Contextualized self-learning modules in food and beverage services on improving the ALS Learners' Performance

The Contextualized Self-Learning Module (CSLM) is designed to enhance learners' performance by providing practical learning experiences. Despite its significance, integrating the CSLM into the Alternative Learning System (ALS) remains a challenge, as many ALS learners struggle to grasp new concepts due to frequent interruptions and extended periods away from formal education. This study emphasizes exploring the comparative effect of the contextualized self-learning module and the existing learning materials in Food and Beverage Services. Quasi-experimental and developmental research designs were employed, using a modified questionnaire as the primary data collection tool. The study involved respondents from two schools. Findings revealed that the utilization of the contextualized module showed a substantial increase in their performance. A high level of competence was demonstrated in all areas of practical assessment, and all learners reported a strong self-assessed understanding of key competencies. Moreover, learners are satisfied and engaged with the use of contextualized self-learning modules. However, despite these positive outcomes, several challenges were encountered by ALS learners. Some learners pointed out difficulties related to technological constraints, language barriers, particularly with English, and financial limitations. They also encountered minor issues in applying theoretical concepts, often requiring assistance, additional materials, or accommodations.