Assessing the Reading Comprehension Level of the Aral Program Participants
DOI:
https://doi.org/10.5281/zenodo.22170346Keywords:
ARAL Program, reading comprehension, Phil-IRI, vocabulary, lesson exemplarAbstract
This study examined the effectiveness of the ARAL Program in enhancing the English reading comprehension of selected Grade 10 students at Boljoon National High School during the School Year 2025–2026. It aimed to determine students’ reading comprehension levels, assess differences between pretest and posttest performance, explore learners’ experiences, and develop a vocabulary-focused lesson exemplar. An embedded mixed-method design was employed. Quantitative data were obtained using the Philippine Informal Reading Inventory (Phil-IRI), while qualitative data were gathered through semi-structured interviews. Descriptive statistics and the Wilcoxon Signed-Rank Test were used for quantitative analysis, while Colaizzi’s phenomenological method guided qualitative analysis. Findings revealed that most students were at the Frustration level prior to the intervention. Posttest results showed a decline in mean scores and minimal change in reading levels. Although a statistically significant difference was found, it reflected decreased performance rather than improvement. Qualitative findings indicated that students perceived the program as supportive and engaging; however, persistent vocabulary difficulties, limited instructional time, and insufficient support affected comprehension outcomes. The study concludes that the ARAL Program, as implemented, did not improve reading comprehension. A vocabulary-focused lesson exemplar was developed to address learners’ identified needs.
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