DEVELOPMENT AND ASSESSMENT OF ALTERNATIVE LEARNING

SYSTEM LEARNERS’ PERFORMANCE TRACKER

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 40
Issue 3
Pages: 325-348
Document ID: 2025PEMJ3858
DOI: 10.70838/pemj.400302
Manuscript Accepted: 05-14-2025
 Psych Educ, 2025, 40(3): 325-348, Document ID:2025PEMJ3858, doi:10.70838/pemj.400302, ISSN 2822-4353
Research Article

Development and Assessment of Alternative Learning System Learners’ Performance Tracker

Ruth O.Emeterio,* Francis Kenneth D.Canono
For affiliations and correspondence, see the last page.
Abstract
The main purpose of this study was to develop and assess the Alternative Learning System (ALS) learners’
performance tracker for the teachers in Davao del Norte. It aimed to propose an intervention program based on the
acceptability of the developed system. The researcher employed the quantitative approach, specifically the descriptive
research design guided by the Agile software development process model. The study involved 155 Alternative
Learning System teachers and implementers from the Division of Davao del Norte, specifically in the Municipality of
Sto. Tomas. Through a methodical design, the newly developed tracker includes key features and capabilities such as
the Dashboard, Files tab, Student Selection page, Student Data page, Least Learned Competencies page, Learner Score
Sheet tab, and Feedback page. Furthermore, this investigation used the adapted survey questionnaire with three
indicators: perceived utility, ease of use, and perceived impact. Statistical tools such as mean and standard deviation
were used to analyze data. The final analysis revealed that the level of acceptability of the alternative learning system
learners’ performance tracker is very high. Furthermore, it was revealed that the teachers had very high perceived
utility, ease of use, and perceived impact. The findings imply that the performance tracker has strong potential for
widespread adoption, as its design and functionality effectively support teachers in enhancing student assessment and
instructional decision-making.
Keywords: IT education, Alternative Learning System, performance tracker, descriptive comparative, Davao City,
Philippines

Introduction
Digitalizing performance tracking for Alternative Learning System (ALS) students in the Philippines addresses significant challenges
in the current educational model for out-of-school youths and adult learners (Garcia & Santos, 2022). Although ALS has good intentions
and a large scope, it constantly struggles to track and evaluate student development and results properly. Conventional approaches have
resulted in ongoing data collecting and analysis gaps, thereby seriously impairing the appropriate assessment of educational impact and
personalizing learning paths (Lopez & Fernandez, 2023). Rivera and Lopez (2020) highlight this difficult scenario by saying that a
novel digital solution is desperately needed to improve the functional literacy assessment process inside ALS, guaranteeing more
accurate and complete monitoring of student performance.
Furthermore, the study emphasizes the great difficulties in present students' performance-tracking systems, stressing the immediate
need for digital alternatives. For example, conventional approaches in the Canadian adult education system are insufficient; technology-
based performance trackers reveal a thirty percent increase in reading test results (Smith & Robertson, 2019). While schools adopting
advanced performance-tracking software showed a 25 percent improvement in engagement and a 20 percent decrease in dropout rates,
in the United Kingdom, the shortcomings of conventional evaluation techniques have resulted in low student engagement and high
dropout rates (Jones et al., 2020). Likewise, Japan's high school systems struggled to control teacher workloads and reach intended
academic results. However, a pilot program integrating AI-driven performance trackers demonstrated a 35 percent improvement in
math and science scores, with 40 percent of teachers experiencing a significant reduction in administrative tasks, enabling them to
provide more personalized student support (Tanaka & Watanabe, 2021). These examples highlight the pressing need to address the
deficiencies of traditional performance-track systems by adopting innovative digital technologies.
Meanwhile, the Philippine educational framework has gradually embraced technology, yet its penetration into the Alternative Learning
System (ALS) has been minimal. A study by the University of the Philippines (2021) analyzed the impact of digital tools in mainstream
education but pointed out a significant lag in the ALS sector, where such tools could potentially transform educational delivery and
assessment. For example, in Cebu, traditional assessment methods in ALS have resulted in only a 50 percent pass rate for basic literacy
tests. In comparison, areas implementing digital performance trackers have improved to a 70 percent pass rate (Garcia & Santos, 2022).
Analogously, ALS initiatives in Mindanao have significant dropout rates; studies reveal a 30% decline when digital tracking methods
are applied (Lopez & Fernandez, 2023). These instances from different parts of the Philippines show the great need for creative digital
solutions to solve the shortcomings in the present ALS system and guarantee more efficient assessment and educational distribution.
Moreover, particular research conducted within the ALS community in the Division of Davao Del Norte highlights the need for
improved evaluation tools. Dela Cruz (2022) conducted pilot research in the aforementioned location using simple digital trackers in
ALS facilities that found early effectiveness in enhancing instructor feedback systems and student involvement. The survey also
revealed a great demand for a stronger and all-encompassing system catered specially for the special logistical and educational
difficulties of ALS. Furthermore, Reyes's (2023) Tagum City study found that including mobile learning tools greatly improved
students' access to instructional resources and dropped dropout rates. A case study in Panabo City by Santos (2021) on community-

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Research Article

based learning hubs, which offered localized support and resources, highlighted its efficacy in increasing ALS learner completion rates.
These results highlight, in general, the need to use diverse and context-sensitive strategies to raise the general effectiveness of ALS
initiatives in the area.
Although performance-tracking systems in schooling have clearly shown advantages, past research has not sufficiently addressed their
implementation in the ALS situation in the Philippines. Current studies have mostly concentrated on mainstream education, leaving a
major knowledge vacuum on how these systems might be efficiently modified and included in ALS initiatives. This version emphasizes
the immediate requirement of investigating and creating performance-tracking systems especially intended, applied, and accepted by
ALS teachers and implementers. This study aims to address this critical gap by proposing and rigorously testing the utility, design, and
acceptability of a customized Learners’ Performance Tracker for ALS conforming to the Agile software development model (Larman
& Basili, 2003) based on the perceptions of ALS teachers and implementers. This study could direct the next educational policy and
practice by offering empirical facts and pragmatic insights, ensuring that performance-tracking systems are efficient and welcomed
inside the ALS framework.
For people engaged in non-formal education systems especially, the results of this study will be vital for those active in the educational
field. The distribution strategy starts with presenting the findings to Department of Education researchers via research clusters. This
will help teachers to include ideas in their methods. The results will then be delivered to the educational institutions that participated
in the study, guaranteeing their direct advantage from the research results. After that, the distribution will cover division, regional, and
national education conferences and seminars on education technology and non-formal education, including webinars and training
courses for ALS educators and implementers. Finally, the study will be published in an international online journal, providing a wider
audience access to the research and facilitating scholarly engagement.
Research Questions
This study aimed to develop and assess alternative learning system learners’ performance tracker among teachers in Davao del Norte.
Specifically, it sought to answer the following questions:
1. How to develop an alternative learning system learner's performance tracker?
2. What is the level of acceptability of the learner performance tracker in terms of:
2.1. perceived utility;
2.2. ease of use; and
2.3. perceived impact?
3. What intervention program can be proposed based on the acceptability of an alternative learning system learner's
performance tracker?

Literature Review
Integrating Learners’ Performance Tracker into Alternative Learning Systems (ALS) represents a pivotal area of educational research,
reflecting broader trends toward inclusive, equitable learning opportunities for marginalized populations. This review critically
examines contemporary literature that sheds light on the perceptions of ALS Teachers on the necessity and impacts of Learners’
Performance Tracker Systems, Salient features of Learners’ Performance Tracker Systems for Functional Literacy Tests, and
acceptability of Learners’ Performance Tracker Systems among ALS teachers. These subheadings will help organize the literature
review section into coherent themes that align with the research questions, allowing for a focused exploration of relevant literature and
theoretical frameworks.
Perceptions and Impact on Learners’ Performance Tracker System
ALS teachers really have a tough time keeping track of how students are doing, but they play a crucial role in providing education to
young people who aren't in school and adult learners. Dela Cruz (2018) checked what ALS teachers think about needing performance
tracker systems for functional literacy assessments. The results showed that teachers know how crucial it is to keep tabs on how students
are doing so they can spot what needs some work and tweak their teaching methods as needed. Some teachers mentioned that it's very
important to have tracking solutions that are flexible and user-friendly. They were worried about whether these systems would do the
job and be easy to use in ALS places that do not have a ton of resources.
Also, Martinez and Garcia (2019) looked into what ALS teachers think about how performance tracker systems affect learning
outcomes. The survey says teachers think a performance tracker system could seriously boost data-driven decision-making,
transparency, and accountability in ALS buildings. Solid performance data would help teachers whip up more targeted lesson plans
and quickly support kids struggling to keep up. These results show how performance-tracking systems can help us better grip the ALS
framework and improve our teaching methods. So, Santos et al. (2017) found that ALS teachers were unsure how performance-tracking
systems might affect student motivation and engagement. Teachers are worried that all this emphasis on tracking and testing might
stress students out and mess with their natural love for learning.
Sometimes, having very strict monitoring programs can accidentally stifle creativity and uniqueness, which could slow down the growth

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of ALS students. These results show how crucial it is to check out the social and emotional impacts of school performance-tracking
programs. Reyes and Fernandez's (2020) study took a closer look at what ALS students think about how performance tracker systems
help meet their different learning needs, building on what was figured out before. All the teachers agreed that they got to have some
customized training to fit the different ways ALS patients learn and their own speeds. Teachers said that performance tracker systems
give helpful data and knowledge bases, making personalized learning paths that help create a more inclusive learning vibe in ALS
institutions.
According to Tanaka and Yamamoto (2018), ALS teachers consider employing tech-driven performance tracker systems for literacy
assessments. The report notes that although teachers worry about the tech gap and access issues ALS students face with even though
they are aware of the benefits of employing digital monitoring equipment to increase data accuracy and speed up tests. Teachers
underlined that fair access to technology is absolutely crucial for ALS centers to maximize performance tracker systems, together with
strong training and support.
Many projects underline the obvious problem of limited resources in ALS surroundings. For example, Fernandez and Li (2015)
conducted some thorough investigation demonstrating how inadequate teaching materials affect ALS teachers conducting FLT courses.
Lack of instructional resources makes it difficult for efficient literacy growth in rural and disadvantaged communities; this issue is even
more noticeable. Chen (2016) investigated how restricted resources affect FLT outcomes and found that lack of both electronic and
physical materials might deter teachers and distort the teaching procedure. Therefore, reducing the general effectiveness of the program.
When you look at these figures together, it highlights how quickly we need more funding for educational resources to back FLT
initiatives.
Moreover, properly integrating FLT systems depends critically on the training and readiness of ALS teachers. Singh's (2017) qualitative
study of ALS teachers' experiences revealed a general inadequacy of FLT-specific training. Many educators blamed inadequate
preparation programs and professional development chances for their lack of trust and proficiency in presenting FLT materials.
Building on this, Patel and Gomez (2018) argued for the value of focused training courses to improve instructors' FLT-related skills
and knowledge. Their studies suggest that this training should focus on the technical side of FLT delivery and the teaching strategies
that help create a welcoming and motivating classroom for all students.
Even so, rolling out the FLT system often has some big tech challenges. Jones and Kim (2019) highlighted that the technology divide
is a major challenge because differences in digital access and understanding between urban and rural areas reduce the effectiveness of
online FLT resources. This gap makes it hard for teachers to bring digital FLT resources and techy learning strategies into their classes.
This was pointed out in the research of Murphy and Chan (2020) in a related study just how important it is to have solid support
networks to ramp up ALS communities' tech skills and digital know-how. They say that closing the digital gap needs a mix of different
strategies, like improving education and upgrading infrastructure. They think these projects are important for making the most of tech
in foreign language teaching programs.
To connect with ALS students, you must first ensure that the FLT materials work for both languages and cultures. Nguyen's (2021)
research points out that many current FLT resources do not vibe with a diverse group of students. Looks like they miss out on all the
different languages and cultures that show up in ALS classes. This gap makes learning less enjoyable and can leave students feeling
pretty bummed about their education. Lee (2022) checked out how culture and language play into how well foreign language teaching
works, highlighting the need for assessments and materials that vibe with the local scene. Teachers can spice up their courses and make
them more welcoming by bringing in the language backgrounds and life stories of their students into the foreign language materials.
This way can amp up the success of literacy programs.
Also, adding the FLT system to ALS is much harder than tackling the whole institutional and policy scene. Ocampo's (2023) research
on FLT-related teaching strategies in ALS showed a bit of a mixed bag and some contradictions. The report notes that the lack of clear
policy direction on FLT integration is hindering ALS projects' consistent process development. Although FLT programs are adaptable
and long-lasting, fragmentation makes it harder for teachers to execute their objectives. Simplifying FLT-related norms is a collective
effort that is necessary to address these regulatory problems. Our goal is to streamline the process of integrating literacy assessments
into the ALS framework, not to add more complexity.
Moreover, students in ALS programs have different learning styles and backgrounds, which makes it hard to create tests that are
representative of their abilities (Martínez and Rivera, 2019). They looked into the ways in which individual characteristics affect
students' performance on foreign language exams. Their position was that adult learners require a more adaptable approach to FLT
design that takes this variation into account, rather than a rigid framework that does not function for them. Supporting this viewpoint,
Thompson and Lee (2020) state that students from varied backgrounds can be better connected through the use of culturally appropriate
FLT resources as well as diverse teaching practices.
Furthermore, Gupta and Singh (2021) raised the question of whether the FLT tests capture the functional literacy skills that students
need for their everyday lives and job opportunities, which puts the standardization of these tools into question. Their findings show a
noticeable gap between what is measured by standards and what FLT programs aim to achieve. Kim and Park (2022) highlighted the
importance of having valid tests, meaning they accurately measure what they're supposed to and are reliable, ensuring that results are
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consistent across different situations and times. They also suggested taking a close look at FLT assessment strategies.
Salient Features of Learners’ Performance Tracker System
Performance tracking systems for functional literacy assessments for effective learners must have many key staff to meet the different
needs of ALS teachers and students. Personalized learning paths are quite crucial in performance tracker systems, Johnson and Smith
(2016) found since they let teachers customize their instructional activities depending on every student's need and development.
Customizable learning paths in performance tracker systems enable ALS teachers to address deficiencies in learning and provide greater
support for classes, therefore improving the functional literacy test results for the students.
Emphasized by Garcia et al. (2019), along with specific learning paths, the need of delving into data as a fundamental piece of ALS
performance tracker systems. Teachers valued convenient access to information about performance that might inform curriculum and
intervention planning decisions, according to the survey. ALS instructors in ALS facilities can construct more flexible lesson plans
with the use of real-time data. Observing student progress, they identify obstacles and offer targeted support as necessary.
Moreover, Fernandez and Martinez (2017) found that adaptable evaluation strategies are crucial for tracking performance on functional
literacy assessments. Customizable tests use technology to change the level of difficulty of questions according to how students answer.
So, exams are still difficult, but everyone can handle them. Adaptive tools are bolstered by personalized assessment training, which
allows instructors to analyze students' abilities and knowledge more thoroughly and accurately. Their data-driven decisions on the setup
and implementation of differentiated education are then guided by this.
Furthermore, Tanaka and Yamamoto (2018) point out the requirement of basic layouts and user interfaces for ALS performance tracker
systems. The poll revealed that teachers valued systems with low maintenance requirements and minimal teaching needed to run well.
Including performance tracking tools into teachers' daily tasks and easy interfaces enhances user experience. It helps to eliminate
barriers to adoption, therefore maximizing the value of the system inside ALS buildings.
Moreover, qualitative research by Santos et al (2020) looked at how crucial performance tracker systems in ALS depend on tools for
communication and cooperation. Teachers responded favorably of aspects such discussion communities, message mechanisms, and
open resource archives that promoted collaboration among teachers, students, and other stakeholders. By means of collaboration tools,
ALS teachers can exchange knowledge and peer assistance, therefore promoting a sense of relationship and joint accountability for
learning objectives and hence a more engaged and collaborative classroom.
Knowing that FLT efficacy depends on teacher readiness, Hernandez and Patel (2014) underline the need of applying comprehensive
training courses specifically targeted for ALS teachers. Their studies indicate that such courses should combine pedagogical strategies
for involving different students and address FLT-specific approaches. This strategy guarantees teachers' readiness to meet the several
demands of their students, thereby improving the results of FLT integration.
Furthermore, impeding FLT implementation is the digital divide but creative use of technology helps close that gap. Wong and Liu
(2015) looked at how instruments for mobile learning might simplify instruction of foreign languages. Particularly in less prosperous
locations, they discovered that technological advances could offer flexible learning choices. Using mobile technology helps ALS
programs reduce geographical and logistical restrictions, therefore extending the accessibility of FLT to a bigger population.
Given their quite strict nature, FLT tests can be less useful. According to Smith and Johnson (2018), FLT tests should be flexible and
changeable to fit ALS students' criteria and skill level. These tests reveal each student's performance and areas of improvement,
therefore facilitating a more specialized learning environment.
This cannot understate how important peer support is to ALS teachers facing FLT problems. Martinez and Gonzalez (2019) propose
having systems of teacher assistance that assist in knowledge, strategy, and encounters. The networks provide a forum for teachers to
work on projects together, therefore fostering confidence in them and encouraging originality in their application of FLT.
It is necessary to gather for strong advocacy and policy-making initiatives if teachers are to address the basic issues with FLT
implementation. Legislative actions that support FLT initiatives and increase financing are quite vital, claims Nguyen and Lee (2021).
Through policy modification that results in improved use, stakeholders can assist FLT systems in obtaining the necessary support both
nationally and locally.
For ALS teachers, cont inuous professional development is vital and goes well beyond their first training. Robinson and Patel (2022)
underline the need of giving teachers continuous professional development chances to enlighten them about the most recent FLT
techniques and technologies. These professional development chances guarantee teachers' ability to change with the times and satisfy
their changing needs for their students.
Acceptability of Learners’ Performance Tracker Systems among ALS Teachers
How ALS teachers view the impact, value, and simplicity of performance tracking tools will three main determinants of whether or not
they will apply those systems. Martinez et al. (2017) investigated back then what ALS teachers felt about applying performance tracker
systems in non-formal learning environments. Teachers valued using data-based judgments and closely examining learning tools,

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according to the results. People are concerned about the difficulty of implementing these systems, though, which emphasizes the need
of having simple and simple to operate tracking remedies.
Moreover, Fernandez and Santos (2019) looked into this matter to find out how ALS educators could gain from peer support and
professional growth possibilities. Researchers discovered that once teachers got extensive training on how to use the performance
tracker devices in the classroom, they felt considerably more comfortable and satisfied with them. For ALS facilities to properly set up
tracking systems, it is necessary to get the right aid from qualified technicians and managers. By doing so, educators are kept informed
and prepared.
In addition, Tanaka and Garcia (2018) investigated the connection between ALS teachers' openness to using performance-tracking
systems and organizational culture and managerial support. Given the findings that demonstrated a positive feeling in the workplace
with open discussions, teamwork, and new concepts, they established a robust network to use tracking technology. The administrative
support for technological advancements and the establishment of specific objectives led to improved ALS educational results through
the use of performance tracking tools.
Looking at the pros and cons, Johnson and Smith (2020) investigated how ALS instructors perceive the use of performance-tracking
systems. Concerns regarding privacy, security, and trust were identified by the respondents in the survey. Educators acknowledged,
however, that tracking technology had the potential to enhance their lessons and pupils' learning experiences. Expanding the quantity
of ALS systems using performance monitoring tools requires straightforward interaction, robust security of information standards, and
ethical principles that meet these problems.
Additionally, Santos et al. (2016) investigated how different types of interpersonal interaction among ALS instructors affected their
use of performance-tracking tools. Being a part of a collaborative group, such as a school or a club, increases the likelihood that teachers
will employ tracking tools and share ideas with one another. Teachers in the ALS community found that creating peer networks helped
them work more efficiently and convince more pupils to use performance-tracking tools. Helping one another out, exchanging
knowledge, and working together were the main focuses of these groups.
The alignment of FLT assessments with the actual literacy requirements of ALS students, as well as the system's ability to meet the
diverse requirements of these students, are crucial to FLT's success. Although FLT systems aim to measure functional literacy, their
findings suggest that the abilities assessed may not always align with what learners actually need for their personal and professional
lives.This discrepancy emphasizes the need for constant assessment and modification of FLT material to guarantee applicability and
relevance (Patel & Kumar, 2014).
With the expanding use of technology in learning, the efficiency of digital FLT platforms has come under investigation. Wong and
Nguyen (2016) evaluated the usage of online FLT resources, showing its possibility to provide adaptable, obtainable learning
possibilities. Despite this promise, digital literacy and access remain important barriers, indicating that technology should match rather
than substitute conventional FLT methods.
Therefore, teachers are very important in applying FLT systems, and their opinions help one grasp their success. Hernandez and Li
(2017) find that ALS teachers usually see FLT systems as useful instruments for gauging and advancing literacy. However, their worries
about the suitability of tools and training also affect the effective integration of FLT into their classroom environment.
Furthermore, the improvement of FLT systems depends on efficient feedback systems. Kim & Park (2019) investigated how teachers'
and students' comments affected the evolution of FLT materials and discovered that meaningful content and assessment design
enhancements follow from constructive, practical comments. This method makes FLT systems more relevant and spot-on and gets
stakeholders more involved and in control.
Examining how FLT performs throughout time can help one to grasp its overall picture. Using long-term research, Martinez and Gomez
(2020) followed the work and educational paths of FLT members. The study emphasizes how groundbreaking functional literacy can
be as completing the FLT system can greatly open employment options and encourage continuous education.
Seeing how FLT's larger picture plays out over time helps one to better understand it. Following the academic and career pathways of
FLT respondents in a long-term research project, Martinez and Gomez (2020) The study demonstrates how transforming functional
literacy can be by showing how greatly job possibilities and lifetime learning can be encouraged by finishing the FLT program.
So, comparative studies help us see how FLT systems are doing overall. Wong and Kim (2023) outlined some clear ups and downs for
digital platforms and good old paper-based FLT tests. So, their research shows that blending digital and traditional methods could boost
how accessible and effective FLT is.
Perceived utility. How people view the value of digital learning tools, like performance trackers, shapes how well they catch on and
get used by everyone. Recent studies have shown how crucial this is for getting students more involved and improving their
performance. So, as Abdullah and the crew (2020) said, how helpful people think performance trackers are impacted how much digital
learners use them. These tools help students feel like they are in charge and pumped up because they give them quick, clear feedback
on how they are doing. Abdullah and the crew say these trackers shine when they give students quick and useful feedback that helps

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them hit their learning targets and boosts their overall education.
The data from performance trackers is very reliable, which boosts their overall value. Research shows that when students receive fast,
clear, and tailored feedback, they improve their game and better manage their learning. So, Van der Kleij and the crew (2019)
discovered that students who received in-depth feedback from those digital performance trackers seriously boosted their grades. The
study highlights how important it is for the feedback from these devices to show their worth. When students think the feedback is useful
and on point, they will likely jump in and use those insights to boost their learning game and outcomes.
Consequently, how performance trackers look and how easy they are to use affects how much people value them. So, a study by
Ifenthaler and Schweinbenz (2019) says that to make educational tech seem more valuable, we must keep things simple and user-
friendly. Students usually find performance monitors helpful when they're simple to use and get. This straightforwardness takes a load
off the mind, allowing students to focus more on the feedback and less on figuring out the tools. Students can increase their engagement
and get the most out of feedback with well-thought-out performance trackers.
Being flexible and personal are key to making digital performance trackers worth it. Hodges et al. (2020) say that tools made to fit
what students need and care about are usually way more useful. The performance tracker is flexible, so it can give each student a
learning experience that's just right for them. It offers feedback and insights that connect with their personal situations. When you throw
in personal comments, people are way more likely to tune in, boosting how they pick things up. Performance trackers could be very
useful for some learning paths, especially if they are flexible enough for students to set their own goals and see how they are doing
with them.
Plus, the educational vibe and what goes down in that space shape how helpful people think performance monitors are. Martin et al.
(2020) say that having support from the institution is very important for making these devices work better and getting them used more
out in the open. It's very important to ensure that students and teachers correctly use those performance trackers. To really up their
game, these tools must be mixed into a bigger curriculum and work alongside other tech tools for teaching. This integration ensures
that performance monitors aren't just used on their own. Instead, they work together in a cohesive digital learning environment, allowing
them to shine and enhance learning outcomes.
Ease of use. How effective and popular digital learning tools are, especially performance monitors, depends on how easy they are to
use. Davis and Venkatesh (2020) mention how usable digital performance trackers are influenced by how often students are likely to
use them and whether they all accept them. Studies reveal that students who find these instruments pleasant and easy to use are far
more inclined to include them into their regular study sessions. Performance trackers that want to improve learning outcomes must get
their integration perfect.
Digital performance trackers must have user-friendly interfaces if they are to be used readily. Good user experiences, according to
Huang, Teo, and Zhou (2020) result from aesthetically pleasing and orderly interfaces. Their studies reveal that users of performance
trackers with low cognitive burden and unambiguous visual cues find them simpler to operate.This viewpoint is important because it
helps students save time and energy figuring out how to use the tool, letting them concentrate more on their learning activities. Good
design principles like consistency, simplicity, and feedback help make performance trackers user-friendly, making users happier.
When figuring out how simple digital performance trackers are, how they respond and how practical they are matters more than how
they look. So, research by Sun and Gao (2021) shows that students dig performance monitors that give them real-time info and react
fast to their actions. Their research shows that getting performance data fast and efficiently makes using the system easier. If everything
goes well and there are no tech hiccups, students who can easily access the content are way more likely to use the tool for their
progressing self-assessment and growth. Responding right away is key for keeping students interested and pumped up.
One cannot ignore how important user support and training are for making a product easy to use. Hodges et al. (2020) say that using
digital performance trackers is easier if you throw in some solid training and make support resources easy to access. Their research
shows that students usually learn to use these technologies more easily when they get enough training and ongoing tech support. This
support could pop up in many ways, like tutorial videos, user guides, and help desks. When learning organizations help students get
the hang of using performance trackers, it can amp up the user experience and motivate them to stick with these tools.
Digital performance trackers are pretty flexible, and you can tweak them however you want, making them a breeze. Regarding very
user-friendly performance trackers, Lee, Lau, and Yuen (2021) rate them highly. Their findings highlight the app's handy and easy-to-
use features like setting goals, picking metrics, and tweaking the layout to match your style. This tweak makes the instrument easier to
handle and helps students feel surer of themselves since it does not seem as tough. So, students who give a hoot about tailoring their
learning are most likely to hop on the performance trackers and figure out the best way to work with them in what they are studying.
Perceived impact. How people see the impact matters regarding how well digital learners handle their performance trackers. It is really
about how people notice the perks and outcomes of using these tools. Students notice how performance trackers affect their grades and
learning vibe (Brown, Hughes, and Ruhl, 2019). So, when students see that a performance tracker helps them learn better, they are
more likely to use it in their study routine. How people view this influence is important for keeping those digital performance trackers
around and ensuring they stick around for the long haul.

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How we see performance trackers depends on how good they are at giving us feedback that's right on the money and makes sense. A
study by Lee and Martin (2020) found that when performance trackers give students quick and tailored feedback, it lifts their spirits
about their contributions. The people who did the study noticed that students usually feel more positive about the tool when they get
feedback highlighting what they are good at and where they can step up their game.
Therefore, the way performance trackers fit into the educational environment influences people's belief on their importance. When
performance trackers align with other edtech, learning management systems, they perform better (Hodges et al., 2020). Studies reveal
that students believe performance trackers significantly affect their academic development, especially in cases when these instruments
are part of a good digital learning environment. Combining these components helps students easily access and use information regarding
performance, therefore allowing them to make wise decisions on their learning and handling of their work.
The effectiveness of performance trackers in enabling individuals to learn on their own determines the total value of them. Students
appreciate performance trackers that enable them to establish objectives track their development and consider what they accomplished.
These instruments seem to them to be really useful. Their studies reveal that by allowing students to monitor their development and
adjust their strategies as necessary, these devices help individuals to feel in control over their education. Having a good attitude
regarding how performance trackers operate for them depends on feeling as though they have the control. Students are more willing to
offer these tools plaudits for their academic successes if they view them as integral components of their learning path (Zimmerman and
Kitsantas, 2020).
You can see how the way performance trackers can be tweaked and adjusted makes a big difference in how useful they feel. So, research
by Ifenthaler and Yau (2021) shows that performance monitors you can tweak and adjust to fit learners' needs are considered way more
effective. Students dig the performance tracker more when they can mess around with its settings to match their own needs and goals
in class. This tweak makes the tool way handier and, in turn, boosts the odds that people will use it right. Performance monitors that
let you customize and tweak things are way better at helping students step up their game in school and boost their overall education.
Different studies about how ALS educators think about the need for and impact of student performance monitoring tools show many
important things. Teachers know it is really important to figure out what their students are good at and where they might need extra
help so they can adjust their lessons to fit those needs. Enhanced accountability, transparency, and data-driven decision-making could
be some of the potential benefits. Balancing assessment with the well-being of learners is important, especially with all the worries
about rising student stress and how it can stifle creativity. Adding technology to tracking systems will help because it ensures everyone
has fair access and gets the right training. Also, studies have found that to boost educational results, it needs technology that is easy to
use and can adapt to support personalized learning paths and analyze data on the fly. To get the best out of FLT (Functional Literacy
Test) systems, investing in good instructional materials and preparing teachers well is important, especially considering the ongoing
issue of limited resources.
Methodology
Research Design
This study employed the quantitative approach, specifically the descriptive research design guided by the Agile software development
process model. Larman and Basili (2003) explain that a software development model is meant to attain its purpose. Quantitative
methods such as surveys enable researchers to collect data from a larger sample of respondents, facilitating statistical analysis and
generalization of findings to the broader ALS teacher population (Creswell & Plano Clark, 2017). The descriptive method uses
collections of quantitative data tallied up, like test results, which fall along a continuous scale. As Glass and Hopkins (2018) mentioned,
it is all about gathering data on events, sorting it out, putting it in tables, showing it off, and describing what it means.
This Agile software development model is considered a useful way to check product quality (Yu, 2018). The Agile model is a great fit
for projects that need to be flexible, get ongoing feedback, and make improvements (Schwaber & Sutherland, 2017), essential for
developing an effective digital performance tracker system for Alternative Learning System (ALS) learners. User input and changing
requirements can influence how the system evolves. The Agile iterative approach always has room for improvements in system features,
like real-time data analytics and customized learning paths (Beck et al., 2001). Since user-centric progress is so important and ALS
teachers and users have ever-changing needs, the system remains open to their feedback.
Also, the study needs to check out how useful the learner's performance tracker is, how easy it is, and what kind of impact it has. These
are all things that the Agile approach supports (Cohn, 2005). Getting those working prototypes out early helps everyone involved
connect with the system and share their thoughts. This feedback speeds up the process of making improvements and adjustments
(Martin, 2003). With the study's stated goal of proposing an intervention program based on the performance tracker's acceptability, this
continuous feedback loop makes much sense. In addition, agile's adaptable planning and incremental phases work wonderfully with
the complexity and unpredictability of accommodating the many needs and varying levels of digital proficiency across ALS educators
and their students (Schwaber & Sutherland, 2017). Thus, the Agile approach guarantees that the development process stays adaptable
and responsive, ensuring a more efficient and user-friendly performance tracking mechanism.

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Respondents
The study involved 155 Alternative Learning System teachers and implementers utilizing the Division of Davao del Norte tracker,
specifically in the Municipality of Sto. Tomas. The inclusion criteria include the following: an ALS teacher or implementer should be
assigned to one of the ALS learning centers in Sto. Tomas, Davao del Norte, should have at least one school year of experience as an
ALS teacher or implementer. On the other hand, excluded from this study are non-ALS teachers and implementers, school heads, and
students.
In choosing the respondents, this study employed purposive sampling. The selection of respondents for this study guarantees that
respondents have pertinent expertise and are directly engaged in the Alternative Learning System (ALS) inside the designated location.
Concentrating on ALS teachers and implementers with at least one school year of experience at the learning centers in Sto. Tomas,
Davao del Norte, the study may compile educated and useful insights on the efficacy and acceptability of the learner's performance
tracker. Eliminating non-ALS staff, school administrators, and students guarantees that the information gathered is relevant and fairly
represents the viewpoints of people personally involved in ALS education.
Instrument
This investigation used the adapted survey questionnaire from Enhancing Educational Practices in Non-Formal Settings: A
Comprehensive Study on the Acceptability of Learners' Performance Tracker Systems by Smith (2023) with three indicators, namely
perceived utility (five items), ease of use (five items), and perceived impact (five items). The format of the questionnaire is in a five-
point Likert scale to respond to each item of the survey with answers from (1) strongly disagree, (2) disagree, (3) neutral, (4) agree,
and (5) strongly agree.
The research instrument was validated by a panel of professionals in education technology, ALS instruction, and assessment who
carefully examined it to guarantee it fairly reflects important elements, including usability, effect on learning outcomes, and user
satisfaction. Their comments were essential in confirming content validity and guaranteeing congruence with the research goals. A
pilot study comprising a small sample of ALS teachers and implementers in the Municipality of Sto. Tomas assessed the instrument's
internal consistency and subsequently assigned the Cronbach alpha score of 0.712 for reliability testing. This procedure verified that
the device consistently recorded the anticipated constructions. Employing these exhaustive validation and dependability testing
processes, the research instrument was improved to quantify the variables of interest precisely, strengthening the study results' validity
and dependability.
Procedure
The data collection process started with permission from the graduate school dean, verifying the academic quality and fit of the study
concerning institutional research goals. This support enabled more permissions, including permission from the assigned university
where ALS instructors operate. Approval of institutions provided efficient operations and adherence to privacy policy, so access to
respondents and relevant data depended on it. Following that, the Research Ethics Committee provided an ethics certificate attesting
to compliance to recognized ethical standards, particularly with reference to participant welfare and data protection.
The division superintendent and the leaders of the learning centers requested informed approval based on these rights. Following that,
each participant was told of the objective of the research, their involvement, and the measures to protect their privacy, therefore ensuring
their voluntary and informed engagement.
This technique included building the Learners' Performance Tracker right out from start. Designed to methodically measure and assess
ALS students' development, this tracker included pretest and post-test functional literacy test data.The information collected included
quantitative data, such as learner demographics, educational background, and progress in various competency areas.
All sensitive and private information gathered for the tracker was anonymized and kept safely with close respect to the Data Privacy
Act of 2012. Authorized staff members only had access to data; all respondents were advised of how their information was handled,
kept, and secured. Without penalty, respondents had the authority to access their data, ask for revisions, or revoke permission at any
point during the research. These actions guarantee the research was conducted with the best ethical standards, honoring every
participant's right and privacy.
Ethical Considerations
The researcher points out how important it is to follow strict ethical guidelines to keep respondents safe and ensure the research stays
legit, especially when diving into the experiences of Alternative Learning System (ALS) teachers with the Functional Literacy Test
(FLT) system. The researcher is all about doing ethical research responsibly and respectfully. They stick to rules, like ensuring the
research matters to society and keeping the respondents' identities and info safe. We will break down the method behind these ethical
values below, showing how dedicated the researcher is to keeping things ethical and ensuring everyone's doing all right.
Social Value. This study is very important because it fills in some big research gaps and helps improve the Alternative Learning System
(ALS) educational methods. This study aligns with the United Nations Sustainable Development Goal 4: Quality Education by
exploring what ALS teachers think about, how they design, and their acceptance of learner performance tracker systems. This goal
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aims to ensure that everyone has access to quality education that is inclusive and fair while also promoting opportunities for lifelong
learning for all individuals.
This study focuses on improving teaching and learning strategies in non-formal education settings, aligning with that global goal. It's
all about lending a hand to young people not in school and adult learners in less fortunate areas. The outcomes could steer government
choices and educational initiatives focused on enhancing how functional literacy assessments are provided in ALS facilities.
This study can help shape and implement tailored tech solutions that meet educators' and learners’ specific needs and preferences in
ALS. It does this by identifying key factors that influence how ALS teachers accept performance tracker systems. Ultimately, this
study's findings can boost educational opportunities and results for those who are less privileged. It is about promoting social inclusion,
empowerment, and lifelong learning, which ties into achieving quality education for everyone.
Informed Consent. It is very important to respect everyone’s uniqueness and dignity, and ensuring they are on board with what is
happening is a big part of being ethical. It was very important to lay out the research's purpose, methods, risks, and benefits clearly and
thoroughly in this whole process. They told the respondents a few key things, such as that they had to keep their info private, bail on
the study whenever they felt like it without any hassle, and ask for more info or shoot any questions about the research. So, the plan
was to whip up solid consent forms to make people feel like they knew what was up and had a say in how much they wanted to dive
in. The researchers and respondents managed to build a way stronger bond of trust. It was about giving people the chance to ask
questions, which showed they were serious about being open and responsible.
Vulnerability of Research Respondents. The researcher tried to chill out the respondents after seeing they felt a bit uneasy about the
power dynamics in the learning setup. The study ensured people felt at ease sharing their stories without stressing over being judged
or dealing with any fallout. It aimed to create a chill and supportive vibe. Everyone was told they could bounce from the study whenever
they felt like it, with no strings attached, and that it was their call to join in. This way, everyone felt comfortable and valued while we
were doing the research.
Risks, Benefits, and Safety. Sometimes, conversations can lead to unexpected emotional challenges, even though the study mainly
looks at thoughts and interactions, which are generally low risk in terms of physical harm. We quickly put some measures for
malfunctions, offered emotional support, and looked at how the participant could stay involved to help with their mental health if any
issues arose. It is very important for people to feel at ease bringing up any worries, making sure their comfort and safety are always
number one during the study. Respondents had the opportunity to contribute to important chats about Alternative Learning System
(ALS) educational strategies. Their know-how and experience helped create better teaching plans and resources, making it easier for
ALS teachers and students to improve together. By getting involved, they helped push educational research forward and boost the
standards in their local community. Safety is what drives this. Many steps were taken to guarantee respondents' welfare and safety
throughout the interview. Respondents in the confidential and safe environment created for the interviews could relax. Respondents
were reminded of their right to stop or call off the interview at any moment should they feel uncomfortable; the interviewer followed
a set guide to keep the conversation polite and targeted. Furthermore, the provided tools were for psychological or emotional support,
guaranteeing respondents' support throughout the study.
Privacy and Confidentiality of Information. Maintaining participant information's privacy and confidentiality is vital and will be tightly
regulated by the Data Privacy Act of 2012. Only authorized research team members can access the securely gathered, stored data.
Digital data was encrypted; actual copies were kept safely in locked cabinets. After a designated period, usually five years, all data was
disposed of responsibly by safely deleting digital files and shredding hard-copy papers. Anonymizing the data will help keep
respondents' identities safe during the reporting procedure. Any identifiable information will be deleted, and pseuds will be utilized to
eliminate any chance of identification. Transcripts will also be meticulously coded to guarantee that no private data is revealed,
preserving respondents' right to confidentiality through every phase of the research process.
Justice. The idea of justice guarantees equal consideration of respondents, therefore guaranteeing careful choice and equitable sharing
of research gains and burdens. With an eye toward results that are inclusive and indicative of the larger teacher population, a varied
cross-section of ALS teachers was selected to capture varying experiences and viewpoints. The inclusion criteria call for at least one
school year of experience as an ALS instructor or implementer, should one of the ALS learning facilities in Sto. Tomas, Davao del
Norte, have.
Transparency. Respondents, those in academia, and stakeholders were guaranteed clear exposure of the study's objectives, methods,
and outcomes under the research process's guiding notion of transparency. In keeping with this promise, the researcher has come clean
about any relationship or employment that could pose a conflict of interest with the subject matter. By being open and honest about the
research context, the study was able to keep its credibility. The researchers' openness in discussing the study's merits and shortcomings
bolstered the credibility and usefulness of educational research. One of the main tenets of the program was that academics should be
more open and truthful about the challenges they face while conducting research in order to foster trust and better ongoing collaboration.
Qualification of Researcher/Adviser. The perfect credentials of the researcher and her mentor substantially helped to guarantee the
ethical behavior of the research. The researcher was prepared to confront the unique ethical problems that this work posed because of
her extensive background in qualitative research and teaching, as well as her commitment to ongoing professional development. The
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righteous credibility of research can be enhanced when advisors provide guidance based on their understanding of ethical norms for
educational institutions and research.
Adequacy of Facilities. Institutions selected for the study were those that are prepared to uphold the highest standards of research ethics
and care for study participants. We made sure that respondents could relax and freely express themselves without fear of judgment or
interference by designating separate spaces for interviews. In order to encourage in-depth and ongoing contact, these spaces were meant
to be peaceful, private, and devoid of disturbances. Physical (e.g., locked filing cabinets for hard copies) and digital (e.g., password-
protected files and hidden databases) data storage procedures were also put in place to protect private information and maintain
anonymity throughout the research. From data collection to transcription, evaluation, and result sharing, all stages of the study were
adequately funded to ensure smooth operations. Ethically, we had a responsibility to protect the rights, privacy, and safety of the
respondents, and this comprehensive system of support ensured that the research was both effective and of high quality.
Community Involvement. Being an active member of the educational community is essential. To ensure the study was grounded in
educational realities and addressed the needs and wishes of individuals in education, the research approach actively sought feedback
from the community, views, and participation. The research was improved, and relevant, useful outcomes were assured by this
interactive strategy.
Results and Discussion
Presented in this section are data presentation, analysis, and interpretation. The development of the alternative learning system
performance tracker was covered in the first section. The second section revealed the degree of acceptance of the alternative learning
system performance tracker among students. Finally, it suggested a strategy for developing and evaluating the learner performance
tracker of the Alternative Learning System.
Development of Teachers’ Alternative Learning System Learners’ Performance Tracker
The findings of this study provide perceptive examination of the development and implementation of the Alternative Learning System
(ALS) Learners' Performance Tracker in order to enhance student tracking and assessment. The information gathered came from 155
Alternative Learning System teachers and implementers from four separate Davao del Norte schools, more especially from the
Municipality of Sto. Tomas. To help them negotiate the system, they attended a workshop introducing it. The next sessions were meant
to be used with regard for the system itself. Each of the respondents then received a survey form asking about their degree of acceptance
of the new system.
Designed to be a complete instrument enabling the monitoring, evaluation, and improvement of student performance across many topic
areas, the Alternative Learning System (ALS) Learners' Performance Tracker sought to create a user-friendly interface that arranges
and shows pertinent performance data, the tracker is meant to assist teachers in tracking the development of ALS students with
efficiency. This part of the chapter presents the different key features and their respective functionalities including the Dashboard, Files
tab, Student Selection page, Student Data page, Least Learned Competencies page, Learner Score Sheet tab, and the Feedback page.
Every tool has been created to simplify tracking student performance, so allowing teachers to spot areas of weakness and create basis
for focused interventions. The technical features of the tracker, the data it handles, and how it increases the effectiveness of teaching
and learning inside the ALS framework will be underlined here.

Figure 1.1. The Dashboard

The dashboard. Alternative Learning System (ALS) learners mostly interact with the dashboard. When checking in, the user is greeted
with a user-friendly interface that features a clear and aesthetically pleasing layout. The dashboard gives you a look at the system's
main aim: keeping tabs on and enhancing student growth within the ALS framework. One can find the Logout button in the right-hand

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corner, making it easy to manage your account safely. The navigation bar at the top has all the essential links like Dashboard, Files,
and Answers, making it very easy to access various features of the system.
Also, a welcome message for the administrative user pops up right at the top of the dashboard. The message goes over the system's
goals again and points out how it is a complete and easy-to-use platform for educators. The ALS logo is always shown alongside others,
showcasing a strong commitment to branding and ongoing development. The bottom half features great images for kids, showcasing
inclusivity and connecting the system to the educational goals of students from various backgrounds. Adding this eye-catching feature
helps boost user engagement and highlights what the platform is all about. Teachers can easily get around the system and concentrate
on what matters: tracking and helping ALS students. This dashboard design focuses on being easy to read and accessible for everyone.

Figure 1.2. The Files Tab/Page

The Files page combines all the important student performance records for the Alternative Learning System (ALS). It is designed to
simplify for faculty and staff to upload, organize, and view spreadsheets with student responses from Google Forms assessments. This
tab makes it very easy to grab all the important documents whenever you need them, which helps the whole system run smoother.
This page is very important for getting a solid digital record-keeping system going, which is awesome for tracking and checking out
ALS students. Being able to stash and grab files safely really helps with handling data and makes it a breeze to access, which is very
key for keeping tabs on learning and efficiency.

Figure 1.3. The Student Selection Page

Instructors can easily check student profiles through the Student Selection menu to see how people are doing in the Alternative Learning
System (ALS). This page is about tweaking the learning experience and tracking each student's progress.
Select and View Profiles. When the teacher grabs a student from the list, they will head to that student's detailed profile page. Then,
you can look at the student's progress summary right here.
Student Progress Overview. So, the tab could give a quick peek at how each student’s doing, showing all the tests, they have taken,
their overall grades, and where they might need to step it up.
This page is key for keeping tabs on how each student is doing. It also helps teachers zero in on each student's needs and adjust their
teaching style to fit the classroom vibe better. It tracks each student's learning journey and makes it available instantly, which helps in
creating more personalized and informed training.

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Figure 1.4. The Student Data Page

One can check out all the important student info on the Student Data page. The Alternative Learning System (ALS) relies on it as a
crucial location for monitoring student progress. This manner, educators can provide personalized support and make decisions
supported by real facts.
Personal Information. This section makes it easier to identify the student by showing their name, ID number, grade level, and enrollment
status.
Teachers that prefer to have all of their students' pertinent information in one place will find the Student Data page to be an invaluable
tool. In terms of keeping tabs, checking in, and lending a helping hand, it is quite helpful. Because instructors can see how each student
is performing, they may adapt their teaching methods to meet the needs of all their students, making learning more personalized.

Figure 1.5. Least Learned Competencies Tab/Page

The Least Learned Competencies page gives a full rundown of all the skills that students have had trouble with in the six different ALS
subjects. The objective of the system is to provide focused, individualized interventions, and this page is meant to assist educators in
doing just that by drawing attention to areas where kids can benefit from extra aid. The insights presented on this tab are derived from
students' real performance, since they originate from the scores entered on the Student Data page.
Competency Breakdown. Together with the related performance statistics, the page lists the main skills for every one of the six topic
areas. Based on test results, it reveals which skills pupils have least learned.
Below is a screenshot to show a sample of this feature.

Figure 1.6. Competency Breakdown Page

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Subject Area Analysis. Additionally, teachers can use the tab to compare different subjects. This way, they can see whether there are
any common tendencies in students' struggles with learning across different subjects, which could mean that they need to adjust their
curriculum or how they teach.
An effective tool for proactive instruction, this page highlights the competencies that have been least learned. It lets teachers spot
students' weak spots early on, create interventions to assist them overcome them, and give them the individualized attention they need
to succeed.

Figure 1.7. FLT Learner Score Sheet Tab/Page

Teachers are able to track their students' progress over time and identify problem areas with the help of the FLT Learner Score Sheet
tab, which provides a detailed document of each student's learning outcomes in all FLT subjects. Finding students who are ready to go
on to the next grade level is made easier for teachers in this part as well.
Subject-Specific Scores. Subject matter dictates the format of the score sheet, which details performance in each of the six areas covered
by the ALS. Academics in a wide variety of disciplines can use this to gauge student progress.
The Learner Score Sheet is essential for monitoring and evaluating the progress of individual students over time. It ensures that
educators can provide timely feedback, identify patterns in student performance, and make evidence-based decisions about pedagogical
support and interventions.

Figure 1.8. The Feedback Page

A vital part of the system, the Feedback Page is made to collect information from ALS (Alternative Learning System) users on how
they were satisfied with the system's features. Users can give both quantitative and qualitative comments in this area, which helps to
paint a complete picture of the system's strengths and weaknesses. Within the quantitative section, there is a scoring mechanism that
allows users to evaluate the system according to criteria including general approval, reaction time, usefulness of features, and simplicity
of navigation. The goal of collecting and analyzing these scores is to find patterns in how users interact and to gauge user approval.

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Under the Feedback page, ALS implementers can not only rate the system numerically, but also leave comments with their ideas,
criticisms, and suggestions. Managers and programmers benefit greatly from this constructive criticism since it gives meaning to the
scores and sheds light on users' individual opinions and requirements. By combining both systematized scores and open-ended
comments, the Feedback Tab ensures a continuous improvement loop that supports system enhancement, fosters user engagement, and
sustains the high level of acceptability observed in the study.
Level of Acceptability of Alternative Learning System Learners’ Performance Tracker in terms of Perceived Utility
Table 1 presents the respondents’ perceived utility of the Alternative Learning System (ALS) Learners’ Performance Tracker. The
overall result is interpreted as a “Very High” level of acceptability across all evaluated indicators, with mean scores ranging from 4.88
to 4.96.
The highest-rated indicators were “The learners’ performance tracker system provides valuable insights into learner progress and
performance,” and
“The performance tracker system aligns well with the educational goals and objectives of the ALS programs,”, both obtaining a mean
score of 4.96 with a low standard deviation of 0.20, indicating strong agreement and consistency among respondents. This underscores
the importance of the tracker in offering clear and reliable data that supports the learning goals of ALS programs.
Meanwhile, the indicator with the lowest mean, although still rated "Very High", was “The performance tracker system facilitates
informed decision-making in instructional planning and intervention strategies”, with a mean of 4.88 and a slightly higher standard
deviation of 0.33. It appears that there may be some difference in perspective depending on the situation, even though the method is
generally seen as helpful for helping choices in education.
Table 1. Level of Acceptability of Alternative Learning System Learners’ Performance Tracker in terms of
Perceived Utility
Perceived utility Mean SD Interpretation
1. The learners’ performance tracker system provides valuable insights into learner progress
4.96 0.20 Very High
and performance.
2. The performance tracker system facilitates informed decision-making in instructional
4.88 0.33 Very High
planning and intervention strategies.
3. The performance tracker system helps in identifying learning gaps and areas for
4.91 0.32 Very High
improvement among ALS learners.
4. Integrating the performance tracker system enhances the overall effectiveness of teaching
4.93 0.26 Very High
and learning in ALS.
5. The performance tracker system aligns well with the educational goals and objectives of the
4.96 0.20 Very High
ALS programs.
Category Mean 4.93 0.03 Very High

Concurrently, new research has shown that intuitive data systems are essential for bettering teaching methods and students' final grades,
lending credence to the results. Teachers' capacity to tailor instruction and keep tabs on students' development can be greatly improved
using performance monitoring technologies that provide clear and practical data (Reyes et al., 2021). Program execution is strengthened
and interventions are kept focused on student success targets when such systems are aligned with academic objectives (Delos Santos
& Javier, 2020). It is still difficult to incorporate data usage into day-to-day teaching practices, particularly when professional design
and execution differ across situations; this may explain why the system's ability to facilitate making choices in educational planning
received a slightly lower rating (Valenzuela & Garcia, 2022). These results highlight the significance of a method for monitoring
student progress that is in line with program objectives and gives teachers access to trustworthy data for making decisions.
Another benefit of the performance tracker system was that it helped pinpoint areas where students were struggling to learn (M = 4.91,
SD = 0.32) and improved the efficiency with which lessons were taught in ALS as a whole (M = 4.93, SD = 0.26). These results
demonstrate that the system has great promise as a useful resource for ALS settings in terms of both focused intervention and continual
development.
The findings show that stakeholders generally approve and find the performance tracker system useful. Ratings this high on a regular
basis prove that the tool helps achieve educational objectives, promotes improved educational results, and facilitates making choices
based on data.
Consistent with previous research demonstrating the efficacy of technology-based evaluation instruments in raising educational
standards and student advancement, the ALS Learners' Performance Tracker has received excellent marks for its ability to pinpoint
knowledge gaps and improve the efficacy of both teaching and learning. In unconventional environments, like ALS, students may have
their particular needs met by tailored interventions made possible by online performance tracking tools, which can help educators
identify where students are struggling to learn (Bautista and Torres, 2021). Additionally, when matched with clearly stated goals for
education, tools that enable data-driven decisions greatly enhance instructional efficiency and student achievement (Flores & Medina,
2020). The very high acceptability of the tracker among stakeholders supports the idea that when educators are provided with accessible,

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relevant, and timely learner data, they are more empowered to adapt strategies and improve student learning experiences (Andres &
Cruz, 2023). These findings underscore the essential role of user-friendly and data-informed tools in advancing continuous
improvement within alternative learning systems.
Table 2. Level of Acceptability of Alternative Learning System Learners’ Performance Tracker in terms of
Ease of Use
Ease of use Mean SD Interpretation
1. The performance tracker system is user-friendly and easy to navigate. 4.93 0.29 Very High
2. I feel confident in my ability to effectively use the performance tracker system. 4.86 0.35 Very High
3. The performance tracker system requires minimal training to use proficiently. 4.88 0.48 Very High
4. The interface of the performance tracker system is intuitive and easy to understand. 4.91 0.32 Very High
5. Overall, I find the performance tracker system easy to use in my daily teaching practices. 4.91 0.32 Very High
Category Mean 4.90 0.03 Very High

Table 2 presents the respondents’ ease of use of the Alternative Learning System (ALS) Learners’ Performance Tracker. The results
show an overall “Very High” level of acceptability across all evaluated indicators, with mean scores ranging from 4.86 to 4.93.
The highest-rated indicator under the "Ease of Use" category was “The performance tracker system is user-friendly and easy to
navigate,” with a mean score of 4.93 and a standard deviation of 0.29. This highlights the system’s intuitive design and reinforces its
accessibility for ALS teachers. Similarly, the indicators “The interface of the performance tracker system is intuitive and easy to
understand” and “Overall, I find the performance tracker system easy to use in my daily teaching practices” both received high mean
scores of 4.91 with a standard deviation of 0.32, reflecting strong agreement among respondents regarding the system’s practical
usability. The significance of an intuitive interface in facilitating the successful integration of digital resources into classroom
instruction is highlighted by these results.
On the other hand, while still interpreted as “Very High,” the lowest-rated item was “I feel confident in my ability to effectively use
the performance tracker system,” which scored a mean of 4.86 and a slightly higher standard deviation of 0.35. This indicates that
while most people think the system is easy to use, there may be small differences in confidence among users, maybe caused by different
degrees of technical knowledge or education. Overall, the category mean of 4.90 and a remarkably low standard deviation of 0.03
affirm the high acceptability of the system’s ease of use, further supporting its role in enhancing teaching efficiency within the ALS
context.
This result is in line with the findings of Zhang and Chen (2020), who emphasize the correlation between teachers' openness to adopting
and integrating technological tools into their everyday tasks and the simplicity of use of these instruments, especially those which are
straightforward and easy to follow. The results corroborate the ease and effectiveness of the alternative learning system's performance
tracker for instructors' day-to-day courses. Also, it supports the findings of Hsu and Ching (2021) that systems that are easy to use and
give teachers faith in their efficacy are more likely to be adopted. This sets the stage for the results showing that the performance tracker
is easy to use and that teachers are satisfied with it in their daily work.
Furthermore, it is aligned with the findings of Kim & Lee (2022), which highlighted that those systems with a high degree of usability
and ease of use lead to increased teacher satisfaction and engagement. Technology tools' perceived ease of use directly correlates with
how effectively teachers use these tools in their teaching practices.
In addition to its instructional benefits, the performance tracker system was also highly regarded for its ease of use, with consistently
high ratings across all related indicators. Notably, the system was perceived as user-friendly and easy to navigate (M = 4.93, SD =
0.29) and intuitive in terms of interface design (M = 4.91, SD = 0.32), both of which are crucial for promoting widespread adoption
among ALS teachers. The confidence of users in utilizing the system (M = 4.86, SD = 0.35) and its minimal training requirements (M
= 4.88, SD = 0.48) further underscore its accessibility and practicality in day-to-day teaching practices.
Overall, the findings indicate a “Very High” level of acceptability in terms of usability (Category Mean = 4.90, SD = 0.03), highlighting
the system’s potential to streamline data management and instructional planning. For teachers working in ALS contexts, this further
solidifies the system's function as a tool for tracking performance along with an answer focused on the needs of the end user.
There is a growing need for accessible digital resources in non-traditional classrooms, and the performance tracker system's
continuously good usability scores are indicative of that. Systems with user-friendly interfaces, few training needs, and obvious
navigational features greatly increase instructors' openness to using technology in the classroom, according to recent research (Santos
& Valdez, 2021).
The importance of user-friendliness cannot be overstated in the context of Alternative Learning Systems, as educators frequently face
constraints in terms of resources and the various demands of their students (Delacruz & Ramos, 2020). Educators' trust in technology
is inversely proportional to how easy they think it is to use, which impacts both their capacity to prepare lessons and their students'
learning outcomes (Lopez & Hernandez, 2023). In order to encourage the sustainable and successful use of technologies in adaptable
educational settings like ALS, our results confirm that well-organized, accessible solutions are crucial.

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Level of Acceptability of Alternative Learning System Learners’ Performance Tracker in terms of Perceived Impact
Table 3 presents the respondents’ perceptions of the impact of the Alternative Learning System (ALS) Learners’ Performance Tracker.
The results show an overall “Very High” level of acceptability, with mean scores ranging from 4.84 to 4.93, indicating a strong
consensus on the tool’s positive influence on ALS instruction and outcomes.
Table 3. Level of Acceptability of Alternative Learning System Learners’ Performance Tracker in terms of
Perceived Impact
Perceived impact Mean SD Interpretation
1. The performance tracker system can improve communication and collaboration among 4.89 0.31 Very High
ALS educators.
2. Integrating the performance tracker system can enhance learner engagement and 4.87 0.37 Very High
motivation.
3. The performance tracker system can lead to more personalized and differentiated 4.84 0.39 Very High
instruction for ALS learners.
4. ALS learners can show improvement in their academic performance with the help of the 4.93 0.26 Very High
performance tracker system.
5. Overall, I believe that the performance tracker system will have a positive impact on 4.93 0.26 Very High
teaching and learning outcomes in ALS.
Category Mean 4.89 0.04 Very High

The highest-rated indicators in this category were: “ALS learners can show improvement in their academic performance with the help
of the performance tracker system” and “Overall, I believe that the performance tracker system will have a positive impact on teaching
and learning outcomes in ALS,” both with a mean score of 4.93 and a low standard deviation of 0.26. These results suggest a shared
belief among educators that the system supports academic progress and contributes to better learning outcomes. The statement “The
performance tracker system can improve communication and collaboration among ALS educators” also scored highly (M = 4.89, SD
= 0.31), underscoring the tool’s potential to foster collaboration and collective instructional planning among teachers.
Meanwhile, the lowest-rated statement, albeit still rated “Very High,” was “The performance tracker system can lead to more
personalized and differentiated instruction for ALS learners,” with a mean of 4.84 and a standard deviation of 0.39. Despite the system's
generally positive reception for differentiated learning, this finding implies that some respondents may think there's need for
improvement in this regard. Overall, the category means of 4.89 with a minimal standard deviation of 0.04 enhancing learner
engagement, teacher collaboration, and academic performance within ALS.
The results line up with those of Cao and Zhang (2020), who discovered that students' grades much improve when they use performance
trackers and other evaluation and tracking devices. This is in line with the findings revealing teachers feel the tracker improves their
teaching strategies and outcomes. Moreover, it is similar to the findings of Wang & Yu (2021), which highlighted that educational
tools like performance trackers facilitate personalized instruction by enabling teachers to adapt lessons to individual student needs.
This fits the results showing that the tracker enables more varied and customized teaching strategies. Moreover, it relates to the findings
of Miller & Wang (2022), which show that systems meant to monitor performance directly positively affect learning outcomes by
giving teachers insightful analysis to help them to enhance their teaching approaches. This validates the supposed improvement of the
performance tracker on the results of instruction and learning.
In addition, the performance tracker system was commended for its significant role in improving academic performance among ALS
learners (M = 4.93, SD = 0.26) and contributing positively to overall teaching and learning outcomes in ALS (M = 4.93, SD = 0.26).
These consistently high ratings reinforce the system’s potential to drive educational impact by supporting instructional effectiveness
and learner achievement. The tracker also received favorable feedback for its contribution to improving communication and
collaboration among ALS educators (M = 4.89, SD = 0.31), suggesting that the system fosters a more cohesive and responsive teaching
environment.
Taken together, the data reflect a very high level of acceptability and perceived impact of the performance tracker system from the
perspective of stakeholders. There is a clear consensus among respondents that the tool is useful in improving motivation, tailoring
training, and encouraging significant academic progress. This makes it an essential component in ALS program execution enhancement.
To back up claims that the performance tracker system improves student outcomes and teacher efficacy, recent research has highlighted
the importance of data-driven instructional materials in flipped classrooms. According to Cabardo (2020) and Ancho and Pateña (2022),
performance tracking technologies have significantly enhanced student engagement, motivation, and academic success by enabling
instructors to deliver more targeted and diverse lessons. By providing the ability to view data instantaneously, these technologies let
teachers adapt their methods to each student's progress, which in turn improves classroom efficiency and equity in learning (Bustamante
et al., 2021). Additionally, research has demonstrated that tracking systems for performance promote collaboration and communication
among educators, which are crucial in ALS and other adaptable educational settings (Bernardo et al., 2020). The tracker's consistency
with educational goals and its ability to produce outstanding instructive and academic outcomes mirror findings that promote the
incorporation of reactive technology in strengthening non-formal schooling systems (Llego, 2023; Dizon et al., 2021).

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Research Article

Proposed Intervention Program on Acceptability of the Learner's Performance Tracker

Professional growth for teachers and continuous assistance can be the focus of an efficient intervention program to ensure the most
responsible and successful use of the alternative learning system performance tracker considering its significant implementation. The
intervention program, which aims to give teachers the tools they need to improve their teaching using data-driven insights, might be
called "EmpowerTeach: Enhancing Instruction with Data-Driven Insights." In order to maximize the performance tracker's potential in
improving education and student outcomes, this intervention program would take advantage of its widespread acceptance and integrate
it more deeply into everyday classroom activities.
Rationale
Teachers in today's Alternative Learning System (ALS) frequently face challenges such as working with scarce supplies and a lack of
real-time information about students while teaching in flexible, multi-level classrooms. Many students in today's classrooms face
socioeconomic challenges and educational gaps as a result of interruptions in their formal education, and teachers must adapt their
lessons accordingly. Although the learner's performance tracker's integration has already shown great value in tracking student
development, there is still a great need to optimize its possibilities by deliberate and planned application.
With this in mind, the proposed intervention program, "EmpowerTeach: Enhancing Instruction with Data-Driven Insights," aims to
capitalize on the momentum generated by the tracker’s success. This program is designed to empower ALS teachers by equipping them
with the necessary skills and knowledge to interpret and utilize performance data effectively in their instructional planning. Through
focused professional development, the intervention promotes the use of data-informed and learner-centered approaches, which are
expected to enhance teaching efficacy and, ultimately, improve learner outcomes in the unique and challenging context of ALS.
The intervention seeks to solve possible knowledge and support gaps that can impede the best performance tracker use. EmpowerTeach
guarantees that instructors have the resources they need to make data-driven decisions that enhance their methods of instruction and
the way students learn by means of constant professional development, real-time technical assistance, and encouragement of a
cooperative environment. The initiative also fosters a culture of ongoing education and teamwork, therefore supporting the long-term
viability of the system.
Objectives
1. Enhance Teacher Proficiency: Give teachers the tools they need to properly navigate and use the learner's performance tracker so
they may use data to guide their teaching decisions.
2. Promote Data-Driven Teaching: Encourage among educators a better knowledge of how to analyze and apply performance data for
individualized instruction, hence guiding better teaching plans and student results.
3. Facilitate Peer Learning and Collaboration: Create peer learning groups where teachers could exchange best practices, help one
another, and keep using the performance tracker always improving.
4. Increase Parent-Teacher Engagement: Encourage instructors to provide parents data-driven news accounts, so strengthening the
cooperation between parents and educators and improving the general support system for the pupils.
5. Sustainability and Continuous Support: To guarantee the continuous effective use of the performance tracker beyond the treatment
phase, establish a continuous mechanism of support comprising support services and tools.
6. Monitor Progress and Feedback: Regularly assess the effectiveness of the intervention through surveys and feedback mechanisms
to adapt the program as necessary and ensure that teachers continue to grow in their ability to use data in their teaching practice.
Potential dangers that could impede long-term performance, such as decreasing engagement or technology weariness, should also be
identified through monitoring. In order to maintain the intervention's effects and incorporate it into routine teaching practices, a
mechanism for ongoing support and resource distribution must be put in place.
Table 4. Proposed Intervention Program on Acceptability of the Learner's Performance Tracker
Phase 1: Needs Assessment and Initial Setup (1 Month)
● Conduct surveys and focus group discussions to assess teachers’ current level of proficiency with the
performance tracker.
● Develop training materials and resources based on teachers' feedback.
● Set up a helpdesk system and schedule initial workshops.
Phase 2: Training and Implementation (2 Months)
● Week 1-2: Conduct comprehensive workshops on the use of the performance tracker (system navigation,
understanding key metrics, translating data into actionable insights).
● Week 3-4: Peer learning communities are formed, with regular check-ins for discussion and sharing best
practices.
● Ongoing: Provide real-time technical support and answer queries via the helpdesk.
Phase 3: Data-Driven Decision-Making Seminars and Parent-Teacher Collaboration (2 Months)

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● Week 1-2: Host data-driven decision-making seminars for teachers, focusing on interpreting performance
data for personalized instruction.
● Week 3-4: Implement parent-teacher collaboration initiatives, with teachers presenting data-driven reports
during parent meetings.
Phase 4: Evaluation and Adjustment (1 Month)
● Collect feedback from teachers, students, and parents to assess the effectiveness of the intervention.
● Make necessary adjustments to the program based on feedback.
Persons Involved
● Project Manager. Responsible for overseeing the entire program, coordinating with stakeholders, and
managing resources.
● Facilitators. Experienced trainers to conduct workshops on the system’s use, data interpretation, and
personalized instruction.
● Technical Support Team. To handle troubleshooting, aid, and maintain the helpdesk system.
● Teachers. Respondents in training workshops, peer learning communities, and data-driven seminars.
● School Administrators. Support the program by encouraging participation, providing necessary resources,
and organizing parent-teacher meetings.
Resources Needed:
● Training Materials. Comprehensive guides, instructional videos, and online resources for teachers.
● Technology. Access to the performance tracker system, computers or tablets for teachers, and internet
access for workshops and seminars, and other necessary gadgets.
● Technical Support Tools. A helpdesk platform, user manuals, and online troubleshooting guides.
● Meeting Space and Communication Tools. Venue for workshops, seminars, and parent-teacher meetings.
Video conferencing tools for remote sessions.
Expected Outcomes:
● Increased Teacher Proficiency. Teachers will gain a high level of confidence and competence in using the
performance tracker, leading to more effective use of data in decision-making.
● Improved Student Outcomes. Personalized and differentiated instruction based on tracker data will lead to
better academic performance, as teachers can tailor their approaches to meet individual student needs.
● Enhanced Teacher Collaboration. The formation of peer learning communities will foster a collaborative
teaching environment, encouraging the sharing of best practices.
● Sustainable Integration: The system will be fully integrated into daily teaching practices, with ongoing
technical support and a culture of continuous improvement in data use for instructional purposes.

The tracker was designed with key features and functionalities, including the Dashboard, Files tab, Student Selection page, Student
Data page, Least Learned Competencies page, Learner Score Sheet tab, and the Feedback tab. Each feature has been developed to
streamline the process of tracking student performance, enabling teachers to identify learning gaps, and providing a foundation for
targeted interventions.
With a mean of 4.91, the final analysis produced results showing the rather high degree of acceptability of the alternative learning
system performance tracker. Moreover, it was found that the professors had rather high perceived value with a category mean of 4.93.
Hence, the perceived utility is always clear-cut. Furthermore, with a category mean of 4.90, the teachers showed quite a high ease of
use, which is always clear. Furthermore, the teachers' rather high category means of 4.89 was noted, which indicates that the perceived
influence is always clear-cut.
Professional development, peer cooperation, and data-driven decision-making are the main emphasis of the suggested intervention
program. The initiative guarantees that educators may fully use the possibilities of the tracker to enhance student results and teaching
strategies. The all-encompassing strategy of the intervention, which includes ongoing technical assistance and parent involvement,
aims to build a viable, data-informed educational climate that encourages teachers, helps students, and increases stronger relationships
with the community.
Conclusions
The results of this study offer insightful analysis of the creation and application of the Alternative Learning System (ALS) Learners'
Performance Tracker as a means of improving student monitoring and evaluation. Through its methodical design, the tracker simplifies
data management for educators and supports focused interventions meant to close learning gaps. Key features and capabilities of the
tracker were the Dashboard, Files tab, Student Selection page, Student Data page, Least Learned Competencies page, Learner Score
Sheet tab, and Feedback page. Every tool has been created to simplify tracking student performance, let teachers find areas of
improvement, and provide a basis for focused interventions.
Consistently high scores across the three main indicators, perceived utility, ease of use, and perceived impact, showcase the highly
approved performance tracker of the Alternative Learning System (ALS) learners by the teachers. The tracker proves successful in
helping educators implement their curricula. Particularly, the great perceived value suggests that teachers find it useful in improving
their teaching tactics; the great ease of use indicates that the system is user-friendly and easily integrated into daily teaching operations.
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Also, the huge impact people see highlights how positively the tracker influences teaching outcomes and student performance. The
ALS performance tracker is a really useful tool that could enhance how education is delivered locally.
The suggested intervention program seeks to give teachers the knowledge, tools, and continuous assistance they need so that students
in the Alternative Learning System (ALS) may maintain track of their progress as efficiently as feasible. The initiative is on enabling
teachers to maximize the tracker so as to improve their teaching strategies and raise student results. It stresses professional growth,
peer learning, and basing judgments on statistics. The strategy of this intervention mostly seeks to establish an environmentally friendly,
data-driven atmosphere for learning benefiting teachers, students, and the society at large. It calls for parents to get involved and offers
continuous technical assistance. The initiative aims to enhance ALS education by better matching it to teachers' and students' needs.
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Affiliations and Corresponding Information
Ruth O. Emeterio
Sto.Tomas National High School
Department of Education – Philippines
Francis Kenneth D. Canono
University of the Immaculate Conception – Philippines

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