Academic-Life Balance and Engagement among Learners in Community Centers of  Alternative Learning System

Jovy R. Hinay; Erlinda A. Quirap

Academic-Life Balance and Engagement among Learners in Community Centers of Alternative Learning System

Author(s)	Ms. Jovy R. Hinay, Dr. Erlinda A. Quirap
Country	Philippines
Abstract	Academic-life balance is an important concern among learners in Alternative Learning System (ALS) community learning centers, as they often manage learning responsibilities alongside family, work, and other personal demands. This study aimed to determine the academic-life balance and engagement among Alternative Learning System (ALS) learners in community centers of Impasugong Districts 1 and 2, Division of Bukidnon, during the School Year 2025- 2026. Specifically, this aimed to describe the respondents’ profile; find out the respondents’ assessment of their academic-life balance; examine the learners’ level of engagement; determine the significant relationship between the respondents’ assessed academic-life balance and their engagement; and test of the respondents’ profile moderate the relationship between academic-life balance and learner’s engagement. Through universal sampling, 187 ALS students took part in the study. A validated survey questionnaire that was modified and patterned was used in a quantitative-correlational research design. Frequency, percentage, mean, standard deviation, Pearson's product-moment correlation, and moderation analysis were used to analyze the data in order to characterize the profile of the respondents, evaluate their engagement and academic-life balance, ascertain the relationship between the variables, and investigate the moderating effect of the respondents' profile. The results showed that the majority of respondents were male, between the ages of 16 and 25, unemployed, in grade 7, single, and had a family income of less than ₱12,030 per month. Respondents’ assessment of their academic-life balance is very high on competence. However, and low in relatedness. Moreover, the learner’s level of engagement was higly engaged particularly on cognitive and low in behavioral. Additionally, there was a significant relationship. Indeed, the respondents profile moderate the relationship. It can be concluded that competence has been determined to be the most important element and students are actively engaged in deep thinking and concept understanding. It is recommended that ALS Coordinators, implementers, families, and learners strengthen support and learning practices to promote academic-life balance and sustained engagement, while future researchers explore other factors and interventions in the ALS context.
Keywords	academic-life balance, engagement
Field	Sociology > Education
Published In	Volume 17, Issue 4, October-December 2026
Published On	2026-10-18

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Academic-Life Balance and Engagement among Learners in Community Centers of Alternative Learning System

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