National ARAL Program in DepEd Region II, Philippines: Implementation Experiences and Changes in PISA-Aligned Competencies

Abstract

This study assessed changes in PISA-aligned reading and mathematics competencies and documented implementation experiences under the National Academic Recovery and Accessible Learning (ARAL) Program in DepEd Region II, Philippines. A multisite longitudinal mixed-methods evaluation involved 180 Grade 9 and Grade 10 learner-beneficiaries, 36 tutors, and nine division-level program coordinators. Baseline and endline assessments, implementation questionnaires, and interviews were analyzed using descriptive statistics, linear mixed-effects models, and framework analysis. Complete paired assessments were available for 84 reading beneficiaries and 88 mathematics beneficiaries. Mean scores increased from 44.68 to 57.20 in reading and from 36.83 to 46.51 in mathematics. Adjusted baseline-to-endline changes were statistically significant in reading (β = 12.16, p < .001) and mathematics (β = 9.64, p < .001). Tutorial attendance was positively associated with reading gains but not significantly associated with mathematics gains. At endline, 38.1% of reading beneficiaries and 14.8% of mathematics beneficiaries with complete assessments reached the study-defined benchmark of 60 on the researcher-developed instruments. Interviews and implementation ratings indicated favorable tutor preparedness but persistent limitations in learning resources, learner engagement, and progress monitoring. Although competency scores improved during the intervention period, the absence of a comparison group precluded causal attribution to ARAL. The findings support differentiated instruction, resource provision, and systematic assessment, alongside comparative evaluations of longer-term learning outcomes.