Northwestern Visayan Colleges

Graduate School MAEd Program

Kalibo, Aklan

EXPLORING THE IMPACT OF CATCH-UP FRIDAYS

ON LEARNING REMEDIATION

A Research Proposal

Presented to
The Faculty of Master of Arts in Education Program
Northwestern Visayan Colleges
Kalibo, Aklan

In partial fulfillment of the requirements

For the course EDUC 223: Thesis Seminar

By

QUEENIE ROSE FLORES PAROHINOG

June 2024
CHAPTER I

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

INTRODUCTION
Background of the Study

In recent years, educational institutions have grappled with the challenge of addressing

diverse learning needs and bridging achievement gaps among students. This comes as the results

of PISA 2022 showed that Philippine learners performed lower than their counterparts in the

ASEAN region and globally. Low results have been expected due to the disruptions in learning

caused by the global health pandemic. This prompted the Department of Education (DepEd) to

institutionalize efforts to mitigate learning losses. One innovative approach that has emerged is

the implementation of "Catch-up Fridays," a learning intervention designed to provide students

with dedicated time to review and reinforce their understanding of material covered during the

week. This strategy not only aims to enhance academic performance but also to alleviate the

pressure on students by allowing them to consolidate their knowledge in a structured manner. As

schools seek to balance rigorous academic standards with the well-being of students, Catch-up

Fridays offer a promising solution.

The concept of Catch-up Fridays is rooted in educational theories that emphasize the

importance of regular review and the consolidation of learning. By allocating specific time each

week for students to focus on areas where they need additional support, educators can tailor their

instruction to meet individual needs more effectively. This intervention is particularly beneficial

in diverse classrooms where students may progress at different paces. Furthermore, Catch-up

Fridays can provide an opportunity for teachers to offer targeted remediation and enrichment

activities, thereby fostering a more inclusive and supportive learning environment.

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Graduate School MAEd Program
Kalibo, Aklan

Early implementations of Catch-up Fridays have shown promising results, suggesting

improvements in student engagement, academic achievement, and overall well-being.

Preliminary data indicates that students benefit from having dedicated time to address their

learning gaps without the added pressure of new material. Additionally, teachers report that this

intervention allows for more effective use of instructional time and better differentiation of

instruction. As more schools consider adopting Catch-up Fridays, further research is necessary to

explore its long-term impacts and to identify best practices for implementation. This study aims

to contribute to this growing body of knowledge by examining the effects of Catch-up Fridays on

student outcomes in various educational settings.

Statement of the Problem

This study aims to explore the impact of Catch-Up Fridays on learning remediation by

gathering empirical evidence from the experiences of both teachers and learners in order to

identify best practices that can help frame measures that would improve its implementation.

Specifically, this study aims to achieve the following objectives;

1. Discuss the experiences of teachers and learners as regards Catch-Up Fridays to gain

insights into its effects and impacts.

2. Analyze empirical evidence on the impact of Catch-Up Fridays to identify areas of

concern as well as best practices.

3. Suggest an Action Plan for improving the implementation of Catch-Up Fridays and its

outcomes.

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

Theoretical Framework

This study on the impacts of Catch-Up Fridays on learning remediation is grounded in

several interconnected educational theories and models that emphasize differentiated instruction,

formative assessment, and social constructivism.

Differentiated instruction theory, as proposed by Carol Ann Tomlinson, serves as a

primary underpinning for this research. This theory advocates for tailoring teaching

environments and practices to create appropriate learning experiences for diverse student needs

(Tomlinson, 2001). Catch-Up Fridays, which provide specific time for students to address their

unique learning gaps, align with the principles of differentiated instruction. This theory helps

frame the intervention's design, as it highlights the need for personalized support to enhance

individual student growth. By examining how teachers implement differentiated strategies during

Catch-Up Fridays, the research can uncover the methods that are most effective in facilitating

learning remediation (Tomlinson & Imbeau, 2010).

Formative assessment theory, developed by scholars such as Black and Wiliam,

emphasizes the role of ongoing assessment in informing and improving teaching and learning

processes (Black & Wiliam, 1998). Catch-Up Fridays inherently incorporate formative

assessment practices, as these sessions allow teachers to identify and address students'

misconceptions and knowledge gaps promptly. This theory supports the investigation into how

regular feedback and tailored instruction during these sessions impact student learning outcomes.

The research can explore how formative assessment techniques are utilized during Catch-Up

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Graduate School MAEd Program
Kalibo, Aklan

Fridays and their effectiveness in promoting academic progress and understanding (Wiliam,

2011)

Social constructivism, based on the work of Vygotsky, posits that learning is a social

process and that knowledge is constructed through interaction and collaboration (Vygotsky,

1978). This theoretical perspective is relevant for understanding the dynamics of Catch-Up

Fridays, where students may engage in peer-assisted learning and collaborative problem-solving.

Vygotsky's concept of the Zone of Proximal Development (ZPD) is particularly pertinent, as it

highlights the potential for students to achieve higher levels of understanding with appropriate

support. This framework can guide the exploration of how social interactions and scaffolded

learning opportunities during Catch-Up Fridays contribute to remediation and overall academic

improvement (Chaiklin, 2003).

By integrating these theoretical perspectives, the framework provides a comprehensive

lens through which to examine the qualitative impacts of Catch-Up Fridays. This approach

allows for a deeper understanding of the mechanisms through which this intervention supports

learning remediation, emphasizing the importance of personalized instruction, continuous

assessment, and social learning processes.

Conceptual Framework

Figure 1 on the next page illustrates the schematic presentation of the study. The

overarching focus of this study is on the impact of the implementation of Catch-Up Fridays.

Thus, this concept is placed above all other considerations. There are two types of experiences

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Graduate School MAEd Program
Kalibo, Aklan

that are to be explored as can be noted with what has been labeled on both sides-teachers’

experiences and learners' experiences. These experiences will be viewed from the following

contexts; differentiated instruction, formative assessment and social constructivism in order that

the experiences shared may be given its due analysis. These contexts are illustrated in the ovals

in the middle of the diagram. Finally, after careful analysis and consideration of the evidences

gathered, enhancements to the implementation of Catch-Up Fridays shall be proposed based on

the resulting data obtained from this study.

Figure 1. The Research Paradigm

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Graduate School MAEd Program
Kalibo, Aklan

Scope and Limitations of the Study

This study shall attempt to describe and discuss the lived experiences of teachers and

learners as regards the implementation of the Catch-Up Fridays. The study shall be limited to the

admissions made by six participants from the District of Tangalan, DepEd Division of Aklan for

School Year 2023-2024. The information to be presented shall be likewise limited to the

participants’ ability to recall and make sense of their experiences as such unfold during the

School Year 2023-2024.

Significance of the Study

This study is relevant because it shall provide empirical evidence in order to discuss the

impact of an intervention towards learning remediation. As such, the study shall benefit the

following:

Teachers. Teachers shall be further educated into the complex realities underlying the

implementation of Catch-Up Fridays. As such the experiences they share will help them better

understand themselves, their learners and the curriculum.

Learners. The learners will come to understand how important learning remediation is

and better appreciate the efforts made to make learning recovery happen.

Parents. Parents shall become even more aware of the complex realities underlying the

implementation of Catch-Up Fridays. The efforts they and others have made will help them

better realize the role that education plays in preparing the children of today to become global

citizens.

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Graduate School MAEd Program
Kalibo, Aklan

School Administrators. They may also utilize the results of this study in planning for

the delivery of the curriculum and strategies appropriate to learners’ interests and circumstances.

Future Researchers. They shall be helped by this study through the actual and empirical

information about the implementation of Catch-Up Fridays as well as the repercussions of such

into the lives of both teachers and learners.

Definition of Terms

To better understand the study, the following terms are defined operationally:

Action Plan. This refers to the proposed set of actionable items that can be implemented

to improve the outcomes of the conduct of Catch-Up Fridays.

Best Practices. This refers to the learning remediation efforts adjudicated by teachers to

have better served the purpose of learning recovery.

Differentiated Instruction. This refers to the approach of providing learners with varied

resources and strategies to tailor what is taught to what their interests are.

Formative Assessment. This refers to the practice of making measurements and

evaluation of a learners’ progress, not for the purpose of knowing the extent of what has been

learned but rather, how else can the teaching-learning experience be improved.

Impact. This refers to the lasting effects of Catch-Up Fridays in the lives of those who

participated in it.

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Graduate School MAEd Program
Kalibo, Aklan

Lived Experiences. This refers to the actual experiences, thoughts and actions

made by participants in response to an existing intervention-Catch-Up Fridays.

Programs. This refers to the implications to improve the modular delivery of learning.

Social Constructivism. This refers to the theoretical perspective of understanding

learning because of interaction and collaboration.

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a topical review of the literature that has shaped the present study.

The materials have been gathered from research and publications culled from both local and

foreign sources.

Learning Intervention

The Philippine educational system has faced numerous challenges, including high

dropout rates, large class sizes, and limited resources. According to the Department of Education

(DepEd), the K-12 program, implemented in 2012, aims to enhance the quality of education by

providing additional years of basic education and more specialized learning tracks (DepEd,

2013). However, these systemic reforms have also necessitated the development of effective

remediation strategies to support struggling students.

Learning interventions can take many forms, including targeted tutoring, small group

instruction, technology-based interventions, and extended learning time. A meta-analysis by

Nickow, Oreopoulos, and Quan (2020) found that high-dosage tutoring, defined as more than

three times a week or for extended durations, significantly improves student achievement in

reading and math. Small group instruction also shows promise, as it allows for more personalized

attention and interaction between students and instructors (Slavin et al., 2016).

Learning Remediation Strategies

After-school programs have become a common remediation strategy in the Philippines.

These programs provide additional instructional time and individualized support for students

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Graduate School MAEd Program
Kalibo, Aklan

who need extra help. Research by Bernardo (2017) indicates that after-school programs can

improve academic performance and reduce dropout rates. These programs often focus on core

subjects such as mathematics, science, and English

Peer tutoring involves higher-performing students assisting their peers in understanding

and mastering academic content. Studies have shown that peer tutoring not only benefits the

tutees but also enhances the tutors' understanding of the material. Alibudbud (2020) found that

peer tutoring in Filipino high schools improved students' academic achievement and fostered a

collaborative learning environment.

The integration of technology in remediation has gained traction in recent years. E-

learning platforms and educational software provide personalized learning experiences and allow

students to learn at their own pace. According to a study by Magno (2019), the use of technology

in remediation has been effective in engaging students and improving their learning outcomes,

particularly in subjects like math and science.

Offering remedial classes during summer and holiday breaks is another strategy

employed in the Philippines. These classes aim to provide intensive instruction in subjects where

students have shown significant weaknesses. Research by Capuno et al. (2018) suggests that

remedial classes during breaks can significantly enhance students' understanding and retention of

academic content, helping them catch up with their peers.

Collaborative learning approaches, such as group projects and cooperative learning, have

also been utilized as remediation strategies. These approaches encourage students to work

together to solve problems and complete tasks, thereby enhancing their understanding through

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Graduate School MAEd Program
Kalibo, Aklan

social interaction. Bautista and Siapno (2016) highlighted that collaborative learning approaches

improved student engagement and academic performance in Filipino classrooms.

Challenges in Implementing Catch-Up Fridays

One of the primary challenges in learning remediation programs is the difficulty in

effectively implementing these interventions within existing school structures. Studies have

shown that limited resources, such as insufficient funding and inadequate staffing, can

significantly hinder the implementation process (Li et al., 2020). Additionally, the integration of

remediation programs into the regular school schedule poses logistical challenges, often

requiring schools to extend instructional time or modify existing schedules (Balfanz & Byrnes,

2019).

Teacher preparedness and professional development are also critical factors influencing

the success of remediation programs. Research indicates that many teachers feel unprepared to

deliver remedial instruction effectively, lacking specialized training in instructional strategies

that address diverse learning needs (Desimone & Garet, 2015). This gap in professional

development can lead to inconsistent delivery and reduced program efficacy.

The effectiveness of remediation programs is often limited by issues related to student

engagement and motivation. Students who participate in these programs frequently experience

stigmatization, which can negatively impact their self-esteem and motivation to learn

(Allensworth & Evans, 2016). Furthermore, the repetitive nature of remedial activities can lead

to disengagement and a lack of enthusiasm among students, making it difficult to achieve

sustained academic improvement (Wigfield et al., 2015).

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

A significant body of research also points to the varying quality of instructional materials

used in remediation programs. Many programs rely on standardized materials that may not be

tailored to the specific needs of individual students, resulting in a one-size-fits-all approach that

fails to address unique learning gaps (Fuchs et al., 2018). The lack of personalized instruction

can diminish the effectiveness of these programs and leave some students without the support

they need to succeed.

Sustaining learning remediation programs over the long term presents another set of

challenges. Funding constraints are a major issue, as many programs depend on temporary grants

or special funding allocations that may not be renewed (Dynarski et al., 2017). This financial

instability makes it difficult for schools to maintain consistent and high-quality remediation

efforts over time.

Moreover, the scalability of successful remediation programs remains a concern.

Programs that demonstrate positive outcomes in one context may not necessarily translate to

broader implementation due to differences in school environments, student populations, and

available resources (Balfanz & Byrnes, 2019). Ensuring fidelity to the program design while

adapting to local contexts is a complex task that requires careful planning and ongoing support.

Impacts of Learning Intervention Programs

The primary goal of learning interventions is to improve academic achievement among

students who are behind. Research consistently shows positive impacts on student performance

across various subjects. For instance, Kraft (2020) reports that tutoring programs can lead to

significant gains in reading and math scores, particularly for students from low-income

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Graduate School MAEd Program
Kalibo, Aklan

backgrounds. Similarly, a study by Allensworth et al. (2018) found that targeted interventions in

high school math led to improved test scores and increased likelihood of college enrollment.

Technology-based interventions also demonstrate positive effects, albeit with some

variability. Pane et al. (2017) found that students using adaptive learning technologies showed

greater improvements in math compared to those in traditional settings. However, the study also

noted that teacher support and proper implementation were critical for maximizing these

benefits.

Beyond academic performance, learning interventions can influence students' social and

emotional well-being. Small group and one-on-one interactions provide opportunities for

building strong student-teacher relationships, which can enhance students' motivation and self-

esteem (Kraft & Dougherty, 2013). Studies have shown that students engaged in personalized

learning interventions often report higher levels of engagement and a more positive attitude

towards school (Jensen et al., 2019).

Synthesis

The literature underscores the potential of learning interventions to significantly improve

academic outcomes and support students' social and emotional development. However, to

maximize their effectiveness, it is essential to address the challenges related to resource

allocation, teacher training, and student engagement. Future research should continue to explore

innovative strategies and best practices for implementing these interventions, ensuring that all

students can succeed academically and socially.

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Graduate School MAEd Program
Kalibo, Aklan

CHAPTER 3

RESEARCH METHODOLOGY

This chapter provides a brief discussion of the design of the study, the research locale, the

participants, as well as the tools and procedures for conducting the study.

Research Design

This study made use of the phenomenological qualitative-descriptive approach to

research. Qualitative research design is a research method used extensively by scientists and

researchers studying human behavior and habits (Shuttleworth, 2008). Phenomenology takes a

case rather than variable perspective, although the distinction is nearly impossible to draw. This

means in part that the researcher takes different cases to be wholes, in which the variables

interact as a unit to produce certain outcomes. Interpretative Phenomenological Analysis (IPA)

aims to give definite assessments of personal lived experiences. It delivers a record of lived

experiences. It is explicitly idiographic in its obligation to examining at the detailed experience

of each case in turn, before the transition to more broad cases and claims (Smith & Osborn,

2015). According to Smith and Osborn, IPA is a particularly useful methodology for inspecting

themes which are perplexing, equivocal and emotionally laden.

Locale of the Study

This study will focus on the collective lived experiences of Public Elementary School

teachers and learners in the District of Tangalan, DepEd Division of Aklan as they participate in

the conduct of Catch-Up Fridays. The District has several public elementary schools ranging

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Graduate School MAEd Program
Kalibo, Aklan

from primary schools to complete elementary schools. The volume of teachers and learners

would make it impossible for the researcher to deal with the objectives of this study and

therefore, one elementary school shall be purposively chosen to serve as the locale of the present

study.

Participants of the Study

The participants of this study shall consist of four (4) of Public Elementary School

learners who actively attended the Catch-Up Fridays. To provide proper representation,

participants will be chosen in a spread across the grade levels to provide diverse insights into the

workings of Catch-Up Fridays. The participants will be chosen purposively from the list

recommended by their class advisers. This criterion was made because class advisers know their

learners better than anybody else.

Research Instrument

This study shall utilize interview and focus group discussions to gather the necessary data

for the study. Being a qualitative study, this research will employ triangulation to increase the

credibility of the findings of study. Triangulation involves the use of multiple and different

methods, investigators, sources and theories to obtain corroborating evidence (Onwuegbuzie &

Leech, 2007). Triangulation of data was done through interview, focus group discussion and with

the use of secondary data.

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

Semi-structured, face-to-face interviews will be conducted using a pre-prepared interview

guide. Interviews are particularly useful for getting the story behind a participant’s experiences.

The interviewer can pursue in-depth information around the topic.

In this study, the researcher’s role is that of an active participant in the study (Creswell,

2009). For the present study, the researcher is the key instrument in data collection, and the

interpreter of data findings (Stake, 1995). An audio recorder will be used to record the

conversations and proceedings of the focus group discussions.

Ethical Considerations

In compliance with the rigors of qualitative research, participant selection though

purposively identified will be made final after the consent of the identified teacher was obtained.

Pertinent permissions will also be acquired from concerned offices in order that the study,

particularly that of data collection, could be conducted formally in an official manner. Respect to

a person’s privacy and identity will also be observed. In order to protect the identity of the

participants as well as the information collected from them, their names will be withheld, and

their responses will be presented anonymously.

Data Gathering Procedure

After establishing the research topic and its objectives, interview questions will be

formulated. Prior and informed consent will be obtained to ensure the research was conducted in

an ethical manner. The content of the prior and informed consent form shall explain to the

respondents the nature, scope and content of the interview. They will be assured that their

confidentiality and identity are protected including. Their consent will also be obtained for using

an audio recorder during the conversation. Participants will be encouraged to talk freely and to

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

tell stories using their words. At the end of each interview, the researcher shall remind the

participants about the need for a second contact with them to discuss the study findings and to

make sure that the study findings reflect their experiences. Responses will be transcribed

accordingly in both the original proceeding and in English.

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

Data Analysis Procedure

 Conceptualization  Determination of Research

 Situational Analysis Design
 Formulation of Research  Determination of Population,
Questions sampling, sampling procedures
 Bracketing and research environment
 Formulation of interview guide

Ensuring data trustworthiness by Interview after getting the consent

means of peer debriefing, members’ of the participants
check, providing description and
data triangulation

Data Analysis using Colaizzi’s Conduct of Focus Group

method Discussion

Determination of Collective
Data validation, presentation and
Experiences gaps/ Implication
discussion

Proposed Intervention Plan Reflexivity

Drawing conclusions and

recommendations

Figure 2. Study Flow Chart

Colaizzi's method of data analysis will be used in interpreting the qualitative research data

gathered to identify meaningful information and organize it into themes or categories. This

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 Northwestern Visayan Colleges
Graduate School MAEd Program
Kalibo, Aklan

method has been presented in the figure on the previous page. The Colaizzi process for

phenomenological data analysis (cited in Sanders, 2003; Speziale & Carpenter, 2007) has the

following steps; (1.) Each transcript should be read and re-read to obtain a general sense about

the whole content, (2.) For each transcript, significant statements that pertain to the phenomenon

under study should be extracted. These statements must be recorded on a separate sheet noting

their pages and lines numbers, (3.) Meanings should be formulated from these significant

statements, (4.) The formulated meanings should be sorted into categories, clusters of themes,

and themes, (5.) The findings of the study should be integrated into an exhaustive description of

the phenomenon under study, (6.) The fundamental structure of the phenomenon should be

described, and (6.) Finally, validation of the findings should be sought from the research

participants to compare the researcher's descriptive results with their experiences.

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Graduate School MAEd Program
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