Perceptions of Grade 11 Learners on Reading Enhancement during Catch-up Fridays

DepEd issued a memorandum requiring all public schools from Grades 1 to 12 and all community learning centers to implement Catch-up Fridays. Catch-up Fridays is a learning mechanism intended to strengthen the foundational, social, and other relevant skills necessary to actualize the intent of the basic education curriculum that shall be implemented every Friday until the end of the school year 2023-2024. This study aims to assess the reception of the Reading Enhancement by determining the perceptions and experiences of the learners. To gain a rich and in-depth understanding of how the learners perceive the implementation of RE, a focus group with semi-structured interviews was conducted. When the learners were asked how they felt about RE in general, they mostly claimed that they were enjoying the activities. The innovative approaches for conducting classes were applauded by the learners, too. However, some learners also expressed their disapproval. They declared that they would rather have regular classes over RE. When the learners were asked whether they liked or disliked having the RE program each Friday, most showed thumbs-downs. However, when the learners were asked about their expectations, they were positive that the programs on Catch-up Fridays would be beneficial to them after all. Thus, the teachers are advised to innovate and strategize beyond the recommendations of the DepEd order and memorandum. Conclusively, all stakeholders of the basic education in the nation must work together for the welfare and benefits of the learners.

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Author and article information

Journal

Title: ScienceOpen Preprints

Publisher: ScienceOpen

Publication date (Electronic preprint): 19 April 2024

Affiliations

[1 ] International Association of Open Educators;

[2 ] Ozamiz City School of Arts and Trades;

Author notes

[* ]Email: ryannlabad@ 123456iaoeinc.org .

Author information

Ryann LaBad https://orcid.org/0009-0002-6623-5841

Article

DOI: 10.14293/PR2199.000817.v1

SO-VID: 2aad5498-9d11-4e3f-bb2e-f826ee77349a

License:

This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .

History

Date received : 19 April 2024

References

Williams Kelly J., Vaughn Sharon. Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities. Learning Disability Quarterly. Vol. 43(3):154–166. 2020. SAGE Publications. [Cross Ref]
Francia Raymund C.. High Impact Reading-Writing: Development of ICT- Based Enhancement Material for Grade 7. 2022. Zenodo. [Cross Ref]

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[1] Williams Kelly J., Vaughn Sharon. Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities. Learning Disability Quarterly. Vol. 43(3):154–166. 2020. SAGE Publications. [Cross Ref]

[2] Francia Raymund C.. High Impact Reading-Writing: Development of ICT- Based Enhancement Material for Grade 7. 2022. Zenodo. [Cross Ref]