Pinagpala Publishing Services - Determinants of Effective Implementation of the DepEd ARAL- Reading Program

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IX (September 2026), pp.293-302

Determinants of Effective Implementation of the DepEd ARAL- Reading Program in Selected Public Schools in Cavite

Alberto B. Cadusale, Jr., LPT1, Carmi A. Arellano, LPT2

Michael M. Duro, LPT3, Josephine M. Rivera, LPT4,

1Instructor, Department of Arts and Sciences, Cavite State University- Silang Campus, 2Faculty, Lyceum of the Philippines University- Cavite, 3Faculty, Langkaan Elementary School, 4Faculty Gov. Ferrer Memorial Integrated National High School, Sta. Clara, Gen. Trias City, Cavite, Philippines

Abstract

The research investigated the factors influencing how well the Department of Education's Academic Recovery and Accessible Learning Reading Program (ARAL-Reading) was implemented in public schools. Accordingly, the research specifically identified the following issues: the degree of teacher competency and training, the availability of teaching resources, the role of administration and institutions, the involvement of parents, and the implementation of the program itself. The study used a quantitative design with data collected from 150 selected public-school teachers and personnel involved in the implementation of the ARAL-Reading Program via a questionnaire developed by the researchers and validated for content and reliability. The data were checked using mean and standard deviation statistics, which showed that determinants of effective implementation were generally rated highly. Of the various determinants measured, the highest rating was given to teacher competency and training followed by administrative/institutional support, and implementation fidelity. The overall ratings for implementation of the ARAL Reading program show a high mean. It appears that successful implementation of the program is closely related to the qualified faculty, continuous administrative support, strict adherence to the requirements of the program, available teaching resources, and parental inputs. Based on the findings, it can be concluded that improving teacher capacity and establishing suitable institutional support mechanisms could contribute to the successful implementation of the ARAL Reading program in selected public schoolsin Cavite.

Keywords: ARAL-Reading Program; Reading Intervention; Program Implementation; Teacher Competence; Public Schools

DOI https://zenodo.org/records/23076877

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