The Alternative Learning System (ALS) has been a critical component of the
Philippine education system, providing a non-formal and flexible pathway for
individuals who were unable to complete formal education. This study aimed to
investigate the relationship between the Cooperative Learning and Integrative
Learning instructional strategies and learners’ attitudes toward ALS English,
Science and Math learning strands. The study was conducted across all Districts
ALS Centers of the Division of Misamis Oriental. The respondents were the ALS
learners (n=1,234) of School Year 2022-2023. They were randomly selected to
ensure equal representation within the population. The study used an adapted
and modified instrument from Cardino and Ortega-Dela Cruz’s 2020. The study
used Descriptive and Correlational Research Method and descriptive statistics
such as mean, standard deviation and Pearson r, to uncover significant
relationships among the variables. Results showed that both Cooperative
Learning Strategy and the Integrative Learning Strategy are highly favored by
teachers in the teaching and learning process, and ALS students show strong
agreement and favorable attitudes toward them. Cooperative Learning stands
out as the most effective instructional approach associated with positive
attitudes, while Integrative Learning may gain from further innovation for
increased effectiveness. ALS students showed a high level of independence,
showing confidence in their capacity to study and produce original ideas, as well
as a strong collaborative attitude, appreciating peer collaboration. Furthermore,
teachers should offer clear guidelines and support for self-directed learners,
while also exploring the long-term effects of these strategies on ALS learners’
academic and holistic development.