Challenges encountered and strategies of the key stage 2 ARAL tutors in the implementation of the ARAL Program: Philippine education

Abstract

This study examined the lived experiences of 17 Key Stage 2 tutors in the Schools Division of the City of Batac during the implementation of the Academic Recovery and Accessible Learning (ARAL) Program. Employing a phenomenological qualitative design, the research explored the operational challenges and instructional strategies central to academic recovery. Findings revealed that tutors faced significant time constraints, diverse learner abilities, increased workloads, irregular attendance, and insufficient level-appropriate materials, all of which impeded foundational literacy and numeracy interventions. These challenges slowed skill mastery and shifted tutors’ focus from instruction to learner motivation and relationship-building. To address these barriers, tutors utilized differentiated instruction, scaffolded learning, game-based activities, peer collaboration, and localized materials to enhance accessibility. The study underscores that while the ARAL Program is crucial in responding to the learning crisis, its long-term effectiveness relies on extended instructional time, improved resource allocation, and institutional support for tutors. Results highlight the importance of a flexible, context-specific approach to promote meaningful learning recovery for struggling Filipino learners.

Keywords: Alternative Recovery, Accessible Learning, Tutors, Key Stage 2, Program Challenges and Strategies