artifacts 5
I. Title of Action Research:
Improving Students’ Reading Comprehension Skills Using Peer-Assisted Learning Strategies Amidst Pandemic
II. Author/s:
ROSEMARIE P. BENITEZ
III. Abstract
The research objective was to improve reading comprehension skills using the peer-assisted learning strategy.
The subject of the study was the forty-six (46) Grade 8 Junior High School Students of Old Nongnongan National
High School, Don Carlos District III, Division of Bukidnon, for the school year 2020-2021. The data were
gathered from the result of the assessment conducted using the PHIL-IRI Tools for both pretest and posttest. The
result was analyzed using the descriptive qualitative technique.
The data showed from the posttest in PHIL-IRI Assessment conducted after completing the weeks of the
implementation of the Peer-Assisted Learning Strategy (PALS) that the identified students who were in frustration
reading level were able to improve their reading comprehension to instructional and independent level.
Specifically, among the forty-six (46) student-participants, twenty-seven (27) improved from frustration to
instructional reading level, and nineteen (19)improved from frustration to independent reading level. Therefore,
the results of this study attest that the Peer-Assisted Learning Strategy (PALS) was an effective intervention in
improving the reading comprehension skills in this group of students.
This result was supported by Fuchs, et al. (2000) statement that Peer-Assisted Learning Strategies are potent
methods of helping students comprehend reading and strengthen other related skills. Reading can be learned even
more quickly and effectively with peer-assisted learning strategies, and students tend to enjoy these interactive
learning strategies. Moreover, Saenz et al. (2005) confirmed that Peer-Assisted Learning Strategy had shown to
improve academic achievement for the recipient and the tutor. Teaching a concept or subject allows the tutor to
gain a better understanding of the subject as well while explaining it. A deep level of comprehension is required to
teach, and peer teachers will also develop excellent communication and leadership skills.
Keywords: peer-assisted learning strategy, reading comprehension,
IV. Identify the problem of the Study
Many Grade 8 students of Old Nongnongan National High School were struggling with reading
comprehension. The PHIL-IRI Assessment identified several learners who were in the frustration level, meaning
they could not fully understand grade-level texts. Because of this, their performance in other subjects was also
affected. There was a need for an effective strategy that could help these students to improve their reading skills in
a supportive and engaging way.
V. Identify the Action Taken in the Study
The teacher conducted a pre-test to identify student's reading weaknesses, then grouped them for targeted
guiding reading sessions. Strategies such as vocabulary building, context clues, and summarizing were taught
using level-appropriate texts. Weekly comprehension checks monitored progress, and lessons were adjusted based
on student's needs. A post-test was given afterwards to measure improvement and the effectiveness of the
intervention.
artifacts 5
I. Title of Action Research:
Improving Students’ Reading Comprehension Skills Using Peer-Assisted Learning Strategies Amidst Pandemic
II. Author/s:
ROSEMARIE P. BENITEZ
III. Abstract
The research objective was to improve reading comprehension skills using the peer-assisted learning strategy.
The subject of the study was the forty-six (46) Grade 8 Junior High School Students of Old Nongnongan National
High School, Don Carlos District III, Division of Bukidnon, for the school year 2020-2021. The data were
gathered from the result of the assessment conducted using the PHIL-IRI Tools for both pretest and posttest. The
result was analyzed using the descriptive qualitative technique.
The data showed from the posttest in PHIL-IRI Assessment conducted after completing the weeks of the
implementation of the Peer-Assisted Learning Strategy (PALS) that the identified students who were in frustration
reading level were able to improve their reading comprehension to instructional and independent level.
Specifically, among the forty-six (46) student-participants, twenty-seven (27) improved from frustration to
instructional reading level, and nineteen (19)improved from frustration to independent reading level. Therefore,
the results of this study attest that the Peer-Assisted Learning Strategy (PALS) was an effective intervention in
improving the reading comprehension skills in this group of students.
This result was supported by Fuchs, et al. (2000) statement that Peer-Assisted Learning Strategies are potent
methods of helping students comprehend reading and strengthen other related skills. Reading can be learned even
more quickly and effectively with peer-assisted learning strategies, and students tend to enjoy these interactive
learning strategies. Moreover, Saenz et al. (2005) confirmed that Peer-Assisted Learning Strategy had shown to
improve academic achievement for the recipient and the tutor. Teaching a concept or subject allows the tutor to
gain a better understanding of the subject as well while explaining it. A deep level of comprehension is required to
teach, and peer teachers will also develop excellent communication and leadership skills.
Keywords: peer-assisted learning strategy, reading comprehension,
IV. Identify the problem of the Study
Many Grade 8 students of Old Nongnongan National High School were struggling with reading
comprehension. The PHIL-IRI Assessment identified several learners who were in the frustration level, meaning
they could not fully understand grade-level texts. Because of this, their performance in other subjects was also
affected. There was a need for an effective strategy that could help these students to improve their reading skills in
a supportive and engaging way.
V. Identify the Action Taken in the Study
The teacher conducted a pre-test to identify student's reading weaknesses, then grouped them for targeted
guiding reading sessions. Strategies such as vocabulary building, context clues, and summarizing were taught
using level-appropriate texts. Weekly comprehension checks monitored progress, and lessons were adjusted based
on student's needs. A post-test was given afterwards to measure improvement and the effectiveness of the
intervention.
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