Learners' Reading Comprehension Before and After Participation in the Academic Recovery and Accessible Learning (ARAL) Program: A Mixed-Methods Study

Abstract

This study assessed the role of the Accelerated Learning and Remediation Program in improving academic performance and facilitating learning recovery among Grade 4–6 learners in an elementary school in the Schools Division of Bohol, Philippines. The study addressed the need for evidence on structured learning recovery interventions to improve learners’ reading comprehension and foundational academic skills following identified learning gaps. Specifically, it aimed to determine changes in learners’ academic performance before and after participation in the program and to examine teachers’ experiences and challenges in its implementation. The study employed a mixed-methods research design, integrating quantitative and qualitative data. Fifty learners took diagnostic and post-tests measuring reading comprehension and foundational skills, while ten teachers were interviewed about their experiences, challenges, and observations during program implementation. The results showed substantial improvement in learners’ performance after the intervention. Before participation, 15 learners were classified at the Frustration Level, 27 at the Instructional Level, and 8 at the Independent Level. After the intervention, no learners remained at the Frustration Level, 28 were at the Instructional Level, and 22 reached the Independent Level. Statistical analysis further showed that post-test scores (mean = 72.82) were significantly higher than diagnostic scores (mean = 65.12), with a paired-samples t-test result of t (49) = 29.50, p < 0.001. Teacher interviews revealed challenges related to competing instructional demands, resource constraints, and the need to build teacher capacity. Overall, the findings indicate that the program effectively supports learning recovery and strengthens learners’ foundational academic skills, highlighting the importance of adequate instructional time, resources, and teacher support for sustained academic improvement.