

SALVADOR M. CABOVERDE

ABSTRACT

—— This study examined the relationship between intrinsic motivation and academic performance of Alternative Learning System (ALS) learners in Liloy District I and II during the School Year 2025–2026. It aimed to determine the level of intrinsic motivation among learners, assess their academic performance across the ALS learning strands, and examine whether intrinsic motivation significantly predicts academic performance. A quantitative, descriptive–correlational research design was used. Data were collected from 100 ALS learners using a structured questionnaire measuring intrinsic motivation in terms of personal growth aspiration, relationship aspiration, and community contribution aspiration, as well as official Functional Literacy Test (FLT) records to assess academic performance across six ALS learning strands. Descriptive statistics, one-way analysis of variance (ANOVA), and multiple regression analysis were employed to analyze the data at the 0.05 level of significance. Results revealed that ALS learners demonstrated very high levels of intrinsic motivation, with personal growth aspiration having the highest mean score. Academic performance attained competencies comparable to the Junior High School level based on Functional Literacy Test benchmarks., with the highest scores recorded in Understanding the Self and Society and Life and Career Skills. Significant differences in intrinsic motivation were observed when learners were grouped according to age, civil status, and length of engagement in the ALS program. Academic performance also varied based on length of engagement across the learning strands. However, regression analysis showed that intrinsic motivation did not significantly predict academic performance in most ALS learning strands. The findings indicate that although ALS learners possess strong intrinsic motivation, their academic performance may be influenced by other factors beyond motivation, particularly sustained participation in the program and the presence of supportive learning mechanisms. These results highlight the importance of strengthening instructional support and learner engagement strategies to further enhance the academic outcomes of ALS learners. Keywords: Alternative Learning System, intrinsic motivation, academic performance, adult learners, Self-Determination Theory