This research assesses the acceptability, flexibility, and issues of literacy-friendly models of instruction delivery

among transferees, returnees, and irregular learners in formal and nonformal education. Through descriptive

quantitative research, the researcher gathered data from interviews of senior high school students in Muntinlupa

City to quantify the perceived impact of blended learning, instruction practices, and inclusive literacy

finite school resources (WM = 4.04), a lack of individualized learning plans and inadequate teacher training in

inclusive practice. These hindered the adoption of literacy-supportive approaches, particularly among interrupted

educational histories. Nonetheless, there was consensus among participants regarding the overall acceptability

of the professionally developed proposed professional development plan that recorded high ratings on clarity,

feasibility, and sustainability as measured through average weighted means greater than 4.2.

Based on these findings, the research advises increased teacher training on differentiated and inclusive literacy

strategies, organizational incorporation of personal learning plans, increased parent-teacher collaboration, and

increased access to school materials. The findings validate that although existing literacy interventions are

generally successful, these need to be strategically enhanced and sustained in order to address the needs of mobile

and marginalized learners. The study offers useful lessons for school leaders, policymakers, and teachers who

due to experiencing irregular pedagogy, curriculum incompatibility, and limited access to learning support (Yap

& Gonzales, 2022; UNESCO, 2020). These students, who often cycled through schools or recaptured the system

following school breaks, had difficulty with recapturing and learning initial literacy skills. In response, schools

increasingly recognized that they needed to investigate and support literacy-sensitive interventions explicitly

designed for this struggling at-risk subgroup.

Acting on the nation's appeal for inclusive and evidence-based reform, the Literacy Coordinating Council (LCC),

in collaboration with the Department of Education, initiated the 2025 Call for Research Papers on Literacy, with

the theme "Bridging Literacy Gaps: Innovations in Formal and Nonformal Education" (DepEd, 2025). The theme

enhanced remediation, had earlier been investigated as solutions for better literacy among struggling readers

(Frontiers in Education, 2021; World Bank, 2021). Nevertheless, the interventions were usually piloted

individually, and few studies were synthesized to establish evidence of their impact across different types of

learners and learning environments. A meta-analytic model enabled researchers to synthesize and analyze

outcomes across a variety of settings, resulting in a clearer picture of the effectiveness of these models. Seeking

to address formal and informal learning approaches, this study sought to identify literacy-strengthening practices

that had been shown to have statistically or contextually significant advantages for academically interrupted

students.

This study used a meta-analysis to analyze literacy-supportive instructional delivery interventions given in the

Philippines and other such settings between 2020 and 2025. It drew from studies that focused on transferees,

the DepEd's MATATAG agenda on constructing foundation skills. By determining the most sustainable literacy-

supportive delivery models, the research hoped to guide policymaking, curriculum change, and teacher

professional development programs for educators working with high-risk learner groups. The results aimed to

The research utilized a quantitative research design that included a meta-analytic and descriptive method. The

quantitative research design allowed for the systematic gathering of information and statistical analysis of data

from guided survey questionnaires received from 165 transferees, returnees, and irregular students of Muntinlupa

research promoted objectivity, measurability, and statistical reliability in determining the most appropriate

methodologies to bring about literacy development among pupils with broken or irregular educational histories.

Participants in the study were 166 Muntinlupa National High School transferees, returnees, and irregular

subjects were purposively selected because of their direct experience with literacy-facilitative schemes of

learning delivery like modular learning, blended learning, Alternative Learning System (ALS), and peer-aided

learning techniques.

respond on electronic platforms from home or school. This also facilitated anonymity and the convenience of

response to allow the participants to provide genuine and thoughtful answers.

The core device applied in this research was a crafted survey questionnaire whose purpose was to collect

education experts and research consultants. The instrument was subsequently pilot tested to evaluate reliability

and item clarity. Pilot participant responses resulted in word changes, changes in order, and restructuring for

better comprehension and consistency.

The study was conducted using Google Forms to make it accessible, easy to gather data, and anonymous to the

166 participants. Responses were encoded automatically and exported for statistical analysis to enable the

researcher to quickly produce descriptive and inferential statistics. The tool's default form enabled the study to

gather standardized data that would be objectively analyzed to make valid conclusions.

Before the implementation of the research instrument, the researcher obtained permission from the School

Principal of Muntinlupa National High School to pursue the research. After approval, an informed consent letter

Participants were provided with an orientation on how to respond to the survey and informed that responses

would be utilized in academic research only. Data was collected within two weeks to provide each student who

was selected to participate with adequate time. Answers, once the deadline had passed, were verified for

completeness and transferred into a spreadsheet where they were coded and analyzed. This facilitated proper and

organized management of data, thus enabling the researcher to proceed with statistical analysis and

interpretation.

To examine the data collected from the 166 participants, the researcher utilized descriptive and inferential

statistics to ascertain an accurate interpretation of the results and derive significant conclusions. Data were coded

and examined using spreadsheet software and statistical packages for the purposes of ensuring the reliability and

Where:

n = Number of respondents

Used to measure the dispersion or variability of responses from the mean.

Table 8Instructional Strategies and Literacy-Focused Interventions

Table 10Inclusive Literacy Development Strategies

Table 1, the age distribution of the 166 respondents reveals that the majority, accounting for 89.8%, were

group, indicating that the sample was skewed toward late high school students, which is common among senior

high school transferees, returnees, and irregular students in public schools (DepEd, 2023). The average age of

the respondents, based on the midpoints of the age groups, is approximately 16.4 years. This suggests that the

literacy-facilitative delivery models are primarily used by students who are at or slightly above the expected age

learning programs due to stronger academic resilience and parental encouragement (Calderon & Gonzales,

2021). Additionally, according to DepEd (2023), gender disparities in school participation can be influenced by

socio-cultural factors, with males often facing more pressure to enter the workforce early, contributing to

irregular school attendance and dropout. The higher female turnout in literacy-supportive programs may reflect

their greater inclination to persist in education despite challenges.

and a small portion, 2.4% (4 students), from the high-income group. These results suggest that the literacy-

supportive educational delivery models being analyzed are predominantly utilized by learners from economically

modest backgrounds. According to the Philippine Statistics Authority (PSA, 2023), students from low- and

Table 4: Students viewed modular learning as good but in need of improvement. The best indicator, "I can work

materials as undermining student performance (Bernardo et al., 2021). The weighted mean of 3.37 suggests a

middle-of-the-road stance toward modular learning. Module developers and educators need to increase clarity

through simplifying complexity, offering additional illustrations and examples, and keeping in line with the

learners' literacy level. Regular students' feedback can be useful in sharpening content and structure. Moreover,

the training of teachers in good module design can increase teaching quality and learner engagement.

Table 5, the results of the evaluation are weakly positive to the Alternative Learning System (ALS) programs,

with a weighted mean of 3.53 and an overall descriptive rate of "Agree." Two of the indicators, "ALS teachers

offer enough support in reading and writing" and "ALS programs are available for all types of learners," both

had the highest value at 3.58, reflecting the role of teachers' participation and flexibility in making ALS programs

successful (DepEd, 2020). Concurrently, the lowest scored item, "ALS sessions helped me develop my literacy

skills" (WM = 3.46), indicates that although support mechanisms exist, immediate literacy gains may also need

to be supported.

Table 6, The outcomes of the evaluation of literacy-enabling models of instructional delivery in blended learning

print and digital literacy strategies and regularly update technology-influenced resources to promote learner

engagement and literacy levels in blended learning environments.

Table 7, The results indicate that peer tutoring is a generally effective literacy-supportive strategy, with a

weighted mean of 3.64 and a consistent "Agree" rating across all indicators. Among the components, "Peer tutors

effectively assist in my reading and writing tasks" (WM = 3.78) and "Peer tutoring provides opportunities for

collaborative learning" (WM = 3.74) were rated highest, highlighting the value of peer-assisted instruction in

(1978) Social Development Theory, which emphasizes the role of more capable peers in scaffolding learning.

While ratings for tutor preparedness (WM = 3.56) and alignment with literacy lessons (WM = 3.54) were slightly

lower, they still suggest general satisfaction but point to areas for improvement in structure and training.

materials are required to address different learning needs (Mayer, 2017). The lowest-rated item, individualized

literacy-oriented interventions (WM = 3.67), is an aspect of need where instruction may not be tailored

sufficiently to address learners' distinct backgrounds. To enhance literacy gains, schools are also incentivized to

purchase high-quality remedial programs and make multimedia learning tools more widely available, and offer

teachers professional development in differentiated and culturally responsive instruction.

Table 9, The findings regarding the problems or gaps in the delivery of educational models indicate an overall

consensus among the respondents, with a total weighted mean of 3.92, suggesting that these issues greatly affect

teaching literacy. The most critical one is "limited school resources" (WM = 4.04), pointing to the impact of lack

of funding, materials, and infrastructure to support irregular learners; an issue supported by UNESCO 2020,