World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.79-84
Sheila T. Arcenal
Master of Arts in Education, Osmeña Colleges
ABSTRACT
This study focused on the academic performance in English of Key Stage 1 learners before and after undergoing the Academic Recovery and Accessible Learning (ARAL) Program at Busay Elementary School for School Year 2025-2026. Specifically, it used the results of the Comprehensive Rapid Literacy Assessment (CRLA) in the Beginning of School Year (BOSY) and End of School Year (EOSY) to determine the performance of the learners and the relationship of the two assessment periods. The research design employed was a correlational design and the data was analyzed using the mean, standard deviation, and Pearson Product-Moment Correlation Coefficient (Pearson r) at 0.05 level of significance. The results showed an improvement of learners’ English performance from BOSY to EOSY. In addition, the BOSY and EOSY scores were significantly and positively correlated, suggesting consistency in the learners’ performance across the assessment periods. The study concludes that the ARAL Program helps to improve the academic performance of learners in English. Such interventions are also recommended to be sustained and further strengthened to support early grade literacy development.
Keywords: ARAL Program, academic performance in English, Key Stage 1 learners, Comprehensive Rapid Literacy Assessment (CRLA), BOSY and EOSY, correlational study, Pearson Product-Moment Correlation Coefficient.
https://doi.org/10.65494/pinagpalapublishing.275
