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Project PeTAL (Peer Tutorial at Lunch): An Intervention to Improve Pupil’s Reading and
Comprehension Skills in Multigrade Class

An Action Research
Presented to

Department of Education
Division of Silay City

By

Ebony T. Huele
Teacher I, PDES

and

Mary Jean B. Lavadia

Project PeTAL (Peer Tutorial at Lunch): An Intervention to Improve Pupil’s Reading and
Comprehension Skills in Multigrade Class

CONTENT / RATIONALE

Peer tutorial has been studied and found to be beneficial in wide range of subject

areas such as Mathematics, Languages, Economics, Science, Physical Education and

many more. A study also revealed that peer tutoring not only enhances the practical

skills of tutees but also of tutors. (Comfort, et. Al., 2014) . Another study also contends

that peer tutoring improves key reading skills of students in all levels as well as gains

self-concept and competency in reading. In addition, this approach promotes higher-

order thinking by explaining concepts in detail and the utilization of supportive

communication skills, peer tutors can help low-performing students enrich and master

lesson which was previously introduced in the classroom and build on their knowledge

using higher-order thinking skills (Nguyen, 2013).

Reading and comprehension skills among elementary pupils has been a great

struggle for every classroom teacher especially to a multigrade class specifically Grade

V and VI which is composed of heterogeneous group of pupils. The researchers have

found out that despite the efforts exerted and resources utilized inside the classroom,

the Group Screening Test (GST) results revealed that there are more pupils who are still

under the frustration level. Thus, the proponents propose the Project PeTAL (Peer

Tutorial at Lunch) as an intervention to improve pupil’s reading and comprehension

skills in multigrade class, Grade 5 and 6 learners. This aims to decrease the number of

pupils under frustration level and help those pupils become instructional or even

independent by February 2019.

The mechanics of this project is to give peer tutorial reading activity everyday

after lunch among grade 5 and 6 pupils; the grade 6 being the tutor and the grade 5
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learners, the tutees considering the teacher is handling a multi-grade class. The

assigned activity will be checked during remediation schedule. The time frame between

July to February shall be divided into different reading and comprehension skill activities

utilizing flash cards, activity sheets, story books, and poems.

Action Research Questions

This action research aims to decrease the number of pupils under frustration

level and help those pupils become instructional or even independent by February 2019.

It purports to answer the following questions:

1. What is the reading level of the participants before the implementation of the

Project PeTAL ?;

2. What is the reading level of the participants after the implementation of the

Project PeTAL ?;

3. Is there a decrease in the number of participants who are under the frustration

level after the Project PeTAL implementation?;

4. What are the factors that affect the improvement of the reading level of the

participants?

Action Research Methods

Participants

There are nine (9) identified pupils who will be used for this research

intervention. These students have undergone the Group Screening Test (GST) in

English last August 8, 2018 and were classified under the frustration level.
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Data Gathering Methods

This research shall utilize the result of the pre-test and post-test of the Group

Screening Test (GST) of the Grade 5 pupils who are the participants of this action

research.

Data Analysis Plan

Frequency and Percentage will be used in identifying the reading and comprehension

proficiency of grade 5 learners through the Project PeTAL (Peer Tutorial at Lunch).

Work Plan and Timeline

Activities Timeline
1. Identify target learners using GST Pre-test August 16, 2018
2. Formulation of probable project/ intervention to
August 17, 2018
implemented
3. Meet with the school head and other subject teachers,
August 20, 2018
present the idea of the Project PeTAL
4. Meeting with the parents of the target learners.
5. Conduct orientation on the mechanics of the project August 23, 2018
(target learners, teachers, and parents).
6. Conceptualization and preparation of reading activities to
August 28 – 31, 2018
be utilized three times a week
From September 2018-
7. Project implementation February 2019
8. Conduct of GST Post-Test February 8, 2019
9. Consolidation and analysis of data and observations February 15, 2019
10. Formulating conclusions and recommendations based
February 18, 2019
on the Results.
11. Presentation of conclusions and recommendations to the
February 19, 2017
office of school head

Cost Estimates

Persons Resources
Activities Amount
Involved Needed
Grade 5 GST Pre-test
learners, Results, Bond
1. Identify target learners using Subject paper ,
GST Pre-test Teachers, Ink
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Researcher P 150.00
P 250.00
12. Formulation of probable project/ Bond paper , P 150.00
Researcher
intervention to implemented Ink P 250.00
Researcher,
School
13. Meet with the school head and Head, 0 0
other subject teachers, present Subject
the idea of the Project PeTAL Teachers
14. Meeting with the parents of the Researcher
0 0
target learners. Parents
1
Researcher,
1 School
Head, 9
Snacks
Parents, 3 P1150.00
(50/pax)
subject
15. Conduct orientation on the teachers, 9
mechanics of the project (target target
learners, teachers, and parents). learners,
Internet Load , P 300.00
16. Conceptualization and Ink P 1000.00
Researcher
preparation of reading activities to Bondpaper P 500.00
be utilized three times a week Transportation P 200. 00
Internet load,
bond paper,
P 2100.00
markers, ink
P 200.00
refill for
9 target P 224.00
markers,
learners, P 150.00
ball pens,
researcher
pad paper,
P 150. 00
Flash
P 150. 00
cards/reading
P 500.00
17. Project implementation materials
Bond Paper
Researcher,
Ink
Target
Snacks
Learners
18. Conduct of GST Post-Test (P50/pax) P 500.00
19. Consolidation and analysis of
data and observations
20. Formulating conclusions and Researcher
recommendations based on the Bond Paper P 150.00
Results. Ink P 275. 00
21. Presentation of conclusions and
Researcher
recommendations to the office of
School Head
school head
Total P 8, 349.00
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Results and Dissemination

Project PeTAL will be utilized and continued whenever the outcome is positive.

Furthermore, this project will be introduced to other schools with the same problem on

reading and comprehension skills of the learners under multigrade class.

References

Comfort, P., et. Al., (2014). The effect of peer tutoring on academic achievement.
Journal of Applied Research in Higher Education. Vol. 6, No.1, pp. 168 -175

Horvath, K. (2011). Effects of peer tutoring on students’ achievement. Patton College of

Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success.