ABSTRACT
This study explored the implementation of the Department of Education’s Academic Recovery and Accessible Learning Mathematics (ARAL-MATH) Program to address mathematics learning gaps among Junior High School learners at Macambol National High School. Anchored on Vygotsky’s Zone of Proximal Development (Vygotsky, 1978) and guided by the Pragmatic Paradigm, the study employed a Sequential Explanatory Mixed-Methods Research Design (Creswell & Plano Clark, 2018). Quantitative data were collected from 333 learners via pre- and post-tests, while qualitative data were gathered through interviews with selected teachers and learners. Findings revealed significant improvement in learners’ mathematics performance, with mean scores increasing from 35.90% (Beginning) to 54.60% (Developing). The Wilcoxon Signed-Rank Test indicated a statistically significant difference between pre-test and post-test scores (W = 1484, p < .001) with a large effect size (r = -0.942). Qualitative findings identified implementation bottlenecks, systemic resource scarcity, and pedagogical challenges affecting program delivery. Despite these challenges, ARAL-MATH effectively improved learners’ mathematics proficiency. The integration of quantitative and qualitative findings generated a “Strained Success Framework,” suggesting that significant academic gains were achieved through the sustained efforts of teachers and learners despite structural limitations. The study recommends optimizing instructional schedules, digitizing learning resources, improving tutor-learner ratios, and strengthening institutional support mechanisms.
Keywords: ARAL-MATH, learning recovery, mathematics proficiency, learning gaps, remedial instruction
https://doi.org/10.65494/pinagpalapublishing.364
