International Journal For Multidisciplinary Research

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Bridging Learning Gaps: CRLA Results and the Impact of ARAL Program among Elementary Learners

Author(s) Mr. Johndred Bingbing Arroyo, Ms. Nadine Tupas Casumpang, Mr. Kris Amielle Contento Cordovilla, Ms. Ester Sorolla Sindol, Ms. Pearly Ann Barba Babak
Country Philippines
Abstract This study examined the effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program in improving the reading performance of Key Stage 1 learners in public elementary schools in Banate, Iloilo. Using a quantitative pretest–posttest design, the study analyzed learners’ reading levels based on the Comprehensive Rapid Literacy Assessment (CRLA) before and after program implementation. A total of 1,823 learners were included through purposive sampling, and changes in reading levels were evaluated using descriptive statistics and the marginal homogeneity test.
Findings revealed that at the beginning of the school year, most learners were at the Transitioning level, with many classified as Low Emerging, indicating limited reading proficiency. After the implementation of the ARAL Program, there was a notable improvement in learners’ reading performance. The proportion of learners classified as Grade Ready increased from 10.81% to 50.02%, while those in the lowest reading levels significantly decreased. This shift suggests that the program effectively supported learners in progressing toward expected reading proficiency.
Statistical analysis confirmed that the improvement in reading levels was significant, indicating that the changes were not due to chance. Despite these gains, many learners remained in the Transitioning level, highlighting the need for sustained intervention. Overall, the study concludes that the ARAL Program is an effective strategy for improving literacy outcomes and recommends its continued implementation.
Keywords ARAL Program, Reading Performance, Literacy Development, CRLA (Comprehensive Rapid Literacy Assessment), Intervention Program
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-09
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77564
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