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A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

CHAPTER I

INTRODUCTION

Reading is an indispensable component of learning. It is an act of

interpreting words that helps people to build vocabulary and improve

comprehension. Comprehension can be improved by listening and understanding

concepts which are important elements of cognitive development. Reading skills

are defined as specific techniques that allow a person to read independently and

interact with the message of the concepts.

           Reading fluency is defined as the ability to read the text and master

grammar skills applying the ruling intervention of language. It is composed of four

components: accuracy, speed, expression, and comprehension. Accuracy

determines whether a reader can read words according to correct pronunciation.

Speed, on the other hand, measures how fast a reader can read sentences and

phrases clearly. Expression examines the understanding of the reader based on

the emotional process of the brain, while compression deals with the complete

understanding of the reader about the concept. Each component is important, but

no single component is sufficient on its own. To comprehend what the reader

understands, the reader must be able to read fluently and assess knowledge

grammatically. 

Fluency is derived from the Latin word "fluens," which means "to flow" and

relates to the capacity to communicate freely, swiftly, and without constantly

pausing. It describes the ability of the reader to mastery of grammar and the
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same time, in speaking. There are numerous advantages to being fluent in

English. Connecting with people is one of the advantages of being fluent. One

can express his/herself freely through the use of emotions and the application of

grammatical fluency. Fluency also helps developed a speaker's interpersonal

skills through the use of words.

Moreover, Peer tutoring is a method of teaching in which students are

paired up to practice academic skills and learn content. Teachers may use peer

tutoring to help accommodate a classroom full of diverse students who need

more individualized attention. One-on-one or small group teaching experience

can help people to be more knowledgeable and expert in a specific subject area.

BACKGROUND OF THE STUDY

  Fluency in English overcame different challenges in the professional and

non-professional dimensions of learning. It paved the way for people to enhance

socialization skills worldwide in order to find the best jobs suited for their

understanding. Literacy and Fluency can cross across borders of the world,

interpreting relations and ideas among different races. Peer teaching improves

the quality of developmental skills people have using instructional methods. 

However, more than 70% of Filipinos have a problem with English

developmental skills. Most Filipinos especially children and teens failed in

reaching the standard test of English literacy training. This paved the way for the
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researchers to assess this downfall to determine the improvement and effects of

peer tutoring in improving the reading fluency of learners. 

          The goal of peer tutoring is to help student engage their active learning

and critical thinking skills. Tutors will not give away answer, instead, they will help

students learn how to find the answer on their own.

          Despite queries and concerns, peer tutoring is not contemporary. The

formal idea of having a student or mentor instructing skills has changed different

views in the learning environment.

STATEMENT OF THE PROBLEM

Generally, this study aims to determine the effects of peer tutoring to the

reading fluency of senior high school students.

Specifically, this study aims to answer the following questions:

1. What is the profile respondent according to.

a. age

b. gender and

c. strand?

2. What are the strategies in peer tutoring?

3. What are the benefits of peer tutoring?

4. What are the advantages and disadvantages of peer tutoring?

CONCEPTUAL FRAMEWORK
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INPUT PROCESS OUTPUT

1.Profile of the
respondents
according to. Gathering of Data
through interview
 age and selected
 gender, and materials to the
 strand? selected Peer Tutoring: Its
respondents. Effects to the
2. Strategies in peer
Reading Fluency
tutoring
of SHS Students
3. Benefits of peer
tutoring

4. Advantages and
Disadvantages of
peer tutoring

Feedback

Figure 1.0

Figure 1.0 emphasizes the work that is to be done. The input phase

consists of the sets of questions to be answered by the respondents. It includes

the demographic profile of the respondents, as well as the “PEER TUTORING:

Its effects on reading fluency of senior high school students. On the other hand,

in the process phase as the researchers will use an interview that will help them

to evaluate the problem. Moreover, the output phase will be the outcome of the

conducted study.

THEORETICAL FRAMEWORK
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The study is anchored on the foundations of Tindal et al. (2016) and

Rasinki (2014). According to them, oral reading fluency plays an important part in

the development of the cognitive skills of every learner. It is a requirement to

reach the comprehension stage in language and development. They believe in

the theory that fluency is a medium to categorize learners whether they are good

or bad in reading comprehension. Oral reading fluency has an impact not only on

the cognitive but also on the psychological standard of personality. With this,

learners who do not have a higher fluency ability tend to fail in actual reading

comprehension exams. Teachers and practice mentors are expected to play an

important role in estimating every learner’s ability in fluent reading to build up

psychological knowledge to the learners as they become professionals.

On the other hand, Rasinki (2014) focused on the development of

literary skills at an early stage. According to him, the help of wise decisions and

integration of reading materials is the guide of every learner in improving their

literary skills. To master those skills, learners must start on the foundation of

learning which is the mastery of reading. Mentors and teachers must guide the

students in every reading session to correct and improve radical conditioning.

This will also practice the oral skills of the learners at the same time as learning.

Significantly, Al Kharusi (2014) has a great impact on the determination

of teaching strategies in the sense of the theory of Rasinki (2014). Al Kharusi

stated that the learners’ potential reading will be considerably improved by

employing different instructional methods and practices. It is crucial to remember

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that the teacher’s/mentor’s knowledge potentially plays an important role in

building learners reading skills.

Rasinki (2014) also believed in the behaviorist side of learning. This theory

focuses on the changes in the behavior of the learners over time due to the

applied knowledge and practices that had been developed over the years. It was

the foundation of the other patents of behaviorism such as Tracey & Morrow

(2012). Together with Rasinki, they came up to the realization that learners can

perform meaningfully with the guidance of teachers and mentors in instructional

reading. The guidance must not only focus on intellectual understanding, but the

mentors must also demonstrate the standard way of reading to improve the oral

reading fluency of the learners.  

  In line with this, the relativity of the theory of Rasinki and other patents of

behaviorism has a great connection to the subject of the researchers about the

effects of Peer Tutoring on the reading capability and fluency of the senior high

school learners. The study will also be guided in the relation of behaviorism to

the cognitive skills of the learners.      

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RELATED LITERATURE

This chapter includes a review of relevant information from the literature as

well as studies conducted by the authors. This will provide more information

about the proposed study.

FOREIGN LITERATURE

According to (Alegre et al.,2020) Peer tutoring in Mathematics has

been shown to improve academic performance at all levels of education, from

preschool to higher education. Recent literature reviews and meta-analyses,

however, show that students make more progress in primary or elementary

school (ages 7–12 years) than in secondary education, middle school, and high

school (ages 13–18 years). The purpose of this study was to look at the effects of

peer tutoring on students' mathematics achievement in primary and secondary

school in similar settings. The study included 89 students from the first, fourth,

seventh, and ninth grades. This study was quasi-experimental in nature, with a

pretest–posttest design and no control group. Significant improvements were

found in both primary and secondary education, according to the statistical

analysis. There were no significant differences in the increments of the students'

marks when these educational levels were compared. Cohen's d = 0.78 was

reported as the experience's global effect size. The main conclusion is that Peer

Tutoring in Mathematics provides comparable academic benefits in both primary

and secondary education. Future research is required because the superiority of

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Peer Tutoring in Primary Education over Secondary Education in the subject of

Mathematics has yet to be demonstrated.

According to (Clarence 2016) Peer tutors in higher education are

frequently assigned important teaching and learning tasks, but the training,

professional development, and support opportunities they are provided vary, and

peer tutors are frequently under-supported. To create and sustain teaching and

learning environments that are better able to facilitate students' engagement with

knowledge and learning, peer tutors' roles as learning and teaching partners to

both lecturers and students must be recognized differently. To fully realize this

role, tutors must be provided with opportunities for more in-depth professional

academic development. This paper investigates a tutor development program

within a South African writing center that aimed to provide ongoing and

cumulative opportunities for learning and growth to tutors through a balanced

approach that included scholarly research and practice-based training. The paper

investigates the types of development in tutors' thinking and action that are

possible when training and development is theoretically informed, coherent, and

oriented toward improving practice using narrative data tutors provided in

reflective written reports.

According to (Davis et al., 2019) Peer tutoring is an instructional strategy

in which students assist one another in learning content by repeating key

concepts. This meta-analysis looked at the effects of peer tutoring in 26 single-

case research studies involving 938 students in grades 1–12. The TauU effect
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size for 195 phase contrasts was 0.75, with a confidence interval of CI95 = 0.71

to 0.78, indicating that peer tutoring provides moderate to large academic

benefits. Dosage, grade level, reward, disability status, and content area were all

investigated as potential moderators of these effects. This is the first peer

tutoring meta-analysis in nearly 30 years to look at outcomes for elementary and

secondary students, and it goes beyond previous peer tutoring meta-analyses by

looking at disability as a potential moderator. According to the findings, peer

tutoring is an effective intervention regardless of dosage, grade level, or disability

status. Those with emotional and behavioral disorders benefited the most among

students with disabilities. The ramifications are discussed.

According to (Goodrich 2017) The goal of this review is to look at

research on peer mentoring among K–12 students to help practitioners figure out

how to incorporate these instructional techniques into their own music programs.

The primary themes of peer mentoring in the music education literature include

the role of music teachers, the role of students as they learn from one another,

and the role of socialization. This article concludes with implications for music

educators and recommendations for future research to inform practice and guide

future research on peer mentoring among K–12 students.

According to (Osayimwense 2017) Peer tutoring encourages both

academic gains and social experiments. It can also assist teachers in dealing

with challenges such as limited instructional time, multiple circular requirements,

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and appropriate student social engagement. Students engage in active learning

while keeping track of their progress. Peer tutoring is also beneficial in inclusive

classrooms because it allows teachers to address a wide range of learning needs

while engaging all students at the same time. Furthermore, the collaborative

learning component of the strategy promotes positive social interaction among

students in a classroom setting.

LOCAL LITERATURE

According to (Balinbin, 2020) Southeast Asian Students specially students

from the Philippines are ranked low in reading comprehension, oral fluency,

mathematics, and writing. Grade School students are most likely to be the one

who’s responsible in the said data. Most of students especially those leveling up

in junior and senior high school has the lower rates of passing percentage in

reading, thus, they are less likely understand different concepts from the higher

degree subjects.

According to (Briones, 2018), DepEd Secretary, Students must study hard

to read and to analyze context passaging and reading comprehension materials.

There are things that most likely affect the education like technology and gadget.

Students must think of other things to be focused on their situational response

regarding studying and reading. Reading dictionaries and English materials will

help the students to be more familiar in the English grammar. Moreover, the
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guidance of teachers and parents are very much needed in the education of

these students.

According to (Cabigon, 2015) the Philippines is highly recognized in other

countries as one of the largest English-users population worldwide. Although it is

a good thing in industry, much study in complicated English context is in need to

do. During a recent roundtable discussion hosted by the British Council, key

stakeholders from the government, academia, the private sector, and the non-

government sector acknowledged that while the Philippines is doing well in terms

of English proficiency, questions about how much of a competitive advantage it

still is were raised. The parties agreed that the country must increase its efforts in

this area to improve the quality of education. Upon this approval about the gaps,

the sectors of the country agreed that there is still a moment to consider the

support of English teachers and grammarian in the country.

According to (Jimenez, 2013) the reading fluency of Filipinos are one of

the struggles of the Philippines when working in other countries. Most of the

people ranging from 18 – 30 years old tend to misinterpret foreign languages.

This reason brings certain feud on the education and working system of the

country.

According to (San Juan, 2019) Programme for International Student

Assessment (PISA) noted that the Philippines ranked the lowest in reading

comprehension and oral fluency among the 79 participating countries in the

evaluation held on 2019. Together with this, PISA noted a mark that
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comprehends to the problem of the Philippines in wide understanding about the

language and grammar. Moreover, the National Achievement Test (NAT) given

to the teenagers are with the same result to the evaluation of PISA.

RELATED STUDIES

FOREIGN STUDIES

According to (Ali et al., 2015) The study investigates the concept of peer

tutoring and its effect on learning. Peer tutoring can be used with students of the

same age group or with students of different ages. Throughout the process, the

students learn from one another in a systematic manner. It is a well-organized

and beneficial learning experience in which one student serves as tutor or

teacher and the other as tutee or learner. Peer tutoring allows students to put

their knowledge and experience to use in a meaningful way. Tutors reinforce

their own learning by reviewing and reformulating their knowledge during this

process. The learner or tutee, on the other hand, receives one-on-one attention.

Peer tutoring helps both the tutor and the tutee gain self-confidence, the tutor by

observing self-competence in his or her ability to help someone, and the tutee by

receiving positive reinforcement from peers. As a result, peer tutoring has a very

positive impact on the learning process.

In the study of (Bigozzi et al., 2017) about Reading Comprehension, after

controlling for the effect of reading comprehension, this study examined the
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predictive relationship between reading fluency and school outcomes across

school levels (primary, secondary and high school). 489 children from Italian

primary (grade 4 and 5), secondary (grade 6 and 8), and high schools were

included in the study (grade 9). A standardized reading achievement test was

used to assess student’s reading fluency and comprehension. We request each

other participant’s school reports at the end of the school year. Reading fluency

predicted all school grades in all literacy-based subjects, with reading rapidity

being the most important predictor, according to our data. The school level had

no effect on the relationship between reading fluency and school outcomes,

confirming the importance of effortless and automated reading even at the

highest levels of education. Overall, this study emphasizes the importance of

identifying evidence-based tasks that can be administered in a short period of

time to many people, are simple to create and are linked to school outcomes.

According to (Ekstrand 2011) Peer tutoring is an instructional

strategy that teachers have used to improve academic achievement in the

classroom. It consists of student partnerships that pair higher achievers with

lower achievers or students with comparable achievement for structured reading

study sessions. According to some studies, peer tutoring may promote greater

academic gains than teacher instruction. This could be because the student feels

more at ease in peer interactions, allowing for easier cognitive growth and skill

development. There has been a lot of research done on peer tutoring. Due to low

reading fluency on baseline measurements, four students were chosen for peer

tutoring sessions in this study, two of whom are struggling readers. Peer tutoring
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with a partner reading routine called "Fifteen Minutes to Fluency" has been

shown to improve reading fluency. For three weeks, data was collected four days

a week. The findings indicated that this was an effective instructional strategy for

improving reading fluency.

According to (Galbraith et al., 2011) This study investigates how peer

tutoring can support tutors' learning by drawing on role theory and socio

constructivist ideas about learning. Over the course of eight weeks, ten 16–

17yearold biology tutors worked with twenty-one 14–15-year-old students from a

science class. An online wiki, tutor interviews, paired tutor discussions, and video

recordings were used to collect data. The tutors' perceptions of their roles

motivated them to learn the material, and their learning was supported by

discussion and explanation, revisiting fundamentals, making connections

between conceptual areas, testing and clarifying their understanding, and

reorganizing and building ideas, rehearsing them, and working with them

Repeatedly to ensure their comprehension When tutors used long answer

questions, there was evidence of students reflecting on their learning and making

connections between conceptual areas. Tutors could focus on key points and

engage with basic ideas from various perspectives when preparing to tutor.

Mental reenactment of peer tutoring episodes assisted them in recognizing flaws

in their own subject knowledge.

According to (Shelby 2010) The effects of peer tutoring on academic

performance of students with disabilities in grades 6 through 12 were

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investigated in this synthesis. Twelve studies met all the criteria for this

synthesis: (a) they were original studies, (b) they were published in peer-

reviewed journals between 1997 and 2007, (c) they investigated peer tutoring in

special education students in Grades 6–12, and (d) they implemented peer

tutoring as an intervention and measured the effect on academic outcomes of

students with disabilities. Peer tutoring has a positive academic effect on

students with disabilities in Grades 6 through 12, regardless of disability type,

according to the findings. Peer tutoring has been shown to be effective for

special education students in both general and special education settings. Peer

tutoring implemented across subject areas had a positive academic impact as

well. Each of the 12 studies used peer tutoring in at least one subject (e.g.,

language arts, math, science, and social studies).

LOCAL STUDIES

According to (Cabalo & Cabalo, 2019) For all school-based education,

reading and writing are the most important core skills. The learning environment

in which children are raised is heavily influenced by their family background.

Owing to their normal intelligence, children with reading and writing challenges

still behave and accomplish numerous things in a normal manner, but due to

their surrounding environment, they may fail in school.

In research by (Campit et al., 2015) it is studied that peer tutoring is one of

the regarded as an effective technique of instruction for helping students improve

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their academic performance when compared to a group of regular classroom

contexts. Peer tutoring is when students teach other students of the same or

different ages one-on-one, or when one tutor works with two or three students at

the same time.

A Research by (Estrada, 2016) studied that the importance of oral fluency

cannot be overstated. Learners gain context, tempo, inflection, pronunciation,

and the pure beauty of language when they are exposed to read-aloud on a

regular basis. They learn to envision the story and recognize the power of well-

chosen, well-spoken, and accurately conveyed language. Fluency aids in the

growth of vocabulary, understanding of context, and recognition of a target

language.

In a study conducted by (Ganeb & Moraales, 2018) about the effects of

reading in science, it is stated that all the components of reading fluency were

poorly rated by Filipino third graders. Most of these students are classified as

instructional readers of a specific science work. Students are labeled as

frustrated science-term readers. They can hardly recognize and decode basic

phrases and decoding and recognizing scientific jargon is a major challenge for

them. This means that students might struggle in other complicated sciences due

to the lack of literacy and reading training.

In research by (Minoza, 2019), Given the importance of reading and

understanding, educators have been tasked with ensuring that children receive

the help they need to develop functional literacy in accordance with the country's
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standards. However, it is argued that the goal of developing good readers in

students should not be viewed as a burden that educators must shoulder alone.

Students, parents, and teachers are all concerned about the struggle in literacy.

The responsibility of getting students to read, and not just read, but read fluently,

should not be put solely in the hands of teachers. That each instructor must

make his or her own decisions and develop his or her own approach - not

sustainable. When the problem of failed readers is considered, it has been stated

that standard teaching is insufficient.

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