Proficiency Levels of Senior High School Learners, Carmen 3 District, Division of Bohol

Abstract

Reading proficiency remains fundamental to learners' academic success and lifelong learning, underscoring the need for effective school-based literacy interventions. This study examined the reading proficiency of Grade 11 learners. It explored stakeholders' perspectives on the implementation of the Catch-Up Fridays Program in selected public senior high schools in Carmen 3 District, Division of Bohol, Philippines. An explanatory sequential mixed-methods design was employed. Quantitative data were obtained from 230 learners using validated assessments of reading comprehension, vocabulary, and reading fluency administered before and after the intervention. Qualitative data were gathered through semi-structured interviews with school principals, National Learning Camp coordinators, and English teachers, and analyzed using the OECD Evaluation Framework. Descriptive statistics, paired-samples t-tests, and one-way analysis of variance were used to analyze quantitative data, while thematic analysis was applied to qualitative responses. The findings indicated statistically significant improvements across all three domains of reading proficiency following participation in the program. Stakeholders likewise viewed the program as relevant, coherent, and beneficial in strengthening learners' reading engagement despite challenges related to instructional resources, implementation time, and sustainability. Overall, the findings suggest that structured literacy initiatives implemented through collaborative school support may help improve adolescent reading proficiency while providing valuable insights for the ongoing enhancement of literacy recovery programs.