Advisers

Christopher D. Azares, LPT

Discipline

Education

Abstract

Reading comprehension is a critical skill that enables individuals to understand and derive meaning from written texts. Peer tutoring is promoted as a learner-centered approach to literacy development, particularly reading comprehension, under DepEd Memorandum No. 73, s. 2022. This study examined the perceived role of peer tutoring in the reading-comprehension skills of Grade 12 Humanities and Social Sciences students. The study used an exploratory-quantitative design to describe the population systematically without manipulating variables. A total of 112 Grade 12 Humanities and Social Sciences students were selected through stratified sampling. Data were collected using a survey questionnaire. Respondents indicated “Strongly Agree” across the main indicators. They perceived peer tutoring as supporting reading comprehension in terms of vocabulary (3.43), reading fluency (3.41), and confidence (3.40). Noisy surroundings were identified as the most commonly encountered problem. The findings indicate that students perceived peer tutoring as supporting their reading-comprehension skills, particularly vocabulary, reading fluency, and confidence. Noisy surroundings were the most frequently reported difficulty. The study recommends structured and well-monitored peer-tutoring sessions in designated quiet areas, appropriate guidance and training for peer tutors, and continuing program evaluation. Because the study used a nonexperimental survey design, the findings reflect perceived relationships rather than demonstrated causal effects.

Keywords

reading comprehension, peer tutoring, confidence