Hints And Hinders: A Multiple Case Study on Catch-Up Friday Through the Lens of Teachers

Abstract

This qualitative multiple-case study examined how six public secondary teachers in rural District 10 implemented the Department of Education’s Catch-Up Friday program, a nationwide post-pandemic learning recovery initiative. Findings reveal systemic unpreparedness, including lack of training, insufficient materials, unclear guidelines, and resource constraints, which hindered effective delivery. Teachers also struggled with a significant mismatch between learners’ actual reading levels and program expectations. Despite these challenges, teachers employed adaptive strategies such as differentiated grouping, use of leveled reading materials, flexible improvisation, and reliance on structured lesson scripts. Through the lens of Vygotsky’s sociocultural theory, teachers acted as scaffolds, bridging learners’ Zones of Proximal Development by adjusting instruction, providing guided support, and enhancing learner confidence. The study highlights the program’s potential but underscores the need for stronger systemic support, training, assessment, and contextualized implementation for rural Philippine schools.