Vygotsky’s Sociocultural Theory: Elevating Reading Comprehension in Elementary Learners through the ARAL Program and Its Implications for Administration and Governance in Contemporary Education

Abstract

Developing reading comprehension among early grade learners remains a pressing challenge in Philippine basic education, particularly following learning disruptions brought about by the pandemic. This study examined how the Academic Recovery and Accessible Learning (ARAL) Program supports the improvement of reading comprehension among elementary learners in selected public schools in the District of Valencia City, Bukidnon. Guided by Vygotsky’s Sociocultural Theory, the study explored the role of scaffolding, peer interaction, and guided support in strengthening reading development.
A quantitative descriptive research design was employed. Teacher-respondents were selected through purposive sampling, specifically those facilitating ARAL reading sessions and maintaining documented learner progress records. A validated researcher-developed survey measured the extent of ARAL instructional practices, while reading comprehension levels were gathered from school-based assessments. Results show that a majority of learners fall within the Beginning and Developing levels of comprehension, indicating the continued need for structured reading support. Teachers reported a high extent of implementation of guided reading, scaffolding strategies, and peer-assisted learning, reflecting strong alignment with Vygotskian principles. However, challenges such as heavy teacher workload, limited reading materials, and inconsistent parental involvement were found to affect sustainability. The findings suggest that ARAL effectively supports comprehension growth when learning is socially mediated and scaffolded. Strengthening administrative support, enhancing resource provision, and fostering school-community partnerships are essential for sustaining literacy gains. The study underscores the importance of collaborative, guided learning environments in promoting reading comprehension among Filipino learners.