Towards Effective Implementation of the ARAL Program: Challenges Faced by Elementary Public School Teachers in Region 02

Author

Jayson L. Jamco, Charina S. Medina, Cherry D. Solis, Mark Laurence D. Domingo, Ruth Anne D. Domingo, Ivy Grace D. Domingo, Jessica Peddiao, Carlo R. Sanglay, Jovita O. Guillermo, and Jay Ar Miller


Abstract

 The Academic Recovery and Accessible Learning (ARAL) Program was implemented to address learning gaps among learners and provide targeted academic support in key learning areas. However, the successful implementation of the program may be influenced by challenges encountered by teachers responsible for its delivery. This study examined the challenges faced by elementary public-school teachers in implementing the ARAL Program in Region 02. A descriptive quantitative research design was employed, with 45 elementary teachers from selected schools in the Schools Division Offices of Cagayan and Santiago City participating through purposive sampling. Data were collected using a revised structured questionnaire assessing challenges in five areas: delivery mode, identification and acceptance of learners, access to learning materials, local government support, and tutor qualifications. Descriptive statistics, particularly mean and standard deviation, were used to analyze the data. The findings revealed that teachers experienced varying degrees of difficulty across the identified implementation areas. Among the dimensions examined, delivery mode and access to learning materials emerged as notable areas of concern, while local government support presented a comparatively lower level of challenge. The findings suggest that effective implementation of the ARAL Program requires strengthened instructional support, improved access to appropriate learning resources, adequate preparation of tutors, and sustained coordination among schools, teachers, and relevant stakeholders. The study provides empirical insights that may inform school-level planning and policy decisions aimed at improving the delivery and sustainability of learning recovery initiatives in elementary schools.



Keywords

Academic Recovery and Accessible Learning (ARAL) Program; learning recovery; program implementation; implementation challenges; elementary teachers



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References


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