Catch-up Fridays implementation, reading motivation, and reading performance of elementary learners: Basis for an action plan

This study determined the level of Catch-Up Fridays implementation, reading motivation, and reading performance of elementary learners in the Buenavista II District, Division of Bohol for the school year 2024–2025. Using a quantitative, descriptive research design, data were gathered from 47 teachers and 820 Grade 4 to 6 learners through survey questionnaires and the Phil-IRI pre-test. Statistical tools such as mean, standard deviation, Pearson’s r, and multiple regression analysis were employed to analyze the data. Findings revealed that the implementation of Catch-Up Fridays was moderate across three categories: structural implementation, curricular integration, and engagement strategies, with strengths in clear guidelines and interactive teaching strategies, but weaknesses in grade-level consistency and teacher preparedness. Reading motivation was also moderate, with learners valuing the importance of reading but showing lower compliance and tendencies toward reading work avoidance. Reading performance, however, was low, with 68% of learners at the frustration level and none at the independent level based on Phil-IRI results. Correlation and regression analyses showed no significant relationships between Catch-Up Fridays implementation, reading motivation, and reading performance. These results suggest that while the initiative and learner motivation are present, they do not significantly affect learners’ reading outcomes. The study concludes with the development of a targeted action plan that recommends stronger program implementation, enhanced motivational strategies, and focused reading interventions. It also encourages future research with broader samples and qualitative approaches to gain deeper insight into the interplay between literacy programs and learner outcomes.