Kamag-Aral Ko, Guro Ko: An Exploration of Student Tutor-Tutee Experiences in School-Based Reading Program

AUTHOR(S)

EDMOND A. PAREÑAS, LPT CARLO ENRIQUE D. RULE, MA

ABSTRACT

—— The need to come up with an effective intervention is really a must, especially if the main goal is to aid something or someone important. Indeed, the growing number of students who are academically-challenged in most schools in the Philippines is undeniably evident. This study covered the lived experiences of the learners who were discovered as individuals who have the potential to help (tutor), and condition to be helped (tutee), as it viewed how the Kamag-aral Ko, Guro Ko school-based reading program was conducted. The researcher utilized Merriam and Tisdell’s qualitative case study framework to deeply explore the impact of this peer teaching approach towards the learning and development of the students. Ten tutors and ten tutees were involved in the study– served as the participants, and three teachers for corroboration purposes. Through in-depth interview, the researcher was able to gathered all the needed data, and were analyzed thematically to capture the lived experiences of the participants. A positive view of the explored reading program was shown in the results. It emphasized that the initiative helped the tutees develop their reading comprehension and engagement, and nurtured leadership and communication skills among tutors. In addition, teachers also observed the improved and developed skills among the participants such as teamwork, classroom participation, and sense of responsibility. Thus, the totality of the experience showed meaningful and transformative impact of the reading program. Keywords — peer teaching, qualitative case study, reading program, student tutors, tutees