Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

INTRODUCTION
Context and Rationale

People have wondered why reading is important. Success may have been
acquired by some even despite their inability to read. However, with the current
researches, reading undeniably plays a huge role on the up-phase of children’s
educational performance.

Reading—a fundamental to function in today's society—is the process of how

information is transmitted from the text into meanings, starting with the information from
the text and ending with the reader’s gain. Reading is important because it develops the
mind; it lead towards discovery of new things; develops imagination; and enhances the
creative side of people (Davis, 2014). According to Hung and Tzeng (2001), reading is
the fastest and simplest way to raise people’s educational level.

Reading comprehension is one of the most common problems encountered by

schools across the country. It is even seen as a reason behind decreasing
competitiveness of Filipino students (Philstar, 2010). This concern is also in the top
priorities of SMNCHS –Mahayag Annex. Based on the ORPT results of School Year
2016-2017, out of 56 students in grade 7, there are 31 readers that belong to frustration
level with a percentage of 55%. This data asserts the urgency to address this concern.
In order to improve this pressing problem, the researchers will use the Peer-coaching
approach to improve the reading comprehension skill of the students.

It is believed that long-term professional development that includes mentoring,

coaching, and peer coaching provides the opportunity for teachers to engage in
integrated, structured interactions in which they can discuss the challenges posed by
the diverse linguistic conditions in their classrooms coaching could be defined as a type
of assistance provided to individual teachers and sometimes small groups of teachers
that addresses complex challenges to learning, teaching, and assessment of language
and opens teachers to exploratory, self-critical, and reflective dimensions of interaction
through a process of inquiry that is co-constructed and dialogic (Sherris, 2007, 2010).

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

Research Questions

This study aims to use “My Mentor My Friend Strategy” to improve the abilities of
the identified grade 9 Zinnia students in solving problems related to the Fourth quarter
competencies in Science.

Specifically, it will answer the following questions:

1. What is the performance of the students in science subject –Fourth Quarter

before employing My Mentor My Friend Strategy?
2. What is the performance of the students in science subject –Fourth Quarter
after employing My Mentor My Friend Strategy?
3. Is there a significant difference in the performance of the students before
and after conducting the said strategy?

Ho: There is no significant impact of the intervention program to the mathematical ability

of the students.

Scope and Limitation

This study will involve the grade 9- Zinnia students of Mahayag National High
School, School Year 2018-2019 together with the science teacher of the said class. The
students will be divided into two: the Mentor and the Mentee based on the Pre-test
result conducted.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

RESEARCH METHODOLOGIES

Research Design

The researchers utilized the Quantitative research method using the

Experimental design. The Experimental design is used in comparing the performances
of the group before and after the intervention has been given.

Sampling

The study utilizes a purposive or non-random sampling that will focus only to the
grade 9 Students of Mahayag National High School, Mahayag, San Miguel, Surigao del
Sur who have difficulties in solving problems in Science, under the fourth quarter
competencies for the School Year 2018-2019.

Data Collection

This study will use both Pre and posttest as the main tool in gathering the data
needed. The researcher will conduct the pre-test on December after introducing the
fourth quarter topics to identify the abilities of the students in solving problems. The
post-test will then be administered on March before the conduct of the Fourth Quarter
Examination to determine if the students’ solving ability has improved after they have
undergone My Mentor My Friend Strategy.

In conducting the research, the researcher will group the students as mentors
and mentees based on the result of the pre-test conducted. The mentee will serve as
the best buddy of the mentor. Mentoring will not only occur on the four corners of the
classroom but also on other places around the campus where they can be comfortable
with during their vacant time. The mentees will then convene every 4:00-5:00 pm
Monday to Thursday together with the science teacher for an assessment. They will be
assessed daily through the problems provided by the teacher to closely monitor their
performance in every competency. After the daily assessment, the result will be

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

reported to the mentors by the teacher in order for the mentor to be guided. The teacher
will also give additional inputs to the mentors for a better coaching.

The researchers administered the post-test in Science to assess whether their

ability in solving has improved after they were exposed to My Mentor My friend
Strategy.

Ethical Issues

The concerned Science teacher as well as the grade 9-Zinnia adviser will inform
the parents of the respondents about the purpose of this action research during the
orientation and capacity building of the teachers and will also ensure the parents’
consent. The parents will be given an assurance of the benefits that the students will
gain out from this peer coaching to be conducted.

The research team will also orient the students regarding the significance of the
activity as well as its flow per session in order to prevent discrimination among the
students.

Data Analysis

The study utilized quantitative method in analyzing and interpreting the gathered
data using descriptive statistics, particularly mean and standard deviation. Moreover,
data will be subjected to inferential statistics using t-test.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

RESULTS AND DISCUSSIONS

Results

Table 1
PRETEST RESULTS
RESPONDENTS SCORES
Student A 25
Student B 28
Student C 18
Student D 39
Student E 38
Student F 19
Student G 40
Student H 31
Student I 22
Student J 12
Student K 11
Student L 17
Student M 38
Student N 31
Student O 40
Student P 39
Student Q 39
Student R 38
Student S 38
Legend:

38-50 - Mentors

0-37 - Mentees

Table 2
IDENTIFIED MENTORS AND MENTEES
MENTORS MENTEES
Student D Student A
Student E Student B
Student G Student C
Student M Student F
Student O Student H
Student P Student I

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

Student Q Student J
Student R Student K
Student S Student L
Student N

Table 1 shows the complete number of students of grade 9-Zinnia together with
their scores during the pretest conducted. It can be observed that out from 19 students,
there are 9 who got a passing score which is 38-50 and 10 students who failed to pass
the pretest. Table 2 shows the list of mentors and mentees based on the pretest result.
Students who passed the test will serve as the mentors while the rest will serve as the
mentees.

Table 3
POSTEST RESULT
MENTEES SCORES
Student A 39
Student B 43
Student C 40
Student F 43
Student H 39
Student I 45
Student J 40
Student K 39
Student L 44
Student N 41

Table 3 shows the posttest results of the identified mentees with their respective
scores after administering My Mentor My Friend Strategy. It reveals that all of the
mentees got the passing score.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

Table 3
T-test Result
t-Test: Paired Two Sample for Means

Variables Mean t-value P-value Decision Interpretation

difference

PRETEST 21.4 Reject There is a

1.8 7.8 hypothesis significant
POSTTEST 41.3 difference

The table above contains the mean and the P- one tail which is anchored from
the assumption of 0.05 level of significance. Based on the results, P- one tail is equal to
7.8 which is above the set level, it says that there is a significant difference in the ability
of students in solving problems on science fourth quarter competencies after employing
“My Mentor My Friend” Strategy.

Discussions

Based on the findings above, out of 19 JHS Grade 9 Zinnia students, of Mahayag

National High School, there are 10 identified students observed to have difficulty in

solving problems in science on the fourth quarter competencies.

After the conduct of the strategy “My Mentor My friend”, the researcher noticed

that there is an increase in the performance of the identified 10 students. It has been

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

observed that they can solve problems without the help of the mentors. It has been

observed also that the friendship among these students was developed.

From the findings found by the researcher, it can be deduced that there was a

great impact of the strategy used in the study to the performance of the students

specifically on the selected respondents of the study.

Conclusions

Based on the results of the study conducted, the following conclusions were

drawn:

1. It can be concluded from the result that before the implementation of the

intervention, there are numbers of respondents who encountered difficulty in

solving problems in science.

2. After employing “My Mentor My Friend” strategy, it can be deduced that the

primordial respondents of the study has shown a positive response and feedback

3. The researcher therefore concludes that the PQRST Strategy is not only a mere

remedy but it has a big impact or is of great help to harness students’ confidence

and better English speakers.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

Recommendations

Based on the results and conclusions, the following suggestions are

hereby offered:

1. As facilitators of learning, let be reminded that there are many students

who are nervous to express themselves due to the fact that they are
afraid to commit mistakes and if not are scared to be corrected by their
teacher before the public. Therefore, group activities that allow students
to be creative, collaborative and cooperative should be offered and
given for it will help cater student’s diverse needs and talents. It will also
help them to reduce their speaking anxiety during oral recitations with
the use of English as a medium.
2. It is suggested for teachers to utilize varied strategies to help students
enhance their ability in learning to speak English as a medium with
regards to their diversity. It is further suggested for teachers to consider
the framework of the learners to help them develop a positive attitude
towards speaking the language.
3. School administrators, as well as the teachers, may consider the
different factors that hinder the learners to learn the English language
and will devise activities that help expose learners in English language
usage using a variety of strategies.
4. Since the result of this study is positive, it is then recommended for the
other teachers to emphasize to the learners the importance of
harmonious and positive relationship among learners to develop
confidence among everyone

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

Chapter IV

CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the conclusions and recommendations drawn out from the
results obtained.

Conclusions

Based on the results of the study conducted, the following conclusions were
drawn:

4. It can be deduced from the result that out of 56 students in grade 7, there are 31
of them who are identified as FL readers after the conduct of pretest.
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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

5. After employing the Peer – Coaching Approach, there was a positive result to
students’ ability in reading.
6. It shows that there is a significant difference after implementing the Peer –
Coaching Approach.

Recommendations

Based on the results and conclusions, the following suggestions are

hereby offered:

1. Teachers should utilize more the Peer – Coaching Approach as their

intervention in helping students develop their reading ability.

2. School administrators should give more emphasis to the reading ability of the
learners and devise programs, seminars, workshops, and trainings that help
learners to be exposed in different varieties of English.

3. Indeed, Peer- Coaching Approach is very effective in developing students’ reading

activity, therefore it is suggested that other schools or grade levels should
replicate this study and apply the said approach to help minimize problems in the
reading comprehension skills of their learners.

REFERENCES CITED

Amy L. Moore, M.A. “Research Review of Cognitive Skills, Strategies & Interventions for
Reading Comprehension.” pg.2 (2012)

Arieh Sherris “Coaching Language Teachers” CALDigest. pg. 1 (2012)

Duke, N. & Pearson, P.D. “Effective Practices for Developing Reading Comprehension”
What Research Has to Say About Reading Instruction, Third
Edition. pg. 205 (2002)

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XIII, Division of Surigao del Sur
MAHAYAG NATIONAL HIGH SCHOOL
Mahayag, San Miguel, Surigao del Sur

Fullan, M. (2011). Learning is the Work. Unpublished paper. Retrieved from

http://www.wrdsb.ca/wp-content/uploads/sites/31/P20-13396087260.pdf

Menken, K.,& Garcia, O. “Negotiating Language Policies in Schools”

Educators as Policy Makers. (2010)

Sherris, A. “Disturbing the Future: Curriculum change in Kibbutz school”

Developing a New Curriculum for School – age learners. pg. 89-106
(2009)

Taylor, B. “Children’s memory for expository text after reading”

Reading Research Quarterly. pg.399-411 (1980)

Vacca, R.T. “An Investigation of a Functional Reading Strategy in Seventh Grade Social
Studies”
Unpublished Doctoral Dissertation, Syracuse University, Syracuse, NY.
(1973)

Vacca, R.T “The benign neglect of adolescent literacy”

Reading Today. pg.2 (1997)

Vacca, R.T. “Let’s not marginalized adolescent literacy”

Journal of Adolescent & Adult Literacy. Pg. 604-609 (1998)

Whipple, G.M. “Report of the National Committee on Reading “

Bloomington, IL: Public School Publishing. (1925)

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