STAKEHOLDERS’ ASSESSMENT ON THE IMPLEMENTATION OF ACADEMIC RECOVERY AND ACCESSIBLE LEARNING PROGRAM (ARAL): BASIS FOR A PROPOSED ACTION PLAN

Abstract

 

Abstract— This study explores the extent of implementation of Academic Recovery and Accessible Learning (ARAL) program as assessed by school heads, teachers and parents.               A mixed-methods approach was employed, combining quantitative data from standardized reading assessments with qualitative data gathered through interviews of stakeholders. A total of 50 The results indicate that the ARAL Reading Modules significantly improve reading comprehension skills, fostering greater engagement and confidence among students. Participants reported increased motivation to read and a deeper understanding of the material, which translated into better academic outcome.  The findings suggest that tailored, accessible reading resources can play a critical role in empowering learners, particularly those in recovery programs, to overcome educational barriers. This research contributes to the field of education by providing insights into effective strategies for enhancing literacy and supporting diverse learning needs, ultimately advocating for broader implementation of similar instructional resources in various educational settings. This study underscores the importance of adaptable teaching methods and resources in promoting equitable learning opportunities, ensuring that all learners have the support they need to succeed.