ABSTRACT
This study evaluated the effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program in improving the English performance of Key Stage 2 learners at Mapgap Integrated School, Baybay City Division. Specifically, the research aimed to assess learners' pre-test and post-test performance, determine the presence of a statistically significant difference, and propose a data-driven improvement plan based on the findings. Adopting a quasi-experimental research design, the study involved twenty-five (25) Key Stage 2 learners. The baseline and final evaluations utilized the Philippine Informal Reading Inventory (Phil-IRI) under Department of Education Order No. 14, s. 2018, which serves as a standardized national tool for public elementary schools to pinpoint student strengths and reading vulnerabilities. Tailored intervention materials corresponding to the learners' pre-test diagnostic profiles were meticulously prepared by the researcher and administered over a focused four-week implementation period. Following the intervention, a post-test utilizing comparable reading passages from the official Phil-IRI compilation was conducted. Comparative data analysis revealed a statistically significant difference between the pre-test and post-test scores, indicating that the structured tutorial intervention successfully enhanced the learners' reading performance. These empirical findings underscore the value of targeted academic recovery strategies for students experiencing literacy learning gaps. Furthermore, the outcomes align seamlessly with the Department of Education’s broader institutional framework, which prioritizes structured, evidence-based interventions like the ARAL Program to help struggling students attain expected grade-level competencies and bridge systemic educational gaps.
Keywords: Effectiveness, Academic Recovery and Accessible Learning (ARAL) Program, Performance, Key Stage 2 Learners, English
INTRODUCTION
Reading is a fundamental skill that serves as the foundation for lifelong learning and academic success. It enables learners to access information, construct meaning from texts, communicate effectively, and participate actively in educational and social activities. In elementary education, reading proficiency is particularly crucial because it supports learning across all subject areas. However, despite the recognized importance of reading, many learners continue to experience significant literacy challenges that hinder their academic achievement and overall educational development.
Globally, literacy remains a major educational concern. According to UNESCO (2025), literacy is a fundamental human right and a key driver of sustainable development. Yet millions of learners worldwide continue to struggle with acquiring adequate reading and comprehension skills, limiting their opportunities for educational advancement and social participation. Literacy difficulties often begin in the early grades and, when left unaddressed, may persist throughout a learner's educational journey, affecting performance in higher grade levels.
In the Philippine context, concerns regarding learners' reading proficiency have intensified in recent years. Various national and international assessments have revealed persistent gaps in reading achievement among Filipino learners. The Southeast Asia Primary Learning Metrics (SEA-PLM) 2024 reported that the Philippines showed minimal improvement in reading performance compared to previous assessment cycles. A considerable proportion of Filipino learners remained at very low proficiency levels and had trouble understanding even simple texts. The report further emphasized that socioeconomic conditions, language factors, and access to learning resources contribute significantly to disparities in reading achievement.
Reading difficulties continue to be evident even among learners in the intermediate grades. While many learners can decode words, they often struggle with vocabulary development, fluency, comprehension, inference-making, and critical understanding of texts. A study by Heraña and Azarias (2024) found that elementary learners frequently experience difficulties in understanding vocabulary and answering comprehension questions, which significantly affect their reading performance. The study highlighted the importance of contextualized intervention materials and targeted reading support programs in addressing these challenges.
Similarly, Aballe, Agcal, and Canoy (2024) reported a significant relationship between language proficiency and reading comprehension among elementary learners. Their findings suggest that learners with limited vocabulary and language skills tend to demonstrate lower levels of reading comprehension, making it difficult for them to engage meaningfully with academic texts. These literacy gaps often become more pronounced as learners advance to higher grade levels where reading is expected to serve as a tool for learning rather than merely a skill to be acquired.
Recognizing the urgency of addressing literacy gaps, schools and educational institutions have implemented various reading intervention initiatives. One of the most widely utilized approaches is the Reading Recovery Program, which provides intensive and individualized support to struggling readers. Reading recovery interventions focus on strengthening foundational reading skills, improving fluency, enhancing comprehension, and building learners' confidence in reading. Such interventions are designed to help learners catch up with grade-level expectations and prevent long-term academic difficulties.
Recent studies have demonstrated the effectiveness of structured reading interventions in improving learners' reading performance. Gerodias (2024), in evaluating Project REAL (Read Every Day and Learn) among elementary learners in Cebu, found significant improvements in reading comprehension after the implementation of the intervention program. The study concluded that targeted reading interventions can effectively reduce literacy gaps and improve learners' reading outcomes.
Likewise, Bete (2025) reported that the implementation of a structured National Reading Program significantly enhanced learners' reading comprehension, vocabulary, and fluency. The findings affirmed that systematic and sustained reading interventions contribute positively to the development of literacy skills among struggling readers.
Valencia (2024) also found that reading intervention strategies such as Reading-in-Tandem significantly improved the reading proficiency of struggling learners. Through guided peer-assisted reading activities, learners demonstrated measurable gains in reading performance, indicating that intervention programs can provide meaningful support for learners experiencing literacy difficulties.
Despite the implementation of numerous reading initiatives in schools, literacy gaps remain evident among many intermediate learners. These learners often continue to exhibit difficulties in reading fluently, understanding texts, and applying comprehension skills necessary for academic success. As a result, there is a need to evaluate the effectiveness of existing reading recovery programs to determine whether they are achieving their intended objectives and contributing to improved learner performance.
The present study, therefore, seeks to assess the effectiveness of Academic Recovery and Accessible Learning (ARAL) Program to the performance of key stage 2 learners in English. Specifically, it aims to examine whether participation in reading recovery interventions leads to measurable improvements in learners' reading abilities. The findings of this study may provide valuable insights for school administrators, reading coordinators, teachers, and policymakers in strengthening literacy intervention programs and developing evidence-based strategies to address persistent reading difficulties among intermediate learners.
Ultimately, improving reading proficiency among intermediate learners is essential not only for academic achievement but also for fostering lifelong learning, critical thinking, and active participation in society. Through effective reading recovery programs, schools can help bridge literacy gaps and ensure that all learners acquire the reading skills necessary for educational success.
This study evaluates the effectiveness of Academic Recovery and Accessible Learning (ARAL) Program to the performance of key stage 2 learners in English in Mapgap Integrated Schools, Baybay City District 10, Baybay City Division. The findings of the study were basis for the proposed improvement plan.
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