Barriers, Reasons and Motivation in Learning Filipino in Blended Modality: Perspectives of Students in the Alternative Learning System
Jona Jean M. Delos Santos
*
Southern Philippines Agri-business and Marine and Aquatic School of Technology, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study aims to provide a deeper understanding of the barriers, reasons, and motivations experienced by senior high school learners enrolled in the Alternative Learning System (ALS) as they learn the Filipino language through a blended learning modality. Specifically, it seeks to identify the various linguistic, technological, and socio-economic challenges that affect learners’ participation and achievement in Filipino, as well as the internal and external factors that drive them to persist despite these difficulties. The study also aims to contribute to the growing body of research on inclusive and flexible education by highlighting the lived experiences of ALS learners, who often represent marginalized or underserved sectors of society. Through this exploration, the study hopes to provide actionable insights that can inform policy decisions, curriculum development, and instructional design for the ALS program.
Study Design: This research utilized a descriptive qualitative design to capture the authentic voices and experiences of ALS learners. The qualitative approach was deemed most appropriate as it allowed for an in-depth exploration of personal narratives, perceptions, and motivations that quantitative data alone could not reveal. The study was grounded on the COM-B framework (Capability, Opportunity, Motivation–Behavior), which provides a structured lens for understanding the behavioral factors influencing learning persistence and engagement. By situating learner experiences within this framework, the research offers a holistic understanding of how environmental, personal, and motivational aspects interact to shape Filipino language learning outcomes.
Place and Duration of Study: The study was conducted at an Alternative Learning System Center located in Mariano Peralta National High School in Poblacion Malita, Davao Occidental, Philippines, during the school year 2023–2024. The site was selected because it represents a typical rural ALS context where learners face challenges such as limited internet access, economic instability, and competing life responsibilities. Conducting the study over several months ensured that the researcher could build rapport with participants and capture experiences across different phases of the blended learning cycle.
Methodology: A total of ten (10) ALS learners participated in the study, selected through purposive sampling to ensure that participants had direct experience with the blended learning approach. Five learners participated in individual in-depth interviews, while another five joined a focus group discussion (FGD) to encourage interactive reflection. Data were collected using a validated semi-structured interview guide and analyzed through thematic analysis following Braun and Clarke’s (2012) procedure. The COM-B model guided the interpretation of data, allowing themes to emerge according to learners’ capability (skills and knowledge), opportunity (environmental and social context), and motivation (personal and emotional drivers). Credibility was ensured through triangulation, member checking, and expert validation.
Results: Findings revealed multiple interconnected barriers to learning Filipino. The most prominent obstacles were limited study time due to work and family obligations, difficulty comprehending complex vocabulary and grammar, and the lack of opportunities for real-time discussions with teachers. Learners also reported limited access to digital learning tools and fear of making mistakes when speaking Filipino, especially for those whose first language is a local dialect. Nevertheless, learners demonstrated strong persistence and commitment to their studies, fueled by intrinsic motivation—such as personal growth and self-improvement—and extrinsic factors, including encouragement from teachers, peers, and family members. The study highlights the crucial role of emotional support and self-efficacy in sustaining learner engagement within flexible education systems.
Conclusion: The study concludes that while blended learning in ALS offers flexibility, it must be complemented by responsive instructional support and inclusive teaching methods. Strengthening the availability of culturally relevant materials, improving technological infrastructure, and providing consistent feedback mechanisms are vital for improving learning outcomes. The findings underscore that motivation, particularly when reinforced by family and peer support, remains the most powerful driver of success for ALS learners navigating the complexities of blended Filipino language education.
Keywords: Alternative learning system, motivation–behavior, socio-economic challenges, curriculum development and instructional design for the ALS program