Influence of Work Engagement and Family Support on the Academic Achievements of the Alternative Learning System (ALS) Senior High School Students

Abstract

Poor academic performance remains a major concern among Alternative Learning System (ALS) Senior High School learners due to low work engagement and inadequate family support. This study aims to determine the influence of work engagement and family support on the academic achievement of Alternative Learning System (ALS) senior high school students. The study used diagnostic research, random sampling, a survey technique, and multiple regression analysis. The results showed that work engagement had a greater impact on academic achievement than family support. This result partially affirms the Job Demands–Resources (JD-R) Theory. According to the study, future researchers should consider factors such as where Alternative Learning System students complete their schoolwork, how teachers educate, and the assistance they receive from other students. This will enhance our comprehension of how the Alternative Learning System learners succeed academically. To better understand students using the Alternative Learning System and the supports that contribute to their academic success, the study encourages future researchers to consider these issues.