Authors

Jessil N. Nolasco*
Northwest Samar State University, Calbayog City, Philippines

Ramonelle T. Plateja
Northwest Samar State University, Calbayog City, Philippines

Abstract

This study examined the level of readiness and responsiveness of schools in implementing the ARAL program in terms of learner readiness, teacher or tutor readiness, school environment readiness, parental engagement readiness, and systems support and governance readiness, as well as the degree of tutors’ engagement and parental involvement. A descriptive-correlational research design was employed with 139 respondents selected from participating schools. Data were gathered using validated survey questionnaires and analyzed through frequency distribution, weighted mean, multiple regression analysis, and Pearson r correlation. Findings revealed that learner readiness obtained a high level, indicating that learners are generally prepared and motivated to participate in ARAL interventions. However, teacher or tutor readiness, school environment readiness, parental engagement readiness, and systems support and governance readiness were rated at a moderate level, suggesting areas that still require strengthening. Similarly, tutors’ cognitive engagement was high, while affective and behavioral engagement were moderate. Parental involvement was generally moderate across learning at home, school volunteering, decision making, and communication, except for parenting which was rated high. Regression analysis showed a significant relationship between respondents’ profiles and school readiness and responsiveness, although only a small proportion of variance was explained. Correlation analysis revealed strong and significant relationships among school readiness components, tutors’ engagement, and parental involvement, indicating an interconnected system of support influencing ARAL implementation. The study concludes that effective implementation of ARAL requires a synchronized approach involving school leadership, teacher engagement, and parental participation. Strengthening governance systems, enhancing instructional support, and improving structured parental involvement are essential to optimize literacy and numeracy recovery outcomes in post-pandemic education settings.

Keywords: ARAL Program, School Readiness, Tutor Engagement, Parental Involvement, & Learning Recovery.

*Corresponding author / Email: jessil_nolasco@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021148

Recommended citation:
Nolasco, J. N., & Plateja, R. T. (2026). Public schools’ readiness and responsiveness of academic recovery and accessible learning program, tutors’ engagement and parental involvement. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4222-4253. http://doi.org/10.69651/PIJHSS05021148

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