BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE

JOVI V. FEROLIN; MAEDEL JOY V. ESCOTE

BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE

June 2026

Vol-12, Issue-3

Paper ID: 28641

ISSN: 2395-4396

Downloads: 0

Abstract & Details

Research Area

Education

Keywords

alternative learning system ALS graduates college transition lived experiences academic adjustment coping strategies higher education perseverance peer support self-directed learning.

Abstract

This study explored the lived experiences of Alternative Learning System (ALS) graduates transitioning to college in Davao de Oro using a qualitative phenomenological approach. In-depth interviews were conducted with nine ALS graduate informants from Monkayo College of Arts, Sciences and Technology (MonCAST) and Davao de Oro State College (DDOSC). Findings revealed that ALS graduates experienced college as more structured, demanding, and challenging than ALS, particularly in academic adjustment, oral reporting, research writing, English-based tasks, mathematics, time management, financial responsibilities, and social interaction. Despite these challenges, they demonstrated perseverance, self-directed learning, faith, motivation, and willingness to improve. They coped through support from classmates, teachers, family members, and peers, as well as through time management, self-study, note-taking, prayer, and active participation in academic activities. Based on the findings, the study proposed an ALS-to-College Academic Transition Support Program to provide academic bridging, communication support, numeracy tutorials, research orientation, peer mentoring, time-management guidance, and scholarship information for ALS graduates entering college.

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Author Information

#	Name	Institute / Affiliation
1	JOVI V. FEROLIN	Monkayo College of Arts, Sciences and Technology
2	MAEDEL JOY V. ESCOTE	Graduate School Department, Assumption College of Nabunturan,

How to Cite

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APA Style

FEROLIN, JOVI V. & ESCOTE, MAEDEL JOY V. (2026). BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE. International Journal of Advance Research and Innovative Ideas In Education, 12(3), 2280-2284.

MLA Style

FEROLIN, JOVI V., and MAEDEL JOY V. ESCOTE. "BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE." International Journal of Advance Research and Innovative Ideas In Education, vol. 12, no. 3, 2026, pp. 2280-2284.

IEEE Style

JOVI V. FEROLIN and MAEDEL JOY V. ESCOTE, "BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE," International Journal of Advance Research and Innovative Ideas In Education, vol. 12, no. 3, pp. 2280-2284, 2026.

Vancouver Style

FEROLIN JOVI V., ESCOTE MAEDEL JOY V.. BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE. International Journal of Advance Research and Innovative Ideas In Education. 2026;12(3):2280-2284.

Harvard Style

FEROLIN, JOVI V. & ESCOTE, MAEDEL JOY V. (2026) 'BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE', International Journal of Advance Research and Innovative Ideas In Education, 12(3), pp. 2280-2284.

Chicago Style

FEROLIN, JOVI V. and MAEDEL JOY V. ESCOTE. "BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE." International Journal of Advance Research and Innovative Ideas In Education 12, no. 3 (2026): 2280-2284.

Turabian Style

FEROLIN, JOVI V. and MAEDEL JOY V. ESCOTE. "BRIDGING THE GAP: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF ALS GRADUATES TRANSITIONING TO COLLEGE." International Journal of Advance Research and Innovative Ideas In Education 12, no. 3 (2026): 2280-2284.