Pedagogical Approaches and Teacher Competency as Predictors of Effectiveness in Implementing Academic Recovery and Accessible Learning (ARAL) Program in Secondary Schools in Cavite, Philippines

This study examined pedagogical approaches, teacher competency, and implementation effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program in a Philippine public secondary school. Using a quantitative approach, survey data were collected to assess pedagogical, teacher competency, and program effectiveness. Statistical analyses revealed very high levels of pedagogy utilization (3.42–3.73), teacher competency (3.69–3.87), and implementation effectiveness (3.34–3.68). Correlation analysis found a very strong positive relationship between pedagogical approaches and program effectiveness (r = .871, p = .000) and a strong relationship between teacher competency and effectiveness (r = .799, p = .000). Regression results indicated that pedagogical approaches and teacher competency significantly predicted program effectiveness with 79.80% variance explained, with classroom management emerging as a critical predictor of learner participation. Findings suggest the need for professional development workshops, strengthened Learning Action Cell (LAC) sessions, and enhanced home-school collaboration. Institutional efforts should focus on structured mentoring and technology integration to sustain instructional quality and ensure foundational literacy and numeracy recovery. Overall, the findings support Shulman’s PCK Theory and Bandura’s Social Learning Theory, highlighting that teacher competence and effective pedagogy significantly enhance ARAL Program implementation and student learning outcomes.