SUMMER BIG BROTHER AS ENGLISH

REMEDIAL READING PROGRAM: A

PHENOMENOLOGICAL STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 691-711
Document ID: 2023PEMJ1401
DOI: 10.5281/zenodo.10370305
Manuscript Accepted: 2023-25-11
Psych Educ, 2023, 15(7): 691-711, Document ID:2023 PEMJ1401, doi:10.5281/zenodo.10370305, ISSN 2822-4353
Research Article

Summer Big Brother as English Remedial Reading Program:

A Phenomenological Study
Jhan Paul E. Libradilla*, Lucena O. Asidoy
For affiliations and correspondence, see the last page.
Abstract
The main purpose of the study was to find out the experiences, coping mechanisms, and insights of
the Summer Big Brother (SBB) teacher-volunteers in New Bataan District, Davao De Oro. This was
a qualitative phenomenon that focused on the lived experiences of the teacher-volunteers of the
Summer Big Brother. The ten major themes on the experiences of the SBB teacher-volunteers were
below satisfactory reading performance, interest in reading activities, pupils’ attendance, support
from parents, insufficient time, provision of needs, insufficient reading materials, supportive
colleagues, heads and stakeholders, manifestation of improvement in reading ability, and learn new
reading strategies. Under the coping mechanism, the four emerging themes were: motivated by the
desire of students to read well, engaged in different strategies in teaching reading, applying one-on-
one tutoring, and adopting positive attitude in teaching reading were generated. For the insights of the
SBB teacher-volunteers, the themes that emerged were worthwhile rewards to the volunteers,
acquired additional knowledge and experience, gained more patience, self-fulfillment and
satisfaction, valued the work of a teacher, adhere to the sustainability of the program, authority to
support in financial and material aspects, valued the spirit of volunteerism, gained self-confidence,
and proper monitoring and closed supervision from the implementor.

Keywords: MAED – teaching english, summer big brother teacher-volunteers, provincial local
government unit (PLGU), New Bataan, Davao De Oro, Philippines

Introduction the given points of OECD. An equivalent of 19.4

percent that was 1 out of 5 Filipino students in Overall
Reading comprehension is an important learning Reading Literacy reached at least the minimum level
ability for the learners since it is a process in which of proficiency (DEPED, 2019).
they create meaning through involving and interacting
with the written language simultaneously. To Locally, there had been an increasing number of
positively achieve the goals and expectations in dropouts each year which are caused by financial
education, which primarily requisite in classroom instability of the family, lack of interest in learning and
situations, learners need reading comprehension motivation from parents, and poor academic
ability. The relevance of understanding and learning performance of pupils in school. With these problems,
written resources intensifies essentially in each subject the Bayanihan Para Sa Karunungan Program, a special
area as learners transfer from a certain level to another intervention program operating as a counterpart of the
level. It is revealed that if learners are taught to use provincial local government of Compostela Valley,
reading skills their comprehension ability will likely addressed the needs of public elementary schools to
be developed (Almutairi, 2018). improve the current educational system. One of the
successful activities of the program was the
Globally, an average of 19.6% (one in five 15-year- implementation of Summer Big Brother (SBB). SBB
olds) across the 27 European Union countries got low was a 15-day, whole-day, English remedial reading
scores in reading on PISA (Program for International activity during summer which focused on the
Student Assessment). PISA is a survey of students’ identified Grade 2 and Grade 3 non-readers in public
performance, indicating difficulty with using reading elementary schools across Davao de Oro (BPSK
as a tool for learning — a significant competency for Operations Manual, 2014).
success in secondary school, life, and careers
internationally (Ceprano & Shea, 2017). The researcher had not come across a study on the
implementation of Summer Big Brother: Reading is
In the Philippine context, the Department of Education Fun as English remedial reading program that dealt
(DepEd) joined the 2018 PISA initiated by the with the experiences of the teacher-volunteers of the
Organization for Economic Cooperation and beneficiary schools in New Bataan. Therefore, the
Development (OECD). The result of the survey found findings from the current study are expected to fill the
out that in the Overall Reading Literacy Filipino knowledge gap on the implementation of Summer Big
students obtained an average score that was lower than Brother: Reading is Fun as English remedial reading

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Research Article

experience and ends in it (Neubauer et al., 2019).

program by sharing the experiences, coping
I included certain techniques for collecting data and
mechanisms and insights of the teachers, thus the
analysis which utilize purposive sampling and
urgency to conduct the study.
interviews that are semi-structured and open-ended.
The result of this phenomenology study is the
Research Questions
reflection of all the experiences that the participants
have contributed. It adds to more concrete knowledge
The study attempted to probe into the following
of the participants’ lived experiences (Gopaldas,
research questions specifically, to wit:
2016).
1. What are the experiences of the teacher-volunteers
I used focus group discussion to collect data together
in the implementation of Summer Big Brother:
with my participants with common experiences to
Reading is Fun as English remedial reading program?
deliberate a particular subject of interest. In this study,
2. How do the teacher-volunteers cope with their life
I acted as the moderator and presented topics for the
and challenges in the implementation of Summer Big
conversation, and enabled the entire group to take part
Brother: Reading is Fun as English remedial reading
in an active discussion. One of the main purposes of
program?
focus group discussion was to saturate the data
3. What are the insights of the teacher-volunteers on
collected from in-depth interviews and to create
their experiences from the implementation of Summer
themes based on the data collected by the researcher
Big Brother: Reading is Fun as English remedial
(Creswell & Poth, 2018).
reading program?
Moreover, I also used in-depth interviews wherein I
asked the participants individually in exploring their
Methodology
lived experiences of the program as teacher-
volunteers. I asked them also regarding their thought
The phenomenological study documented the on the challenges, coping mechanisms, and insights in
experiences of the teacher-volunteers of Summer Big the implementation of the Summer Big Brother
Brother: Reading is Fun Program in New Bataan remedial reading activity (Showkat & Parveen, 2017).
District. It entailed gathering data towards their
experiences, difficulties, triumph, and realization as Role of the Researcher
teacher-volunteers. It also evoked how the
implementation of the Summer Big Brother: Reading Phenomenology is the appropriate type of research in
is Fun program helped them in improving reading this study since it enabled me to extract details about
literacy and increasing achievement rates of pupil- the experiences and insights of the teacher-volunteers
beneficiaries. as well as the benefits of the implementation of
Summer Big Brother: Reading is Fun Program.
Research Design
In season 4 of Summer Big Brother: Reading is Fun
Program in 2017, I was once a stakeholder donating
This study is qualitative. Among the five traditions of
snacks for the pupil-beneficiaries, at the same time,
qualitative research mentioned by Creswell, I
our youngest brother was a two-time pupil beneficiary
incorporated in this paper the phenomenological
of the activity. Thus, it was an opportunity for me to
design as the study aimed to identify what the
understand experiences and hear their views of
participants have experienced in common. It is a study
individuals about the implementation of the program.
where ideas from the participants were solicited in
Moreover, as a stakeholder of the program, my strong
establishing meaning out of their lived experiences of
commitment and duty to help such was indeed truly
the program (Creswell & Poth, 2018; Qutoshi, 2018).
my privilege. Likewise, the conduct of this work may
lead to assist DepEd particularly in improving the
I collected the consensus out of all the participants’
reading literacy and increasing achievement rates of
experiences and came up with a bracket of a more
pupils and students.
concrete approximation. I identified a phenomenon
and developed a common perspective on the As a researcher, I am confident that I was the one who
importance of my participants’ experiences. Logical facilitated the discussion and interviews that
thinking alone cannot give us any knowledge of the encouraged the participants to share more of their
practical world; all knowledge of reality starts from experiences and insights. I also recorded important

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Research Article

parts of the interview that were reflected in the groups to have (Creswell & Poth, 2018).
presentation of data.
The number of participants of my study did not
Interviews are important in demystifying the narratives represent the totality of the Summer Big Brother
of my participants on their experiences. Through Program, since I specifically conducted my study to
interviews also, unravels the participants’ ideas and determine only the experiences of the teacher-
opinions. As an interviewer, I looked at the volunteers in New Bataan District, Davao De Oro.
information more in-depth about the topic. More so,
questionnaires were used to further investigate the Vis-a-vis, qualitative studies are intended to study a
participant’s responses (Showkat & Parveen, 2017). particular phenomenon or issue in a specific
population or ethnic group, of a focused locality in a
During the focus group discussion, I acted as certain setting. Therefore, qualitative researches are
moderator wherein it used stimulus materials and not expected to provide generalizability (Leung, 2015).
allowed the conversation to flow making judgments to
pursue potentially significant lines of inquiry away In this study, I used purposive sampling which is
from the formal guide. Also, the transcription of the commonly used in qualitative researches in identifying
gathered data through careful listening was relevant in the participants. A purposive sampling includes the
data analysis to familiarize and facilitate the identification and selection of participants
realization of ideas that emerge during the analysis purposefully to those who are more experienced and
(Nyumba et al., 2018). knowledgeable of the interesting phenomenon
(Creswell & Poth, 2018).
The researcher in this study acted as the interviewer
for the in-depth interview and served as the moderator Furthermore, it is suggested that in focus-group
for the focus-group discussion. After the gathering of discussion there should be no right and wrong answers
data, the researcher transcribed the interview into but the only differing point of view, where recording is
English. needed to be able to capture every word during the
discussion. It is also added that only one person should
I, together with the participants, had willingly offered speak at a time. The participants do not need to agree
our time and effort in the hope that we may be able to with each other, but to listen as others share their
inculcate and leave the present generation the reason views. The main focus is the scrutinization of the
why th ere is a need to f u r th er stu d y the group’s interaction. The answers of the participants are
implementation of the SBB: Reading is Fun Program influenced based on one another’s perspective he/she
and why such be further developed and enhanced for contributed in the discussion (Mishra, 2016).
English Reading Proficiency.
Data Collection
Research Participants
The phenomenological interview guide required
The teacher-volunteers of Summer Big Brother: special attention in the study of academic journey as
Reading is Fun Program – New Bataan District, Davao students and teachers in which the researcher is also a
De Oro were the identified research participants of this teacher. In this research, I identified potential
study. These teacher-volunteers were already hired participants and asked for their consent to participate
public elementary school teachers of the Department in my study.
of Education. During the interview, a recording device
was used so that the gathered data could be With the emergence of the COVID 19 crisis and the
documented. Pseudonyms were allowed and the government’s action to control it through observing
personal circumstances of the informants were held social distancing and proper health protocols, I
confidential. In the focus group discussion, there were together with my participants have taken appropriate
seven (7) participants in in-depth interviews, and seven precautionary measures and observe the maximum
(7) informants that made it fourteen (14). The size of health protocols like wearing of face mask and face
the focus group ranges from 3 to 4 individuals to 10 to shield and observe 1-meter social distance during the
15 stated by Creswell and Poth. Too many informants interview.
made it difficult for each one to participate while
lesser than seven would limit the potential of collective Along with this, I also prepared the necessary forms,
wisdom. There were two technical considerations to gadgets, and devices needed. Important devices were
decide when designing a focused study: it can be done used. The conduct of individual in-depth interviews
homogeneously or heterogeneously; and the number of required a recorder. Thus, the use of a recorder was

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important. The necessity of the recorder was noted focus group discussion and in-depth interview and
since the probe documentation of informants’ performed a further study on the implementation of
responses was made. Summer Big Brother: Reading is Fun as English
remedial reading program. Research questions were
To elicit information from the participants about their translated from English to Tagalog and from Tagalog
experiences in the implementation of Summer Big to Bisaya dialect for a better understanding of the
Brother: Reading is Fun as English remedial reading questions. I transcribed all the voice recordings after
program, I led the focus group discussion and used in- the interview so that data analysis can be done
depth interviews. Personally, it was a great challenge continually. As the study moved forward, more
on my part as a researcher in collecting the data given interviews were transcribed and observations recorded.
this time of the pandemic. I felt anxious and fearful
upon doing such considering the risks it may bring not Trustworthiness
only to my health but also to my family and my job.
Despite the situation, I kept in mind the purpose why I One of my many roles as a researcher was establishing
conducted the study and its relevance to the trustworthiness with my participants. To be able to
management of the program to further improve the establish rapport among the participants of this study is
activity. Thus, I encouraged and motivated myself to one of the key elements to comprehensively gather the
continue what I have started. insights and experience of the teacher-volunteers of
SBB in New Bataan. I made sure that my participants
The actual gathering of data in this phenomenological were well aware of the extent of the study and the
research was through informal discussions and formal purpose of why it was conducted. During my
interviews. In this study, participants shared interview, I made them understand the premise of each
experiences that cover their hardships, triumphs, and question and its rationale. Del Seige suggests that a
learning experiences from the implementation of valid inquiry in any form establishes the value of truth,
Summer Big Brother: Reading is Fun as English offers application of data, and permits criticism
remedial reading program as teacher-volunteers. regarding the neutrality of its results and the constancy
of the procedures. Thus, the very basic issue relative to
The interaction and participation of my participants
trustworthiness is simple: How can a researcher
during the fieldwork demanded my consciousness of
convince his/her readers (including self) that the
my phonology as a researcher. I always put in mind
findings of the research are worth reading to? Just as a
that my participants have the right to be protected by
quantitative study cannot be valid unless it’s reliable, a
not writing their true and complete identities for
qualitative study cannot be transferable unless it is
privacy reasons.
credible; and it cannot be credible unless it is
Focus Group Discussion was concluded based on dependable (Del Seigel, 2014).
procedures perceived by. Being said that as moderator,
Comprehensive instruction and reminders were given
I was primarily involved with leading and keeping the
to each participant especially on sharing information
conversation spontaneous while stimulating the
during the interview. Personal experience is
discussion with comments or subjects (Mishra, 2016).
encouraged to make sure that the solicited data were
Data Analysis credible ones. To protect their identities, the use of
pseudonyms were allowed by the researcher and for
I analyzed my data according to the recommended privacy purposes as well.
analysis procedures for phonology. As recommended,
Credibility in qualitative research means the result of
data analysis started at the initiation of the study, and
as the study progresses results were interpreted and the study is convincing and reliable from the viewpoint
conclusions were drawn based on the participants' of a participant in the research itself. As a researcher, I
responses to the research question raised in the study. made sure that the participants in my study are
identified as teacher-volunteers of SBB in New
When a certain phenomenon arises, this would be Bataan. Also, the researcher ensured that the identified
referred to the existing research results and theories to participants are equipped with the experiences as
test whether such claims are coherent with the existing teacher-volunteers. Qualitative research tries to
principles or a manifestation of new pieces of evidence describe or explain the event, group, or phenomenon
in the study’s field of focus. of awareness from the standpoint of the participants.
The participants who form the topics of the study are
As a researcher, I recorded observations during the the best situated to judge the credibility of the outcome

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in a qualitative study. Lincoln mentioned that issues of the right to conduct the study, confidentiality,
credibility is the value of trust. Sources that are and anonymity.
credible from trusted references must be believable
(Lincoln, 2010). As a researcher, I can guarantee that I followed the
paramount ethical standards in conducting this
Transferability as stated by Suter is the state where research ensuring the protocols of assessments and
results of the study are applicable or transferrable past standardized procedures specifically in handling the
the limitations of the project. In allowing population and the data such as, but not limited to:
transferability, the researcher shared the result of the
study during the public forum and other similar Voluntary participation. The teacher-volunteers of
functions to promote awareness regarding the the Summer Big Brother Program who were the
implementation of Summer Big Brother: Reading is participants of the research were given the freedom to
Fun as English remedial reading program. Suter also participate without forcing or sanctioning them.
suggested that the researcher must present enough Nevertheless, if the participant opted to participate,
information during the gathering of data so that the he/she may do so anytime without penalty,
reader can familiarize whether the results of the study consequences, or even loss of benefits. He/she needs to
are justifiably applicable to another context (Suter, inform the researcher ahead of time. So, after the
2012). purpose has been served and the benefits have been
presented, delivered, and describe, the participant’s
In dependability, an inquiry must present to its readers right to contribute to the knowledge repertoire has
that if there are similarities of the study to other been practiced.
researches, there will be a repetition of findings. Since
there can be no validity without reliability, a Privacy and confidentiality. The researcher ensured
demonstration of the former is necessary to establish the privacy of the personal information of the
the latter. As a researcher, I used overlapping methods participants that may be requisite in the research
to achieve dependability such as the in-depth interview endeavor with the utmost confidentiality. This
and focus group discussion having the research information will not be revealed to anyone without the
questions as the basis in gathering the data to participants’ permission.
emphasize the dependability concern more openly.
The procedures in the study were shown, thus allowing Informed consent process. The researcher primarily
a future researcher to recapitulate the research if assured that the interview guide questions were free
unavoidably to attain the same outcomes (Kortjens & from technical errors so that it is understandable to the
Moser, 2018). participants. It gave the participants a clearer point of
view that was beneficial to their part after the study
Confirmability is the degree to which the findings are has been conducted. The interview guide questionnaire
the result of the focus of the inquiry and not on biases was given to the participants after the school principal
of the researcher according to Kortjens and Moser. gave his/her consent.
The notion of confirmability is the qualitative
researcher’s equivalent apprehension to neutrality. As Recruitment. The participants' distribution presented
a researcher, I performed the concept of neutrality by how they were dismissed. Moreover, the indicated
ensuring that the data gathered were transcribed procedures of collecting data, along with the interview
exactly based on the statements during the interview. guide questionnaire were administered, as well as the
Here, stages must be involved to help confirm as the participants’ manner in the research.
study’s result is the outcome of the engagements and
notions of the participants, rather than the Risks. The study did not involve in high risks of
characteristics and fondness of the researcher situations that the participants may experience in
(Kortjens & Moser, 2018). physical, psychological, or socio-economic concerns.
The study just involved their field of motivation
Ethical Consideration towards learning.

Some considerable ethical issues and concerns have Benefits. The result of the study benefits DepEd of
specific ramifications for this qualitative inquest. Such Davao de Oro particularly public elementary schools
issues and concerns may arise primarily from the since it greatly contributes to the vast knowledge
methodology involved in the research. The ethical concerning the students’ reading literacy. This could
contests that are pertinent to this research concern the help the department to strengthen reading programs for

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students. Likewise, I also informed the teacher-participants that

I will be interviewing them. As a researcher guided by
Plagiarism. It was ensured that there was no evidence a protocol, I ensured confidentiality and agreements
of replication in any part of this research study or between the participants and the researcher.
misrepresentation of other works. Further, the study
has Turnitin, a plagiarism detector software, and a Authorship. To state for a fact, the research inquirer is
group of internal and external validators who checked a graduate of Masters of Arts in Education (MAEd) -
and validated the research. Teaching English. Thus, conducting the study is
vertically aligned with his baccalaureate degree. The
Fabrication. The research output was free of study has undergone multiple processes which
intentional misinterpretation of what has been already produced a valid and standard output kind of research.
crafted. Clearly, fabrication of data and results, or The paper passed through series of revisions as it was
purposely presenting conclusions which were no required by the adviser and the panel. And based on
congruent or supported to and by the data gathered. the internal and external validators' suggestions and
More so, the gathered literature reviews were all in recommendations, the researcher critically analyzed
line with the study at hand and supported the claim. the obtained data and interpolated it with the existing
related studies for the support of the claim. Moreover,
Falsification. It was ensured that there were no such my research has followed the standard procedures and
acts or parts of the study which were purposefully protocol of the University of Mindanao Tagum
misrepresenting the work just to produce and illustrate College Ethics Review Committee by sending the
a model or theoretical lens to fit the study. Further, manuscript and pertinent attachments to UM main
excessive claiming and exaggeration of facts and data campus for ethics review as the springboard
were carefully avoided. implementing the Ethical Consideration.

Conflict of Interest (COI). To stress, Conflict of

Interest (COI) was strictly avoided. Personal judgment Results
and views were set aside and the bases for the results,
conclusions, and recommendations were purely based
The conduct of this study has generated a tremendous
on the gathered data which had undergone
amount of data that are essential to this study. The data
presentation, documentation, triangulation, analysis,
are presented in tabular form to summarize the
and evaluation. Additionally, the study was not
relevant themes that prevailed during the focus group
sponsored by any government or non-government
discussion and in-depth interviews conducted and to
organization thus, results were purely objective and
facilitate analysis of the study. A narrative before each
based on the data obtained. The data were analyzed by
table serves as the introduction to provide an overview
a body of experts and professionals who came up with
of the content of the following tables.
valid and credible results.
The following are the research questions:
Focus Group Participant Identification. The
researcher of the study addressed the fact that the 1. What are the experiences of the teacher-volunteers
details provided by the participants became a in the implementation of Summer Big Brother:
generalized idea to those who were present within the Reading is Fun as English remedial reading program?
group; thus, providing a consent form reminding
participants to keep the information discussed 2. How do the teacher-volunteers cope with their life
confidential. and challenges in the implementation of Summer Big
Brother: Reading is Fun as English remedial reading
Deceit. The study has no intention of misleading the program?
research participants that may result in possible
destruction. Moreover, the researcher did not give 3. What are the insights of the teacher-volunteers on
false information to the participants about the study. their experiences from the implementation of Summer
Big Brother: Reading is Fun as English remedial
Permission from Organization/Location. Before the reading program?
start of data collection, I wrote a consent letter to the
Bayanihan Para sa Karunungan Office of the This chapter has four (4) parts. Part One (1) is the
Provincial Local Government of Davao De Oro, and collection of qualitative data. Part Two (2) is the
the Schools Division Superintendent of Davao De Oro. procedures of the data analysis. Part Three (3) is the

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categorized major themes and core ideas from the details to be obtained. The size of the focus group
findings of focus group discussion and in-depth ranges from 3 to 4 individuals to 10 to 15 stated by
interviews. Lastly, Part Four (4) is the summation of Creswell and Poth (Creswell & Poth, 2018).
the answers from the participants.
Categorization of Data
Participants
The categorization of the obtained information was
The informants of this research were 14 out of 19 through grouping the responses of the participants and
teacher-volunteers in the selected public elementary determine the common responses to come up with the
schools in New Bataan District as of May 2019. The major themes. The arrangement of data was based on
researcher interviewed 14 teacher-volunteers out of 19 the generalized concept expressed by the participants.
Teacher-Volunteers, seven (7) informants under in- The reduction of the major themes into fewer items
depth interview, and seven (7) participants under focus was done through regroupings. The process finally
group discussion. Participants came from the selected generated fourteen (14) major themes. The
public elementary school in New Bataan District. The presentation of the data in Tables 3, 4, and 5 was the
age brackets of the respondents were 20 to 60 years second step. It was also identified in the study the
old which shared their experiences, coping significant phrases that appeared during the
mechanism, and insights as Summer Big Brother: transcription of data and were considered the core
Reading is Fun teacher-volunteers. ideas. They were arranged along with the major
themes.
Table 1. Profile of Participants
To find out the voices of the participants, I employed
Focused Grouped Discussion and in-depth Interviews
among the selected respondents of my study. Several
questions were thrown to them to elicit their
experiences, coping mechanisms in pursuing their
studies, and insights. Their responses have become the
basis in the formulation of the themes which in general
have provided the enlightenment of the purpose of the
investigation.

From the answers of the participants, ten themes

emerged as reflected in Table 2. These themes are
labeled as: Below Satisfactory Reading Performance,
Interest in Reading Activities, Pupils’ Attendance,
Support from Parents, Insufficient Time, Provision of
Needs, Insufficient Reading Materials, Supportive
Colleagues, Heads and Stakeholders, Manifestation of
In-Depth Interview
Improvement in Reading Ability, And Learn New
Reading Strategies.
For the in-depth interview, I selected 7 members who
were all SBB teacher-volunteers located in the area of
Table 2. Experiences of the Teacher-Volunteers in the
New Bataan.
Implementation of Summer Big Brother: Reading is
Focused Group Discussion Fun as English Remedial Reading Program (see
appendix 1)
For the Focused Group Discussion, seven participants
were grouped to share their experiences as SBB The following are the accounts of the experience as
teacher-volunteers. described by the participants during the conduct of the
In-depth interview and focused group discussion.
The effectiveness of focus group discussion gives
ample time for the participants in sharing their Below Satisfactory Reading Performance
perspectives regarding the topic. The confidentiality
and animosity are carefully considered; hence, the The majority of my participants answered that pupils’
effectivity depends on the scheduled time of the focus poor reading performance was their most challenging
group that determines the quality and quantity of the experience of the program. Some of the pupil-

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beneficiaries of SBB: Reading is Fun Program had frequent responses of the participants:
difficulty recognizing letter names and sounds. Here
are the frequent responses of the participants: Rhobz said:
“Naa’y uban nga mga bata nga dili jud musipot anang
Rhobz said: 15 days nga summer, nya kailangan jud nimu sya i-
“Naa pa gyu’y uban nga hinay pajud sya, kanang dili encourage na i-kompleto nila ang 15 days.” IDI01
pa kaayu makaila ug letter or sounds.” IDI01 (There are other children who will not be present in
(There are some pupils who are really slow and the 15 days of summer program, so you need to
cannot recognize letters and its sound.) encourage them to complete the 15 days.)

While Marie added:

While Nelson added:
“Naa gyu’y mga bata nga dugay gyud kaayu
“The problems were the on and off attendance sa mga
makasabot, ultimo pag-recognize sa sounds sa letters
leaners, the very poor retention, and no interest to
maglisod pa gyud.” FGD06
learn.” FGD03
(There are still pupils who hardly understand, even
(The problems were the on and off attendance of the
recognizing letter sounds is still difficult for them.)
leaners, the very poor retention, and their lack of
Interest in Reading Activities interest to learn.)

Most of my participants answered that it was one of Support from Parents

their most challenging experiences of the program.
Some of the pupil-beneficiaries of SBB: Reading is One of the most challenging experiences of the
Fun Program have disruptive behavior which causes teacher-volunteers was the lack of support from
class distractions. Here are the frequent responses of parents to their children. some parents were not able to
the participants: support their children because of the conflicting
schedules. Here are the frequent responses of the
MG said: participants:
“One of the challenges I experienced during the
conduct of the SBB is handling pupils’ disruptive Esa said:
behavior. Naa jud uban mga bata na hastang kiata.” “Naa puy time nga ako nahimung kusinera kay usahay
IDI06 dili kaadto ang ginikanan.” IDI05
(One of the challenges I experienced during the (There was a point that I became a cook because
conduct of the SBB is handling pupils’ disruptive sometimes parent cannot attend.)
behavior. There are really kids who are so naughty.)
While Meljurie added:
While Jerlyn added: “Here comes another problem again, as we agreed
“Especially boys, bugoy ang uban. Sige ra sila ug that parents must have to attend to their schedule to
gawas making excuses or sometimes make fun sa other cook food but conflict kay nay cash for work pod ato
learners. Dili gyud sila maka-stay in one place – dili nga time, niya dili sila maka-attend sa schedule.”
gyud magpuyo sa bangko, sige ra ug dagan-dagan o FGD01
maggawas-gawas.” FGD04 (Here comes another problem, as we agreed that
(Especially boys, there are others who are naughty. parents must have to attend to their schedule to cook
They always go out and make excuses. Sometimes they food but conflict appeared. They cannot attend to the
make fun with other learners. They can never stay in given schedule since there was a ‘cash for work’ that
one place even with their own chair. They just always time.)
run outside.)
Insufficient Time
Pupils’ Attendance
The lack of time in teaching reading to the pupils was
Most of my participants answered that it was one of one of the challenges of the teacher-volunteers of the
their most challenging experiences of the program. program. The time covered of the program was not
Some of the pupil-beneficiaries committed absences enough to teach reading to the pupils. Here are the
and did not attend remedial classes. Here are the frequent responses of the participants:

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Lai said: Rhobz said:

“Unsaon naku nga ang bata makakat-on jud sa pag “Naa may mga gipang hatag na materials pero kulang
basa sulod lamang sa mubo nga panahon na 15 days.” jud sya, makagasto jud ka’g imong kaugalingon.”
IDI02 IDI01
(What will I do for the children to learn to read in just (There are materials provided but not enough. You can
a short span of time that is 15 days.) really spend your own money sometimes.)

While Ruby added: While Ruby said:

“Basig sa mubo lang nga oras at least na Makita nimu “Ug usa pod, insufficient ang among mga readings
sa ilaha ang pagkapursigido na makabasa.” FGD07 materials.” FGD07
(Even though in just a short span of time, at least you (We have insufficient reading materials.)
can see to the pupils the interest to learn to read.)
Supportive Colleagues, Heads and Stakeholders
Provision of needs
Majority of my participants answered that the
abovementioned personalities supported and provided
Most of my participants answered that one of the
them in the conduct of the program. Here are the
challenges they have experienced was the late
frequent responses of the participants:
assistance from the Provincial Local Government
which affected their performance in the first week of
Elena said:
the program. Here are the frequent responses of the
“We are very thankful to our school head who helped
participants:
us to lighten our loads. For 15 days, he made a
Mai-Mai said: skeletal work assignment to our co-teachers to do the
“Sa amoa, dugay naabot ang aid. Ang among gibuhat remedial reading every day. To our barangay, who
ato nagtapal lang sa jud mi. Naka human jud mi ug isa supported us financially, and to the local government
ka semana usa naabot ang budget. Ang among mga unit who gave us resources for our instructional
gamit sa regular class mao sad among gigamit as mga materials. And the provision from the provincial
instructional materials.” IDI04 government office by our Governor Tyron Uy.” IDI07
(We are very thankful to our school head who helped
(The aid was late. What we do is that we spend our
us to lighten our loads. For 15 days, he made a
own money. The budget came after a week. We just
skeletal work assignment to our co-teachers to do the
used our resources from our regular class as our
remedial reading every day; to our barangay, who
instructional materials.)
supported us financially; to the local government unit
While Meljurie added: who gave us resources for our instructional materials;
“Speaking of difficulties, as we started our day 1 until And also, the provision from the provincial
2 weeks, delayed ang budget for snacks and lunch. government office of our Governor Tyron Uy.)
Wala mi available resources for any reading materials
While Meljurie said:
and to cater snacks and lunch para sa mga bata.”
“Sa akoang colleagues and school head, they
FGD01
contributed a great support during the program. Naa
(Speaking of difficulties, as we started our day 1 until
uban teachers nga mutabang sa amoa in reading and
2 weeks, the budget for snacks and lunch was delayed.
the continuous support pod sa among school head.
We don’t have available resources for any reading
There was also financial aid from the barangay and
materials and to cater the snacks and lunch for the
local government unit. And also, the budget and the
children.)
materials gikan sa province.” FGD01
(My colleagues and school head contributed a great
Insufficient Reading Materials
support during the program. There were other
The insufficient reading materials made it difficult to teachers who had helped us in reading and also the
the part of the teacher-volunteers. There were not continuous support of our school head. There is also
enough supplies and materials to be used for the financial aid from the barangay and local government
program. Here are the frequent responses of the unit. And also the budget and the materials given from
participants: the province.)

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Manifestation of Improvement on Reading Ability terms of the strategies in teaching reading in my

regular class which is so helpful.)
Majority of my participants answered that it was their
positive experience of the program. Most of the pupil- From the answers of the participants, 4 themes
beneficiaries of SBB: Reading is Fun Program have emerged as reflected in Table 3. These themes are
improved their reading skills. Here are the frequent labeled as: Motivated by the Desire of Students to
responses of the participants: Read Well, Engaged in Different Strategies in
Teaching Reading, Apply the One-on-One Tutoring,
Jojet said:
and Adopt Positive Attitude in Teaching Reading.
“Makita jud naku na nag-improve ang mga bata sa
ilang reading skills. Lami kaayu paminawon na as a Table 3. Coping Mechanism of the Teacher-Volunteers
volunteer teacher naa’y achievement ang mga bata.” with their Life and Challenges in the Implementation
IDI03 of Summer Big Brother: Reading is Fun as English
(I can see that the children have improved their
Remedial Reading Program (see appendix 2)
reading skills. It is wonderful to hear that as a
volunteer teacher the children achieve something.) The following are the accounts of the coping
mechanism as described by the participants during the
While Jerlyn said: conduct of In-depth interview and focused group
“The positive experience I have encountered during discussions.
the implementation of SBB was when my learners can
identify letter names and sounds. Every day they have Motivated by the Desire of Students to Read Well
improved their reading skills. Makita gyud naku sa
ilang mga mata ang courage to learn to read.” To cope up with the challenges during the
FGD04 implementation of SBB Reading Program, most of the
(The positive experience I have encountered during the respondents answered that their purpose to make the
implementation of SBB was when my learners can pupils read was their driving force to continue with the
identify letter names and sounds. Every day, their program. Here are the frequent responses of the
reading skills are improving. I could really see in their participants:
eyes the courage to learn to read.)
Jojet said:
“As public teacher, isa jud sa ako motivations ang
Learn New Reading Strategies
makabasa na ang mga bata, kay kabalo jud ko kani na
Most of my participants answered that it was one of program sukad pa sa una, daku jud kaayu ni sya’g
the changes brought by their experiences into their life tabang para makabasa ang mga bata ug naa poy
as a reading teacher. Along the process, they improvement sa ilang reading literacy.” IDI03
encountered new strategies which can be applied into (As a public teacher, one of my motivations is for the
their regular classes. Here are the frequent responses children to be able to read, because I know since then
of the participants:
that this program has a great help in making the
Jojet said: children learn how to read and improve their reading
“Along the process while guiding the learners, naa literacy.)
kay ma learn pod na mga new strategies in improving
their reading skills. Then kana magamit jud pod naku While Norma also added:
sa akong regular class.” IDI03 “Ang makabasa ang mga bata fully. Bisan paman ma
(Along the process while guiding the learners, you will test ang atong patience dapat ato gyung hinumduman
learn new strategies in improving the reading skills of ang atong purpose nganung nag-volunteer ta, arun
the pupils. I can use it in my regular class.) makabalo ang mga bata.” FGD05
(That the children can read fully. Although our
While Ruby said: patience will be tested, we must remember our purpose
“Na-apply gyud naku ang akong nahibal an in terms why we volunteer, so that the children can learn.)
sa mga strategies in teaching reading sa akong
regular class which is so helpful.” FGD07 Engaged in Different Strategies in Teaching
(I was able to apply all the things I have learned in Reading

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Some of the respondents answered that their Some teacher-volunteers answered that they need to be
motivations helped them to learn new reading optimistic to cope up with the challenges for they think
strategies and techniques making them become an it was best to make the program successful. Here are
effective reading teacher. Here are the frequent the frequent responses of the participants:
responses of the participants:
Elena said:
Mai-Mai said: “I really tried my best not to show stress and pressure
“Oo, naka tabang jud siya. Makabalo ka unsa diay because I have my goal why I volunteer to this
gusto sa mga bata. Unsa pod nga mga strategy ang remedial reading program.” IDI07
imong i-apply kay sila daghan, nya lahi-lahi jud pod (I really tried my best not to show stress and pressure
na strategy ang i-apply.” IDI04 because I have my goal why I volunteer to this
(Yes, it did help. You were able to know what the kids remedial reading program.)
really want. The different strategies you will apply to
each of them.) While Ruby said:
“Dili lang gyud nato isipon na mahago ta ani na
While Ruby also added: program kundi atong isipon nga tungod ani nga
“Na-apply gyud naku ang akong nahibal-an in terms program makatabang ta sa mga bata sa ila welfare
sa mga strategies in teaching reading sa akong namakabasa.” FGD07
regular class which is so helpful.” FGD07 (We will not think that this program is a burden but
(I was able to apply all the strategies I’ve learned in rather think that because of this activity we can help
teaching reading to my regular class which is so those children to read.)
helpful.)
From the answers of the participants, ten themes
Apply the One-on-One Tutoring emerged as reflected in Table 4. These themes are
labeled as: Worthwhile Rewards to the Volunteers,
The majority of the respondents have answered that Acquired Additional Knowledge and Experience,
through one-on-one tutoring they can fully supervise Gained More Patience, Self-Fulfillment and
the pupils in teaching them how to read. Here are the Satisfaction, Valued the Work of a Teacher, Adhere to
frequent responses of the participants: the Sustainability of the Program, Authority to Support
in Financial and Material Aspects, Valued the Spirit of
Marie said: Volunteerism, Gained Self-Confidence, and Proper
“Isa sa among gina buhat para ma mas matutukan Monitoring and Closed Supervision from the
gyud namu ang bata sa pagpabasa kay amo silang gi- Implementor.
isa isa, murag peer tutoring ang pamaagi.” FGD06
(One of the things we did to make the child more Table 4. Insights of the Teacher-Volunteers on their
focused on reading was to teach them one-by-one. It Experiences from the Implementation of Summer Big
was like a peer tutoring.) Brother: Reading is Fun as English Remedial Reading
Program (see appendix 3)
While Ruby also added:
“Naa gyuy one-on-one nga mahitabo sa mga bata. The following are the accounts of the insights as
Pinaagi man gud ana mas matutukan namu sila sa described by the participants during the conduct of In-
ilang pagpabasa kay lahi lahi man gud ang ila depth interview and focused group discussion.
weaknesses, mao kailangan gyud namu sila i-one on
Worthwhile Rewards to the Volunteers
one ug i-apply ang strategy na appropriate sa ila.”
FGD07
The majority of the teacher-volunteers interviewed
(There was really a one-on-one tutoring to the
have answered that one of their benefits of the reading
children. That way, we could have more attention in
program is the 15-day service credits which is a great
teaching them to read since they have different help if they have important transactions during regular
weaknesses. That is why, there is a need to teach them classes. Here are the frequent responses of the
one-by-one to apply the appropriate strategy that is participants:
suited to them.)
Esa said:
Adopt Positive Attitude in Teaching Reading “Ang service credit pod, gamit jud pod siya kung naa

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kay mga problema nga adtuonon.” IDI05 more patience. Third, I received 15 days service
(The 15 days service credits is useful especially during credits.)
emergencies.)
Self-Fulfillment and Satisfaction
While Marie answered:
“Ang 15 days na service credits, dako gyud siya ug The majority of the teacher-volunteers answered that
tabang.” FGD06 they were fulfilled and happy upon seeing the pupil-
(The 15 days service credits is a great help.) beneficiaries have improved their reading ability. Here
are the frequent responses of the participants:
Acquired Additional Knowledge and Experience
Nelson said:
“I realized that it takes time to teach the learners who
Most of my participants answered that they have
gained more knowledge and experience particularly on have reading difficulty but when they can read,
the proper ways of teaching reading to the non-readers. fulfillment kaayu sa teacher.” FGD03
Here are the frequent responses of the participants: (I realized that it takes time to teach the learners who
have reading difficulty but when they can read, it’s a
Lai said: fulfillment to the teacher.)
“Number 1, learning jud naku sir kung unsaon naku
pagpabasa sa mga bata.” IDI02 While Ruby said:
(Number one is the learnings I gained on how will I “Upon seeing the learners nga naay improvement,
teach the children.) mas na-motivate ko nga mas magtarong ug magtudlo
pa sama nila kay lami kaayu paminawon nga tungod
While Rica added: nimu nakabalo sila ug basa. Fulfilling gyud kaayu sa
“Pina-agi sa among training ug sa mismong imong self.” FGD07
experience sa pagtudlo sa maong programa, daghan (Upon seeing the learners who have improvement, I
ko ug nakat-unan nga ma-apply naku sa field.” am more motivated to be better and teach children like
FGD02 them because It is a great feeling that you are the
(Through our training and experience of teaching in reason why they learn how to read. It’s definitely a
the program, I have learned a lot which I can apply in self-fulfillment.)
the field.)
Valued the Work of a Teacher
Gained More Patience
Some of the teacher-volunteers answered that their
The majority of the teacher-volunteers answered that passion to teach was increased upon seeing the
their patience has increased especially when teaching improvements of their pupil-beneficiaries in reading.
reading to the non-readers. Here are the frequent Here are the frequent responses of the participants:
responses of the participants:
Rhobz said:
MG said: “Maganahan naka mutudlo kay ang bata naa juy
“These developed me to become patient on dealing improvement ug ganahan napod sila mu eskwela
different kinds of pupils inside the classroom. These tungod kay naa kay gibuhat para sa ilaha.” IDI01
made me understand how pupils behave despite the (You will be motivated to teach because the child has
various backgrounds they have.” IDI06 an improvement. At the same time, other children will
(These developed me to become patient on dealing become interested to go to school since you’ve done
different kinds of pupils inside the classroom. These something good to them.)
made me understand how pupils behave despite their
differences.) While Marie said:
“Ang makita nimu ang resulta sa program nga naa
While Ruby said: gyuy improvement sa mga bata, you, as a teacher mas
“Una, learning strategies sa pagpabasa. Ikaduha, ang ma boost ka ug maganahan ka sa imong pagtudlo
akong patience nadungagan. Ug ikatulo, ang 15 days knowing na nakatabang ka.” FGD06
na service credits.” FGD07 (As a teacher, I was motivated upon seeing and valued
(First, I learned reading strategies. Second, I gained my profession upon seeing the result of the program

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that the children have improved.) for us to prepare foods and instructional materials
since it’s time consuming.)
Adhere to the Sustainability of the Program
Valued the Spirit of Volunteerism
Mostly of my participants answered that the program
should be continued and sustained since it contributes Some of the teacher-volunteers answered that they
a lot to the development of non-readers in their reading have valued the importance of having the spirit of
ability. Here are the frequent responses of the volunteerism. That as a teacher-volunteer of the
participants: program, one should embrace the goal which is to
make the non-reader pupils able to read. Here are the
Jojet said: frequent responses of the participants:
“Para sa akoa, makatabang jud ang program
especially sa among mga non-reader kay matagaan Elena said:
sila ug another opportunity na makabasa so dapat i- “Ako nakit-an na kung mag-volunteer diay ka, dili
sustain jud sya.” IDI03 lang mag ask ug something in return, kinahanglan
(For me, the program is helpful especially to our non- diay ma-share nimu imong love, kahibalo/knowledge
readers because they will be given an opportunity to sa bata ug sa komunidad.” IDI07
learn how to read. The program should be sustained.) (As I have seen as a volunteer, you will not ask
something in return. You should share your love and
While Norma added: knowledge to the children and to the community.)
“I-continue gyud dapat ang pag-implement sa
program kay para walay mga bata nga at-risk.” While Mejurie answered:
FGD05 “Pamaagi sa spirit of volunteerism every program
(The program should be continued so that there will be positively meets success.” FGD01
no at-risk children.) (Through the spirit of volunteerism, every program
positively meets its success.)
Authority to Support in Financial and Material
Aspects Gained Self-Confidence

Most of my participants answered that the program’s Most of my participants answered that their self-
budget should be increased. They believe that with confidence has increased. They became more
enough budget, it is not difficult for them to facilitate confident especially when facing different
the program. Here are the frequent responses of the personalities. Here are the frequent responses of the
participants: participants:

Elena said: Esa said:

“The provision should be bigger na kay mahal naman “Nakatabang pod ni siya sa amo especially sa pag-
ang mga pamaliton karun. Para ang teacher pod na atubang ug bisita. Ma-enhance jud mi in terms sa pag-
nag-volunteer dili ma pressure kung unsay ipakaon entertain sa mga bisita.” IDI05
sunod.” IDI07 (It helped us especially in facing the visitors. Our self-
(The provision should be bigger because the goods confidence is developed in terms of entertaining
now are expensive, so that the teacher-volunteer will guests.)
not be pressured anymore on what to prepare next.)
While Elena said:
While Marie answered: “Nadungagan amo confidence nga muduol sa mga tao
“Dapat laanan gyud ug enough budget sa foods ug sa
nga ready to share their blessings to us.” IDI07
mga instructional materials, para ang teacher igo
(We gained more confidence to ask help to people who
nalang gyud magtudlo, dili na mahasol sa pagprepare
are ready to share their blessings to us.)
sa foods ug instructional material kay time consuming
man gud.” FGD06 Proper Monitoring and Closed Supervision from
(There must be enough budget for foods and the Implementor
instructional materials so that our work as teacher-
volunteers is solely for teaching. It is no longer hassle Some of my participants answered that the program’s

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provision from the PLGU should be on-time, so that it the sincerity and openness of the participants during
is not difficult for them to facilitate the program. Here the Focused Group Discussion and in-depth interview.
are the frequent responses of the participants: Mixed emotions were involved during the interview,
yet I was able to invite them to contribute their stories
Esa said: to come up with meaningful themes.
“Usahay man gud sa budget maulahi, pero makasabot
man ta maestra kay government baya. On time pod Experiences of the Teacher-Volunteers
unta ang mga workbook kay naulahi pod.” IDI05
(Sometimes, the budget is late but we can understand The first research question of the study asked the
experiences of the teacher-volunteers in the
since it’s government. The workbooks should be on
implementation of the Summer Big Brother: Reading
time also because it was late.)
is Fun as English remedial reading program. From the
responses of the participants, there were ten (10)
While Ruby said:
themes that emerged. These were: 1) below
“Ang work assignment, unta sa giingon nila maam,
satisfactory reading performance; 2) interest in reading
kung teachers focus lang unta mi sa pagtudlo sa mga activities; 3) pupils’ attendance; 4) support from
bata kay para mas matutukan gyud namu sila.” parents; 5) insufficient time; 6) provision of needs; 7)
FGD07 insufficient reading materials; 8) supportive
(In terms of work assignment, we hope that the colleagues, heads and stakeholders; 9) manifestation of
teachers will only focus in teaching reading so that we improvement in reading ability; and 10) learn new
will be able to monitor the children.) reading strategies.

The participants generally said that it was challenging

Discussion to their part handling the below satisfactory reading
performance of the pupils. Some of the pupil-
beneficiaries of SBB: Reading is Fun Program had
The discussion of the results is presented in this difficulty recognizing letter names and sounds.
chapter. The researcher elaborated the key findings
with the literature cited. This chapter also presented According to Cates (2016) who enumerated some of
the implications of the study, suggestions for future the greatest challenges of the teachers in teaching
research, and concluding remarks. This study aimed to struggling students is the insufficient fundamental
provide the management and decision-makers of skills in reading which includes students with no basic
Summer Big Brother: Reading is Fun program the understanding of decoding and lack of phonetic
impact of the program towards the teachers by finding background is one of greatest challenges of the
out their experiences as a volunteer of the program. In teachers.
this manner, the results of this study may be used as a
basis to further enhance its implementation. More so, Participants were also able to share that poor pupils’
this study aimed to gather the insights of the teachers interest in reading activities was also one of their
towards their experience as a volunteer. The feelings, problems. Some of the pupil-beneficiaries of SBB:
emotions, sentiments, and happiness of the teacher- Reading is Fun Program had disruptive behavior
volunteers as my participants were also being which causes class distractions. On the other hand,
described in this investigation. The participants in the some pupil beneficiaries were uninterested to learn
in-depth interview and Focused Group Discussion which makes the teacher-volunteers exert more effort.
shared their experiences, coping mechanisms, and
insights. As cited by Babiakova et al., (2018) problems on
pupils’ reading interest and reading literacy are being
Conducted interviews with the teacher-volunteers were highlighted in some researches and school policies. It
worth the time and effort. Since I was once a is pointed out the need to understand the reading
stakeholder of the program, I was zealous to know concept for pupils, which is the foundation for
whether SBB program was living with its purpose, to increasing the reading interest and encouraging
make every child be a good reader, physically healthy, reading. The needs and interests of a child are also
supported, and safeguarded. Although there were essential in enhancing their habits of reading. Widely
challenging times but I could sense that the teachers scientific evidence shows that some tested and verified
were very grateful that somehow, they were one of the approaches towards reading education may be
volunteers in the implementation that in some way counterproductive and cause most young children to
developed them as a reading teacher. More so, I felt lose confidence in their reading skills.

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The inconsistent pupils’ attendance was also one of the implementing guidelines, the stakeholders, the
participants’ challenging experiences. Some of the community, private organizations, and the
pupil-beneficiaries committed absences and were government. Included in the phase was the consistent
inconsistent in attending remedial classes. So, teachers contact with the community partners on the feedbacks
did home visit the learners to constantly monitored of the program implementation, and celebrating the
them to attend classes. children’s achievement.

This was supported by Patnode et al. (2018) that The participants were able to share that they also
chronic absenteeism suggestively influences various experienced a problem during the program because of
student outcomes including reading achievement and the insufficient reading materials. There were not
mathematics, grade retention and dropout, social- enough supplies and reading materials to be used for
emotional development, and student discipline. Having the program which hinders pupils learning to read.
constant absences hamper students learning and
probably make them stagnant. According to Hayasi (2015), to keep up with the
rapidly changing situation, people are obliged to read a
In addition, the lack of support from parents was also wide variety of texts including newspapers, magazines,
one of the participants’ challenging experiences. Some books, documents, instructions, and advertisements
parents were not able to attend the schedule given by both on paper and digital media.
the teacher-volunteers to cook the meals because of the
conflicting schedules. To realize the effectiveness of However, the participants were able to share their
the program, parents must also contribute and support individual experiences as a member and cited
their children in learning to read. Supportive Colleagues, Heads, and Stakeholders as
their positive experience during the program. Their
This was supported by Johnson (2020) that parents’ stories were a justification of their experiences with
active involvement in education is believed to the support and provision from Co-Teachers, School
influence student’s achievement and performance. It Heads, DepEd, MLGU, PLGU, & Stakeholders in the
impacts children's social, emotional, and character program. According to them, they were thankful for
development; increased attendance, reduced the assistance they have received which help them in
suspensions; and reduced high dropouts. facilitating the program.

Moreover, some of the participants said that the The result was similar in the study of Alexander et al.
program’s insufficient time also affected the pupils’ (2016) to the Room to Read Literacy program which
readiness to read. The time covered of the program continuously helped in improving children’s learning
was not enough to teach reading to the pupils. to read in partnership with the local communities,
private organizations, and the government. The
According to Jez & Wassmer (2015), a greater program was not just about teaching the children to
allotment of instructional time has been proven to have read basically by teachers but also it enables the
better outcomes in terms of schools’ academic families and community members to participate in a
achievement. It is found out that the longer time spent hand in hand cooperation towards learning specifically
teaching reading to students especially those who are learning local languages. Working in collaboration
struggling readers the better chances they are to learn with community partners contributes to a greater
and improve. Thus, giving ample time extensions in success of a certain activity.
reading results in the betterment of the students’
reading ability. The participants also shared that they have witnessed
the manifestation of improvement in reading ability of
In addition, one of the challenges my participants their pupil beneficiaries. At the end of the 15-day
shared during the conduct of the program was the late remedial reading activity the pupils learned how to
provision of needs from the Provincial Local read.
Government Unit (PLGU). Some of them said that
during the first week of the program, the assistance The result is supported by Akyol et al. (2017) that
was late which somehow affected their work as enrichment reading programs positively affects
reading teachers. reading, reading awareness and expression skills and
reading comprehension. It was also an essential
As mentioned by Bandy (2017) in the implementing strategy in developing writing skills, reading
procedures of a reading program, a particular reading comprehension, creativity skills, textual analysis, and
program includes the project profile of the program, eliminating reading challenges and difficulties.

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Research Article

Generally, the participants shared that along the way in and training to prepare them in the field of teaching
teaching reading to the pupils, they learned new reading. This way, they become ready in applying their
reading strategies, at the same time their reading practical knowledge and experiences to achieve the
strategies themselves have improved. effectiveness of reading to the children.

This was supported by Laily (2018) that teachers One of the ways in addressing the difficulties in
provide activities that boost students’ creative and teaching the pupils in reading as being shared by the
critical thinking skills. Through incorporating games participants was through applying one-on-one tutoring
in class, students become active in their learning and to the pupils. The participants could fully supervise the
enjoy the teaching-learning process. children in teaching them individually.

Coping Mechanisms of the Teacher-Volunteers This is anchored on the study of Jacob (2015) that the
use of the one-on-one approach as a strategy in
The second research question of the study talked about teaching reading has shown impressive literacy
how the teacher-volunteers coped with their life and outcomes to the young ones. It is proven the positive
challenges in the implementation of Summer Big impacts of one-on-one tutoring on the literacy and
Brother: Reading is Fun as English remedial reading proficiency development of those identified as
program. themes like motivated by the desire of struggling readers.
students to read well, engage in different strategies in
teaching reading, apply the one-on-one tutoring, and Moreover, adopting positive attitude in teaching
adopt positive attitude in teaching reading, were reading to the pupils was also one thing that my
generated. participants shared to continuously create positive
environment with the pupils for them to learn easily.
Despite the many challenges the participants have to Valuing the importance of having a positive attitude in
face, they were still motivated by the desire of students teaching struggling readers helped them to consistently
to read well. Upon seeing the willingness of those at- do their job properly.
risk pupils, it gave them the motivation to do their
responsibility and passion in teaching them to learn to Rohan (2017) stated that students learn best when they
read. This purpose served as their driving force to feel accepted and have a positive bond with their
continue teaching the pupil beneficiaries. teachers and classmates. They become participative
inside the classroom and active in any community or
As cited by Kaya (2014), There are two goals a social engagement. Making the classroom environment
reading teacher and reading programs have to attain caring and non-discriminatory is one of the qualities of
and that is to strengthen remedial reading activities and an effective teacher. Teachers in New Zealand
encourage children to love reading. Constant highlight a learning environment that is positive and
engagement of children to the different kinds of books has values inclusivity.
broadens children’s knowledge of literature. Children
try to explore and answer their curiosity through Insights of the Teacher-Volunteers
various books. So, one of the roles of reading teachers
is to expose children to reading books for them to The third research question of the study is about the
appreciate and create good literature. insights of the teacher-volunteers on their experiences
from the implementation of Summer Big Brother:
Engaged in different strategies in teaching reading also Reading is Fun as English remedial reading program.
helped the participants cope up with the challenges in Ten (10) themes were also created and these were: 1)
teaching their pupils to read. Most of them said that worthwhile rewards to the volunteers; 2) acquired
they have learned new reading strategies which they additional knowledge and experience; 3) gained more
can use not only to the pupil- beneficiaries of the patience; 4) self-fulfillment and satisfaction; 5) valued
program but also to their pupils in their regular class. the work of a teacher; 6) adhere to the sustainability
of the program; 7) authority to support in financial and
This is supported by Amin (2019) that the use of material aspects; 8) valued the spirit of volunteerism;
appropriate and efficient reading strategies in 9) gained self-confidence; and 10) proper monitoring
enhancing the reading skills of students since it and closed supervision from the implementor.
promotes reading comprehension is one of the
important skills to master. Some teachers do not have Similarly, when participants were asked with their
sufficient knowledge on the reading strategies and insights as volunteers, most of my participants
approaches that is why they are engaged in seminars answered the worthwhile rewards to the volunteers as

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Research Article

one of their benefits for volunteering the 15-day In addition, the participants also shared their insights
Summer remedial reading program. They recognized it that they valued the work of a teacher upon
as one of their privileges of serving the program. experiencing the program. Some of them generally
conformed that upon seeing the pupils learn to read,
Likewise, on the study of Balinas (2017) to the AUF- their interest to teach is boosted.
CED on its one service extension which is the
Remedial Reading Program (RRP), RRP promotes real As cited by Eren (2020) teacher enthusiasm connotes
situation activities which engage pre-service teachers the teachers’ motivation, pleasure, and interest in their
and volunteer teachers into practical knowledge by undertaking profession. Subsequently, teachers’
applying the skills and theories they have learned interest has positive effects on students’ motivation
relevant to their future teaching careers. and learning engagement as teachers consistently feel
better as they do their work religiously.
In addition, most of the participants answered that they
have acquired additional knowledge and experience, Moreover, some of my participants adhered to the
particularly in the reading process and instruction. sustainability of SBB: Reading is Fun Program since it
They may be able to apply the experiences they have greatly contributes to the improvement of at-risk
gained during the conduct of the said remedial reading pupils in learning to read. They believed that the
activity to their regular class. program is helpful especially to the non-readers
because it gives them the opportunities to learn how to
According to Berkeley et al. (2016) teachers need to read.
have specific knowledge of reading instruction to
avoid misinterpretation of assessments, confusing This is supported by Balinas et al. (2017) to the AUF-
assessment instruction, and improper feedbacking to CED on its one service extension which is the
students errors. For practice teachers especially those Remedial Reading Program (RRP), RRP adopts the
assigned in teaching reading, these are the requisite for integrated curriculum theory that is based on the
teaching reading effectively. The study suggests that service-learning of the community anchored on pre-
including literacy assessments in pre-service teaching service courses. It is recommended in the study that
enhances the pre-service teachers’ knowledge when it the program should be continued since it promotes real
comes to reading instruction. situation activities which engage pre-service teachers
and volunteer teachers into practical knowledge by
Furthermore, the participants were able to share their applying the skills and theories, they have learned
insights that they have gained more patience especially relevant to their future teaching careers.
teaching pupils who were at-risk in reading. These
experiences have developed them to become patient Most of my participants shared that there should have
especially in dealing with different kinds of at-risk an authority to support financial and material aspects
pupils inside the classroom. to the said remedial reading program since the budget
was not enough most particularly in preparing the
As stated by Alan and Ertac (2017) that there is a snacks and meals of the pupils. They said that the
meaningful contribution to educational attainment if provision should be increased so that it will no longer
one has patience and self-control. Patience when be a hassle on their part as a teacher in preparing
working with students by being supportive and instructional materials for the pupils.
referring students to the most helpful resources takes
emotional control on the part of the teacher. This aligns with the study of Hollandsa et al. (2016)
that when it comes to the implementation of a certain
Teaching reading to at-risk pupils and witnessing their reading program, implementing effective reading
improvement thereafter were great self-fulfillment and programs in teaching pupils differs greatly in their
satisfaction to the participants. They generally shared implications of costs. It is said that if there is a full
their insights that it was so self-fulfilling upon seeing cost implementation of conducting a reading activity
the pupils they taught learned something from them. there would be fewer difficulties like lacking reading
materials and resources that would possibly arise
This is supported by Cates (2016) that the most during the implementation phase.
fulfilling feeling in teaching struggling students in
reading is seeing how determined and motivated they My participants also added that one of their insights is
are to learn despite the difficulties. Witnessing a that they valued the spirit of volunteerism. That
student learned something makes a teacher satisfied throughout the endeavor a volunteer never asks
with the achievement. something in return, nonetheless a volunteer thinks to

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Research Article

the success of their pupils. The results regarding the experiences of the teachers as
volunteers of the said program could be used as
In addition, according to Ho (2017) that volunteer essential information to further develop reading
teachers should practice reflective teaching since it activities and programs. It could also be relevant in
helps them become efficient and qualified teacher- explaining the roles of teachers in teaching reading,
volunteers. Through engaging in collaborative particularly to those at-risk learners. This will also
conversations with their peers and other professional determine teachers’ coping mechanism and insights in
teachers, they become confident and gain ample a reading program.
knowledge on how to teach reading properly.
Furthermore, the results of the study would solidify
Some of my participants also said that upon teaching and strengthen reading programs. This will also
pupils to learn to read, they have gained self- encourage other learning institutions especially the
confidence in what they do. Their self-esteem was Department of Education (DepEd) to participate in the
boosted particularly in teaching reading. study of reading programs and activities in enhancing
the reading literacy of the country. They could use the
As supported by Mbuva (2016), having good results on the experiences, coping mechanism, and
communication and interaction between teachers and insights of the teachers as a reference in conducting
students is the result of having self-confidence or self- their research.
esteem. As educators, it is very important to know
themselves especially their self - concept. Implication for Future Research
Unfortunately, if teachers do not have enough
confidence, they may feel incapacitated to their job. The results in the in-depth interview and focus group
This is why one should value himself/herself because discussion gave a perspective on how teachers dealt
it fuels teaching and educational ground. with at-risk pupils and students in teaching reading.
Broadening teachers’ knowledge and capabilities
My participants also shared their insights that there improve reading instruction and interventions and
should be proper monitoring and closed supervision lessen children’s reading challenges. It is believed that
from the implementor of the program to avoid reading difficulties pose lifelong consequential
problems especially when it comes to the preparations problems. Struggling children in reading are the ones
of IMs, and snacks, and meals. On the other hand, in to retain in school, drop out of the study, pregnated
terms of their work assignment, they suggested that early, or involve in juvenile crimes. So, the prevention
their work as a teacher-volunteers will solely focus on of reading problems through intensifying reading
teaching the pupils to read to be able to properly interventions in early grades is potentially beneficial
monitor the reading progress of the pupils. not only to the children but also to the community in
general.
As mentioned by Bandy (2017) that one of the
implementing procedures of a reading program A wider scope as a setting for further study would be
includes the schedule of community partners and its significant to give a larger standpoint as to how
regular contact with the program. It is believed that reading activities and programs are useful in
reading is the source of all future learning. The increasing the reading literacy rates of the country.
capability to read transforms lives and boosts children The participants could be upgraded to teachers in
and communities to experience their full potential. urban schools or in private schools, those who are
well-equipped with technologies as one of their
Implication for Teaching Practice instructional materials. It would also be beneficial to
find out the implementation of reading programs
It has been about 7 years since Summer Big Brother: whether this increased reading literacy of the at-risk
Reading is Fun Program was created with its mission learners. Another study could also be attributed to the
to provide and guarantee that each child gets access to reading materials and modules of the reading programs
quality education to become a good reader, physically whether it is effective or needs enhancement.
healthy, getting full support from their parents and the
community, and safeguarding them from calamity. As
Conclusion
time progresses, SBB: Reading is Fun Program with
the help of its management particularly the teacher-
volunteers continually serve and help those at-risk As I conceptualized this qualitative inquiry, I am a bit
pupils to learn to read. hesitant about this endeavor. I have expected that this

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study would raise arguments and will do me harm than scaling up literacy through localized solutions across asia and
good. I have asked for help from my friend who had africa. The
https://brookingsinstitution.www.academia.edu/41095445/ROOM_
already graduated with his master’s degree to come up TO_READ_SCALING_UP_LITERACY_THROUGH_LOCALIZE
with a study that would be beneficial in reducing D_SOLUTIONS_ACROSS_ASIA_AND_AFRICA_y_Jenny_Alexa
societal problems. He suggests to study programs nder_Christina_Kwauk_and_Jenny_Perlman_Robinson_
which are existing in our place. In that very moment,
Almutairi, N.R., (2018). Effective reading strategies for
the Summer Big Brother (SBB): Reading is Fun increasing the reading comprehension level of third-grade students
Program pops in my mind. Since our youngest brother with learning disabilities. W e s t e rn Michigan
is a 2-time pupil-beneficiary of the program, I have University.https://scholarworks.wmich.edu/cgi/%20viewcontent.cgi
decided that this research is a perfect tool to give ?article=4212&context=dissertations
relevant information that would be valuable not only to Amin, MD R. (2019). Developing reading skills through
the program itself but also to the society in increasing effective reading approaches. Project: The Benefit of Using
the reading literacy rate of the country. Multimedia Projector in English Language Teaching Classroom.
DOI: 10.5281/zenodo.2557919
In this research, Summer Big Brother: Reading is Fun
Babiaková, S., Kasáčová, B., & Cabanová, M. (2018). Reading
Program seems to make the life of its teacher- Enthusiasm Of Pupils At Elementary School From The Perspective
volunteers meaningful. One of the themes that Of Pedagogical Research.1 Matej Bel University, Faculty of
emerged is authority to support in financial and Education (SLOVAKIA).
material aspects. It implies to increase the financial
Balinas, E., Rodriguez, J., Santillan, J., & Valencia, Y. (2017).
allocation for the Summer Big Brother: Reading is Fun Remedial reading program of AUF-CED: best practices and
Program to avoid problems like lack of resources for impact. Advances in Social Science, Education and Humanities
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In addition, the theme proper monitoring and closed through communityengagement
supervision from the implementor implies to provide
assistance from the Province as early as possible so Bennet, F.J. (2016). A qualitative action research study of north
carolina head start parent involvement and at-risk preschool early
that the implementing school can prepare materials
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Berkeley, S., Regan, K., Dimitrov, D., (2016). Teachers’ basic
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BPSK Operations Manual (2014). Bayanihan para sa
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help at-risk pupils in reading. Brysbaert, M., Stevens, M., Mandera, P., Keuleers, E. (2016). How
many words do we know? Practical estimates of vocabulary size
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