REIMAGINING EDUCATION: ASSESSING THE TRANSFORMATIVE

EFFECTS OF THE ARAL PROGRAM ON STUDENTS AND TEACHERS AT

DADO HIGH SCHOOL

CHRIS RICH SPENCER BAGSICAN

ROSHIAN VICK D. FRANCISCO

MICAYLA JANE O. MAGQUILAT

RENIEL D. DELA CERNA

MARY JOY E. CATIPAY

 REIMAGINING EDUCATION: ASSESSING THE TRANSFORMATIVE
EFFECTS OF THE ARAL PROGRAM ON STUDENTS AND TEACHERS AT
DADO HIGH SCHOOL

CHAPTER I

INTRODUCTION

Background of the Study

In today’s educational landscape, many students struggle with reading

comprehension and engagement, which can hinder their overall academic
performance. Despite the availability of resources, a significant number of
learners find it challenging to connect with reading materials, leading to
decreased motivation and lower literacy levels. This issue is particularly
pronounced in diverse classrooms where varying reading abilities and
interests can create barriers to effective learning. The ARAL Program, a Peer
Reading initiative, seeks to address these challenges by fostering a
collaborative reading environment that encourages students to support one
another in their literacy journeys.

The degree of this study is significant as Dado High School grapples

with challenges that threaten student academic performance and motivation,
along with teachers’ satisfaction and effectiveness. Without timely
intervention, the school risks decreased student engagement, which could
lead to lower achievement levels and increased teacher burnout. This
situation underscores the critical need for the administration to assess
programs like ARAL, recognized for their potential to deliver transformative
educational benefits. By thoroughly evaluating ARAL’s impact, Dado High
School can implement targeted strategies that not only enhance student
engagement but also provide better support for teacher, ultimately fostering a
more positive and effective learning environment for all stakeholders involved

The need for this study arises from several factors, including the
increasing prevalence of literacy challenges among students and the
recognition that traditional reading instruction methods may not adequately
address diverse learning needs. Additionally, the role of peer interaction in
learning has been well-documented, suggesting that collaborative approaches
can lead to improved outcomes. The ARAL Program aims to harness the
power of peer support to create a more engaging and effective reading
experience.

If successful, the ARAL Program could lead to significant

improvements in student reading skills, increased motivation to read, and
enhanced social interactions among peers. Furthermore, teachers may
experience greater job satisfaction as they witness the positive changes in
their students’ attitudes towards reading. Ultimately, the program has the
potential to foster a culture of literacy within Dado High School, benefiting the
entire educational community.

Despite the growing interest in peer reading initiatives, there is a limited

amount of research specifically examining the effects of programs like ARAL
in the context of Philippine schools. This study aims to fill this gap by
providing empirical evidence on the effectiveness of the ARAL Program,
contributing to the broader discourse on innovative educational strategies that
promote literacy and engagement among students.
This study will investigate the following research questions:

1. What do you think are the main challenges faced during the implementation
of the ARAL program?

2. What are the effects of the ARAL program on the experiences and
performances of students and teachers?

3. What strategies can be developed to improve the ARAL program and

address the issues identified?
Alternative Hypothesis

HI: The implementation of the ARAL Program leads to a significant

enhancement in student engagement, academic performance, and teacher
satisfaction at Dado High School

Null Hypothesis

HO: The ARAL Program does not significantly influence student

motivation at Dado High School.

Theoretical Framework

This study is grounded in the principles of Self-Determination Theory

(Deci & Ryan, 2017), which emphasizes the importance of intrinsic motivation
and the fulfillment of psychological needs—autonomy, competence, and
relatedness—in fostering effective learning and personal growth. In the
context of the ARAL Program, a reading program, SDT suggests that when
students and teachers experience support for these needs, they are more
likely to engage deeply with reading materials, develop a love for reading, and
improve their literacy skills. This theory provides a contemporary foundation
for exploring how the ARAL reading program can enhance motivation and
engagement in reading among both students and teachers.

We also recognize that the school environment plays a crucial role in

shaping learning and teaching. Using an ecological perspective, we
understand that students and teachers are not isolated; they are influenced by
their classrooms, their relationships, and the overall school culture. For
instance, a supportive classroom atmosphere can encourage students to
engage more deeply with reading, while a positive relationship with teachers
can foster love for learning. By examining these interconnected factors, we
can see how the ARAL program fits into the broader educational landscape at
Dado High School.
 Lastly, we view the ARAL program as a dynamic process that can
evolve and improve over time. By closely observing how the program is
implemented and the outcomes it generates, this research aims to identify
practical ways to enhance its effectiveness and better meet the needs of both
students and teachers. For example, gathering feedback from participants can
help us refine the program and make it more engaging.

Together, these ideas guide our exploration of how the ARAL program
can create real, positive change in education, making learning more enjoyable
and meaningful for everyone involved.
Operational Definition of Terms

ARAL Program a specialized educational initiative implemented at Dado

High School aimed at introducing innovative teaching strategies, fostering
active learning, and providing support to both students and teachers to
improve engagement and educational outcomes.

Student Engagement the level of interest, motivation, and active participation

demonstrated by students in the learning process, which influences their
academic performance and overall educational experience.

Teacher Support the resources, professional development, and institutional

backing provided to teachers to enhance their teaching effectiveness, job
satisfaction, and ability to meet students' learning needs.

Transformative Educational Benefits significant positive changes in

teaching and learning practices that lead to improved academic performance,
motivation, and satisfaction among students and teachers.

Traditional Teaching Methods conventional instructional approaches

typically characterized by teacher-centered lectures, limited student
interaction, and minimal use of modern technology or innovative strategies.

Outdated Curricula educational content and materials that have not been
updated to reflect current knowledge, skills, or teaching methodologies,
potentially limiting student learning relevance and engagement.

Professional Development Opportunities training and educational

programs designed to enhance teachers’ skills, knowledge, and instructional
practices to better support student learning.

Active Learning an instructional approach that involves students actively

participating in the learning process through discussions, problem-solving,
and hands-on activities rather than passively receiving information.

Academic Performance the measurable outcomes of student learning,

typically reflected in grades, test scores, and mastery of subject matter.
Teacher Burnout a state of physical, emotional, and mental exhaustion
caused by prolonged stress and dissatisfaction in the teaching profession,
often leading to decreased effectiveness and higher turnover.

Personalized Learning educational strategies that tailor instruction to meet

the individual needs, skills, and interests of each student to optimize their
learning experience.

Interactive Activities learning tasks that require active student participation

and collaboration, designed to enhance understanding and application of
knowledge.
Conceptual Framework

This study examines the transformative effects of the ARAL Program

on the students and teachers at Dado High School. This process involves
implementing the ARAL Program, observing changes in academic
performances, engagement, motivation among students and instructional
effectiveness and attitudes among teachers. The goal is to gain a
comprehensive unders tanding on how the ARAL Program influences
educational outcomes and teaching practices.

INDEPENDENT VARIABLE DEPENDENT

VARIABLE
 Implementation of the  Transformative Effects on
ARAL Program Students and Teachers
- Students’ academic
performance
- Teacher instructional
effectiveness

Figure 1. The diagram above illustrates the relationship between the

Independent Variable, labeled as “Implementation of the ARAL Program,” and
the Dependent Variable, labeled as “Transformative Effects on Students and
Teaches.”

This framework shows that the effective implementation of the ARAL

Program serves as a catalyst for significant improvements in educational
outcomes. Specifically, it aims to enhance students’ academic performance
and elevate the instructional effectiveness of teachers, both which are crucial
for fostering a productive learning environment. The Implement of the ARAL
program serves as a structured intervention designed to address specific
educational challenges, such as enhancing teaching methodologies and
improving student engagement. By providing targeted training for teachers
and resources for students, the program aims to create an environment
conductive to learning. As teachers adopt new instructional strategies and
student receive more tailored support, we can expect to see measurable
improvements in academic performance and overall educational inequality.
Therefore, the connection between the independent and the dependent
variables lies in the premise the effective implementation of the ARAL
program will lead to transformative changes in both student outcomes and
teacher effectiveness ultimately fostering more effective educational system
 CHAPTER II

REVIEW OF RELATED LITERATURE

TEACHER TRAINING IN POST-PANDEMIC PHILIPPINES

Santos (2023) examined teacher training initiatives introduced after the

COVID-19 pandemic. The study found that multi-year, targeted training
programs—especially those supporting English and Mathematics—
significantly improved instructional delivery and student outcomes. This
supports the ARAL program’s emphasis on empowering teachers through
structured capacity building.

EQUITY IN TEACHER EDUCATION ACROSS REGIONS

Reyes (2023) analyzed the geographic distribution of teacher

education quality across Luzon, Visayas, and Mindanao. Findings revealed
unequal access to Centers of Excellence (COEs), contributing to disparities in
teacher preparedness. This has implications for ARAL’s implementation in
underserved schools like Dado High School.

ARAL PROGRAM LEGISLATION AND IMPACT POTENTIAL

Torres (2024) explored the creation and early effects of Republic Act
12028 or the ARAL Program Act. The study emphasized that legal backing
and formal structure boost program sustainability and enable stronger
implementation in public schools. This directly frames the ARAL program at
Dado High School within a national educational reform agenda.
TEACHER WORKLOAD AND PROGRAM INTEGRATION

Gomez (2025) investigated the impact of ARAL-related tasks on public

school teacher workload. Findings indicated that while ARAL provides much-
needed support to learners, teachers often experience program fatigue due to
additional tutoring, paperwork, and coordination duties. These insights are
crucial for understanding teacher response at Dado High School.

LEARNING GAPS IN THE PHILIPPINES POST-COVID

Delos Santos (2024) studied learning loss in Mathematics and Reading

due to instructional disruptions during the pandemic. The research highlighted
how catch-up interventions like ARAL must be tailored to specific learner
needs to be effective. This underlines the necessity of differentiated
instruction in ARAL’s implementation at Dado High School.

EARLY READING INTERVENTIONS THROUGH ARAL

Jimenez (2025) focused on ARAL's reading tutorials for Grades 1–3

under DepEd’s Phase 1 intervention. The study showed that early remediation
yielded strong improvements in decoding and comprehension skills,
particularly in rural schools. This supports evaluating student progress in early
literacy at Dado High School.

TEACHER BURNOUT AND REFORM FATIGUE

Rivera (2022) provided survey-based evidence on teacher burnout in

the wake of multiple overlapping reforms, including ARAL. Key stressors
included high workloads, unclear directives, and lack of support. These
findings are valuable in assessing the emotional and professional impact of
ARAL on teachers at Dado High School.
INCLUSIVE EDUCATION AND PROGRAM LIMITATIONS

Padilla (2023) reviewed teacher preparedness in delivering inclusive

education. The study found that most ARAL tutors lacked sufficient training for
addressing neurodiverse learners, suggesting a gap in implementation. This
helps assess how inclusive ARAL is at Dado High School.

ASSESSMENT STRATEGIES IN ARAL IMPLEMENTATION

Villanueva (2024) examined how ARAL programs are evaluated

through learner progress assessments. While pre- and post-tests are used,
the study questioned their consistency across schools. This raise concerns on
how effectiveness is measured in schools like Dado High School.

ARAL AND STUDENT MOTIVATION IN LOW-PERFORMING SCHOOLS

Garcia (2025) explored how remedial programs like ARAL influence

student engagement. Results showed that programs promoting autonomy and
learner ownership increased motivation and academic self-concept. This
supports a student-centered evaluation of ARAL’s effect at Dado High School.

COLLABORATIVE LEARNING IN REMEDIAL SETTINGS

Alvarez (2022) conducted a meta-analysis of cooperative learning

strategies within remedial programs. The research found that peer tutoring
and small group collaboration improved academic performance and social-
emotional skills. These approaches align with ARAL’s methodology and can
be assessed at Dado High School.
EDUCATIONAL POLICY IMPLEMENTATION CHALLENGES

Flores (2024) studied the rollout of major education reforms including

ARAL. The research identified funding delays, teacher overload, and
miscommunication as barriers to effective implementation. This helps frame
systemic challenges that may affect ARAL outcomes at Dado High School.

HOLISTIC STUDENT DEVELOPMENT BEYOND ACADEMICS

Cruz (2021) examined how extracurricular activities support learners’

personal growth. Although ARAL is academically focused, the study found that
holistic development programs enhance overall student engagement. This
provides context for assessing non-academic effects of ARAL at Dado High
School.

DIGITAL LEARNING INTEGRATION IN ARAL

Mendoza (2022) analyzed ARAL’s use of digital tools in blended and

remote tutoring models. The study highlighted issues in access and teacher
digital skills but showed potential for improved learning if supported properly.
This is relevant in evaluating Dado High School’s tech readiness in ARAL.

STUDENT-CENTERED LEARNING IN ARAL FRAMEWORK

Bautista (2022) reviewed literature on student-centered learning. The

study emphasized that empowering learners through autonomy and critical
thinking enhances achievement. These principles are embedded in the ARAL
approach and can be evaluated within Dado High School’s classrooms.
LEARNING LOSS MEASUREMENT IN PHILIPPINE SCHOOLS

Lopez (2023) focused on assessment methods to quantify learning

loss post-pandemic. Using reading and math diagnostic tests, the study
showed widespread deficits in foundational skills. This data validates the
rationale for ARAL and supports its implementation at Dado High School.

SCHOOL LEADERSHIP AND EDUCATIONAL REFORM SUCCESS

Cabrera (2021) explored the role of principals and school heads in

reform implementation. The study found that leadership effectiveness strongly
correlates with teacher engagement and program success. This helps assess
how Dado High School’s leadership supports ARAL.

PARALLEL REMEDIAL PROGRAMS IN SOUTHEAST ASIA

Tan (2019) compared remedial learning models across ASEAN

countries. The research identified best practices in Indonesia and Vietnam,
such as community involvement and after-school tutorials, similar to ARAL.
These insights offer a regional benchmark for evaluating Dado High School’s
ARAL program.

TEACHER FEEDBACK IN CURRICULUM INNOVATION

Fernandez (2021) provided qualitative insights into how teachers

perceive and respond to curriculum reforms. The study underscored the need
for involving teachers in planning stages to ensure buy-in. This is vital in
understanding how Dado High School teachers internalize and implement
ARAL.
 CHAPTER III

METHODOLOGY

Research design

This study employs a descriptive research design, utilizing surveys as

the primary method to gather detailed information about the experiences and
opinions of students and teachers regarding the ARAL Program at Dado High
School.

Locale of the study

This research study will be conducted exclusively at Dado High School,

located in Dado, Alamada, Cotabato, providing a focused setting that reflects
the unique educational environment and community where the ARAL Program
is implemented.

Respondents of the Study

The respondents for this study include 10 teachers and 100 students
from Dado High School who have actively participated in the ARAL Program.
The student participants represent a range of reading abilities, with reading
remarks spanning from Frustration to Independent levels. These respondents
were carefully selected to share their honest reflections and experiences on
how the ARAL Program has influenced their reading skills and overall
engagement.

Sampling Procedure
 Participants are selected using purposive sampling, meaning only
those who are directly involved with the ARAL Program were asked to join.
This helped make sure the information collected was relevant and useful.

Research Instrument

The primary research instrument utilized in this study was a carefully

designed survey questionnaire aimed at gathering comprehensive data from
the respondents. The questionnaire comprised thoughtfully crafted questions
intended to capture participants’ views, perceptions, and experiences related
to the ARAL Program.

Scale Range Interpretation

4 4.00-3.00 Strongly Agree

3 2.99-2.00 Agree

2 1.99-1.0 Disagree

1 1.00-1.49 Strongly Disagree

Data Gathering Procedure

Surveys are given out to the chosen teachers and students, and their
answers were collected within a set period. After that, interviews are held in
person to explore some of the survey answers more deeply.

Data Analysis

The survey results are analyzed using basic statistics to find common
trends and important findings about the ARAL Program’s effects. The
interview responses were reviewed to identify key themes that support and
explain the survey data.
Ethical Considerations

The study prioritized participant privacy. Of all participants. Everyone

took part voluntarily and gave their consent before surveys or interviews.
Responses are kept confidential and used solely for research, with
participants free to withdraw at any time.