Academic Recovery and Accessible Learning (ARAL) Intervention Program: A Phenomenological Study of the Narratives of ARAL Tutees
DOI:
https://doi.org/10.5281/zenodo.21757926Keywords:
ARAL Program, learning recovery, literacy intervention, phenomenological study, remedial educationAbstract
This phenomenological study explored the lived experiences of ARAL tutees participating in the Academic Recovery and Accessible Learning (ARAL) Intervention Program at Mapiña Elementary School, Division of Masbate City. Using a qualitative research design, data were gathered through semi-structured interviews with eighteen (18) purposively selected ARAL tutees from Grades 1 to 6 and analyzed using thematic analysis. The findings revealed that ARAL tutees experience the program as a structured, routine-based literacy intervention involving repeated reading, writing, and guided exercises. Learners reported positive emotional experiences such as enjoyment and satisfaction, though some experienced anxiety and difficulty during performance tasks. The program was perceived to have a positive impact on academic performance, particularly in reading fluency, comprehension, spelling, and English proficiency, as well as on learners' confidence, participation, study habits, and motivation. However, challenges persisted, including difficulties in literacy and language skills, a strong dependence on teacher guidance, and a desire for more varied and engaging learning activities. Learners also expressed the need for emotional and social support, emphasizing the importance of patience, encouragement, and a positive classroom climate. The study concluded that while ARAL effectively supports literacy development and learner confidence, its effectiveness varies among learners and is contingent upon instructional quality, emotional support, and activity design. Recommendations include strengthening differentiated instruction, providing continuous professional development for teachers, incorporating varied and interactive activities, and sustaining emotional and social support to address learner diversity and ensure equitable learning outcomes.
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