Cross-Age Peer Tutoring: A Technique in Improving the Reading Skill of Grade Three Pupils

Abstract

INTRODUCTION

Reading is one of the basic skills in English. This skill can be trained and developed. However, after the initial reading test, it showed that 21% or 10 out of 47 Grade Three pupils were struggling readers. This is very alarming since reading is the key to learning as one goes up to a higher level. With this situation, the researcher conducted action research. The area of focus of this study is to improve the reading skills of Grade Three struggling readers of San Andres Elementary School, Alaminos, Laguna, SY 2018-2019 through Cross-Age Peer Tutoring Technique.

METHODS

The Purposive Sampling Method was used in the selection of pupils. There was one (1) group of respondents included in this action research consisted of ten (10)) Grade Three pupils (6 male and 4 female). The data collected during this study were the results of pre/post-reading test and the formative assessment of 100 basic sight words. The data analysis used was T-Test for the Pre and Post-Test while the percentage for the formative test.

RESULTS

Better results were revealed after comparing the pre-test and post-test results. The average mean of 27.4% increased to 86.3 %.

There is a significant increase of 56.2%. The average mean percentage scores of Activity 1 to 4 increased from 42%, 57%, 68%, and 77% respectively. Therefore, it is clear that there is a remarkable increase in Mean in the pre and post-test results and in MPS in the formative test. The results implied that the Cross-age peer tutoring intervention improved the reading skills of Grade three pupils. Specifically, this research is timely as it sought answers concerning difficulties in reading.

DISCUSSIONS

Cross-age Peer Tutoring is an intervention that would help improve reading skill especially for pupils who have been identified as struggling readers. It is an effective and cost-efficient strategy to engage learners and promote not only the reading skill as well as the social and communication skills of both pupil-tutors and tutees. It is an intervention could be used in the classroom when facilitated efficiently.