Evaluation of the Content, Design, and Usability of Aral-Reading Learning Materials in English

This study aimed to determine the content, design, and usability of the ARAL-Reading Learning Materials in English among selected public elementary school teachers in Pinamungajan District II during School Year 2026–2027 as a basis for an enhancement plan. It utilized a descriptive-comparative mixed-methods research design, integrating quantitative evaluation results and qualitative responses from open-ended questions. A total of 103 ARAL teachers, representing 51% of the population, were purposively selected due to their direct involvement in program implementation. The materials were evaluated in terms of content quality, design quality, and usability, while thematic analysis was employed to identify recurring strengths and areas for improvement. Findings revealed that the materials were favorably assessed in terms of content quality, design quality, and usability. Qualitative findings identified alignment with the Most Essential Learning Competencies (MELCs), clarity and comprehensibility, and engaging and learner-centered features as major strengths. Areas for improvement included content contextualization and localization, higher-order thinking activities, design and layout, inclusivity, and adaptability across learning modalities. Statistical analysis showed no statistically significant differences in the evaluators’ assessments when grouped according to position/designation and years of teaching experience. However, statistically significant differences were found when grouped according to educational attainment across content quality, design quality, and usability. The thematic findings further provided insights into the usability and contextual responsiveness of the learning materials. Based on the quantitative and qualitative findings, an enhancement plan was proposed to strengthen the content quality, design quality, usability, and contextual responsiveness of the ARAL-Reading Learning Materials in English.