THESIS WRITING 1

Name of Researcher: JOSE P. DELORIA Course and Year: MAED-TESL

Date Submitted: December 19, 2017

Proposed Title
The Effectiveness of a Guided Peer Tutoring Strategy to Students’ Reading proficiency: A
Strategy in Reading Intervention Program

Rationale/ The baseline of this study is the continuing poor reading performances of students in the
Justification country. Simply, this can be identified on the continuing low performances in the NAT in
English, Math and Science as the subject entails reading.

Reading is accorded to students’ academic performance. The higher the reading proficiency,
the brighter the academic performance. Thus, DepEd calls for a reading intervention in every
school to cater the need of the non-readers.

Peer tutoring strategy is an evidenced based study that improves academic performance of
students with mild disabilities (Stenhoff and Kraft, 2007). This study helps students to learn
without hesitation as their tutors are also students like them. In the study of Veerkamp and
Kamps, the same strategy is also found effective in teaching reading in secondary schools.
Further, the study has dramatically increased the reading proficiency of students that led to an
increased academic performance.

The researcher wants to conduct the study in local setting in search for an effective strategy in
teaching reading to students below performance level. There has been numerous study about
reading but the peer tutoring strategy is not yet used. Further, the researcher views the strategy
as student friendly as the main “interactor” in the strategy are also students like them. They
would likely cooperate in the process as they are comfortable in the stetting.
Objectives
To improve the Reading Proficiency of students under the frustration reading level using a
guided peer tutoring strategy

To test the effectiveness of a guided peer tutoring strategy in teaching reading

Statement of Is there a significant relationship between the Guided Peer Tutoring strategy and the reading
The Problem proficiency of grade seven students under the frustration reading level?

Is there a significant relationship between the Guided Peer Tutoring strategy and the fluency of
students under the frustration reading level?

Is there a significant relationship between the Guided Peer Tutoring strategy and the
vocabulary of students under the frustration reading level?

Is there a significant relationship between the Guided Peer Tutoring strategy and the reading
comprehension students under the frustration reading level?

What is the perception of students under the frustration reading level on the guided peer
tutoring strategy?

What is the perception of student tutors on the guided peer tutoring strategy?
Significance of The study is anchored on the goal of improving students’ reading proficiency. Thus, this study is
the Study significant to;

a. Students under the frustration reading level.

b. Reading teachers. The strategy is open for adaptation in the implementation of a
reading intervention program.
c. Subject teachers as an increased reading proficiency suggests increased in academic
performance.

Ethical A letter will be sent to the administrator to ask permission to conduct the study in the school.
Considerations
Right after the PHIL-IRI pre-test, students will instantaneously know if they are under the
category of Frustration Level Readers. If they are, they will be reminded for further orientation
about the reading intervention program they will be into in the start of the class in June 2017. In
the orientation, they will be informed that they will under a study. A letter will be sent to their
parents for approval.

In the study, the respondents’ names will not be mentioned so as administrators.

The student tutors will be coming from the Junior high school from Grade 9-Grade 10. Those
who have grades of 87 and above in English will be encouraged to join. The number of student
tutors will be identified after the Phil-IRI pre-test.

Time table The study will be conducted in the school year 2018-2019. The data gathering will start on the
pre-test of the PHIL-IRI that is conducted on the first week of June during the enrolment week.

Training of student tutors will start on the month of June every ICL period. There will be a follow
up feedbacking before and after every reading classes.

The reading intervention will start on the Month of July until the Month of February 2018. The
reading program will be conducted twice a week for 8 months. Schedule will depend on the
school’s schedule for reading program.

The Post test of the Phil-IRI will be conducted on the last week of February 2018.