World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.209-222
Gerlie B. Rom
Nonoc Elementary School, DepEd Masbate Province
Abstract
This qualitative research investigates the barriers and challenges encountered in the implementation of the Academic Recovery and Acceleration Program (ARAL) in Pasig Elementary School, Claveria, Burias, Masbate. With the use of a phenomenological research design involving thirteen (13) public elementary school teachers selected through a complete enumeration sampling and interview guide questions, findings of this research yielded a multitude of related problems classified under administrative problems, problems concerning the learners, problems concerning instruction, problems concerning resources, and problems of context. The study concludes that while the ARAL Program is a vital intervention for addressing learning gaps, its successful implementation requires adequate resources, sustained administrative support, teacher capacity-building, and contextualized strategies responsive to learners’ needs. Recommendations for policy, practice, and future research are provided.
Keywords: ARAL Program, academic recovery, qualitative research, phenomenological approach, public elementary school
