Gilmore Yanoyan Velasco^1,, Laila S. Lomibao²

The Alternative Learning System (ALS) has over 4 million enrollees from 2016 to 2021 [7]. It was established in 2004 to offer basic education opportunities to out-of-school children, youth, and adults, aiming to provide all Filipinos access to and completion of basic education tailored to their unique situations and needs. However, reports [12,19,28] indicate that ALS hasn't yielded significant results in addressing these needs, particularly in terms of students' performance in mathematics. Consequently, this study was done to conduct a systematic review and synthesis of mathematics learning among ALS students. It followed the PICo (Population, Interest, Context) framework to analyze published articles on mathematics education within the ALS context.Two prominent themes emerged to describe the individuals directly involved in ALS implementation: "the diverse backgrounds of ALS students" and "Teachers - The Heroes of the ALS program." These themes shed light on the wide-ranging backgrounds of both ALS teachers and students, highlighting the challenges they encountered due to their varied foundational skills and social backgrounds. The study also unveiled noteworthy aspects of the ALS program, summarized in themes like "Unconventional Teaching Approach" and "Limited Parental Influence."Given the diversity of student backgrounds, the challenging learning environment, and the varying qualifications of ALS teachers, it becomes imperative for educators to employ flexible and adaptive teaching strategies. Furthermore, comprehending these key themes holds significant importance in crafting effective strategies, resource materials, programs, and policies aimed at improving mathematics education for ALS students, while also recognizing the invaluable dedication of ALS teachers who play a pivotal role in their education.

Alternative Learning System, ALS mathematics performance, problem-solving