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Interpreting Alternative Learning System Examination Outcomes after Policy Change: A Community-Service Framework for Learner Support and Remediation
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(1) Department of Education
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Abstract
This study examined whether an apparent decline in Alternative Learning System Accreditation and Equivalency examination outcomes reflected lower learner performance or a change in certification policy. A quantitative causal-comparative design analyzed two successive cohorts that received comparable familiarization and mock-testing preparation under different classification rules. Harmonized comparisons indicated improved outright passing, whereas the decline emerged when conditional passers from the earlier cohort were included in the success rate. A counterfactual reconstruction further illustrated the influence of classification policy on reported outcomes. The findings support a community-service framework emphasizing targeted remediation, learner preparedness, transparent assessment interpretation, stakeholder engagement, and school-division support for near-passing learners.
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