Main Article Content


This study was undertaken to determine the performances of learners in reading comprehension before and after written and oral assessments thru peer tutoring strategy as a basis in formulating a reading intervention program. This used the experimental design which aimed at finding the cause-effect relationship among variables in a controlled condition. To identify the effects of peer tutoring in the reading comprehension of Grade 10 learners, two groups, the experimental and controlled, were utilized. The performances of the learners in both oral and written assessments before and after the intervention were analyzed. Learners in the control group are classified under the advanced level (M=45.47) while the learners in the experimental group are classified under the superior level (M=63.33) in the reading comprehension written test after the intervention. The control group obtained no significant difference (t=0.666; p=0.509) while there exists a significant difference in the experimental group (t=7.180; p=0.000) between the pre and post oral assessment. Based from the findings of the study, it was suggested that English teachers may infuse peer tutoring strategies tailored to the needs of their learners to enhance learners’ reading comprehension skills. The study proposed an intervention program for peer tutoring to improve the reading comprehension of Grade 10 learners.

Article Details

How to Cite
Robison, J. E. (2022). Peer Tutoring towards Improved Reading Comprehension of Grade 10 Learners in a National High School. International Journal of Multidisciplinary: Applied Business and Education Research, 3(7), 1379-1389.


Allington, R. L. (2013). What really matters when work-ing with struggling readers. Reading Teacher, 66(7), 520-530. doi:10.1002/TRTR.1154
Alzahrani, T. & Leko, M. (2017): The Effects of Peer Tu-toring on the Reading Comprehension Perfor-mance of Secondary Students with Disabilities: A Systematic Review, Reading & Writing Quarterly,
Bowman-Perrott, L., Burke, M. D., Zhang, N., & Zaini, S. (2014). Direct and collateral effects of peer-tutoring on social and behavioral outcomes: A me-ta-analysis of single-case research. School Psychol-ogy Review, 43, 260-285.
Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C. & Parker, R. (2013). Academic ben-efits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42, 39-55.
Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disa-bilities, 40, 121–133.
Chai, M. S., & Lin, S. F. (2013). Perceptions of ESL student tutors on challenges faced in peer tutor-ing. Education Journal, 2(4), 127-131.
Chipman, M. & Roy, N.(2006). The Peer Tutoring Literacy Program™: Achieving Reading Fluency and Devel-oping Self-esteem in Elementary School Students. The ACIE Newsletter, 10(1), 1–8.
Crisolo, O. R., Camposano, S., & Rogayan, D. V. Jr. (2021). Relevance of social studies in the 21st century so-ciety: Students’ perspectives. International Journal of Didactical Studies, 2(1), 101457. 2021169729
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79, 262–300.
Fadilah, S. N. (2020). Improving Students’ Reading Skill by Using Classwide Peer Tutoring (CWPT) Strategy Among The Eighth Gradeat MTs Ma’arif 01 Punggur Central Lampung (Doctoral dissertation, IAIN Met-ro).
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98, 732-749.
Ginsburg-Block, M.D., Rohrbeck, C.A. & Fantuzzo, J.W. (2006). A meta-analytic review of social, self-concept and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98(4), 732–749.
Hattie, J. (2006). Cross-age tutoring and the reading to-gether program. Studies in Educational Evolution, 32(2), 100–124.
Hsu, T. C. (2019). Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers. Interactive Learning Environ-ments, 27(2), 272-285.
Hwang, H. J. (2012). The effect of reader-based variables on incidental vocabulary learning through reading [Electronic version]. English Teaching, 67(4), 81-105.
Hwang, W. Y., Nguyen, T. H., & Pham, X. L. (2019). Peer Tutoring to Facilitate Cognitive Diffusion of Eng-lish as a Foreign Language Learning: Using Speech Translation and Shadowing in Familiar Authentic Contexts. Journal of Educational Computing Re-search, 57(4), 901-929.
Jones, G., Ostojic, D., Menard, J., Picard, E., & Miller, C. J. (2017). Primary prevention of reading failure: Ef-fect of universal peer tutoring in the early grades. The Journal of Educational Re-search, 110(2), 171-176.
Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37, 105–118.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 232-253.
Lee, Y. (2014). Promise for enhancing children's reading attitudes through peer reading: A Mixed method approach. The Journal of Educational Re-search, 107(6), 482-492.
Light, G., Cox, R., & Calkins, S. (2009). Learning and teaching in higher education: The reflective profes-sional (2nd ed.). London and Thousand Oaks, CA: Sage.
Lyon, G. R. (1995). Toward a definition of dyslexia [Elec-tronic version]. Annals of Dyslexia, 45, 3-27.
McMaster, K., Fuchs, D. & Fuchs, L. (2006). Research on peer-assisted learning strategies: The promise and limitation of peer-mediated instruction. Reading and Research Quarterly, 22, 5–25.
Meo, S. A. (2013). Basic steps in establishing effective small group teaching sessions in medical schools. Pakistan Journal of Medical Sciences, 29(4), 1071–1076.
Miller, D., Topping, K.J. & Thurston, A. (2010). Peer tu-toring in reading: The effects of role and organiza-tion on two dimensions of self-esteem. British Journal of Educational Psychology, 80, 417–433.
Mills, D., & Alexander, P. (2013). Small group teaching: A toolkit for learning. The Higher Education Acade-my. Retrieved from
Mitchell, D. (2014). What really works in special and in-clusive education. Using evidence-based teaching strategies. New York, NY: Routledge.
Mustika, N. (2016). Writing Ability Improvement Through Student Teams Achievement Divisions at Pirayanawin Klonghin Wittaya School. ELLITE: Journal of English Language, Literature, and Teach-ing, 1(1).
Muthambi, S. K. (2016). Implications of peer tutoring as multi-grade teaching and learning strategy for learner performance in selected multi-grade schools (Doctoral dissertation).
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute.
Nikolaraizi, M., Karagianni, K., & Filippatou, D. (2013). The role of peer tutoring for students with and without disabilities in higher education. In Proceedings of the fifth Annual International Conference on Education and New Learning Tech-nologies (pp. 6328-6334).
Oddo, M. Barnett, D.W., Hawkins, R.O. & Musti-Rao, S. (2010). Reciprocal peer tutoring and repeated reading:Increasing practicality using student groups. Psychology in the Schools, 47(8).
Okilwa, N. S., & Shelby, L. (2010). The effects of peer tutoring on academic performance of students with disabilities in grades 6 through 12: A synthe-sis of the literature. Remedial and Special Educa-tion, 31, 450–463. doi:10.1177/0741932509355991
Pan, C. Y., & Wu, H. Y. (2013). The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. English Language Teaching, 6(5), 13-27.
Permpoonsap, P., & Swatevacharkul, R. (2018). Students’ Perspectives of Being Peer Mediators in DA-SRS Instructional Process. Communication and Culture for a Sustainable Society, 107.
Ramos, F. D. R. (2015). Incidental vocabulary learning in second language acquisition: A literature review [Electronic version]. PROFILE: Issues in Teachers’ Professional Development, 17(1), 157-166.
Rogayan, D. V., Jr. (2014). Reflective Journal Writing Technique (RJWT) in improving the report writing skills of Science II high school students. RMTU Re-search Journal, 5(1), 115-130
Rogayan, D. V. Jr., Padrique, M. J., & Costales, J. (2021). Can Computer-Assisted Instruction Improve Stu-dents’ Motivation and Academic Performance in Social Studies? Journal of Digital Educational Technology, 1(1), ep2105.
Schmidt, R. J., Rozendal, M. S., & Greenman, G. G. (2002). Reading instruction in the inclusion classroom. Remedial and Special Education, 23, 130-140.
Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension [Electronic ver-sion]. Child Neuropsychology, 15(3), 232-246.
Shegar, Ch. (2009). Buddy reading in a Singaporean pri-mary school: Implications for training and re-search. RELC Journal, 40(2), 133–148.
Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2011). Reading comprehension inter-ventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities, 45, 327–340.
Stenhoff, D. M., & Lignugaris/Kraft, B. (2007). A review of the effects of peer tutoring on students with mild disabilities in secondary settings. Exceptional Children, 74(1), 8–30. doi:10.1177/001440290707400101
Topping, K.J. (2006). Scotland reads: volunteer training programme and pack. Edinburgh: Project Scotland.
Topping, K.J., Miller, D., Thurston, A., McGavock, K. & Conlin, N. (2011). Peer tutoring in reading in Scot-land:thinking big. Literacy, 45(1), 3–9.
Tse, S. K. (2014). To what extent does Hong Kong prima-ry school students’ Chinese reading comprehen-sion benefit from after-school private tui-tion?. Asia Pacific Education Review, 15(2), 283-297.
Veeravagu, J., Muthusamy, C., Marimuthu, R., & Subra-yan, M. A. (2010). Using Bloom’s taxonomy to gauge students’ reading comprehension perfor-mance. Canadian Social Science, 6, 205-212.
Vilger, M. P. (2008). Reading fluency: A bridge from de-coding to comprehension research brief. Ottawa: Outoskills