Consort Tutoring on Reading Development of Grade 7 Students in

Aliaga National High School

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

In any academic undertaking, reading has been generally

recognized as one of the most important subjects. It is not

only a tool but also an important phase of communication arts

subject. It is generally accepted that the ability to read is

an important skill that a learner must possess for the reason

that in almost all kinds of learning activities, reading is a

tool by which a learner gains access to the different fields

of study (Allinder, R. M., & Oats, R. G. (2015).)

In secondary school, English subject requires a degree of

reading ability since much of what is learned is actually

self-taught. Learning basic facts and theories in Science is

supposed to be read before the experimentation. Failure of the

students to learn the other content subjects of the curriculum

may be traced to the inability to comprehend and group ideas

(Amato-Zech, N. A., Hoff, K. E., & Doepke, K. J. 2015).

Most students learn to read more easily when materials

are meaningful to them and when they are interested in the

ideas and pictures and in the way ideas are creatively

presented and expressed. Basically, interest is the touch

stone to reading achievement, reading enjoyment and reading

usefulness. It is powerful in directing the learners’

behaviour( Antunez,2014).

This situation made the researcher decide to take part in

discovering how their consorts help them improve their

learning especially in reading development.

Statement of the Problem

This study is entitled “Consort Tutoring on Reading

Development of Grade 7 Students in Aliaga National High

School.”

Specifically, it sought to answer the following questions:

1. What are the effects of consort tutoring on reading

development of Grade 7 students in Aliaga National High

School?

2. How effective is consort tutoring on reading development

compared to those of traditional curricular reading programs?

3. What is the performance of the students before the

experiment?

4. What is the difference between the two groups before the

experiment?
5. What is the performance of the students after the

experiment?

6. What is the difference of the two groups after the

experiment?

SIGNIFICANCE OF THE STUDY

This study would benefit the following:

The Education.The data obtained could serve as basis in

enriching school’s curriculum. Through this research, the

educational sector can be mindful with the ways on how to

improve their instructions not just on the young people but

also for public secondary school heads and teachers who exert

all their efforts in molding the student in terms of reading

activities. The results of this study will help them to

improve more the reading ability of their students.

School Administrator. The findings of the study are

reference for short and long term planning in improving the

reading abilities of their students. Administrators might

utilize the findings of the study to work on the specific good

governance and school management that need further improvement

or emphasis toward better management of their teachers

especially the students learning deficiencies.

Teachers.This study can help teachers cope with

challenges such as limited instructional time, multiple

curricular requirements and appropriate social engagement

among students.

Students.Some benefits of the study for students include

higher academic achievement, improved relationships with

peers, improved personal and social development and increased

motivation.

SCOPE AND DELIMITATION

This study dealt with the effectiveness of consort

tutoring on reading development of Grade 7 students in Aliaga

National High School.The respondents were Grade 7 students of

Aliaga National High School handled by the researcher. The

respondents were selected from the low scores or grades from

the English 6 average.The respondents were put to experimental

study fromthe first week of July to the first week of October

2017.The intervention was the explicit reading teaching during

routinely scheduled reading instruction with Grade 7 students

for nine (9) meetings. Consort tutoringbegan after the first

week.

The control group continued with the traditional reading

instruction within their school.

Data collection was done using DOBI (direct observation)

andregular reading comprehension scores. There were pre-test

and posttest measures taken from these tests. The important

findings garnered from the research were in relation to the

effects of consort tutoring on fluency, comprehension, and

maze measures.

Definition of terms

The following terms are defined according to how they

were used in this research for clarity and better

understanding of this study.

Age.It refers to the number of years since his last

birthday. It is categorized as “young” when it falls within

the mean, and otherwise considered “old”.

Consort Tutoring or Consort-Assisted Learning. Students

assisting one another in learning by sharing ideas regarding

the topic at hand.

Cross-Age Consort Tutoring. Students of different age

groups and/or grade levels, assisting one another in learning

by sharing ideas regarding the topic at hand.

*DIBELS test. Dynamic Indicators of Basic Early Literacy

Skills

Gender.It refers to the dichotomous categorization of the

management officer and employee respondents into male and

female.

*NWF. Nonsense word fluency, which is the ability to

sound out nonsense words correctly.

 *ORF. Oral reading fluency, which is the reading rate of

a student. It answers the question of how fast a student can

orally read words on a timed reading test.

*PSF. Phoneme segmentation fluency, which is simply the

ability to segment words into their sound parts.

Same-Age Consort Tutoring: Students of the same age

groups and/or grade levels, assisting one another in learning

by sharing ideas regarding the topic at hand.

Research Design

This study made use of the experimental design of

research. The pretest-posttest model was used by the

researcher in order to gather the pertinent data needed to

accomplish the study.

Since the study was concerned with the effectiveness of

consort tutoring on reading development of Grade 7 students in

Aliaga National High School, the experimental method of

research was the most appropriate method to use. Experimental

research, although very demanding of time and resources, often

produces the soundest evidence concerning hypothesized cause-

effect relationships (Gay, 2016).

Participants

The Grade 7 students of Aliaga National High School were

the main subjects of this study. They were chosen using

purposive sampling. According to Padua(2008), purposive

sampling is directly identifying the respondents from a

population using a criterion or criteria. In this study, the

researcher used an inclusion criterion including those who are

enrolled in Grade 7 during the academic year 2017-2018 who do

not belong to either the first or the Special Science section.

Participants

The Grade 7 students of Mayapyap National High School

werethe main subjects of this study. They were chosen using

purposive sampling. According to Padua(2008), purposive

sampling is directly identifying the respondents from a

population using a criterion or criteria. In this study, the

researcher used an inclusion criterionincluding those who are

enrolled in Grade 7 during the academic year 2017-2018 who do

not belong to either the first or the Special Science section.

Establishing the Comparability of the Two Groups

Like in all experimental researches, there is a need to

establish the comparability of the two groups being studied.

The groups must be parallel to ensure that any advantage in

the performance of the experimental group is caused by the

manipulated variables.

To form these two equal groups, the researcher used the

following variables such as: (1) the initial reading record in

English 7 which was generated at the beginning of the school

year; and (2) the Grade VI general average in English.

 Theresults of the initial reading record were used as an

equating factor in order to have a baseline data on how the

students perform in Reading Class as a whole. Their general

averages in English VI were used as a basis in comparing the

two groups because this is one data that may describe the

performance of the students in the said subject.

Determining the Control and Experimental Groups

The researcher used two intact classes from Grade 7; 31

of whom are from 7-Anna Liza and 56 from 7-Mary Joy. 7-Mary

Joy was assigned by the researcher as the experimental group

because it is the group with the greater number of students

including high and low achieving students.The consortsor the

readers in the independent level helpedthe students in the

frustration and instructional level to improve their learning

especially in reading development. 7-Anna Liza was the control

group who continued with the traditional reading instruction.

Materials and Instruments

There were three instrumentsused in this study: the pre-

test, posttest, reading material and the reading diary.

 The pre-test and posttest were a reading comprehension

test given by the researcher which was validated.

Grade 7 students in other sections took the same reading

comprehension test firstto check its reliability.

The reading material used in the reading activities

includesread-aloud plays based on favorite tales to help boost

students’ word recognition, comprehension and fluency.

The reading diary includes the book title and pages, date

when the reading buddies or consorts read together, and the

comment and signature of the student’s partner.

Experimental Procedure

This experimental study took place fromthe first week of

July to the first week of October 2017. Both groups were

handled by the researcher.

During the actual experiment, the control group were

subjected to the conventional method of reading.

In the experimental group, the teacher chose different

students to act asconsorts to aid the students in the

frustration and instructional level in their reading practices

especially in fluency, comprehension and word recognition.

 To find out how much the students gained from the

experiment, the pre-test wasadministered at the beginning of

the study and the posttest after all the topics in nine (9)

meetings were discussed.

To find out whether they have developed reading from both

traditional and consort tutoring, the students’ pre-test and

posttest scores werecompared.

Eliminating the Contaminating Factors

To eliminate some contaminating factors that may affect

the result of the experiment, the class schedule and the rooms

of the two groups were made adjacent with each other. The

table that follows shows the schedule of the two groups.

Table 1. English 7Reading Class Schedule of the Two Groups

Group Teacher Day Time Room

7-Anna Liza Researcher Friday 10:35-11:25 03
7-Mary Joy Researcher Wednesday 10:35-11:25 04

Statistical Treatment of Data

To establish the comparability of the two groups using

the initial reading record and the Grade VI general average in

English, t–test was used.

 To establish the difference of the two groups of

respondents in the pre-test and posttest, t-test was also

used.

In determining the attitude of the students towards

consort tutoring, weighted mean was used.

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

1. Performance of the Students before the Intervention

The distribution of Performance of the Students before

the Intervention is presented in Table 1.

Table 1. Performance of the Students before the Intervention

General Average of the Students in the Control and

Experimental and Control Groups Before the Intervention

Control Group Experimental Group

Gen Average F % F %

75 – 77 8 25.81 6 10.71

78 -80 9 29.03 17 30.36

81 -83 10 32.26 10 17.86

84 – 86 3 9.68 19 33.93

87 – 89 1 3.23 3 5.36

90 – 94 0 0.00 1 1.79

Total 31 100 56 100.00

 As shown in the table, there are 10 students who has 81-

83 of general average , 9 with 78-80, 8 with 75-77 percent 3

with 84-86 and 1 with 87-89 percent in the control group while

there are 18 with 84-86, 17 with 78-80, 6 with 75-77 , 3 with

87-89 and 1 with 90-84 in the experimental group.

The data shows that most of the students in the control

group and in the experimental group posses average grades of

78 to 89 percent.

2. Scores of the Experimental and Control Groups Before the

Consort Tutoring

Table 2 presents the frequency distribution of the Scores

of the Experimental and Control Groups Before the Consort

Tutoring.

Table 2. Scores of the Experimental and Control Groups Before

the Consort Tutoring

Control Group Experimental Group

Score F % F %
6-8 11 35.48 13 23.21
9-11 8 25.81 14 25.00
12-14 9 29.03 22 39.29
15-17 2 6.45 4 7.14
18-20 1 3.23 2 3.57
21-23 0 0.00 1 1.79
Total 31 100.00 56 100.00
 As shown in the table , before the consort tutoring ,

there are 11 students in the control group who obtained 6-8

scores , 9 with 12-14, 8 with 9-11 ,2 with 15-17 and only 1

with 18-20 scores while in the experimental group , there are

22 with 12-14 scores, 14 with 9-11 ,13 with 6-8 ,4 with 15-

17 , 2 with 18-20 and 1 with 21-23.

Results that most of the students are in average level in

reading scores , some of them obtained low in the reading

scores and did even obtain or get at least 15 scores. It also

shows that majority of the students have reading difficulties

as it shown in their reading scores, as one of the students

narrates that:

“Hirap akong makabasa ng mga salita kasi bago sa paningin

ko ang salitang yun, kaya pinapantig ko siya iniiisa isa ang

mga letra “( i find it hard to understand the word because

they are new to me, all i did is i read it word for word, that

is why it takes time for me to read a single word”.

3. Reading Level of the Experimental and Control Groups

Before the Intervention

Table shows the reading Level of the experimental and

control groups before the intervention

Table 3 . Reading Level of the Experimental and Control Groups
Before the Intervention
Experimental Group
Control Group
Reading Level
F % F %
Frustration 9 29.0 5 8.9
Instructional 13 41.9 31 55.4
Independent 9 29.0 20 35.7
Total 31 100.0 56 100.0

As shown in the table, there are 13 or with 41.9 percent in

the instructional level in the control groups , 8 are in

frustration level and independent level , both has 29 percent

while in the experimental group 31 or 55.4 percent are in

instructional level with 55.4 percent , 20 are in independent

level with 35.7 percent and 5 are in frustration level with

8.9 percent.

It appears that majority of the students are in

instructional and independent readers. As the finding also

shows that it is the aim of the study in the consort tutoring

as to improve more their reading skills

A group of students when interviewed said:

“Nakakabasa naman po kami kaya lang medyo

mabagal , mas mainam na din po na mewron kaming
kasama na mas higit na marunong magbasa, mas
madali naming itong mauunawaan(Yes we can read but
we are slow readers, we believe that if we had
someone in our side that reads faster , we believe
we will improve more)”

As it shows that it is necessary for them to have

someone who can help them to read , or peer or consort

tutoring , Consort tutoring is an instructional strategy that

consists of student partnerships, linking high achieving

students with lower achieving students or those with

comparable achievement, for structured reading and math study

sessions.

4. Difference of the Two Groups Before the Experiments

Table 4. Difference In The General Average Of The Control And

Experimental Groups
Control Experimental
  Group Group
Mean 80.16 81.50
Variance 11.53 12.04
Observations 31 56
Hypothesized Mean
Difference 0
Df 84
t Stat -1.747
P(T<=t) one-tail 0.042
t Critical one-tail 1.669
P(T<=t) two-tail 0.085
t Critical two-tail 1.999

The mean of the general average of the control group was

80.16 and 81.50 for the experimental group. The computed t-

value was 1.74 which was less than 1.999. It means that there

is no significant difference in the general average of the

control and experimental groups.

This shows that both control groups and experimental

groups needs more improvement in their reading skills in any

way the teachers can help them and therefore the activity or

the facilitation of the consort tutoring is viable to

implement , however the activity is effective only if there

will be comparison between the groups , that is why the

consort tutoring is indeed needed to be implemented.

Table 5. T-Table for the Pretests Scores of the Control and

Experimental Groups
  Control Group Experimental
Group
Mean 10.22 11.45

Variance 10.91 10.83

Observations 31 56

Hypothesized Mean 0
Difference
Df 85

t Stat -1.652

P(T<=t) one-tail 0.051

t Critical one-tail 1.669

P(T<=t) two-tail 0.103

t Critical two-tail 1.999  

The mean score of the control group was 10.22 and 11.45

for the experimental group. The computed t-value 1.65 was less

than the critical 1.999. The null hypotheses was accepted

which means that there is no significant difference in the

pretest results of the experimental and control groups.

 As the findings shows that the results of the conducted

pre test on both of the control and experimental groups shows

that there is no difference meaning that improvement on the

reading skills should be given importance in order for them to

level up in their reading skills

Table 6 .ANOVA Table For The Reading Level Of The Control And
Experimental Groups Before the Intervention

Groups Count Sum Average Variance

Experimental
Group 56 127 2.27 0.38149

Control Group 31 62 2.00 0.6

ANOVA Table
Source of P- F
Variation SS Df MS F value crit

Between Groups 1.432 1 1.432 3.122 0.081 3.953

Within Groups 38.982 85 0.459

Total 40.414 86

The computed value of F 3.122 was less than the

critical value F-value 3.953 which means that there is no

significant difference in the reading level of the students in

the experimental and control groups.

Finding also shows that the reading level of the students

has no difference with other group of students and this may be

cause of usual way of reading skills , their reading habits is

not fully effective on the way their reading skills is

concern.

Table 7. Performance of the Students After the Intervention

Posttest Scores of the Control and Experimental Groups

Posttest Control Group Experimental Group

Score F % F %
21-25 3 9.68 0 0.00
26 – 30 12 38.71 2 3.57
31-35 16 51.61 17 30.36
36-40 0 0.00 12 21.43
41-45 0 0.00 23 41.07
46-50 0 0.00 2 3.57
Total 31 100.00 56 100.00

After the intervention , a pretest was conducted and it

shows that in control group , there are 16 or 51.61% of the

control group obtain the scores of 31-35 , 12 or 38.71 %

obtain 26-30 and 3 or 9.68% obtain 21-26 while in the

experimental group , 23 or 41.07% obtain 41-45, 17 or 30.36%

obtains 31-35 , 12 or 21.43% obtains 36-40 and 2 or 3.57

obtains 46-50 and 26.60.

 Findings shows that there is a great changes on the

results of the posttest compared to their results on their pre

test , a lot of members of the experimental group obtains high

scores while in the control group shows that their scores does

not even changes or differ from their scores in the pretest.

This only shows that consort tutoring helps a lot in boosting

their morale , improved their reading skills and cognitive

ability.

Table 8. Reading level of the Experimental and Control Groups

Experimental
Control Group
Group
Reading Level F % F %
Frustration 4 12.9 1 1.8
Instructional 14 45.2 14 25.0
Independent 13 41.9 41 73.2
Total 31 100.0 56 100.0

Findings revealed that in their reading level , the

control group shows a smaller increase in their results, 14

are instructional, 13 are independent and 4 are in frustration

level, while in the experimental group , a major increase is

shown, from 31 , it is now 14 in instructional level , and 41

in independent level and 1 in frustration level.

It shows that consort tutoring greatly affects their

reading skills, it improves many students to read more

fluently and with comprehensions , their partner also helps

them read and identify sounds in words and others. As one of

the member said:

“Ang partner ko po malaki nagagawa sa aking bumasa ,

tinuturan nia ako ng tamang pagbigkas at tamang pag unawa sa

binabasa ko”( my partner helps me a lot by means of teaching

me how to read fluently and with comprehensions)

Difference of the Two Groups After the Experiments

Table 9 .T-table of the Posttests Scores of the Control and

Experimental Groups
  Control Experimental
Group Group

Mean 30.23 38.71

Variance 6.71 18.39

Observations 31 56
Hypothesized Mean
Difference 0

Df 84

t Stat -11.499

P(T<=t) one-tail 0.000

t Critical one-tail 1.663

P(T<=t) two-tail 0.000

t Critical two-tail 1.989  

The mean score of the control group in the posttest was

30.23 and 38.71 for the experimental group. The computed t –

stat value 11.499 was greater than the critical value 1.989.

This means that there is significant difference in the

posttest scores of the experimental and control groups in

favor of the experimental group.

As the statistical findings shows that the consort

tutoring greatly affects the way the target students read with

comprehension , their recent and usual way of reading changes

and they learn to read with understanding and thus helps them

improve their skills.

Table 10. ANOVA Table For The Reading Level Of The Control And

Experimental Groups After the Intervention

SUMMARY

Groups Count Sum Average Variance

Control Group 31 71 2.290 0.480

Experimental
Group 56 152 2.714 0.244

Source of P- F
Variation SS df MS F value crit
Between
Groups 3.587 1.000 3.587 10.960 0.001 3.953
Within
Groups 27.816 85.000 0.327

Total 31.402 86        

The computed value of F 10.960 was greater than the

critical value F-value 3.953 which means that there is

significant difference in the reading level of the students in

the experimental and control groups in favor of the

experimental group.

Findings revealed that there is a major changes on the

results of their reading level . from frustration,

instructional to being independent reader, this shows that

consort tutoring make the students feel relax while they are

practicing reading because , these peers knows well how to

approach their friend, teach to read with comprehension . At

the same time student also shows relax and being trustful to

their peers who teaches and assisting them.

Summary of Findings

1. Majority of the respondents in the control

group and in the experimental group posses average

grades of 78 to 89 percent.

2. The performance of the students in the

pretest is enough evidence to subject the respondents to

use the consort tutoring to enable them improved their

reading skills. Both control groups and experimental

groups needs more improvement in their reading skills in

any way the teachers can help them and therefore the

activity or the facilitation of the consort tutoring is

viable to implement
 3. The intervention conducted with the use of

consort tutoring shows t that there is a great changes

on the results of the posttest compared to their results

on their pre test , a lot of members of the experimental

group obtains high scores while in the control group

shows that their scores does not even changes or differ

from their scores in the pretest. This only shows that

consort tutoring helps a lot in boosting their morale.

4. The comparison of the pretest and posttest scores

before and after remediation showed that the consort tutoring

helped the students to improve their performances in reading.

The intervention is very effective because the students

learned a lot.

Conclusion

1. The performance of the students in reading

served as a basis for implementing the intervention.

2. The performance of the students in the pretest

showed that they need to discover and enhance the other

phase of reading.

3. The intervention conducted concerning the consort

tutoring helped the performance of the students in reading

improved to remarkable level.

 4. The performance of the students after using the

intervention helped the students improve their performances in

reading tremendously. The intervention is very effective

because the students have learned a lot.

Recommendation

In the light of the findings and conclusions drawn from

the study, the following recommendations are offered:

1. The result of this study should be submitted to the

Principal to serve as their guide in improving the delivery of

instructions and possible enhancement of their intervention

program in reading

2. The teachers should design assessment test for their

students to enable them assess who needs assistance the most

to help their students to read. They should design various

evaluations to help them meet the diverse types of learners.

3. The curriculum managers should include program to

the curriculum so that teachers can spare or allot time for

the slow learners not only in reading but also in other

subjects like, Mathematics and Science.

4. The Principals should consider the result of this

research to be implemented in all areas where this kind of

intervention is mostly needed.

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