Abstract
This study examined the correlation between Catch-Up Friday a targeted literacy intervention under the Department of Education's National Learning Recovery Program and the academic performance and reading comprehension levels of Grade 5 learners in a public elementary school in Central Visayas, Philippines. The intervention was implemented because of persistent literacy learning deficits, particularly those exacerbated by the disruptions caused by the COVID-19 pandemic to the classroom. In accordance with the Department of Education's National Learning Recovery Program (NLRP), Catch-Up Friday was established to provide focused support in basic skills. With the Philippine Informal Reading Inventory (Phil-IRI) and third and fourth grading periods of the School Year 2023–2024 students' English grades, a quantitative research approach was employed. The Wilcoxon Signed-Rank Test was applied to assess significant differences between before and after the intervention on performance. Results showed significant improvements in both reading comprehension and English grades (p < 0.05). No significant relationships were observed between learners’ academic performance and their sex (r = -0.08, p = 0.58) or age (r = 0.14, p = 0.32). Findings affirm the intervention’s effectiveness regardless of demographic variables. Sustained implementation and broader application of Catch-Up Friday are recommended. The outcomes indicated that the level of reading comprehension had statistically significantly improved, with a significant increase in students reaching "instructional" and "independent" levels and a reduction in students remaining at the "frustration" level. The intervention was implemented to enhance learners' comprehension. In the same way, students' academic performance in English was considerably enhanced following the intervention. Correlation studies also indicated no apparent relationship between students' academic achievement and age or sex, which means that the intervention was effective regardless of demographic categories. These results lend support to the efficacy of Catch-Up Friday as a means to combat learning loss and promote literacy performance. In order to maximize the program's long-term effects, it is recommended that it be sustained, expanded to other grades, and reinforced with contextualized materials, teacher training, and increased family involvement.
