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VOL. 13, ISSUE 2 (2026)
Teacher-tutors’ experiences in the implementation of the Academic Recovery and Accessible Learning (ARAL) Program: Bases for school-based enhancement program
Authors
Chad S Baldevarona
Abstract
This study aimed to
explore the teacher-tutors’ experiences in the implementation of Academic
Recovery and Accessible Learning (ARAL) Program as bases for a school-based
enhancement program in the secondary schools in the Schools District of Barotac
Viejo, Iloilo, during the school year 2025–2026. Findings of the study revealed
that the experiences of teacher-tutors were: improved learners’ reading skills
and comprehension, enhanced learners’ mastery of academic tasks, provision of
instructional materials, and strengthened learners’ interest. The themes for
challenges encountered by the teacher-tutors were: learners’ absenteeism, lack
of manipulative materials, lack of parental support, time constraints, weak
reading and vocabulary skills, and teachers’ workload burden. The
teacher-tutors overcome the challenges by giving rewards and incentives, using
interactive and gamified activities, incorporating realia and audio-visual
materials, employing peer tutoring and teacher teamwork, and involving parents
for follow-up. A school-based enhancement program was designed by the
researcher as a result of the study.
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Pages:205-209
How to cite this article:
Chad S Baldevarona "Teacher-tutors’ experiences in the implementation of the Academic Recovery and Accessible Learning (ARAL) Program: Bases for school-based enhancement program". International Journal of Multidisciplinary Research and Development, Vol 13, Issue 2, 2026, Pages 205-209
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