The Effects of Academic Recovery and Accessible Learning Program (ARAL) Results in English on the Reading Proficiency Level of Elementary Pupils in Cataingan West

Abstract

This study determined the effects of the Academic Recovery and Accessible Learning (ARAL) Program on the reading proficiency of elementary pupils in Cataingan West, with emphasis on word recognition, reading comprehension, and fluency. The study was anchored on the premise of learning recovery interventions implemented by the Department of Education to address reading gaps and improve foundational literacy skills among struggling learners. A quantitative research design employing a pre-test and post-test approach was utilized. The respondents of the study were selected elementary pupils from schools within Cataingan West District who participated in the ARAL Program. Standardized reading assessment tools were used to gather data on pupils’ reading proficiency before and after the intervention. The collected data were analyzed using descriptive and inferential statistical tools, particularly the paired t-test, to determine significant differences in pupils’ reading performance. Findings revealed that pupils demonstrated improved reading proficiency after the implementation of the ARAL Program, showing gains in word recognition, reading comprehension, and reading fluency. The results further indicated a significant difference between pre-intervention and post-intervention reading scores, suggesting that the ARAL Program was effective in enhancing foundational literacy skills among elementary learners. The study highlights that structured remediation activities, guided reading instruction, and continuous literacy support contribute to improved reading outcomes. It is concluded that the ARAL Program is an effective learning recovery intervention in improving elementary pupils’ English reading proficiency. Based on the findings, it is recommended that schools continue strengthening the implementation of ARAL through sustained instructional support, targeted reading remediation, and provision of appropriate learning materials to further enhance learner outcomes. The study aligns with Sustainable Development Goal (SDG) 4, which promotes quality education by ensuring inclusive and equitable learning opportunities and improving foundational literacy skills. In terms of sustainability impact, the findings support institutional and educational sustainability by strengthening school-based reading interventions and improving instructional practices. It also contributes to long-term learner development by enhancing literacy competence, which is essential for lifelong learning and academic success.