Tutees' attitude toward the academic recovery accessible learning program and its relationship to reading performance

This study examined the attitudes of pupil-tutees toward the Academic Recovery Accessible Learning (ARAL) Program and their relationship to reading performance at Tabba Elementary School, Kabugao District II, Apayao, for the School Year 2025–2026. Employing a quantitative descriptive-correlational design, the study involved 27 pupil-tutees from Grades 3 to 6 selected through purposive sampling. Data were gathered using a structured five-point Likert-scale questionnaire measuring four attitude dimensions perceived usefulness, enjoyment and interest, confidence and self-efficacy, and perceived tutor competence and trust, alongside a pre-test and post-test reading assessment aligned with the ARAL Program guidelines. Weighted mean, standard deviation, and Pearson product-moment correlation were used to analyse the data. Findings revealed that tutees generally held a positive attitude toward the ARAL Program, with an overall composite mean of 3.87, interpreted as "Agree." Among the four dimensions, enjoyment and interest received the highest rating (M = 3.99), followed closely by perceived tutor competence and trust (M = 3.98), while perceived usefulness and confidence and self-efficacy both yielded a mean of 3.76. In terms of reading performance, notable improvement was observed from a pretest mean of 4.19 (Very Satisfactory) to a post-test mean of 4.56 (Outstanding), with 59.26% of tutees reaching the Outstanding level after the intervention. However, the Pearson correlation analysis revealed no statistically significant relationship between tutees' attitudes and their reading performance across all four dimensions, leading to the failure to reject the null hypothesis. The findings affirm that the ARAL Program effectively supports reading development and fosters a positive learning experience, though attitudinal factors alone do not significantly predict reading outcomes. Sustained implementation, enriched instructional activities, and extended program duration are recommended to further strengthen literacy gains.