Authors : Maricel T. Forte; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/2u5sd8dh

Scribd : https://tinyurl.com/5avdbrek

DOI : https://doi.org/10.38124/ijisrt/26jul215

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the insights, participation, and challenges of stakeholders in the implementation of the Academic Recovery and Accessible Learning (ARAL) Program in Irosin II District for School Year 2025–2026. Using a descriptive qualitative research design, the study gathered data from forty purposively selected stakeholders, including teachers, tutors, school heads, learners, and parents. An open ended questionnaire and semi-structured interviews were used to collect data, which were analyzed through thematic analysis supported by frequency counts for identified challenges. Findings revealed that stakeholders recognized the learner-centered and instructional value of the ARAL Program; however, its implementation faced multiple systemic and operational constraints. Insights showed that tutor competence was hindered by insufficient training, abrupt implementation, and uneven resource support. Learning resources were widely regarded as insufficient, inconsistently distributed, and often limited to soft copies, creating accessibility issues. Learning delivery was perceived as appropriate, flexible, and aligned with learner needs, yet negatively affected by time constraints, scheduling conflicts, tutor fatigue, and learner diversity. Learning assessment methods were considered relevant and learner-centered but limited by short implementation duration, insufficient tools, and unclear guidelines. Administrative support varied significantly across schools, with some providing strong coordination and resources, while others displayed minimal or delayed assistance. Stakeholder participation emerged as collaborative and multifaceted, involving strategy sharing, resource production, home-based reinforcement, monitoring, communication, and administrative coordination. Despite this, stakeholders faced persistent challenges, including insufficient training, increased teacher workload, limited program understanding, lack of resources and ready-made materials, scheduling issues, weak coordination, and inconsistent monitoring. In response to these findings, the study developed the ARAL+ Enhanced Implementation Framework, a continuous improvement model designed to strengthen training, standardize resource management, improve coordination, enhance learning delivery, institutionalize progress monitoring, and reinforce administrative involvement. The study concludes that while ARAL is fundamentally appropriate for addressing learning gaps, its effectiveness depends on systematic capacity-building, resource adequacy, stakeholder collaboration, and strong administrative support. Recommendations include improving training, ensuring equitable resource distribution, enhancing assessment systems, strengthening stakeholder engagement, and institutionalizing the ARAL+ Framework to promote sustainable learning recovery.

Keywords : Academic Recovery and Accessible Learning, Stakeholders’ Insights, Tutors’ Competence, ARAL Program Framework.

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