The Unheard Narratives of Academic Recovery and Accessible Learning (ARAL) Tutors: A Study on Implementation Realities

Abstract

This study explored the implementation realities of the Academic Recovery and Accessible Learning (ARAL) Program through the experiences, challenges, and coping strategies of eighteen teaching and non-teaching tutors implementing Project REVAMP in a public secondary school in Santiago City. A qualitative-descriptive research design was employed. Data were obtained through a researcher-developed and expert-validated semi-structured interview guide, recorded during face-to-face interviews, transcribed verbatim, coded, and analyzed through thematic analysis. The findings showed that program implementation was experienced as challenging yet fulfilling. Tutors accepted responsibilities beyond their regular duties and drew motivation from learners’ gradual improvement in reading skills, confidence, and participation. Five implementation challenges emerged: limited instructional time, insufficient learning resources, diverse learner needs combined with high tutor-to-learner ratios, additional workload, and limited professional training. Tutors responded through differentiated and learner-centered instruction, the development and use of supplementary and contextualized learning materials, and collaboration and resource sharing with colleagues and school stakeholders. The study concludes that the commitment, creativity, and adaptability of tutors sustained literacy intervention despite substantial institutional and instructional constraints. Effective and sustainable implementation therefore requires protected instructional time, adequate level-appropriate materials, manageable tutor assignments, continuous capacity building, and structured collaborative support. These findings provide school-level evidence for strengthening ARAL and future literacy-recovery initiatives.