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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literatures available on this research of Exploring Senior

High School Teachers' Perceptions on Catch-Up Fridays: A Qualitative Study at

Alangalang National High School. This delves into the existing literature to understand

how do changes in an educational setting affect the teachers’ perception, focusing on

what are these potential changes and how these changes impact the teachers’ beliefs and

attitudes.

This review includes the implementation of Catch- Up Fridays, importance of the

role of teachers in an educational setting, particularly in the implementation of Catch- Up

Fridays, and how does this change cause curricular change or shifts. Through this review,

the researchers have gained insights as to why it is important to gather the perception of

teachers and how does a change affect the setting, particularly in an educational setting.

Teacher Involvement in Curriculum Shift

Teacher involvement is vital for curriculum development to be successful. They

are the ones who witness the progress and potential of students. With this, they also have

to provide learning approaches that extend beyond the basic needs of the classroom. With

many responsibilities that teachers handle, their passion to engage the students in their

expertise is often trembled with challenges and changes that they have to adjust to.
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According to the study of Dinkins & Kelleher, teachers’ insights are crucial in

curriculum development starts with understanding student needs. This emphasizes that

teachers hold firsthand knowledge of student needs and interests, a key element in crafting

engaging and effective curricula. Wing-Mui Tsui (2011) also emphasizes the significance

of teacher involvement in curriculum development, fostering ownership and commitment

among educators, resulting in improved implementation in classrooms.

In the note of curriculum change due to the implementation of Catch- Up Fridays,

schedule shift is one of the challenges that teachers have to adjust with. As per said in the

subsection 2, teachers are concerned with wasting one day from the regular classes due to

the repercussions brought by the new set-up. The study conducted by Dinkins & Keller

recommends the need to validate the insights from teachers, also suggested in the DM

001 s.2024, to gather feedbacks to strengthen

the implementation.
Implementation of Catch-Up Fridays

The status of education in the Philippines is a topic of concern. The State of

Philippine Education Report 2023 by PBEd highlights the urgent need for transformative

change. As a topic of concern, the recent OECD Programme for International Student

Assessment (PISA) in 2022 showed that the Philippines scored less than the OECD

average in mathematics, reading, and science. The Philippines scored 355 in

mathematics, which was two points better than in 2018 but still below the OECD

average. Additionally, the Philippines' reading and

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science scores were about the same as in 2018, remaining below the OECD average.

Due to the declining record, President Ferdinand Marcos Jr. initiated a new

learning mechanism approach to boost the caliber of learning in schools. Vice President

and Education Secretary Sara Duterte and the Department of Education (DeoEd) took

hold of this order leading to the launch of Catch- Up Fridays on January 12 as a learning

mechanism to enhance foundational, social, and other essential skills required to achieve

the goals of basic education outlined in the MATATAG Agenda.

The MATATAG agenda consists of four critical components: providing support

to teachers to enhance teaching quality, making the curriculum relevant to produce job-

ready individuals, ensuring access to education, and promoting overall well-being and

resiliency. The objectives of Catch- Up Fridays on the other hand aims to bolster basic

education priorities articulated in the MATATAG Agenda and accelerate the

achievement of educational goals, dedicating every Friday of the academic year to

reading, values, peace, and health education.

Reported Implications of Catch- Up Fridays according to Public School

teachers

Early repercussions of this new learning mechanism have already aroused in

public school teachers as reported by the Teachers’ Dignity Coalition (TDC) and the

Alliance of Concerned Teachers (ACT) in a news article by Cristina Chi. While the

program aims to improve reading proficiency among Filipino learners, it has been

plagued by issues such as financial burden, increased workloads for

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teachers, and increase in students’ absenteeism. The researchers associated these insights

with the DepEd Memorandum 001 s. 2024 to interpret the early effects of the learning

mechanism.

Teachers expressed their concerns about the financial burden placed on teachers

and lack of support from DepEd for necessary resources as it is a part of the DM 001

s.2024, “teachers shall employ an integrative approach to teaching” and “teachers shall

engage in collaborative expertise sessions through Learning Action Cells (LAC) and

other professional development activities to share effective practices and prepare

materials together for the effective implementation of Catch- up Fridays” which the

teachers have reportedly complained about the cost of providing learning materials to be

of burden to them.

Strategies to make the sessions enjoyable and effective vary among teachers, with

some seeing positive results in student reading and comprehension levels. However,

others, like Benjo Basas from TDC, argue that the program adds unnecessary workload

and financial strain on teachers. Both TDC and ACT Teachers party-list have called for

the suspension of the program, citing concerns about its effectiveness and the burden it

places on teachers. They argue that the program was implemented without proper

consultation and clear guidelines.

Another prevailing concern of TDC and ACT is the increase of student

absenteeism due to lack of engagement during Catch- Up Fridays,

“Absence of guidelines leaves room for interpretation, resulting in a

variety of activities deemed as 'Ready Activities'. Reports also indicate an

increase in student absenteeism and tardiness on Fridays, posing

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challenges for teachers in achieving the objectives of Catch-Up Friday,” Vladimer

Quetua added.

It is also included in the DM 001 s.2024 that catch-up Fridays shall not be graded since

its way of monitoring students’ progress is through learners’ reflection and journals.

Both groups have been the first and recent reports after three months of the launch of

Catch- Up Fridays. Educators from these groups insist that to put a halt on the program

because it is defeating its purpose and takes away one day of regular classes. Moreover,

educators insist to stop the mechanism and have a discussion between DepEd and

educators to provide consultations from the insights of the teachers who experience the

impact firsthand. To realise the goal of academic success for all learners, teachers need to

be empowered to increase the effectiveness of their instructional practices (Hattie,

2015a).

These insights provide strength to the objective of this research study which aims

to gather how teachers perceive the implementation of Catch- Up Fridays in addressing

learning gaps and providing benefits and drawbacks from teachers, particularly at

Alangalang National High School in a manner of also providing a bridge in the research

gap which concerns about the impacts and effects of Catch- Up Fridays among the

teachers.

Related Initiatives (such as DEAR and Catch - Up Fridays) Impacts among

Students and Teachers

Another set of related studies widens the impact of inititiatives in enhancing

students' academic performance. Drop Everything and Read (DEAR) and Catch Up

Fridays are interconnected initiatives aimed at enhancing students' academic

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performance and literacy skills within Philippine schools. In the same context, DEAR

(Drop Everything and Read) was implemented in the Philippines as a nationwide

initiative on September 23, 2003 to cultivate the students' reading proficiency. This was

declared through Republic Act No. 9079 promotes a love for reading through dedicated

independent reading time, leading to improved vocabulary, comprehension, and academic

achievement.

Catch Up Fridays, incorporating elements of DEAR, provide focused sessions for

students to catch up on missed assignments and engage in independent reading activities,

contributing to academic improvement. By adapting DEAR strategies to Catch Up

Fridays, schools address challenges, utilize resources effectively, and promote sustained

reading engagement, ultimately fostering a culture of reading and enhancing long-term

reading proficiency among students.

Connecting DEAR implementation with Catch Up Fridays in the Philippine

context aims to enhance students' academic performance and reading proficiency through

several key avenues. DEAR initiatives, as evidenced by studies from Cruz (2018) and

Dela Cruz & Santos (2019), promote improved reading habits and comprehension among

students. Catch Up Fridays can integrate elements of DEAR by providing dedicated time

for independent reading, fostering a habit of reading for pleasure and academic

enrichment.

Another point, both DEAR and Catch Up Fridays have shown positive effects on

academic performance, with Cruz (2018) and Dela Cruz & Santos (2019) reporting

enhanced academic outcomes among students. Catch Up

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Fridays, serving as a platform for catching up on missed assignments and review

materials, can contribute to this improved performance, akin to the effects observed in

DEAR programs. Furthermore, DEAR initiatives contribute to vocabulary development,

as noted by Cruz (2018), which can be integrated into Catch Up Fridays through

vocabulary-building exercises and discussions. Addressing challenges identified in

DEAR implementation, such as limited resources and time constraints (Reyes, 2021), can

also be managed in Catch Up Fridays by utilizing existing resources effectively and

structuring DEAR sessions during these dedicated times.

Recommendations from Cruz (2018) emphasize sustained efforts in promoting

DEAR, which can be applied to ensuring consistent implementation and support for

Catch Up Fridays. Additionally, Catch Up Fridays can enhance reading engagement

through interactive activities, book clubs, or discussions, aligning with findings from

Aguilar (2020) on DEAR's positive impact on student engagement. Finally, the long-term

benefits of DEAR on reading proficiency, as observed by Garcia and Lim (2022), can be

further bolstered by incorporating DEAR into Catch Up Fridays, creating a

comprehensive strategy for improving students' reading habits, academic performance,

and overall literacy skills. This integration offers a holistic and targeted approach to

address students' diverse needs while fostering a culture of reading and learning within

Philippine schools.

In another perspective, Tado's (2020) study focuses on evaluating the

effectiveness and challenges of the Drop Everything and Read (DEAR) program related

to reading interests, vocabulary skills, and comprehension of Teacher

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Education Students' (TES) preferences. The study aimed to evaluate the level of

implementation of the DEAR program, determine students' reading preferences, measure

their vocabulary and comprehension skills, explore potential relationships between

variables, and collect TES information regarding their perception of the program.

Tado used a variety of methods, including analyzing DEAR logs for

implementation details, administering a validated test of vocabulary and comprehension

skills, conducting a reading preference survey, and used group interviews to gather TES

perspectives on the program. Results indicated that the DEAR program had limited

impact on improving TES reading comprehension and vocabulary skills, with low to

moderate proficiency levels. Although reading interest did not show any significant

correlation with proficiency level, a significant relationship was observed between their

vocabulary and comprehension skills.

These surveys (Delamente, 2019; Sangria & Reduca, 2019; Tado, 2020) mainly

use quantitative research methods, relying on descriptive and correlational statistical

analyzes to collect information about aspects of this. These studies aim to quantitatively

measure students' perspectives and evaluate their reactions to the impact of the program.

However, there remains a notable gap in the research landscape. Although much

attention has been paid to the student perspective, there is still a need to further explore

the educator perspective. Specifically, teachers' opinion participation and experiences of

the DEAR program in the Philippines are still under research. In order to address this gap,

it is essential to
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employ a different methodological approach and increase our understanding of the qualitative

aspects of teachers' perceptions.

Related Change Models and Theories in an Educational Setting

When change happens, several factors are evaluated that leads to disseminating

new ideas. In this phenomenon, the reason and result of change matters to analyze how

effective it will be or has become.

According to the study of Raisa Ahtien about “Fullan - Hargreavesian

Shades of Change Model: Theoretical change perspectives regarding Finnish special

education reform”, the shades of change in Fullan and Hargreaves’s model as main focal

points in theoretical conceptualizations of educational development. Her research study is

vital in this topic upon identifying the categories of change, particularly to be associated

with the curriculum change due to Catch- Up Fridays. The Fullan-Hargreavesian model

was constructed by combining the change-theoretical approaches of Michael Fullan

and Andy Hargreaves. It was constructed consisting of four categories: Entry,

Objective, Dissemination, and Impact. This phase shows how a change theoretical

lens can explicate policy agendas, and identify the kinds of nuances that exist in the

texts; it is about selling

and justifying the ideas, and persuading the audience.

Conceptually the model leans on the Fullanian and Hargreavesian language about

change analyzed earlier: change as a phenomenon and change as a process. Thus, the

concepts of reform (agenda), change (action), and improvement (aim) are used side by

side. The theoretical model has functioned as

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a tool to dig out change-theoretical aspects related to the Ahtien’s research about special

education reform and the policy-making process.

Fullan's model emphasizes the importance of moral purpose, capacity building,

and system-wide change in educational reform efforts. It focuses on creating a shared

vision, developing leadership at all levels, and fostering a culture of continuous

improvement. On the other hand, Hargreaves' model places a stronger emphasis on

professional learning communities, teacher collaboration, and the emotional aspects of

change. Hargreaves stresses the significance of trust, emotions, and teacher agency in

driving sustainable change within educational systems.

To sum up, Ahtien’s research highlights the shades of change within these

models, shedding light on the nuanced differences in their approaches. It discusses how

Fullan's model tends to focus more on systemic change and the role of leaders in driving

transformation, while Hargreaves' model emphasizes the importance of collective

efficacy, teacher collaboration, and the emotional dimensions of change. By exploring

these shades of change, the research provides insights into the complexities of

educational reform and the various factors that contribute to successful implementation

and sustainability of change initiatives.

Another theory that backs up Ahtien’s is the Lewin’s Change Theory by Kurt

Lewin, developed by Syed Talib Hussain. According to the developed version of Syed

Talib Hussain’s Lewin’s Change Theory, this model is widely recognized for

understanding organizational change (Hussain et al., 2018). The theory is based

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on the idea that change within organizations involves a three-step process: unfreezing,

changing, and refreezing. This means that in the process of implementing change in a

setting could already have its own results in each phase before it proceeds to the next one.

• Identifying the changes and the action needed. This involves identifying and
Unfreezing highlighting the shortcomings to prepare the people for change.
Stage

• It is the actual implementation of the plan. It involves developing new materials

Changing and ways to execute the intended change.
Stage

• This focuses on solidifying the changes that has been implemented. In curriculum
Refreeze change, it involves the ongoing monitoring and evaluation of the implementation.

Interpretation of Lewin’s Change Model.

During the period of unfreeze, the organization must experience conditions that

lead to the need for the organization to evolve. The comfort level of the organization is

stressed due to variables of change. Once the organization has experienced the stage of

unfreeze, the system is ready for change. The next evolution of the cycle requires the

organization to change or adapt due to the conditions created during the unfreezing.

Lewin’s change theory proposes the lens to examine the perceptions of the senior

high school teachers at Alangalang National High School towards the changes and

adjustments made for the implementation of Catch-Up Fridays. The curriculum changes

in the current study, which entails modifications to the class schedule, and the difficulties

in carrying out the goals of the Catch-Up Friday memorandum—such as supplying

reading materials and developing an interactive approach to teaching reading, values,

health, and peace education—are the

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changes that the researchers are urged to investigate. The stress in this case is the impact

of the changes to the teachers due to lack of providing materials needed which challenges

the teachers to spend from their own money and squeezing interactive activities into the

curriculum.

Summary

The related literatures discussed in this review provided strength for the

objectives of this research and knowledge to address the gap of this research. Several

literatures discussed the importance of the role of teachers in an educational setting and

how a phenomenon such as change could affect the setting.

It is emphasized in this review that the change occurring which is Catch- Up

Fridays has a significant impact in the curriculum and to the teachers as well. Teachers as

vital implementors of the new learning mechanism are important instruments that can

address the gap of this study that dives deeper into the effects of Catch-Up Fridays which

have already been relevant and caused repercussions to the goal of this new learning

mechanism as discussed in subsection no. 3.

The change models and theories provided a system to evaluate the state of change

happening to be specifically used as guide in assessing the perception of teachers at

Alangalang National High School. However, these studies did not specify clearly what

affects the change and how does this change affect the behavior and belief of the target

people in a particular setting. While the findings generally highlight its positive impacts,

they also acknowledge the challenges that educators face in implementing and sustaining

the new learning mechanism in the

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Philippine context. Future research could delve deeper into specific strategies for

overcoming these challenges and further enhancing the effectiveness of Catch- Up

Fridays' initiatives in the country.

Moreover, this research can bridge the question as to how do the teachers perceive

the implementation of Catch- Up Fridays at Alangalang National High School and

address the concerns of the teachers so that this mechanism can be developed more

effectively. Upon gathering educators’ firsthand experiences about the Catch- Up

Fridays, the researchers will be able to gather the strengths and weaknesses of this

learning mechanism that will provide knowledge to whom this research will be beneficial

for.