The Effectiveness of Peer-Tutoring as an Intervention to Improve the Reading Skills of Grade Four Pupils at Petronilo L. Torres Memorial Elementary School-Ciudad Nuevo Extension School Year 2018-2019

Abstract

INTRODUCTION

Learning to read is about listening and understanding as well as working out what is printed on the page. Because reading skills is very important to develop in every learner, continuous monitoring is being conducted by the teachers in every classroom throughout the school year in line with the K to 12 Program and the goal of making every child should be a reader under Department of Education Order No. 45, s. 2002. The growing numbers of non-readers and slow readers in every grade level are very alarming. Several interventions were being conducted to solve this reading problem and peer-learning or tutoring is one of those. That is why the researcher had made this study to test the effectiveness of peer-tutoring in improving the reading skills of selected slow readers from grade four level.

METHODS

A descriptive-survey design has been chosen to collect data that may provide the basis for future research. The research instrument used in this study is a self-made questionnaire. It is composed of two parts; Part 1 is about the profile of the respondents while the second part is a set of questions on the effectiveness of peer-tutoring.

The researcher draft and finalize the questionnaires and distribute it to the selected grade four respondents of PLTM ES-Ciudad Nuevo Extension. After answering the questionnaires, the researcher retrieved the same and started to tabulate the data gathered by getting the frequency distribution and weighted mean.

RESULTS

According to the gathered data, the level of effectiveness of peer-tutoring as an intervention in improving the reading skills of selected pupils in terms of positive attitudes towards teaching and learning acquired is moderately effective. The results showed that peer-tutoring will be more helpful if the tutor possesses a mastery of the written text he/she is imparting to the tutee. Also, good rapport between the tutor and the tutee can help a lot in gaining good learning results.

DISCUSSIONS

Based on the study, peer-tutoring was an effective intervention in improving the reading skills of poor readers when they were grouped according to age and gender. It is very much necessary to help pupils improve their reading skills. Pupils who were at the tutoring process performed significantly better in reading. Also, pupils who are engaged in peer learning scored significantly higher in the test than those who had not.