Learning loss has become a critical issue in education systems worldwide, particularly following the disruption of traditional schooling caused by the COVID-19 pandemic. In the Philippines, the Department of Education introduced the Academic Recovery and Accessible Learning (ARAL) Program to address gaps in foundational skills among learners, particularly in literacy, numeracy, and science competencies. This systematic review synthesizes empirical and theoretical literature from 2020–2025 examining innovative classroom teaching and management strategies relevant to the implementation of the ARAL Program. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, 42 relevant studies and reports were screened, with 21 studies meeting the inclusion criteria. The findings highlight six major themes of effective instructional practices: differentiated instruction, guided small-group learning, gamified and technology-assisted instruction, multisensory teaching approaches, formative assessment and learning monitoring, and positive classroom management strategies. Results suggest that the integration of innovative teaching practices with structured classroom management significantly enhances student engagement, academic recovery, and learning outcomes. The review concludes that successful implementation of the ARAL Program requires continuous teacher professional development, curriculum adaptation, and institutional support for innovative pedagogical practices.

Keywords: ARAL Program, Learning Recovery, Innovative Teaching Strategies, Classroom Management, Systematic Review, Philippine Education.

Views (30)