This study aimed to determine the Alternative Learning System teaching process in Araling Panlipunan for in to learners engagement and behavior. This study used a descriptive research design which utilized the research skills to collect necessary data. Specifically, this study sought to answer the following statement of the problem: 1.) What are the ALS Teaching Process in Terms of Learners Collaboration, Community-Based Teaching, and Home-Based Teaching? 2.) What is the level of Learners Engagement in terms of Class Participation, Performance Tasks, Interests, and Self-efficacy? 4.) Is there a significant relationship between ALS teaching process and learners engagement? 5.) Is there a significant relationship between ALS teaching process and learners behavior? The instrumentation used was a self-made questionnaire. In connection with this, level of ALS teaching process, level of learners engagement, level of learners behavior and the significant relationship between ALS teaching process, learners engagement and learners behavior was found by the researcher. Based on the results and interpretation of data, the Alternative Learning System Teaching Process in terms of Learners Collaboration, Community-based teaching and Home-based teaching was observed to have a significant relationship with regards learners engagement in terms of Class participation but between Home-based teaching and Performance Task and Socialization was observed to not significant. The null hypothesis “There is no significant relationship of ALS teaching process and learners engagement” is rejected. Therefore, the alternative should be there is a significant relationship between Alternative Learning System teaching process and learners engagement except for Home-based activities and performance task, and Home-based teaching and socialization. Lastly, the Alternative Learning System process in terms of Learners Collaboration, Community-based teaching and Home-based teaching was observed to have a significant relationship to the Learners Behavior as to Motivation and Interest. While, there has no significant relationship on ALS teaching process in terms of Home-based teaching as to learners behavior in terms of self-efficacy. The null hypothesis “There is no significant relationship of ALS teaching process and learners behavior” is rejected. Thus, the alternative should be accepted which incites that there is significant relationship between them except for Home-based teaching to Self-efficacy.

self-efficacy

performance task

self-efficacy

ALS

motivation