Academic Recovery and Accessible Learning (ARAL) Reading Program on Students’ Numeracy and Problem-solving Skills

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.

Academic Recovery and Accessible Learning (ARAL, reading programs, numeracy, problem-solving skills, systematic review, meta-analysis, Filipino students, learning recovery

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