{"title":"通过以阅读为重点的课程提高替代性学习系统(ALS)学习者的理解能力","authors":"Brenda C. Gregorio","doi":"10.26689/ief.v2i2.6820","DOIUrl":null,"url":null,"abstract":"Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.","PeriodicalId":365917,"journal":{"name":"International Education Forum","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session\",\"authors\":\"Brenda C. Gregorio\",\"doi\":\"10.26689/ief.v2i2.6820\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.\",\"PeriodicalId\":365917,\"journal\":{\"name\":\"International Education Forum\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-05-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Education Forum\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.26689/ief.v2i2.6820\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Education Forum","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.26689/ief.v2i2.6820","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
另类学习系统(ALS)学习者的阅读理解能力在教育发展中起着至关重要的作用,它使个人能够理解各种形式的书面信息。本研究揭示了另类学习系统(ALS)认证和同等学历(A&E)学习者的概况及其阅读理解能力。它强调了基于特征变量的重大差异,并确定了他们在发展阅读理解能力方面所面临的挑战。拟议的项目提供了一种全面的方法,以提高通过资格认证和同等学历(A&E)学习者的阅读理解能力。本研究采用描述性方法,抽样调查了来自不同 ALS 中心的 90 名 ALS A&E 学员。数据通过调查问卷和访谈收集。研究采用了描述性统计方法,对所研究的变量和指标进行了统计描述。研究结果表明,受访者以青少年和年轻人为主,中年人明显偏少。此外,女性受访者多于男性受访者,大多数受访者来自低收入家庭。受访者一致认为,进一步提高 ALS 学习者的阅读理解能力非常重要。此外,研究还表明,年龄、性别和社会经济地位等因素对 ALS 学习者阅读理解能力的影响很小或不明显。研究还发现了 ALS 学习者在提高阅读理解能力方面所面临的挑战,强调有必要开展以阅读为重点的专门课程,以有效应对这些挑战,提高他们的阅读理解能力。
Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session
Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.