Exploring Mathematics and English Diagnostic Results as Indicators of Science ARAL Recipients

Abstract

The Philippine Informal Reading Inventory (Phil-IRI) and the Rapid Mathematics Assessment (RMA), which measure students' reading and mathematics proficiency, can be used to identify learners who may require remediation and support. Currently, the Department of Education (DepEd) does not provide a diagnostic tool specifically for science, making it challenging for teachers and ARAL Program implementers to identify students in need of science assistance. This study aims to utilize existing English and mathematics diagnostic results to select potential Science ARAL beneficiaries. RMA and Phil-IRI results can help teachers identify students who may struggle in science due to insufficient literacy and numeracy skills necessary to comprehend scientific concepts, conduct investigations, and analyze data. The ARAL Program seeks to close learning gaps and provide a recovery plan from Kindergarten through Grade 10, ensuring that no student is left behind. Findings of this study indicate that existing diagnostic tools can effectively identify learners for science intervention, allowing for targeted support to enhance foundational skills and improve learning outcomes.