Program Delivering Management of Catch-Up Fridays in Rural Elementary Schools

Purpose: This study assessed the program management of Catch-Up Fridays in rural elementary schools of Carmen District, Cebu, during School Year 2024-2025 as a basis for an enhanced school-based remediation roadmap.
Methodology: The study employed a descriptive-quantitative correlational design. Data were collected using an adapted survey questionnaire from Renaeu (2013) administered to 74 teachers and 5 school heads across five rural elementary schools: Pedro Erong Elementary School, Cantumog Elementary School, Natimao-an Elementary School, Francisco Villamor Sr Elementary School, and Florentino Rallos Elementary School. Statistical treatments included mean, standard deviation, frequency, percentage, and Pearson-r correlation.
Findings: The overall barrier level was "Low" (weighted mean=2.45), with budget allocations (2.78), infrastructure and resources (2.62), and policies and standards (2.52) rated as the highest barriers. Success indicators were rated "High" (2.94), with curriculum relevance and rigor (3.14) ranking highest, followed by student outcomes (3.06) and equity/inclusivity (3.06). The most pressing issues included schedule conflicts (28 responses), limited learning resources (26), lack of funds (25), insufficient stakeholder support (15), and additional teacher workload (11). Pearson-r analysis revealed no significant relationship between barriers and success indicators (r=-0.025, p=0.834).
Conclusion: Despite challenges in funding, infrastructure, and policies, the program yielded favorable outcomes through teacher commitment and adaptive practices. Stakeholder satisfaction requires improvement.
Recommendation: The proposed "Enhanced School-Based Remediation Roadmap" should be adopted in rural public schools. Future research should examine stakeholder issues, success factors, and literacy/numeracy outcomes.