Positive outcomes in the implementation of academic recovery and accessible learning program in English among Grade 8 learners

Abstract

This research determined the positive outcomes of the implementation of the Academic Recovery and Accessible Learning (ARAL) Reading Program in English among Grade 8 learners at Canhayupon National High School during School Year 2026–2027 as basis for an enhanced intervention plan. Specifically, it described the profiles of teacher and learner respondents, determined learners’ baseline reading proficiency, assessed the implementation of the program in terms of phonemic awareness, guided reading, vocabulary development, and reading comprehension, identified positive outcomes related to reading competencies as to fluency, word reading accuracy and reading comprehension, learning engagement and teacher and learner satisfaction, and examined issues encountered during implementation. The study employed a descriptive survey research design using an adapted and validated questionnaire administered to three teachers and forty Grade 8 learners. Frequency, percentage, weighted mean, and standard deviation were used to analyze the data. Findings revealed that most learners were initially at the frustration reading level, highlighting the need for intervention. The ARAL Reading Program was generally rated as highly implemented by teachers and very highly implemented by learners across all instructional dimensions. Positive outcomes were evident, with high levels of learner engagement and teacher satisfaction and very high learner satisfaction. Common implementation challenges included insufficient instructional materials, learner absenteeism, limited school resources, inadequate training opportunities, and learners’ difficulty in understanding some reading activities. The study concluded that the ARAL Reading Program was perceived to support learners’ reading development and promote positive learner participation and satisfaction despite implementation challenges. Based on the findings, the study proposed the Enhanced Academic Recovery and Accessible Learning (ARAL) Reading Enhancement Program in English to strengthen instructional delivery, improve learner reading proficiency, expand teacher professional development, and enhance monitoring, resource provision, and stakeholder support for sustainable program implementation.