Academic Recovery and Accessible Learning Program Implementation on the Literacy Improvement Among Elementary School Learners

Abstract

This study aimed to assess the degree of implementation of the ARAL Program and the extent of learners’ literacy performance among elementary learners in the Bauan East and Bauan West Sub-Offices, Division of Batangas Province, with the end view of improving instructional practices and learner engagement.

The study employed a descriptive-correlational research design using a researcher-made questionnaire to examine the degree of ARAL Program implementation and the extent of learners’ literacy performance. The respondents of the study had a total population of 392, from which a sample of 198 learners was drawn. The statistical tools used were frequency, weighted mean, ranking, and Pearson’s r correlation coefficient.

Results revealed that the ARAL Program was highly implemented in terms of tutors’ competence and administrative support, while implementation in terms of learning resource materials was moderately implemented. In terms of learners’ literacy performance, class participation and level of interest were highly manifested, whereas participation in curricular and co-curricular activities was moderately manifested. Furthermore, the relationship between the degree of program implementation and learners’ performance was found to be highly significant, indicating that effective utilization of resources, tutor competence, and administrative support positively influence learners’ literacy outcomes.

In conclusion, the respondents encountered various challenges in the implementation of the ARAL Program, including limited training, time constraints, low learner motivation, and insufficient learning resources. Nevertheless, a contextualized intervention guide was proposed to enhance the implementation of the ARAL Program and improve learners’ literacy performance.