Evaluating the ARAL Program Implementation: Pedagogical Adaptations and Program Adherence among Elementary Teachers

This study evaluated the implementation of the Academic Recovery and Accessible Learning (ARAL) Program in relation to Pedagogical Adaptations and Program Adherence among elementary teachers in Cluster B, Ipil District, during School Year 2025–2026. Specifically, it examined the extent of Instructional Scaffolding, Resource Contextualization, and Differentiated Remediation; the extent of Adherence to Content and Instructional Dosage and Quality of Delivery and Progress Monitoring; differences according to teacher profile; and the relationship between the two core implementation variables. A quantitative descriptive-correlational design was used with 35 ARAL tutors selected through Total Enumeration. Data were gathered through a researcher-made, validated survey questionnaire with high internal consistency (Cronbach’s α = .931). Pedagogical Adaptations obtained an overall mean of 4.40, interpreted as to a great extent, while Program Adherence obtained 4.38, also to a great extent. Quality of Delivery and Progress Monitoring had the higher adherence mean (4.45), compared with Adherence to Content and Instructional Dosage (4.31). No significant differences were found in either core variable when respondents were grouped by grade level, years of teaching experience, or number of ARAL learners handled. A very strong positive and statistically significant relationship was found between Pedagogical Adaptations and Program Adherence (r = .926, p < .001). The findings indicate that, within this sample, learner-responsive adaptation and adherence to essential program requirements were closely aligned rather than mutually exclusive. The study proposes ARAL-FLEX (Fostering Learner-Responsive Experiences through Flexible and Contextualized Instruction) as a practical school-based response.

Academic Recovery and Accessible Learning, pedagogical adaptations, program adherence, program implementation, reading intervention, learning recovery

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