IMPROVING THE READING COMPREHENSION OF GRADE 7 LEARNERS

THROUGH PEER TUTORING

MAYIEL

Master in Education

JUNE 2024

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IMPROVING THE READING COMPREHENSION OF GRADE 7 LEARNERS
THROUGH PEER TUTORING

School of Professional Studies

Universidad de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

June 2024

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 Approval Form

In partial fulfillment of the requirements for the degree MASTER IN

EDUCATION, the completed practicum paper entitled “IMPROVING THE
READING COMPREHENSION OF GRADE 7 LEARNERS THROUGH PEER
TUTORING”, prepared and submitted by MAYIEL and is hereby endorsed for
approval.

BARTOLOME A. CARRERA, Ed.D.

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by MAYIEL has been approved and accepted on June 2024 by the Oral Examination
Committee.

FELIZA ARZADON-SUA, Ed.D.

Chairman

JANN ALFRED A. QUINTO,MSIB FLORIBETH P. CUISON, DIT

Member Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2024 with a grade of _____________________.

CARIDAD OLI ABUAN, Ed.D.

Dean

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 ABSTRACT

_______name, “____________________”, Master of Education, Major in Educational

Leadership , School Of Professional Studies Studies, Universdad de Dagupan, Arellano
Street, Dagupan City, Pangasinan, Philippines.

Adviser: BARTOLOME A. CARRERA, EdD

This research entitled “________________________” which aimed to determine

the effectiveness of multimedia instructional devices in increasing the numeracy skills of
SPED learners in Quarter 2 of Bacnotan Central School in school year 2020-2021. The
researcher used the quasi-experimental research design and conducted it to 9 (9) SPED
learners. The result of the research revealed that using modular distance learning
modality were effective in improving the numeracy skills of the students in Quarter 2.
Also, it showed that the teachers can use this teaching strategy as an alternative in
improving the numeracy skills of the learners in the Reading Comprehension subjects and
also their numeracy skills in other subjects. Hence, the proposed intervention was proven
effective.

Keywords: Numeracy Skills, Reading Comprehension, Modular Learning

Modality,

SPED learners

Sample only

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 ACKNOWLEDGMENT

This action research project would not have been possible without the guidance
and help of several individuals who, in one way or another, contributed and extended
their valuable assistance in the preparation and completion of this project.

The Panel of Evaluators, for providing me the foundational knowledge in action

research and for their special concerned, insightful comments, valuable and constructive
suggestions;

Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;

My beloved Principal of ___ School, for allowing me to conduct my investigation

and for providing logistical and moral support throughout the duration of my project;

My fellow teachers of ___ School for their support and cheers in the
accomplishment of this study;

My dearest and loving family who gave me all I need for the completion of this
project, and kept in pushing me to finish the course;

To all my relatives and friends who are always there to lend a helping hand, my
warm gratitude and thanks to all of you;

Last but not the least, the Almighty God for answering my prayers, for giving me
the strength and courage. Thank you so much dear Lord.

NAME

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 DEDICATION

I dedicate my research work to my family and many friends

A special feeling of gratitude to my wonderful daughter _____ and to my
Loving wife and my dearest mother, who have never left my side throughout my masteral
studies.
My siblings.
Nephews,
Nieces,
Friends,
My School head,
My Pupils,
Above all, to Almighty GOD,
The source of LIFE and BLESSINGS!

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 TABLE OF CONTENTS

Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix

Chapter

1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….

2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………

3 RESULTS AND DISCUSSION …………………………………

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 4 SUMMARY , CONCLUSIONS AND RECOMMENDATIONS

Summary …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………

BIBLIOGRAPHY ……………………………………………………………………..
Appendices ……………………………………………………………………..
A. Permit to Conduct a Study…..………………………………
B. Schedule on the Conduct of the Study…..……………………………
C. Raw Data…………………………………………………38
D. Pre-test and Post-test Questions with Table of Specifications ………..
E. List of Instructional Materials Used with Brief Description……...…….42
F. Pictures of Instructional Materials Used ………………………………. 43
G. Pictures while Conducting the Study …………………………………...44
[Link] Vitae

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 LIST OF TABLES

Table Title Page

1 Analyzing Norms……………………………………………………

2 Level of Pupils’ Academic Performance in ___ before the

Implementation of Modules
3 Level of Pupils’ Academic Performance in English after the
Implementation of Modules
4 SignificantDifference in The Pupils’ Level of
Academic Performance in ______

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 LIST OF FIGURES

Figure Title Page

1 Paradigm of the Study

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 Chapter I

INTRODUCTION

Background of the Study

The Department of Education (DepEd) said that the Philippines’ poor showing in

the 2022 Program for International Student Assessment (PISA) indicates a five- to six-

year lag in learning competencies in the country.

“If we follow the computation (of PISA) with caveats, based on the OECD

(Organization for Economic Cooperation and Development) with socioeconomically

advantaged students, we can see that [we] are around five to six years behind,” Alexander

Sucalit, officer-in-charge of the DepEd’s Bureau of Education Assessment-Education

Research Division, told the media in a press conference.

The Philippines ranked 77th out of 81 countries globally in the student assessment

conducted by the OECD for 15-year-old learners. In the 2022 student assessment, the

country scored approximately 120 points lower than the average scores, with scores of

355 in math, 347 in reading, and 373 in science.

Likewise, the Philippines scored 297 in Reading Comprehension and 249 in

Science in the 2019 Trends in International Reading Comprehension and Science Study

(TIMSS), the lowest among 58 participating countries.

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 These results are alarming, that alerts DepEd to encourage educators to implement

programs and interventions that could improve the performances of learners and

reenacted D.O. 035 series of 2016, encouraging teachers to utilize interventions could be

in the form of learning materials, instructional materials, equipment,

facilities, strategies in teaching, modality in teaching, or programs.

Conversely, Reading comprehension is important for students because it helps

them develop critical thinking, memory, and problem-solving skills. It also helps students

understand language and its nuances, which improves their communication

abilities. These skills are essential for success in school and the workplace, and can help

students in many other areas of life. Thus, studies have shown that improvement in any

learning competency in any subject area must begin first with better comprehension

among learners. Thus it is in this virtue that the study embarked on the study “Improving

the reading comprehension of Grade 7 learners through Peer Tutoring”.

Peer tutoring is a flexible, peer-mediated strategy that involves students serving as

academic tutors and tutees. Typically, a higher performing student is paired with a lower
performing student to review critical academic or behavioral concepts. (Center for
Learning Disabilities, 2023).
Its effectiveness in Reading Comprehension was revealed in numerous studies
such as “The Effectiveness of Peer Tutoring in the Teaching of Reading
Comprehension”, by Gan and Hong (2018) that examined the effectiveness of peer
tutoring in the teaching of Reading Comprehension in a Malaysian government
secondary school. This study also investigated the effects of peer tutoring on interest in
learning Reading Comprehension, perceptions of instructional methods and Reading
Comprehension self-efficacy, as well as gender differences for the various variables.
This study utilized the pretest-posttest with control group quasi-experimental research

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design. Two form four classes were randomly assigned to be taught using peer tutoring,
and taught using lectures and exercises. The research instruments used in the study were
a pretest, a posttest, and a questionnaire. Results showed that students who received peer
tutoring had higher gain scores in the Reading Comprehension achievement tests
compared to those receiving traditional instruction. In addition, female students
performed better in the Reading Comprehension achievement tests. However, there was
no interaction effect between gender and instructional methods used. Students in the peer
tutoring groups showed higher interest in learning Reading Comprehension and Reading
Comprehension self-efficacy. They also showed positive perceptions toward peer
tutoring. In the peer tutoring group, female students showed higher interest in Reading
Comprehension than male students. However, gender differences were not evident for
Reading Comprehension self-efficacy and perceptions toward peer tutoring. Thus, it
could be concluded that peer tutoring is a potentially effective instructional method that
could be practiced in secondary Reading Comprehension teaching and learning in
Malaysian schools in tandem with other existing instructional methods. In addition, peer
tutoring can also augment students interest toward learning Reading Comprehension and
their Reading Comprehension self efficacy.

Likewise the study, “Peer Tutoring and Academic Achievement in Reading

Comprehension: A Meta Analysis”, by Ansuategui [Link]. (2017), was a meta-analysis of
findings from 50 independent studies of peer tutoring programs in Reading
Comprehension at multiple educational stages showed that 88% of these programs have
positive effects on the academic performance of the participants (Hedge’s g = 0.333).
Some of the variables to be taken into account when developing a peer tutoring
experience were analyzed. Results showed that variables such as the ages of the
participants, roles, skills of the tutees (disabled or at academic risk vs non-disabled and
not at academic risk), length of the sessions and frequency were not significant
moderators of the academic achievement. Variables such as educational stage, design of
the study, duration of the program, level of knowledge of the tutors, time of the day

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(school time vs out of school time) and sample size turned out to be significant
moderators. Results are discussed and proposals for future research are suggested.

Furthermore the study of Batool [Link] (2022), entitled “Effectiveness of Peer

Tutoring on the Reading Comprehension Performance of Slow Learners”, stated that The

evidences and generalizations of the preceding literature have assured that no solitary

study has been conducted on theeffect of Peer Tutoring on Performance of Slow Learners

in Southern Punjab, Pakistan yet. The proposed study aimed at revealing the marvelous

secrets about the “Effect of Peer Tutoring on Slow Learner‟s Performance.”

Experimental design was opted to accomplish the study. A sample of 40 students was

taken from Govt. Institute for Slow Learners, Layyah. A Self Designed Test was used to

gauge the performance of slow learners in Reading Comprehension after implementing

intervention plan. Statistical analysis entailed pretest and post-test findings and

inculcations were analyzed by using Paired Sample T test. The inferences that SPSS

exposed were significant. In a nutshell, numerical results evinced the hypotheses of

proposed study. The value of p in Paired Sample T test which was (p=.000) claimed that

there was notable difference in Reading Comprehension performance of experimental

group after undergoing in peer tutoring session. To explore the gender disparity on the

level of performance an independent t test was applied. The significant value (p=0.001)

depicted by independent t test further armored the second hypothesis, „there may be

gender difference in performance of Reading Comprehension after being exposed to peer

tutoring‟. The study and its empirical authentications prompted the educators to used

peer tutoring as an effective teaching strategy and assisted psychologists to implement

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peer tutoring as a therapeutic intervention to augment the learning abilities of the slow

learner students.

Paradigm of the Study

The goal of peer tutoring is to help students engage their own active learning and

critical thinking skills. Tutors will not give away answers, instead they will help students

learn how to find the answers on their own!

The paradigm on the next page indicates how this study will work.

The box on the left signifies the input of this action research which will be the test

scores before and after the implementation of Peer Tutoring in reading comprehension of

the Grade 7 learners.

Meanwhile, the process deals with the administration of pretest, examination, use

of Peer Tutoring, administration of the post test examination and test the significant for

the difference between the pretest and post-test score.

Lastly the box on the right will be the output which consists of the Effectiveness

of Peer Tutoring and difference between the test scores of Grade 7 learners in reading

comprehension before and after the implementation of Peer Tutoring and the

effectiveness of Peer Tutoring in reading comprehension.

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Paradigm of the Study

INPUT PROCESS OUTPUT

 Test Scores  Difference

before the use of between the
the Peer  Administer pre- scores of Grade 7
Tutoring test examination learners in
 Test Scores  Use the Peer reading
after the use of Tutoring for 15 comprehension
Peer Tutoring days after the use of
 Administer post- Peer Tutoring
test examination
 Test for the  Effectiveness
difference of Peer
between the Tutoring
pretest and post-
test scores

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 Feedback

Figure 1. Paradigm of the Study

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Statement of the Problem (SOP)

This research study aimed to determine the level of reading comprehension of

Grade 7 learners with the use of Peer Tutoring as a tool for learning at __________

Elementary School for School Year 2024-2025.

Specifically, this research study answered the following questions:

1. What is the level of reading comprehension the Grade 7 learners before using

Peer Tutoring as a learning tool?

2. What is the level of reading comprehension of the Grade 7 learners after using

Peer Tutoring as a learning tool?

3. Is there a significant improvement in the level of reading comprehension of

the Grade 7 learners after using Peer Tutoring?

Hypothesis

In this study, the hypothesis below was tested in their null form at the 0.05 level

of significance:

The use of Peer Tutoring in Reading Comprehension is very effective in

enhancing the level of reading comprehension of the Grade 7 learners of

________Elementary School for the school year 2024-2025.

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Significance of the Study

The researcher believes that the findings of the study will benefit the following:

Department of Education. The results of this study will give them

information and will help them to understand how the different aspects in this time of

pandemic work.. This study will serve also as input to the DepEd officials in their incessant

quest to trace out the implications of the Most Essential Learning Competencies .The findings of

this research may give them hints to the review and partial evaluation of the learning modules

and other issues pertaining to the curriculum in Reading Comprehension.

School Heads and Administrators. This study will serve as a baseline data in

planning better strategies that will help in enhancing Reading Comprehension instruction,

giving more material support to make sure innovations/programs effective in helping

pupils improve their Academic performances.

Teachers. It can be a supplemental material in their teaching endeavor.

The content is relevant to the needs of their teaching session. Further, this will give them

better insights for enhancing the teaching-learning process. The result of the study will

lead the Reading Comprehension teachers to introspect unto themselves on how they

could improve their teaching skills and techniques. They can use the result of this study

to make themselves sensitive to the needs of the Grade 7 learners who are the primary

factors to be considered in creating worthwhile learning activities to the students.

Learners. Peer Tutoring can be used as an aid in their everyday learning, they can

grasp more information using a concise module tailored to their needs. As student-

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centered research, this study may benefit the students in terms of their performance in

Reading Comprehension. The formulation and implementation of contextualized modules

generally aim to develop and improve the performance of the learners while building a

strong partnership with the parents. In effect, their commitment may be guaranteed and

be expressed through their collaboration in the program.

Researchers. This study helps and guides the future researcher to conduct more

relevant study that will ensure the continuous improvement in the system. Future

researchers may be benefited also utilizing the data that this may provide sufficient data

related or similar to this study. Furthermore, they may be encouraged to apply for Peer

Tutoring and to tests its effects on another research locale, population, and time frame.

Thus, this action research was conducted to test whether Peer Tutoring has an

impact in improving the Reading Comprehension performance of Grade 7 learners of

______________________ Elementary School.

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 Chapter 2

METHODOLOGY

Research Design

This research used the quasi-experimental design primarily the non-equivalent

control group pretest-posttest design to assess the results of Peer Tutoring in the level of

pupil learning competencies against reading comprehension of the Grade 7 learners due

to the use of Peer Tutoring as learning method.

According to Tyler (2018), quasi-experimental study designs are the most often

used method for evaluating the results of social work initiatives and policies.

Additionally, it has an intervention and manipulation of the independent variable, but

ignores a critical characteristic of laboratory studies: randomization. Since researchers

remain uncertain if the classes are actually comparable, quasi-experimental designs are

rated lower as sources of proof than experimental trials.

Additionally, quasi-experimental structures provide a reference group of

characteristics that are as similar as possible to those of the patient group at baseline (pre-

intervention). The reference category represents the results that may have occurred in the

absence of the program/policy (i.e., the counterfactual). Thus, the disparity in results

between the care and reference groups may be attributed to the program or strategy.

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 In the case of this action research, quasi-experimental design was implemented to

test whether Peer Tutoring has an effect to the Academic Performance in Reading

Comprehension of the Grade 7 learners in times of the New Normal.

Sources of Data

The sources of data were the thirteen (13) Grade 7 learners of _______ School,

who were enrolled during the school year 2024-2025.

The pupils were chosen as subjects for this action research because it was proven

that they have the least scores during the previous conducted assessment for the subject

Reading Comprehension prior the start of the first quarter.

Purposive sampling technique was considered as the technique for this action

research since the respondents were taken from just one section.

Moreover, Banerjee (2015) conferred that total population sampling a type

of purposive sampling technique that involves examining the entire population (i.e.,

the total population) that have a particular set of characteristics (e.g., specific

attributes/traits, experience, knowledge, academic performances, exposure to an event,

etc.). While total population sampling is infrequently used, there are specific types of

research where total population sampling can be very useful. This article (a) explains

what total population sampling is and when it may be appropriate to use it, (b) sets out

some examples of total population sampling, (c) shows how to create a total population

sample, and (d) discusses the advantages and disadvantages of total population sampling

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 In any piece of research, units have certain characteristics that help to define

them. For example, if the units of interest are people, they can be defined by

certain attributes/traits (e.g., age, gender, occupation, health-status,

etc.), experiences (e.g., an assault, the break-up of a marriage, a trip to a concert,

etc.), attitudes (e.g., supporters of a certain political party, pro-choice in the abortion

debate, etc.), and so forth. A sample may be defined by a small/ large number of

characteristics, a narrow/wide range of characteristics, and so forth.

In the case of total population sampling, the units of interest tend to

have some characteristics that are not very common. It is important to note that

only some characteristics are not very common, but since it is these characteristics that

we are interested in, they influence our choice of total population sampling.

Instrumentation and Data Collection

The main data gathering instrument used in this research study was test questions.

The test question was developed by the research proponent. It is a 30 - item multiple

choice assessment taken from the 2nd quarter lesson based from the MELCS. The

researcher also prepared table of specification following the principle of Blooms Revised

Taxonomy such as remembering, understanding, applying, analyzing, evaluating and

creating to ensure that learning competencies as well distributed.

This was forwarded to the adviser for comments, suggestions and for possible

improvement of the research instrument. Afterward the instrument was forwarded to the

group of experts for content validity, correction and comment. The evaluators’ are (1)

school principal, (1) master teacher and (1) Reading Coordinator. The evaluators’

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suggestions were considered to further improve the instrument. Moreover, the research

instrument was also administered to the Grade 7 learners of________ Elementary School

, who were not included as respondents of the study to ensure that items included are

within their abilities and developmentally appropriate. The pre-testing results and

adviser’s served as basis for revision and/or improvement of the instrument, which was

used for the final data collection.

Moreover, the researcher the computed the evaluators’ rating for content validity.

The criteria used in the content validity of the instrument were as follows; objectivity,

specificity and attainability. The computed average rating was 4.56 which is highly valid.

The approved instrument was administered to the identified Grade 7 learners during the

pretest and posttest. The results were carefully gathered, computed and analyzed using

the appropriate statistical tools such as means index of mastery and t-test for significant

difference.

The test questions aimed to measure the proficiency level in Reading

Comprehension and the score obtained by the respondents were interpreted using the

Likert scale. The instrument was administered to thirteen (13) Grade 7 learners of

_________ Elementary School.

The research study started implementing Peer Tutoring on the 2 nd week of

____and ended on ____. It is an 8 weeks intervention of aiming to enhance the

proficiency level of the respondents in reading comprehension.

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Tools for Data Analysis

To obtain valid and accurate results from the data that were gathered, appropriate

statistical tools were employed by the researcher.

For problems number 1 and 2, frequency, percentage, mean, median, mode and

standard deviation were used as tools for data analysis. Further, frequency means a

representation, either in a graphical or tabular format that displays the number of

observations within a given interval (Young, 2020). Percentage means a relative value

indicating hundredth parts of any quantity. One percent (symbolized 1%) is a hundredth

part; thus, 100 percent represents the entirety and 200 percent specifies twice the given

quantity (Britannica, 2021). While Turner (2020) mean of a set of data points is defined

as their sum divided by the total number of data points. The actual name for this

parameter is the “arithmetic mean,” a term that distinguishes it unambiguously from the

For mean computation Mean: It is used to represent the level of performance of

the respondents in MAPEH before and after the learning investigation which was the

use of localized worksheets.

Formula:

X= ∑x

Whereas x= mean score

N= no of students

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 ∑x= sum of all scores

The following norms were used in analyzing the obtained data;

Table 1 . Norms in Analyzing the Obtained Data

Descriptive Equivalent Score

High Level Academic
21-30
performances
Average Level Academic 11-20
Performances
Low Level Academic 1-10
Performances

For problem number 3, T-test method was utilized to discover the improvement in

the Academic Performance in Reading Comprehension of the pupils. The information

assembled were arranged, assessed and broken-down utilizing rates to distinguish the

learning academic performances of the understudies and decided the critical improvement

between the pre-test and the post-test results in Reading Comprehension. Meanwhile, a t-

test is a type of inferential statistic used to determine if there is a significant difference

between the means of two groups, which may be related in certain features. It is mostly

used when the data sets, like the data set recorded as the outcome from flipping a coin

100 times, would follow a normal distribution and may have unknown variances. A t-test

is used as a hypothesis testing tool, which allows testing of an assumption applicable to a

population (Hayes, 2020).

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 Hayes (2020) further divulged that a t-test looks at the t-statistic, the t-distribution

values, and the degrees of freedom to determine the statistical significance. To conduct a

test with three or more means, one must use an analysis of variance.

This was used to find if there is significant difference between the pretest and

posttest scores of the respondents.

T-TEST COMPUTATION

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 Chapter 3

RESULTS AND DISCUSSIONS

Level of Academic Performance of the Grade 7 before the Implementation of Peer

Tutoring

Table 2. Level of academic performance in Reading Comprehension of Grade 7

learners before the implementation of Peer Tutoring

Frequency Percentage

High Level Academic 0 0.00

Performance
Average Level Academic 0 0.00
Performance
Low Level Academic 13 100.00
Performance
Total 13 100.00

Mean 3.07

Table 2 presents the level of academic performance in Reading Comprehension of

Grade 7 learners before the implementation of Peer Tutoring for the school year 2020-

2021. The result expresses that 13 or 100.00 percent of the learners have low level

academic performance with an average of 3.07.

The table shows that the Grade 7 learners have poor level of academic

performance, which was expected of them as mainstreamed learners and also denoting

that they do not completely comprehend the subject matter learning competencies prior to

the introduction of the Peer Tutoring.

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 The learners with low level of academic performance may be attributed to lack of

time and the lack of interest of the learners on the traditional means of teaching Reading

Comprehension.

Table 3. Level of academic performance along Reading Comprehension of

Grade 7 learners after the implementation of Peer Tutoring

Frequency Percentage
High Level Academic 13 100.00
Performance
Average Level Academic 0 0.00
Performance
Low Level Academic 0 0.00
Performance
Total 13 100.00
Mean 23.92

Table 3 shows the level of performance in Science of the Grade 6 mainstreamed

learners after the use of Peer Tutoring. It shows that all learners or 100.00% are identified

to be of high level in their performance in Reading Comprehension. This demonstrates

the efficacy of the use of Peer Tutoring in improving the performance in Reading

Comprehension of the Grade 7 learners.

The results coincide with the study “The Effectiveness of Peer Tutoring in the Teaching
of Reading Comprehension”, by Gan and Hong (2018) that examined the effectiveness of
peer tutoring in the teaching of Reading Comprehension in a Malaysian government
secondary school. This study also investigated the effects of peer tutoring on interest in
learning Reading Comprehension, perceptions of instructional methods and Reading
Comprehension self-efficacy, as well as gender differences for the various variables.

PAGE \* MERGEFORMAT 24
This study utilized the pretest-posttest with control group quasi-experimental research
design. Two form four classes were randomly assigned to be taught using peer tutoring,
and taught using lectures and exercises. The research instruments used in the study were
a pretest, a posttest, and a questionnaire. Results showed that students who received peer
tutoring had higher gain scores in the Reading Comprehension achievement tests
compared to those receiving traditional instruction. In addition, female students
performed better in the Reading Comprehension achievement tests. However, there was
no interaction effect between gender and instructional methods used. Students in the peer
tutoring groups showed higher interest in learning Reading Comprehension and Reading
Comprehension self-efficacy. They also showed positive perceptions toward peer
tutoring. In the peer tutoring group, female students showed higher interest in Reading
Comprehension than male students. However, gender differences were not evident for
Reading Comprehension self-efficacy and perceptions toward peer tutoring. Thus, it
could be concluded that peer tutoring is a potentially effective instructional method that
could be practiced in secondary Reading Comprehension teaching and learning in
Malaysian schools in tandem with other existing instructional methods. In addition, peer
tutoring can also augment students interest toward learning Reading Comprehension and
their Reading Comprehension self efficacy.

Likewise the study, “Peer Tutoring and Academic Achievement in Reading

Comprehension: A Meta Analysis”, by Ansuategui [Link]. (2017), was a meta-analysis of
findings from 50 independent studies of peer tutoring programs in Reading
Comprehension at multiple educational stages showed that 88% of these programs have
positive effects on the academic performance of the participants (Hedge’s g = 0.333).
Some of the variables to be taken into account when developing a peer tutoring
experience were analyzed. Results showed that variables such as the ages of the
participants, roles, skills of the tutees (disabled or at academic risk vs non-disabled and
not at academic risk), length of the sessions and frequency were not significant
moderators of the academic achievement. Variables such as educational stage, design of
the study, duration of the program, level of knowledge of the tutors, time of the day

PAGE \* MERGEFORMAT 24
(school time vs out of school time) and sample size turned out to be significant
moderators. Results are discussed and proposals for future research are suggested.

Significant Differences in the level of Academic Performance in Science of Grade 4

mainstreamed Learners after the Implementation of Peer Tutoring

Table 4 presents the significant difference in the level of Academic Performance

in Science of Grade 4 learners after using Collaborative Learning.

Table 4. Significant Difference in the Grade 4 Learners’ Performance in Science after

Using Peer Tutoring

Table 4
t-Test: Two-Sample Assuming Unequal Variances

PRETEST POSTEST
Mean 3.076923 23.92308

Variance 6.24359 8.24359

Observations 13 13

Hypothesized Mean 0
Difference
Df 24

t Stat -19.7472

P(T<=t) one-tail 1.19E-16

t Critical one-tail 1.710882

P(T<=t) two-tail 2.39E-16

t Critical two-tail 2.063899

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 A t-test was used to determine the difference between the pretest and post-test

findings, using t-test for two samples with differing variances was used at 0.05 level of

alpha. The following are the outcomes

The results of the t-test are shown in Table 4 As a result, P (T<=t) one-tail =

1.19E-16 and P (T<=t) two-tail =2.39E-16 are both less than alpha (<0.05). The

difference between the means is significant when the p values are smaller than the

significance level. Thus, the significant difference depict that using Peer Tutoring was

effective in improving the Science of Grade 4 learners.

These results were consistent with the study of Batool [Link] (2022), entitled

“Effectiveness of Peer Tutoring on the Reading Comprehension Performance of Slow

Learners”, stated that The evidences and generalizations of the preceding literature have

assured that no solitary study has been conducted on theeffect of Peer Tutoring on

Performance of Slow Learners in Southern Punjab, Pakistan yet. The proposed study

aimed at revealing the marvelous secrets about the “Effect of Peer Tutoring on Slow

Learner‟s Performance.” Experimental design was opted to accomplish the study. A

sample of 40 students was taken from Govt. Institute for Slow Learners, Layyah. A Self

Designed Test was used to gauge the performance of slow learners in Reading

Comprehension after implementing intervention plan. Statistical analysis entailed pretest

and post-test findings and inculcations were analyzed by using Paired Sample T test. The

inferences that SPSS exposed were significant. In a nutshell, numerical results evinced

the hypotheses of proposed study. The value of p in Paired Sample T test which was

(p=.000) claimed that there was notable difference in Reading Comprehension

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performance of experimental group after undergoing in peer tutoring session. To explore

the gender disparity on the level of performance an independent t test was applied. The

significant value (p=0.001) depicted by independent t test further armored the second

hypothesis, „there may be gender difference in performance of Reading Comprehension

after being exposed to peer tutoring‟. The study and its empirical authentications

prompted the educators to used peer tutoring as an effective teaching strategy and

assisted psychologists to implement peer tutoring as a therapeutic intervention to

augment the learning abilities of the slow learner students.

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 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study aimed to determine the efficacy of Peer Tutoring in improving Reading

Comprehension of Grade 7 learners. The level of the academic performance of the Grade

7 learners before and after the conduct of Peer Tutoring was measured through pretest

and posttest. Moreover, the significant difference in the level of performance in Reading

Comprehension of the Grade 7 learners after the conduct of Peer Tutoring was also

determined.

The researcher used the quasi-experimental design particularly the pretest-posttest

control group design. Data were gathered from 13 Grade 7 learners of

_________________ Elementary School.

The results of the study showed that before the implementation of the Peer

Tutoring, 100.00 percent of the learners perform low in Reading Comprehension. After

the conduct of Peer Tutoring, the learners were identified to be of high level academic

performance. It was also found out that there is a significant difference in the level of

performance in Reading Comprehension of the Grade 7 learners after the conduct of Peer

Tutoring.

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Conclusions

The following are the conclusions of the study:

1. For the level of the academic performance of Grade 7 learners before the conduct

of Peer Tutoring, the learners exhibited low level academic performance.

2. For the level of the academic performance of the Grade 7 learners after the

conduct of Peer Tutoring, the learners have improved academic performance as

they exhibited high level academic performance.

3. Peer Tutoring are effective intervention in improving the academic performance

in Reading Comprehension of Grade 7 learners.

Recommendations

Based on the findings and conclusions made, the following are recommended:

1. The best strategy to use when teaching Reading Comprehension is to use a

combination of well-proven strategies that have been devised over the years. This

include Peer Tutoring. Thus, Peer Tutoring intervention be strengthened in order

to further build the performance of the learners in Reading Comprehension.

2. Peer Tutoring helps students develop time management, problem solving skills,

and listening and communication skills. Thus, school administrators should

strengthen the use of Peer Tutoring by including this modality in the school

programs of development.

3. Since the use of Peer Tutoring was found effective in teaching the different

competencies in , it should be used in teaching other grade levels of Science and

in other subjects as well.

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4. Seminars and workshops should be conducted to teachers teaching Seminars and

workshops should be conducted to teachers teaching Reading Comprehension and

to teachers of other area on the implementation of Peer Tutoring to enhance their

strategies in teaching their respective subjects.

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 BIBLIOGRAPHY

BOOKS

Tyler. A. (2018). Selecting and Improving Quasi-Experimental Designs in Effectiveness

and Implementation Research. Annual Review of Public Health. Handly Press.
USA.

JOURNALS

Ansuategui F., Moliner, L., Lorenzo, GF. Matoto, A. (2017). Peer Tutoring and
Academic Achievement in Reading Comprehension: A Meta Analysis. EURASIA
Journal of Reading Comprehension, Science and Technology Education ISSN:
1305-8223 (online) 1305-8215 (print)

Banerjee, A., & Chaudhury, S. (2015). Statistics without tears: Populations and samples.
Industrial Psychiatry Journal, 19(1), 60-65.

Batool, A., Gul, Z., Rehan, M., Ahmed, I. (2022). Effectiveness of Peer Tutoring on the
Reading Comprehension Performance of Slow Learners. Turkish Online Journal
of Qualitative Inquiry (TOJQI). Volume 12, Issue 10, December 2021: 6481-
6499.

Gan, S, Hong, K. (2018). The Effectiveness of Peer Tutoring in the Teaching of Reading
Comprehension. Malaysian Journal of Learning and Instruction 7. 102-105.

ONLINE SOURCES

Council for learning Disabilities. (2023). Peer Tutoring. [Link]

[Link]/peer-tutoring-flexible-peer-mediated-strategy-that-involves-
students-serving-as-academic-tutors/

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 Appendix A

PERMIT TO CONDUCT A STUDY

____________

MRS. _
__________ School
_________District I

Madam:

Greetings!

The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.

In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade ____ pupils in connection to her Action Research.

Your kind favorable consideration of this request will be highly appreciated.

Respectfully yours,

_
Teacher-Researcher

Approved:

_
Principal III

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 Appendix B

Schedule in Conducting the Action Research

Work Plan

The study was conducted during the second quarter of SY 2020-2021 (January 2021 to

March 2021).

Time Frame Persons Involved Activities/Strategies Expected Outputs

Identify the reading skill Identified

level of the learners worksheets to be
used
(Subject Teacher) Asked permission from
the school head Prepared activity
January 2021 sheets
Asked parental consent Recorded the pre-

Conducted the test

(Subject Teacher)
experiment
Data analysis
Data analysis

February 2021 Continuation of the Recorded the daily

experiment activities
(Subject Teacher)
Use of Modular
Learning Modality

Administer the post-test

(Subject Teacher)

March 2021
Data Analysis Final paper
(Subject Teacher) Completed out put

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 Appendix C

RAW SCORES

LEAR PRET POSTT

NER EST EST
1 2 21
2 1 21
3 5 25
4 2 22
5 10 30
6 3 23
7 1 21
8 2 25
9 4 24
10 5 24
11 1 21
12 2 28
13 2 26

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 Appendix D

PRETEST POSTTEST QUESTIONS WITH TABLE OF SPECIFICATIONS

WITH PREPARED BY

AND VALIDATED BY

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 Appendix E

LIST OF INSTRUCTIONAL MATERIALS USED AS AN INTERVENTION

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 Appendix F

PICTURES OF INSTRUCTIONAL MATERIALS USED

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 Appendix G
PICTURES WHILE CONDUCTING THE STUDY

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 Appendix H
CURRICULUM VITAE

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