Author Information
Ameer Benjamin B. Calderon, Schools Division Office of Cavite City, PhilippinesLito A. Palomar, Schools Division Office of Cavite City, Philippines
Audrey Joy R. Panganiban, Cavite National High School, Philippines
Allan A. Balud, Sangley Point National High School, Philippines
Abstract
This study explored the lived experiences of the teachers who implemented Teaching at the Right Level (TaRL) in the City Schools Division of Cavite to understand their perceptions, the difficulties they encountered, and the practices they employed in response to the identified challenges, with the ultimate goal of developing TaRL implementation recommendations. TaRL is a globally recognized remediation strategy that groups learners according to their competency levels rather than age or grade levels to address gaps in foundational skills. Using a phenomenological approach, the study gathered data that revealed TaRL as an effective strategy for improving engagement, confidence, and student achievement. However, thematic analyses also revealed that time constraints and difficulties in group management and individual support were the challenges faced by the teachers. In response, teachers employed practices such as the use of manipulatives and visual aids and peer learning. These practices responded to the challenges in group management but cannot address the time constraints and the need for additional teachers. This study recommends the provision of ready-made lesson plans and instructional materials, increased contact time, smaller group sizes, and additional teachers and support staff for future implementation. Findings highlight the importance of contextual responsiveness, teacher empowerment, and policy support for a more sustainable and scalable TaRL implementation.
Paper Information
Conference: ACE2025Stream: Teaching Experiences
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Calderon A., Palomar L., Panganiban A., & Balud A. (2026) The TaRL Experience: Challenges, Practices, and Recommendations ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 283-301) https://doi.org/10.22492/issn.2186-5892.2026.23
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.23
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