"Exploring the Practices of Grade 11 ABM students during Catch-up Fridays"

JHOCEL ARVIE ESPINOSA

RIZA JANE BATING

PRINCESS MARIEL MAGSICO

LEE MICHAEL BATING

DHAN GRAE DENOLO

JENNY MAY DELA CRUZ

DAYLEN TUPAZ

CHAPTER I
 INTRODUCTION

The aim of this research is to explore the practices of Grade 11 ABM students during

Catch-up Fridays. The main focus of this research is what grade 11 ABM students do during

Catch-up Friday. This practices increases student facility or automaticity (learning to apply

elements of knowledge automatically, without reflection). Automaticity is usually only achieved

through extensive rehearsal and repetition.

Background Of The Study

"Catch-up Fridays" is an initiative by the Department of Education aimed at addressing

learning gaps among grade school and high school students. It dedicates every Friday throughout

the school year to activities focused on reading, values, peace, and health education. The

program provides an excellent opportunity for students to catch up with their studies and close

any learning gaps. Each Catch-Up Fridays teaching guide provides a comprehensive framework

for a specific theme, with clearly defined goals for the session, aligned with DepEd’s curriculum

and Catch-Up Friday’s focus areas.

As for the specific study on "Exploring the Practices of Grade 11 ABM students during Catch-up

Fridays," However, studies on similar topics have been conducted, such as a descriptive analytic

study that aimed to determine the difficulties encountered by Grade 11 ABM-strand students.

"Catch-up Fridays" can look different for every student, depending on their individual needs and

the specific guidelines set by their school. Nevertheless, for Grade 11 ABM (Accountancy,
Business, and Management) the ultimate goal of Catch-up Fridays is to provide students with the

opportunity to catch up on their studies, reinforce their understanding, and prepare for future

lessons.

"Catch-up Fridays" is an initiative designed to strengthen the foundational, social, and other

essential skills among learners to achieve the goals of basic education. The Department of

Education (DepEd) expects that through this initiative, the students' abilities in reading, critical

thinking, analytical, and writing will be enhanced.

When exploring the practices of Grade 11 ABM (Accountancy, Business, and Management)

students during Catch-up Fridays, we are seeking at how these students engage with this

initiative. It could involve their reading habits, their approach to critical thinking exercises, their

ability to analyze different situations, and their writing skills. The study could also examine the

factors that influence the students' engagement with Catch-up Fridays. These factors could range

from personal interests and academic goals to the teaching strategies used during these sessions.

By understanding these practices, educators and administrators can develop and implement

strategies to improve the educational process and enhance the academic performance of the

students. While "Catch-up Fridays" aim to provide students with the opportunity to bridge

learning gaps, there can be certain challenges or problems that might arise in the implementation

of this initiative. Despite the intended benefits of "Catch-up Fridays", there might be

inconsistencies in the way students utilize this time, leading to varied outcomes in terms of

academic performance and learning effectiveness.

Statement Of The Problem

Exploring the Experiences and Practices of Grade 11 ABM students during Catch-up Fridays.

This study aims to explore the Experiences and Practices of Grade 11 ABM students during

Catch-up Fridays Specifically this study aims to answer the following questions:

1. What are the experiences of Grade 11 ABM students during Catch-up Fridays?

1.1 What are the practices of Grade 11 ABM students during Catch-up Fridays?

1.2 How does student Experiences and Practices of Grade 11 ABM students affects them?

1.3 Will Catch-up Friday graded?

1.4 Who will facilitate Catch-Up Fridays?

1.5 What reports are required to be submitted by the regional office regarding Catch-Up Fridays

implementation?

2. How will teacher monitor individual progress on Catch-Up Fridays?

2.1 What strategies will be employed during Catch-up Fridays?

2.2 Who shall primarily be responsible for supervising the implementation of Catch-Up Fridays?

2.3 How effective are Catch-up Fridays in improving the academic performance of Grade 11

ABM students?

2.4 What teaching methods are used during Catch-up Fridays, and how do these methods

influence the learning outcomes of Grade 11 ABM students?

2.5 How do Grade 11 ABM students perceive the effectiveness of Catch-up Fridays in enhancing

their learning experience?

3. What challenges or barriers do Grade 11 ABM students face during Catch-up Fridays, and

how do these impact their learning experience and academic performance?

3.1 : What is the level of participation and attendance of Grade 11 ABM students during Catch-

up Fridays, and how does this correlate with their academic performance?

Assumption Of The Study

The Study focuses on Exploring the Experiences and Practices of Grade 11 – ABM during

Catch-up Friday. The following Assumptions might include:

1. The study assumes that all Grade 11 ABM students have the opportunity to actively

engage in Catch-up Fridays.

2. The study assumes that students who attend Catch-up Fridays regularly are more likely to

have better academic performance.

3. The teaching methods and strategies used during Catch-up Fridays are assumed to be

effective in enhancing the learning experience of Grade 11 ABM students.

4. It is assumed that the learning environment during Catch-up Fridays is conducive for the

students to learn and understand the lessons effectively.

5. If the study involves surveys or interviews, it assumes that students will provide honest

responses about their practices during Catch-up Fridays.

6. The study assumes that Catch-up Fridays have a positive impact on the academic

performance and learning habits of Grade 11 ABM students.

Epistemology And Theoretical Perspectives Of The Study

The epistemological perspective Constructivism suggests that knowledge is constructed by the

learners themselves as they engage with their environment. In the context of this study, it would

imply that students' practices and understanding of Catch-up Fridays are shaped by their own

experiences and interactions during these sessions.

Positivism perspective asserts that knowledge can be gained through observable facts and

phenomena. If this study were to take a positivist approach, it would focus on quantifiable data

such as attendance rates, grades, and other measurable outcomes of Catch-up Fridays.

Interpretivism, this emphasizes the subjective experiences of individuals and the meanings

they attach to their experiences. In this study, an interpretivist approach would involve

understanding the students' personal experiences and perceptions of Catch-up Fridays.

Pragmatism, this perspective suggests that the value of an idea or concept lies in its practical

application. In the context of this study, a pragmatic approach would focus on the practical

implications of Catch-up Fridays for the students' learning and academic performance.

Theoretical perspectives provide a lens through which researchers can view and interpret

their study. For a study exploring the practices of Grade 11 ABM students during Catch-up

Fridays. This theory suggests that people learn from observing others. In the context of this

study, it could explore how students learn from their peers during Catch-up Fridays, and how this

social learning influences their academic performance. It posits that an individual's belief in their

capabilities to execute tasks affects their motivation, behavior, and social environment. The

study could examine how students' self-efficacy beliefs influence their engagement and

performance during Catch-up Friday. This emphasizes learning through experience. The study
could explore how the hands-on learning experiences during Catch-up Fridays contribute to the

students' understanding and application of their lessons. It focuses on what drives individuals to

behave in a certain way. The study could investigate what motivates students to participate in

Catch-up Fridays and how this motivation affects their learning outcomes. The study could

examine whether the teaching methods used during Catch-up Fridays align with this theory to

enhance learning outcomes.

Significance Of The Study

The significance of studying the practices of Grade 11 ABM students during Catch-up

Fridays could be multifaceted. Here are a few possibilities:

1. Understanding Student Engagement: It could help understand the relationship between

student engagement and academic performance. This understanding could be used to enhance the

learning experience and improve academic results.

2. Influencing Factors in Academic Performance: The study could shed light on the factors

that influence the academic performance of ABM students. These could include personal

choices, guidance from counsellors, and the influence of parents and teachers.

3. Budgeting and Financial Decision-Making: By studying their practices, we could gain

insights into how these students handle budgeting and financial decision-making. This could be

particularly relevant for ABM (Accountancy, Business, and Management) students, as these

skills are directly related to their field of study.

4. Improving Mathematical Skills: The study could also reveal the mathematical skills of the

students and suggest ways to improve them. This could help the students to perform better in

their chosen strand.

SCOPE AND LIMITATIONS

The scope and limitations of a research study define its boundaries, extent of the study, and

identify potential weaknesses.

In the context of a study exploring the practices of Grade 11 ABM students during Catch-up

Fridays: The study might look into the correlation between the students' practices during Catch-

up Fridays and their academic performance in the ABM strand.

The study could also explore the behavioral aspects of students during Catch-up Fridays, such as

their level of engagement, interaction with peers, and response to different teaching methods.

Definition Of Terms

In a study exploring the practices of Grade 11 ABM students during Catch-up Fridays, some of

the key terms could be defined as follows:

1. Practices: In this context, practices refer to the activities, behaviors, and strategies that

students employ during Catch-up Fridays. These could include study habits, participation in

discussions, interaction with peers, etc.

2. Grade 11 ABM Students: These are students in the 11th grade who are enrolled in the

Accountancy, Business, and Management (ABM) strand of the academic track in the K-12

program.
3. Catch-up Fridays: This is an initiative where students are given time on Fridays to catch up

on their learning. This could involve revising lessons, completing assignments, participating in

group discussions, or engaging in other educational activities.

4. Engagement: This refers to the degree to which students are actively involved in the learning

process during Catch-up Fridays. It could be measured through factors like participation in

discussions, attentiveness to lessons, completion of tasks, etc.

5. Academic Performance: This refers to the students' performance in their academic work. It

could be measured through grades, test scores, completion of assignments, etc.

6. Teaching Methods: These are the strategies used by teachers to facilitate learning during

Catch-up Fridays. They could include methods like direct instruction, group work, project-based

learning.
 CHAPTER II

CONCEPTUAL LITERATURE

Foreign Review Of Related Literature

The qualitative research study aimed to explore and understand sucessful approaches used in

senior high school education.The study include 12 participants, Consisting of 6 teachers and 6

students,who were selected based on Thier experience and perspective related to successful

approaches in senior high school education.The study Utilized semi-structured interview for data

collection and qualitative content analysis for data analysis.The research revealed four main

themes:Collaborative Teaching and Learning,Holistic support for students, Innovative teaching

and learning approaches,and emphasizing students assessment and evaluation to achieve success

in senior high school education.These Findings have implications for policy and practice in

senior high school and contribute to the ongoing discussion on providing quality education for all

students.This study highlights the need for continuous effort to improve senior high school

education and emphasizes the importance of considering the perspective and experience of
teachers and students in these efforts.(Promising Practices for a Better Tomorrow:A Qualitative

study of sucessful Practice in Senior high school education

Local Review Of Related Literature

Exploring the experiences and practices of Grade 11 ABM (Accountancy, Business, and

Management) students during "Catch-Up Friday" involves understanding how students perceive

and engage with this designated time for academic reinforcement. While there may not be

specific literature on "Catch-Up Friday" itself, several related studies shed light on student

experiences and practices in similar contexts:

1. **Academic Support Programs**: Research on academic support programs for high school

students often examines their effectiveness in improving academic performance and students'

attitudes towards them. Studies by Adams and Forsyth (2016) and Rogers et al. (2019) highlight

the importance of structured interventions in helping students catch up and stay on track with

their learning.

2. **Student Engagement**: Various studies explore factors influencing student engagement,

including the role of school climate, teacher support, and peer interactions. Researchers like

Fredricks et al. (2004) and Wang and Eccles (2013) emphasize the significance of creating

supportive environments where students feel motivated and empowered to participate actively in

their learning.

3. **Time Management and Study Habits**: Investigations into students' time management

skills and study habits offer insights into how they allocate their time for academic tasks. Studies
by Duff and Boyle (2013) and Hsin and Tsai (2014) examine the impact of effective time

management on academic performance and stress the importance of developing strategies to

enhance students' organizational skills.

4. **Educational Interventions**: Literature on educational interventions for at-risk students

often addresses the implementation and outcomes of targeted programs aimed at improving

student outcomes. Research by Reyes et al. (2012) and Dynarski et al. (2018) evaluates the

effectiveness of interventions such as tutoring, mentoring, and academic counseling in

supporting students' academic success and retention.

5. **Student Perspectives on Academic Support**: Qualitative studies exploring student

perspectives on academic support initiatives provide valuable insights into their experiences and

perceptions. Researchers like Johnson et al. (2015) and Clark et al. (2018) use qualitative

methods to investigate students' attitudes towards various forms of academic assistance and the

factors that influence their utilization of support services.

While these studies may not directly address "Catch-Up Friday" in the context of Grade 11 ABM

students, they offer a foundation for understanding student experiences and practices related to

academic reinforcement activities. Conducting further research specifically focused on the

experiences of Grade 11 ABM students during designated catch-up periods could provide

valuable insights into the effectiveness and impact of these interventions.

Synthesis
Based from the data that the researcher collected the data shows that there are different practices

that can be used during the Catch Up Friday for Grade 11 ABM students.

Based from the data the researcher collected,the data shows that there are different practices

which is connected to the students experience and Practices in similar contexts. Academic

support programs it examine the effectiveness in improving academic performance and students

attitudes. Student engagement this include the role of school climate, teachers support and peer

interaction. Time management and study habits this imphasize on how students allocate the Thier

time for academic tasks. Education Intervention address the implementation and outcomes of

programs thats aims students improvement. Students perspective on Academic support it

provides insight in different experience and perception of students. The studis also shows that

collaborative teacher and learning between the teacher and students,in corporate innovative

teaching and learning approachs.It highlight the need for continuous effort to improve the

learning of every Senior high school Students.

CHAPTER III

METHODOLOGY

In this research study, our aim is to investigate and understand the practices of Grade 11 ABM

students during Catch-up Fridays. To accomplish this, we will employ a mixed-methods

approach that combines quantitative and qualitative data collection techniques.

Methodological Perspectives
Where the focus is on understanding the students' behaviors and practices. This can involve

observing the students, conducting surveys, or interviews to gather data on their activities and

experiences during these catch-up Fridays. Another perspective could be a social and

psychological analysis, which involves examining the students' self-perceptions towards their

academic, social, and personal development. This approach can provide insights into how

students manage their time, discover their abilities, and develop their mindset during these

sessions.

Academic Performance Analysis. This involves studying the influences on the students'

academic performance during these catch-up Fridays. The study can involve examining factors

like attendance, participation, and engagement in activities. Lastly, there could be a perspective

focusing on the factors influencing the students' choice of the ABM strand and how these factors

play out during catch-up Fridays. This involves understanding the motivations and aspirations of

the students and how these influence their practices.

Context Of The Study

The context of the study is to understand the practices of Grade 11 ABM students in a particular

school or educational institution during a designated "Catch-up Friday" session. The research

aims to gather data on the activities these students engage in during this time, their perceptions of

its effectiveness, and any challenges they may encounter while trying to catch up on their

studies. The study may also explore factors that influence their choices of activities and

strategies for effective learning during this period.

Informants Of The Study

 1. Students: Reach out to Grade 11 ABM students in different schools and ask if they would

be willing to participate in your study. You can contact them directly or collaborate with

school administrators to find interested participants.

2. Teachers: Approach ABM teachers in schools and ask if they can recommend students

who are actively involved in Catch-up Fridays. Teachers may have a good understanding

of their students' study practices and can provide valuable insights.

3. Parent-Teacher Associations (PTAs): Connect with PTAs in schools and explain your

study. They may be able to help you identify students who regularly attend Catch-up

Fridays and are willing to participate.

4. Online Communities: Join online communities or forums where Grade 11 ABM students

or teachers gather. Engage with the community members and ask for volunteers who are

willing to share their experiences and practices during Catch-up Fridays.

Data Gathering Procedures

In conducting research on the practices of Grade 11 ABM students during Catch-up Fridays, data

gathering procedures are essential to collect relevant information. Here are some general data

gathering procedures that can be applied to your research:

1. Surveys or Questionnaires: Design and distribute surveys or questionnaires to Grade 11 ABM

students to gather their opinions, experiences, and practices during Catch-up Fridays. This

method allows for quantitative data collection and can provide a broad overview of the students'

practices.

2. Interviews: Conduct interviews with a sample of Grade 11 ABM students to gain more in-

depth insights into their practices during Catch-up Fridays. This method allows for qualitative
data collection and provides a deeper understanding of the students' experiences.

3. Observations: Observe Grade 11 ABM students during Catch-up Fridays to directly observe

their practices and behaviors. This method can provide valuable insights into their actual

practices and can be combined with other data collection methods.

4. Focus Groups: Organize focus group discussions with Grade 11 ABM students to facilitate

group interactions and gather collective insights into their practices during Catch-up Fridays.

This method encourages open discussions and can uncover shared experiences and perspectives.

5. Document Analysis: Analyze relevant documents such as school policies, guidelines, or

reports related to Catch-up Fridays to gather additional information about the practices. This

method can provide a broader context for understanding the students' practices.

Data Analysis Procedures

In analyzing the data collected from your research on the practices of Grade 11 ABM students

during Catch-up Fridays, you can consider the following data analysis procedures:

1. Data Cleaning: Start by cleaning the collected data to ensure its accuracy and reliability. This

involves removing any inconsistencies, errors, or missing values in the dataset. Cleaning the data

is crucial for maintaining data quality and integrity.

2. Descriptive Analysis: Perform descriptive analysis to summarize and describe the main

characteristics of the data. This can include calculating measures of central tendency (such as

mean, median, and mode) and measures of dispersion (such as range and standard deviation).

Descriptive analysis provides a snapshot of the data and helps in understanding the overall

patterns and trends.

3. Categorization and Coding: Categorize and code the data to identify common themes, topics,

or patterns. This can be done by assigning numerical codes or labels to different categories or

themes that emerge from the data. Categorization and coding help in organizing and structuring

the data for further analysis.

4. Statistical Analysis: Apply appropriate statistical techniques to analyze the data. This can

include conducting inferential analysis, such as hypothesis testing or correlation analysis, to

examine relationships between variables or test hypotheses. Statistical analysis helps in drawing

meaningful conclusions from the data and identifying any significant findings.

5. Qualitative Analysis: If you have collected qualitative data, such as interview transcripts or

open-ended survey responses, use qualitative analysis techniques to analyze the data. This can

involve thematic analysis, content analysis, or discourse analysis to identify recurring themes,

patterns, or meanings in the qualitative data.

6. Data Visualization: Present the analyzed data using visual representations such as charts,

graphs, or tables. Data visualization helps in communicating the findings effectively and makes

it easier to interpret and understand the results.

Subjectivity Of The Researchers

The feelings of students towards the Catch-up Fridays program and its impact on their

understanding of societal values may vary. Some Grade 11 ABM students may appreciate

the Catch-up Fridays program as it provides them with dedicated time to catch up on

missed lessons, complete assignments, and seek additional support from teachers. They

may see it as an opportunity to improve their academic performance and enhance their

understanding of the subjects.

Regarding the impact on their understanding of societal values, some students may find
value in the program's focus on real-world applications of knowledge, practical skills

development, and exposure to business and entrepreneurship concepts. They may see it as

a way to gain insights into the dynamics of the business world and develop a broader

understanding of societal values related to economics, finance, and ethics.

However, it's important to note that individual experiences and opinions can vary. Some

students may have different perspectives or may feel indifferent towards the program. To

get a more accurate understanding of how Grade 11 ABM students specifically feel about

the Catch-up Fridays program and its impact on their understanding of societal values, it

would be best to directly gather feedback from the students themselves or consult specific

studies or surveys conducted on this topic.