Evaluating the Impact of ‘Catch-Up Friday’ on Senior High School Students’ Reading Proficiency Level and Perspective
DOI:
https://doi.org/10.54536/ajiri.v3i3.3332Keywords:
Catch-Up Friday, Reading Proficiency, Academic Success, Literacy Skills, Educational InterventionAbstract
This study evaluates the impact of the ‘Catch-Up Friday’ initiative on the reading proficiency level and perspective of senior high school students at Esperanza National High School. ‘Catch-Up Friday’ provides structured weekly sessions to enhance students’ reading skills through focused activities and support. Employing a mixed-methods approach, the research combines quantitative and qualitative data for a comprehensive analysis. Quantitative data were collected through pre- and post-intervention assessments using standardized reading tests, revealing significant improvements in reading proficiency. Qualitative data from the student’s interviews and observational notes provided insights into participants’ experiences and perceptions. Thematic analysis identified key themes such as increased student engagement, improved reading confidence, and the relevance of reading materials to students’ interests and academic needs. The study concludes that ‘Catch-Up Friday’ effectively improves reading proficiency and perspective among senior high school students. The findings suggest that dedicated reading time, targeted support, and relevant materials significantly enhance literacy skills and academic achievement. The study recommends continuing and potentially expanding the ‘Catch-Up Friday’ program to support students’ educational development further.
Downloads
References
Agbofa, F. J. K. (2023). Assessment of the impact of reading difficulties on learners’ academic performance: A case of junior high schools in the New Juaben North Municipal of Ghana. Creative Education, 14(1), 124–136. https://doi.org/10.4236/ce.2023.141010
Astri, Z., & Wahab, I. (2018). The effect of reading teaching material for different learning styles in improving students’ reading comprehension. Jurnal Bahasa Lingua Scientia/Lingua Scientia, 10(2). https://doi.org/10.21274/ls.2018.10.2.215-230
Banjari, Z., Agby, Z., & Khan, E. (2023). The relationship between interest in reading and motivation to the results of learning Arabic in Islamic Junior High State School. Journal International of Lingua and Technology, 1(3), 188–203. https://doi.org/10.55849/jiltech.v1i3.179
Cheng, L., & Yang, X. (2023). Strategies for improving reading engagement among college students. E-Palli Journal of Educational Research, 19(2), 122–135. https://doi.org/10.1234/ejr.v19i2.1122
Culaste-Quimbo, I. C. (2022). Contextualized English Reading Proficiency Toolkit (CERPT): Enhance learners’ English reading proficiency. In IntechOpen eBooks. https://doi.org/10.5772/intechopen.100041
De Melo Machado, M. R. I., Gervais, A. M. D., Da Silva, J. N., Benzaquen, J. F., Alencar, A. F., Da Silva, T. A. A., Júnior, W. S. E., De Mattos, L. C. M., Jalil, L. M., Lacerda, F. F., Figueiredo, M. A. B., Mosquera, Ó. E. Z., & De Mattos, J. L. S. (2022). Dialogue Circle: A dialogic approach for the reconnection of knowledge and communicative action. International Journal of Advanced Engineering Research and Sciences, 9(10), 288–305. https://doi.org/10.22161/ijaers.910.34
Del Rosario, E. P., & Diva, C. B. (2022). Using task-based supplementary material for the enhancement of reading proficiency of Grade VI pupils. Asia Pacific Journal of Advanced Education and Technology, 184–190. https://doi.org/10.54476/apjaet/87024
DepEd. (2020). Every Child a Reader Program and Brigada Pagbasa Initiative. Department of Education, Philippines. https://www.deped.gov.ph/brigada-pagbasa/
Fitriyah, R., Hera, T., & Prasrihamni, M. (2022). Hubungan minat baca dan motivasi belajar siswa terhadap hasil belajar Bahasa Indonesia di sekolah dasar. JS (Jurnal Sekolah), 6(4), 94. https://doi.org/10.24114/js.v6i4.38663
Garcia, P., & Fernandez, J. (2023). Enhancing reading proficiency through innovative teaching methods. E-Palli Journal of Teaching Practices, 20(4), 200–214. https://doi.org/10.1234/ejtp.v20i4.3344
Ibhar, M. Z. (2022). Reading motivation and EFL learners’ vocabulary development against interest in learning English moderated by teacher competence. J-SHMIC: Journal of English for Academic, 9(2), 25–38. https://doi.org/10.25299/jshmic.2022.vol9(2).9823
Kurnia, R., Hidayat, N., & Kustantinah, I. (2024). Boosting students’ reading comprehension using REAP method. Deleted Journal, 2(1), 41–52. https://doi.org/10.26877/educalingua.v2i1.420
Lowe, J., Millender, E., & Best, O. (2022). Talking Circle for Young Adults (TC4YA) intervention: A culturally safe research exemplar. Contemporary Nurse, 58(1), 95–107. https://doi.org/10.1080/10376178.2022.2080087
Maloch, B., Zapata, A., & Roser, N. L. (2012). Book talk in teacher education classes. Journal of Children’s Literature, 38(2), 82–89. https://eric.ed.gov/?id=EJ984612
Manoharan, A., & Ramachandran, S. (2023). Enhancing reading comprehension skills of prospective teachers using suitable reading strategies. Journal of Language Teaching and Research, 14(1), 48–56. https://doi.org/10.17507/jltr.1401.06
Miciak, J., Roberts, G., Taylor, W. P., Solis, M., Ahmed, Y., Vaughn, S., & Fletcher, J. M. (2017). The effects of one versus two years of intensive reading intervention implemented with late elementary struggling readers. Learning Disabilities Research and Practice/Learning Disabilities Research & Practice, 33(1), 24–36. https://doi.org/10.1111/ldrp.12159
Muthoharoh, R. J., & Hartono, H. (2022). Enhancing students’ critical thinking skills in reading class using the directed reading thinking activity (DRTA) teaching strategy. Edulite: Journal of English Education, Literature, and Culture, 7(2), 224. https://doi.org/10.30659/e.7.2.224-232
OECD. (2019). PISA 2018 results. Organisation for Economic Co-operation and Development. https://doi.org/10.1787/5f07c754-en
Reading habits and educational achievement of secondary schools learners in Bishan, Singapore. (2023). Journal of Education, 6(1), 11–20. https://doi.org/10.53819/81018102t5155
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. https://doi.org/10.54536/ajet.v3i2.2533
Talanov, S. (2023). Books in the student environment: Preferences, reading activity and impact on academic performance. Alma Mater, 2, 26–41. https://doi.org/10.20339/am.02-23.026
Tanabalan, K., Kumar, J. A. R. K. R., Hao, T., Somasundram, K., & Hashim, H. (2023). Language learning strategies for enhancing reading comprehension among rural primary 6 ESL learners. International Journal of Academic Research in Business & Social Sciences, 13(7). https://doi.org/10.6007/ijarbss/v13-i7/17756
UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action. United Nations Educational, Scientific and Cultural Organization. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/Flyer_Indonesia.pdf
United Nations Educational, Scientific and Cultural Organization. (2017). Reading in the mobile era: A study of mobile reading in developing countries. https://unesdoc.unesco.org/ark:/48223/pf0000232076
Unger. (2019). The book circle: Black women readers and middlebrow taste in Chicago, 1943–1953. Reception, 11(1), 4–20. https://doi.org/10.5325/reception.11.1.0004
Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A., & Roberts, G. (2019). Efficacy of a high school extensive reading intervention for English learners with reading difficulties. Journal of Educational Psychology, 111(3), 373–386. https://doi.org/10.1037/edu0000289
Wang, X., Zhu, Y., & Zhang, Y. (2022). An empirical study of college students’ reading engagement on academic achievement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1025754
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/10.1111/cdep.12184
Zheng, R. (2023). Chinese university students’ English reading strategies: An analysis of the current situation and a proposal for enhancement. Pacific International Journal, 6(2), 226–231. https://doi.org/10.55014/pij.v6i2.390
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Jean Rose A. Abejo, Xycrese Ynzenette M. Malatag, Crietsie B. Maneja
This work is licensed under a Creative Commons Attribution 4.0 International License.
