Collaborative Recovery: Teachers’ and Parents’ Levels of Involvement in Implementing the Academic Recovery and Accessible Learning (ARAL) Program

Justine Ann Marie D. Adora; Mercedes A. Alastoy; Alyssa G. Bacuetes; Lenylyn S. Botor; Nika M. Briones; Rose Bee C. Capatian

doi:10.55927/eajmr.v5i8.280

Authors

Justine Ann Marie D. Adora University of Eastern Philippines
Mercedes A. Alastoy University of Eastern Philippines
Alyssa G. Bacuetes University of Eastern Philippines
Lenylyn S. Botor University of Eastern Philippines
Nika M. Briones University of Eastern Philippines
Rose Bee C. Capatian University of Eastern Philippines

DOI:

https://doi.org/10.55927/eajmr.v5i8.280

Keywords:

ARAL Program, Parental Involvement, Epstein’s Theory, Learning Recovery, Literacy

Abstract

This study examined the teachers’ and parents’ levels of involvement in implementing the Academic Recovery and Accessible Learning (ARAL) Program in three elementary schools in Laoang II District, Laoang, Northern Samar, during the 2025–2026 school year. Guided by Epstein's Theory of Overlapping Spheres of Influence, the study employed a descriptive-comparative research design involving nine teachers and twenty-one parents selected through convenience sampling. Data were collected using researcher-developed, expert-validated questionnaires and analyzed through descriptive and inferential statistics. The findings revealed that teachers were Always/Highly Involved, whereas parents were Often/Involved, with teachers demonstrating significantly higher levels of involvement across all three domains. The study recommends strengthening school-home collaboration through regular communication, parent capacity-building, and coordinated learning support to promote more consistent stakeholder involvement in the ARAL Program implementation.

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