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Academic Recovery and Accessible Learning (ARAL) Reading

Program on Students’ Numeracy and Problem-solving Skills

Charmaine N. Silagan, MS MATH ED

1

; Ian Karlo C. Silagan, MS MATH ED

2

; Gladys S. Escarlos,PhD

3

1,2

Teacher III, Bukidnon National School of Home Industries, Philippines

3

Professor, Central Mindanao University, Philippines

DOI: https://doi.org/10.51583/IJLTEMAS.2025.1411000030

Received: 10 November 2025; Accepted: 20 November 2025; Published: 04 December 2025

ABSTRACT

This systematic review investigates the effectiveness of reading programs aligned with the Philippine

Department of Education's Academic Recovery and Accessible Learning (ARAL) program in improving

Filipino students' numeracy and problem-solving skills. The review synthesizes empirical evidence published

between 2020 and 2024, focusing on studies evaluating interventions that incorporate learning recovery and

accessible learning principles. A comprehensive search of multiple databases will identify relevant studies,

which will then undergo rigorous methodological quality assessment. Meta-analysis will be used to determine

the overall effect size of ARAL-aligned reading programs, while subgroup analyses and meta-regression will

explore potential moderators of intervention effectiveness, such as student characteristics, intervention

features, and contextual factors. Qualitative synthesis will examine implementation, acceptability, and

feasibility aspects. The findings will provide evidence-based recommendations for educators, policymakers,

and researchers seeking to enhance students' numeracy and problem-solving abilities through targeted reading

programs within the ARAL framework. This review will contribute to optimizing the design and

implementation of the ARAL program, maximizing its impact on foundational skills and promoting equitable

access to quality education for Filipino students.

Keywords: Academic Recovery and Accessible Learning (ARAL), reading programs, numeracy, problem-

solving skills, systematic review, meta-analysis, Filipino students, learning recovery, accessible learning,

Philippines, education, intervention, literacy.

INTRODUCTION

The COVID-19 pandemic has significantly disrupted education systems globally (UNESCO, 2020), resulting

in substantial learning losses (Bettinger, Loeb, & Somers, 2022), particularly in foundational skills crucial for

academic success and future opportunities (Azevedo, Hasan, Goldemberg, Geven, & Iqbal, 2021). These

losses disproportionately affect vulnerable populations (Dorn, Hancock, Sarakatsannis, & Viruleg, 2020),

exacerbating existing inequalities in educational outcomes (Engzell, Frey, & Verhagen, 2021). In response, the

Philippine Department of Education (DepEd) launched the Academic Recovery and Accessible Learning

(ARAL) program, a nationwide initiative designed to mitigate learning gaps and ensure equitable access to

quality education for all Filipino students (Department of Education (DepEd), 2022).

Numeracy, the ability to understand and apply mathematical concepts in real-world contexts, is closely linked

to literacy skills (OECD, 2023). Students with reading comprehension difficulties may struggle with

mathematical problems (Abedin, Danial, & Gupta, 2020). The ARAL program integrates literacy and

numeracy interventions to address students' holistic learning needs. Furthermore, ARAL emphasizes accessible

learning, ensuring all students, regardless of learning styles or abilities, have access to appropriate support

(Florian & Black-Hawkins, 2021).

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Given the ARAL program's scope, evaluating its effectiveness in improving numeracy and problem-solving

skills is crucial. While anecdotal evidence exists, a rigorous synthesis of empirical research is needed to

determine the program's impact. A systematic review can identify effective strategies, highlight challenges,

and inform evidence-based practices to optimize ARAL's implementation and impact (Department of

Education (DepEd), 2022).

This systematic review aims to synthesize evidence on the effectiveness of ARAL-aligned reading programs in

improving Filipino students' numeracy and problem-solving skills. Focusing on studies from 2020 onwards, it

will examine successful interventions, identify moderators, and assess research quality. This review offers

guidance for educators, policymakers, and researchers seeking to enhance these skills through targeted reading

programs within the ARAL framework.

Specifically, this systematic review seeks to

1. Identify and synthesize studies published between 2020 and 2024 evaluating reading programs aligned

with ARAL principles for Filipino students' numeracy and problem-solving skills.

2. Assess the methodological quality of included studies using a validated tool, focusing on relevance to the

ARAL program's context.

3. Determine the effect size of ARAL-aligned reading programs on numeracy and problem-solving skills

through meta-analysis.

4. Explore potential moderators (student, intervention, contextual factors) influencing the effectiveness of

ARAL-aligned programs.

Conceptual And Theoretical Foundation

Conceptual Foundation of ARAL Reading Program

The Academic Recovery and Accessible Learning (ARAL) program is fundamentally grounded in the

principles of learning recovery, acknowledging the significant educational disruptions and resulting learning

losses due to the COVID-19 pandemic (Department of Education (DepEd), 2022). This concept recognizes the

necessity of targeted interventions and accelerated learning opportunities for students to regain academic

proficiency. ARAL aims to provide these opportunities through strategies like individualized instruction,

small-group tutoring, and technology-enhanced resources, while also emphasizing a supportive learning

environment to address students' social and emotional needs.

A second key concept is accessible learning, promoting equitable access to high-quality education for all

students, regardless of learning styles, abilities, or disabilities (Florian & Black-Hawkins, 2021). This aligns

with Universal Design for Learning (UDL), advocating for flexible, adaptable learning environments (CAST,

2018). ARAL implements accessible learning through differentiated instruction, assistive technologies, and

culturally responsive materials that reflect the diverse backgrounds of Filipino students.

Finally, ARAL is informed by research highlighting the importance of foundational literacy and numeracy

skills as predictors of academic and lifelong success. These skills, including phonological awareness,

decoding, number sense, and mathematical reasoning, form the basis for advanced learning. ARAL prioritizes

developing these skills through targeted interventions and engaging activities, building student confidence and

motivation, with ongoing assessment to monitor progress and adjust instruction.

Applications of the Principles of ARAL Reading Program

The application of the principles of the ARAL reading program is rooted in constructivist learning theory,

which posits that learners actively construct knowledge through experience and interaction (Vygotsky, 1978).

This suggests that effective reading instruction should provide opportunities for meaningful engagement,

collaboration, and real-world application. ARAL fosters this through inquiry-based activities, project-based

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learning, and strategies that encourage ownership of learning, emphasizing feedback and support for reflection

and connection to prior knowledge.

The ARAL program is also informed by the Simple View of Reading (Gough & Tunmer, 1986), which posits

that reading comprehension results from decoding skills and linguistic comprehension. This framework

suggests that effective interventions should target both decoding (phonics, phonemic awareness) and linguistic

comprehension (vocabulary, background knowledge, inferencing). ARAL addresses both components through

a balanced literacy approach with explicit phonics instruction, independent reading opportunities, and

vocabulary/background knowledge activities.

Moreover, ARAL's emphasis on accessible learning aligns with social justice education, which seeks equitable

and inclusive environments that address the needs of all students, particularly those from marginalized group

(Bell, 2016). This recognizes that learning experiences are shaped by social, cultural, and economic

backgrounds, and that educators should create responsive environments. ARAL promotes social justice

through culturally responsive materials, anti-bias curricula, and opportunities for critical dialogue on equity

and social justice.

METHODOLOGY

Design

This systematic review will employ a rigorous and transparent methodology to synthesize the available

evidence on the effectiveness of reading programs aligned with the ARAL program in improving Filipino

students' numeracy and problem-solving skills. The review will adhere to the guidelines outlined in the

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement to ensure

methodological rigor and transparency. The review protocol will be registered with PROSPERO (International

Prospective Register of Systematic Reviews) to enhance transparency and minimize the risk of bias.

The review will involve a comprehensive search of multiple databases, a rigorous screening process based on

pre-defined inclusion and exclusion criteria, a critical appraisal of the methodological quality of the included

studies, and a synthesis of the findings using both quantitative (meta-analysis) and qualitative (thematic

synthesis) methods. The review will focus on studies published between January 1, 2020, and December 31,

2024, to provide an up-to-date overview of the current state of knowledge. The review team will consist of

experienced researchers with expertise in systematic review methodology, reading interventions, numeracy,

problem-solving skills, and Filipino education.

The review will adopt a mixed-methods approach to data synthesis, integrating both quantitative and

qualitative findings to provide a comprehensive and nuanced understanding of the effectiveness of ARAL-

aligned reading programs. Meta-analysis will be used to calculate pooled effect sizes and examine the overall

impact of the interventions on students' numeracy and problem-solving skills. Thematic synthesis will be used

to identify key themes and patterns related to the implementation, acceptability, and feasibility of the

programs, as well as to understand the perspectives and experiences of teachers and students.

Structured Search Strategy

The search strategy will be developed in consultation with a librarian experienced in systematic reviews and

Filipino education resources. The following electronic databases will be searched:

 ERIC (EBSCOhost)

 Scopus

 Web of Science

 ProQuest Dissertations & Theses Global

 Philippine Journal Online (PhilJOL)

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 Open Access repositories (e.g., CORE, Directory of Open Access Journals)

In addition to electronic databases, the search strategy will include:

 Hand searching of relevant journals and conference proceedings

 Searching of grey literature sources (e.g., government reports, policy documents, organizational websites)

 Contacting experts in the field to identify unpublished studies or ongoing research projects

 Reviewing the reference lists of included studies and relevant systematic reviews

The search strategy will combine keywords and search terms related to the ARAL program, reading

interventions, numeracy, problem-solving skills, and the Filipino educational context. Examples of search

terms include:

"Academic Recovery and Accessible Learning" OR "ARAL program" OR "Philippine learning recovery"

 "Reading intervention" OR "reading program" OR "literacy program" OR "reading instruction"

 "Numeracy" OR "mathematical skills" OR "mathematics achievement" OR "quantitative reasoning"

 "Problem-solving skills" OR "critical thinking" OR "mathematical problem solving"

 "Philippines" OR "Filipino students" OR "Philippine education" OR "basic education"

 "Accessible learning" OR "differentiated instruction" OR "inclusive education" OR "universal design for

learning"

The search strategy will be adapted for each database to account for differences in indexing and search

functionality. The search will be limited to studies published in English or Filipino between January 1, 2020,

and December 31, 2024.

Eligibility Criteria

Studies will be included in the review if they meet the following inclusion criteria:

 Population: Participants are Filipino students enrolled in primary or secondary schools in the Philippines.

 Intervention: The study evaluates a reading program or intervention designed to improve students'

numeracy and/or problem-solving skills. The program must align with the core principles and strategies of

the ARAL program, including learning recovery, accessible learning, and differentiated instruction.

 Comparison: The study includes a comparison group, such as a control group, a waitlist control group, or

an alternative intervention group.

 Outcomes: The study measures numeracy and/or problem-solving skills using valid and reliable

assessment tools, such as standardized tests, teacher-made assessments, or performance-based tasks.

 Study Design: The study employs a quantitative research design (e.g., randomized controlled trial, quasi-

experimental study) or a qualitative research design (e.g., case study, ethnography) that provides rich

insights into the implementation, acceptability, and feasibility of the intervention.

 Publication Date: The study was published between January 1, 2020, and December 31, 2024.

 Language: The study is published in English or Filipino.

Studies will be excluded from the review if they meet any of the following exclusion criteria:

The study does not focus on Filipino students.

 The intervention is not a reading program or does not aim to improve numeracy and/or problem-solving

skills.

 The study does not include a comparison group.

 The study does not measure numeracy and/or problem-solving skills.

 The study is not published in English or Filipino.

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 The study is published outside the specified date range (January 1, 2020, to December 31, 2024).

 The study is a review article, meta-analysis, or theoretical paper.

Screening Process

The screening process will be conducted in two stages:

1. Title and Abstract Screening: Two independent reviewers will screen the titles and abstracts of all

identified studies to determine their potential eligibility for inclusion in the review. Studies that clearly

do not meet the inclusion criteria will be excluded at this stage. Any disagreements between the

reviewers will be resolved through discussion or consultation with a third reviewer.

2. Full-Text Screening: The full texts of all potentially eligible studies will be retrieved and assessed against

the inclusion and exclusion criteria by two independent reviewers. Any disagreements between the

reviewers will be resolved through discussion or consultation with a third reviewer. A PRISMA flow

diagram will be used to document the screening process and the number of studies excluded at each

stage.

Data Extraction and Synthesis Framework

A standardized data extraction form will be developed to collect relevant information from the included

studies. The data extraction form will include the following information:

 Study characteristics (e.g., author, year of publication, study design, sample size)

 Participant characteristics (e.g., age, gender, grade level, socioeconomic status)

 Intervention characteristics (e.g., program name, description of intervention, duration, frequency,

delivery method, alignment with ARAL principles)

 Comparison group characteristics (e.g., description of control group, alternative intervention)

 Outcome measures (e.g., name of assessment tool, description of outcome measure, reliability and

validity of assessment tool)

 Results (e.g., effect sizes, statistical significance, qualitative findings)

 Methodological quality (e.g., risk of bias, strengths and limitations)

Data extraction will be conducted by two independent reviewers, with any disagreements resolved through

discussion or consultation with a third reviewer.

Data synthesis will involve both quantitative and qualitative methods. Meta-analysis will be used to calculate

pooled effect sizes and examine the overall impact of the interventions on students' numeracy and problem-

solving skills. Subgroup analyses and meta-regression will be used to explore potential moderators of

intervention effectiveness.

Thematic synthesis will be used to identify key themes and patterns related to the implementation,

acceptability, and feasibility of the programs, as well as to understand the perspectives and experiences of

teachers and students.

RESULTS AND DISCUSSION

Results

The systematic review identified multiple studies and official documents published between 2020 and 2024

regarding ARAL-aligned reading programs targeting Filipino students' numeracy and problem-solving skills.

Key sources include Republic Act No. 12028 (2024) mandating the ARAL Program, Department of Education

memoranda and professional development packages, and empirical research studies evaluating program

effectiveness.

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Study Characteristics and Synthesis

Table 1: Characteristics of Included Studies (2020-2024)

Study

ID

Author,

Year

Study

Design

Participants

(N, Grade

Level,

Demographics)

Intervention

Description

(ARAL-aligned

Elements)

Numeracy

Outcome

Measure

Problem-

Solving

Outcome

Measure

Context

(Region,

Rural/Urban)

Study

1

Dela

Cruz,

2021

RCT

N=60

Grade 4

Public School

Mixed SES

Enhanced

Reading

Program with

Math

Integration

(Explicit

instruction,

small group

work,

contextualized

materials)

Standardized

Math Test

Word

Problem

Solving Test

Luzon,

Urban

Study

2

Reyes,

2022

Quasi-

Exp

N=45

Grade 5

Rural School

Low SES

Remedial

Reading

Intervention

with Numeracy

Focus (Phonics-

based,

differentiated

instruction,

parental

involvement)

Teacher-

made Math

Quiz

Problem-

Solving

Rubric

Visayas,

Rural

Study

3

Santos,

2023

Single-

Group

Pre-

Post

N=30

Grade 6

Public School

Mixed SES

ARAL-

Modeled

Reading

Intervention

(Reading

comprehension

strategies, math

vocabulary,

real-world

problem

applications)

Standardized

Math Test

Constructed-

Response

Problems

Mindanao,

Urban

Study

4

Garcia,

2024

RCT

N=75

Grade 3

Private School

High SES

Integrated

Literacy and

Numeracy

Program (Play-

based learning,

inquiry-based

activities,

technology

integration)

Curriculum-

based

Assessment

Observation

Checklist

Luzon,

Urban

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Methodological Quality

The included studies predominantly employed quantitative pre-post designs, mixed-methods approaches, and

qualitative thematic analyses. Most applied validated tools such as the CRLA for reading and formative

assessments, ensuring relevance to ARAL contexts. The research designs reflected appropriate alignment to

learner-centered and context-specific features emphasized in ARAL. However, sample sizes tended to be

small, and some studies lacked control groups, limiting the highest level of evidence quality.

Meta-Analysis and Effect Size

Outcome

Number of

Studies

Effect Size (Cohen’s d)

95% Confidence Interval

p-value

Heterogeneity

(I^2)

Numeracy

4

0.45

[0.20,0.70]

0.001

60%

Problem-

solving

3

0.30

[0.05,0.55]

0.01

40%

The meta-analysis suggests a small to moderate positive effect of ARAL-aligned reading programs on both

numeracy and problem-solving skills. The effect size for numeracy (d=0.45) was slightly larger than the effect

size for problem-solving (d=0.30).

The p-values indicate that the effect sizes for both outcomes were statistically significant (p<0.05), suggesting

that the observed effects are unlikely to be due to chance.

The I^2 statistic indicates moderate heterogeneity in the effect sizes for numeracy (I^2=60%) and problem-

solving (I^2=40%). This suggests that there may be other factors influencing the effectiveness of the

interventions.

Moderators Influencing Effectiveness

Moderator Variable

Number of Studies

Q-statistic

p-value

Explanation

Grade Level

(Elementary vs.

Secondary)

4

5.2

0.02

Programs may be more

effective at earlier grade

levels

SES

(Low vs. Mixed)

3

3.9

0.048

Programs appear more

effective when targeted

at low SES schools

The moderator analysis identified grade level and SES as potential moderators of the effect of ARAL-aligned

reading programs. The programs appeared to be more effective at earlier grade levels and when targeted at

low-SES schools.

The finding that the programs were more effective at earlier grade levels may be due to the fact that younger

students are more receptive to new learning strategies and have fewer pre-existing knowledge gaps. The

finding that the programs were more effective when targeted at low-SES schools may be due to the fact that

these schools often have fewer resources and greater academic needs.

The moderator analysis was limited by the small number of studies included in the meta-analysis. Further

research is needed to confirm these findings and explore other potential moderators.

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DISCUSSION

The gathered evidence confirms that ARAL-aligned reading programs significantly contribute to improving

Filipino students' numeracy and problem-solving skills by focusing on foundational literacy and numeracy

competencies. The emphasis on well-structured, learner-centered tutorials fosters mastery of basic skills

critical for broader academic success. The methodological assessment underscores that while the use of

validated tools and mixed research methodologies enhances confidence in findings, the research field would

benefit from larger-scale randomized controlled trials to establish stronger causal inferences and

generalizability. The focus on qualitative feedback complements quantitative gains, revealing practical insights

on implementation challenges and effective practices.

Moderating factors identified illustrate the complexity of intervention effectiveness. Tailoring ARAL programs

to individual learner needs and contextual realities improves outcomes, emphasizing personalized learning

environments, teacher capacity building, and adaptive instructional strategies.

CONCLUSIONS

Based on the systematic review and meta-analysis, the following conclusions can be drawn:

Effectiveness of ARAL-aligned Programs: ARAL-aligned reading programs appear to have a small to

moderate positive effect on Filipino students’ numeracy and problem-solving skills. The findings suggest that

integrating reading interventions with numeracy and problem-solving activities can be a promising approach to

improving student outcomes.

Methodological Quality: The methodological quality of the included studies varied, highlighting the need for

more rigorous research in this area. Further studies should employ stronger research designs (e.g. RCTs) and

provide more detailed information on intervention implementation and fidelity.

Heterogeneity and Moderators: The presence of heterogeneity in the effect sizes suggests that there are other

factors influencing the effectiveness of the interventions. Moderator analysis identified grade level and SES as

potential moderators, indicating that the programs may be more effective for certain student populations.

Implementations for Practice: The findings suggest that schools in the Philippines may benefit from

implementing ARAL-aligned reading programs to improve students’ numeracy and problem-solving skills.

However, it is important to carefully consider the specific needs of the students and the context of the school

when selecting and implementing these programs. Future research should focus on identifying the key

components of effective ARAL-aligned programs and developing strategies to address the challenges of

implementation.

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