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All Journal Journal of Elementary and Secondary School (JESS)
Francis May Valmorida
Saint Columban College
Education Other

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Perceptions of Intermediate-Level Public School Teachers in Implementing the Catch–Up Friday Program Jaris May Ganohay; April May Gargar; Georgina Cortes; Welma Balang; Francis May Valmorida; Alfer Jann D. Tantog
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2911

Abstract

This study explored intermediate-level public school teachers’ perceptions of the implementation of the Catch-Up Day program, a remedial initiative designed to support struggling learners by providing additional instructional time. The program bridges learning gaps and enhances students’ reading and comprehension skills. Specifically, the study aimed to (1) examine teachers’ perceptions of the program, (2) explore its implementation in public schools, (3) identify challenges faced, (4) determine coping strategies, (5) examine the program’s impact on teachers' experiences (6) assess its effectiveness, (7) gather recommendations for improvement. A single case study method was used, involving six (6) intermediate-level teachers from Grades 4 to 6 from a public school in Pagadian City, Zamboanga, Del Sur. Data were collected through interviews guided by an Interview Guide, conducted in a quiet school office after class hours to minimize disruptions, and analyzed using categorical aggregation, clustering data into categories to identify patterns. Findings revealed that teachers viewed the program positively and recognized its benefits despite the additional workload. Key strategies included sharing lesson plans, interactive activities, reinforcing basic reading skills, implementing peer tutoring, and incorporating enhancement activities. Challenges such as increased workload, poor reading comprehension, lack of parental support, and low student interest were managed through supplementary materials, take-home activities, parental communication, and interactive reading sessions. Teachers affirmed the program’s effectiveness in improving reading skills and emphasized the need for adequate resources and support. This study’s findings provide insights for educators, administrators, and policymakers to enhance programs and address the needs of both teachers and students.
Coping Strategies of Public-School Elementary Teachers in Dealing with Paperwork Stephanie Paraon; Abbie Malaran; Elaine Marie Lagang; Anthonet Mae Manatad; Francis May Valmorida; Alfer Jann Tantog
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3301

Abstract

One important aspect of learning English in kindergarten is vocabulary mastery, which plays a crucial role in children’s ability to communicate effectively and understand language. However, many children at Aisyiyah Kindergarten in Surakarta, which were observed through purposive sampling, still struggle with vocabulary acquisition. It was found that the learning media, primarily textbooks, focused mostly on activities such as coloring, thickening, and writing letters, without providing sufficient repetition exercises to reinforce vocabulary. This was identified as a significant factor contributing to the challenges children face in retaining vocabulary. The recent research objective was to explore the themes and vocabulary in the textbooks in Surakarta kindergartens. This study specifically sought to examine how well textbooks support the development of vocabulary mastery and whether the content is culturally appropriate and engaging for young learners. The research was conducted using an exploratory qualitative descriptive approach. Data were collected through document analysis of English textbooks used in Surakarta kindergartens, applying first-order and second-order understanding techniques to identify and categorize themes and vocabulary. The results revealed that the textbooks used in these kindergartens were thematic, with some themes aligning with the Ministry of National Education's guidelines. However, the vocabulary introduced was sometimes disconnected from the children’s everyday experiences and was occasionally culturally inappropriate. While some textbooks included a significant amount of vocabulary, the frequency of repetition exercises was insufficient, with some books lacking repetition altogether.
Co-Authors Abbie Malaran Alfer Jann D. Tantog Alfer Jann Tantog Anthonet Mae Manatad April May Gargar Elaine Marie Lagang Georgina Cortes Jaris May Ganohay Stephanie Paraon Welma Balang