TEACHER’S PERCEPTION IN PROJECT-BASED READING DURING CATCH-UP FRIDAYS AT DUBINAN ELEMENTARY SCHOOL

Abstract

Conventional masonry pieces are simple construction elements used to The 21st century is a time of great invention and social transformation, and  among these is the reality that many students are struggling in reading. Therefore, DepEd released a document mandating the implementation of Catch-up Fridays in all public schools serving students in Grades 1 through 12 as well as community learning centers. Catch-up Fridays are a learning strategy that will be used every Friday until the end of the 2023–2024 school year. Its goal is to develop the fundamental, social, and other pertinent abilities required to fulfill the curriculum's intended goals. This research investigated the teachers’ challenges and perception of Project-Based Reading during Catch-Up Fridays. This study was participated by 26 teacher-respondents from Dubinan Elementary School through total sampling and Descriptive research design. The study's conclusions demonstrated that most respondents are females. Remarkably, the participants believed that Project-Based Reading during Catch-up Fridays successfully improves students' academic performance and reading abilities. Additionally, the outcome revealed that there is no significant difference in teacher-respondents’ perception and their profile in terms of age, position, and year in service but it does show a significant difference in the perception of the respondents in terms of sex. The respondents also often use DepEd’s suggested activities in reading enhancement and reading intervention. Lastly, one of the challenges that they encountered in implementing Catch- up Fridays was the intervention using resources or materials.