Abstract
This study investigates the impact of interactive instruction on the English language performance of Grade 11 students facing difficulties in the Alternative Learning System (ALS) program. A quantitative, quasi-experimental design exposed a non-randomized sample (n=40) from Monkayo National High School (Philippines) to a researcher-developed, content-validated interactive learning module. Pre- and post-tests assessed student progress. The independent t-test revealed significant improvement in the experimental group's English performance. These findings suggest interactive instruction can effectively cater to diverse needs in ALS English classrooms. Future research could explore maximizing interactive instruction's effectiveness and incorporating differentiated instruction (tailoring learning to individual needs) to further enhance learning outcomes. This study informs the Department of Education, school administrators, and teachers on the potential benefits of integrating interactive and differentiated instruction within ALS English programs.
