Catch-Up Friday: Improving the Reading Proficiency Levels and Perspectives of Grade 10 Students


  • Jeffry M. Saro Prosperidad National High School, Prosperidad District I, Division of Agusan del Sur, Department of Education, Philippines
  • Arlyn O. Barol Prosperidad National High School, Prosperidad District I, Division of Agusan del Sur, Department of Education, Philippines
  • Ardelyn L. Glodobe Prosperidad National High School, Prosperidad District I, Division of Agusan del Sur, Department of Education, Philippines
  • Florelyn S. Grana Prosperidad National High School, Prosperidad District I, Division of Agusan del Sur, Department of Education, Philippines
  • Nova P. Billuga Prosperidad National High School, Prosperidad District I, Division of Agusan del Sur, Department of Education, Philippines



Catch-Up Friday, Reading Materials, Reading Proficiency Levels, Reading Comprehension, Perspectives


Reading proficiency extends beyond mere word comprehension; it demands active engagement with text, analysis of its content, and synthesis of information to generate new insights and perspectives. This study aimed to investigate the reading proficiency levels of Grade 10 students during the implementation of Catch-Up Friday at Prosperidad National High School in the 2023-2024 school year and determine whether significant differences existed in the students’ reading proficiency levels between pre- and post-assessments during Catch-Up Friday sessions. The study included 182 females and 205 males, selected based on attendance, with thirty Grade 10 students further interviewed to gather insights on the implementation of Catch-Up Friday. Pre-assessment occurred over two Fridays (January 12-19, 2024) with the same number of participants, while post-assessment took place from February 1-8, 2024, utilizing school-provided reading materials. Descriptive statistics, including frequency, percentage, and mean, were employed, and a t-test for independent samples compared Grade 10 students’ mean scores in pre- and post-assessments during Catch-Up Friday sessions. The qualitative analysis utilized thematic guidelines by Bruan and Clarke (2006). The analysis revealed that implementing Catch-Up Friday sessions and contextualized reading materials significantly impacted Grade 10 students’ reading proficiency levels, highlighting the importance of tailored interventions and learning resources to enhance reading proficiency. Furthermore, the study emphasized the need for ongoing efforts to provide comprehensive support for students to improve their reading proficiency levels. Findings indicated that students enjoyed diverse reading activities during Catch-Up Friday sessions, felt supported by teachers, and believed the sessions effectively addressed their individual needs. The materials used were relevant and engaging, boosting students’ confidence in reading. Additionally, five themes emerged from student responses: Feedback on Catch-Up Fridays, Strategies for Reading Proficiency on Catch-Up Friday, Reading Importance and Catch-Up Friday, Challenges in Catch-Up Fridays: Share and Overcome, and Catch-Up Friday Effectiveness: Expanding Perspectives. These findings posited the effectiveness of Catch-Up Friday sessions in enhancing reading proficiency and fostering a stimulating learning environment conducive to academic growth and development.


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How to Cite

Saro, J. M., Barol, A. O., Glodobe, A. L., Grana, F. S., & Billuga, N. P. (2024). Catch-Up Friday: Improving the Reading Proficiency Levels and Perspectives of Grade 10 Students. American Journal of Education and Technology, 3(2), 12–23.