Grade 10 Students’ Experiences with Catch-Up Fridays

Abstract

This study investigated Grade 10 students’ experiences with Catch-Up Fridays at Prosperidad National High School during the 2023-2024 academic year. Utilizing a phenomenological approach, the research aimed to understand how students engaged with the program and its impact on their reading proficiency. A total of 30 Grade 10 students from Prosperidad National High School in Prosperidad District I, Agusan del Sur, were selected through purposive sampling for in-depth interviews. The study employed thematic analysis following Braun and Clarke’s (2006) guidelines, beginning with detailed readings of interview and focus group discussion transcripts. The findings revealed both challenges and benefits associated with the Catch-Up Fridays program. Students encountered significant issues with time management and task overload, which led to stress and decreased academic focus. The lack of engagement and relevance in some activities further diminished motivation, while limited teacher support exacerbated these difficulties. However, the program also demonstrated notable benefits, such as improved reading skills, increased engagement with diverse texts, and enhanced motivation and attitudes toward reading. These outcomes were consistent with the Theory of Student-Driven Learning, which emphasized the importance of student autonomy, relevant learning activities, robust support systems, and peer collaboration. The study highlighted the need for balancing workload, tailoring activities to student needs, ensuring effective support, and fostering a collaborative learning environment to improve the effectiveness of Catch-Up Fridays. Future research should explore integrating structured peer collaboration to enhance the program’s impact on student learning and confidence.