ABSTRACT
This qualitative study focused on the stakeholders’ lived experiences in implementing the Academic Recovery and Accessible Learning (ARAL) Program among six (6) ARAL teachers, six (6) learners, six (6) parents, one (1) school head, and one (1) Local Government Unit (LGU) as bases for an enhancement program. Results revealed that the learners’ experiences were: improved reading skills, enhanced reading comprehension, increased confidence, and developed positive attitude toward reading while those experienced by the teachers were: increased commitment to learners’ improvement, honed skills in using engaging and supportive teaching strategies, overcome workload challenges, and developed understanding of struggling learners. From the school head’s observations, there were improved learners’ reading skills and secured collaboration among teachers, parents and LGU. Parents’ observations included increased children’s confidence, improved in children’s reading skills, and secured collaboration among stakeholders. Meanwhile, the LGU’s observations revealed identified significant change in children’s reading skills, improved skills and able to catch up with class activities.
Keywords: ARAL Program, Lived Experiences, Reading Skills, Stakeholders, Enhancement Program
INTRODUCTION
The Academic Recovery and Accessible Learning (ARAL) Program was introduced by the Philippine Department of Education (DepEd) as a flagship initiative to help learners recover from the deep learning gaps left by the COVID-19 pandemic. The Philippine News Agency (PNA) published in 2025 highlighted that the gaps in reading and numeracy were not only due to prolonged school closures but also long-standing systemic challenges in the education sector. De Los Santos, Montecillo, and Escarlos (2025) emphasized that ARAL seeks to bridge these gaps through structured remediation, tutorials, and flexible learning approaches, these enabling learners to catch up to grade-level competencies. Yet, the program’s success depends on more than policy; it rests on the collective effort of teachers, school heads, parents, learners, and local government units (LGUs)who, together shape the reality of learning recovery.
On the ground, however, the story of ARAL is complex. According to DepEd-CAR and Manila Bulletin (2025), millions of learners have been reached through tutorials, instructional resources, and parent orientations. Prosia, et al. (2025) observed that teachers face heavier workloads as they juggle ARAL sessions with regular classes; school heads manage the coordination of people, resources, and monitoring systems across large populations; parents participate to varying degrees depending on their time and capacity to support learning at home; and learners show mixed responses—some thrive with the extra support, while others continue to struggle due to logistical barriers or lack of motivation.
Scholars argue that these realities must be understood if ARAL is to succeed. Momo (2024) situates ARAL within broader ASEAN recovery frameworks, emphasizing sustainability and equity, while Prosia, et al. (2025) highlight the importance of listening to teachers’ workload concerns, learners’ engagement challenges, and parents’ ability to provide support. These perspectives underscore the need for a qualitative exploration of stakeholder experiences as basis for program enhancement.
This study is therefore grounded in the recognition that ARAL’s effectiveness is shaped not only by its design but by the human realities of those who implement and benefit from it. By exploring these lived experiences, this study aimed at providing insights that can guide responsive strategies by reducing teacher workload pressures, improving learner engagement, and strengthening parental and community involvement. In doing so, ARAL can move closer to its vision of equitable and sustainable learning recovery.
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