Effects of Peer Tutoring to the Academic Performance and Attitudes in Reading Comprehension of Grade Six Pupils of Keat Elementary School: Basis for a Remedial Program

Reading comprehension is a fundamental skill that significantly influences academic achievement and lifelong learning. However, many elementary pupils encounter difficulties in understanding and interpreting texts, which underscores the need for effective interventions. Peer tutoring is a collaborative strategy that encourages participation, enhances comprehension, and builds confidence. This study aimed to determine the effects of peer tutoring on the academic performance and attitudes toward reading of Grade Six pupils at Keat Elementary School, with the goal of developing a remedial program. A descriptive-correlational design was employed, involving Grade Six pupils in a structured peer tutoring intervention. Data were gathered using researcher-made tests and questionnaires, and then analyzed using weighted mean, standard deviation, Pearson correlation, and other statistical tools. The findings revealed that pupils attained high levels of reading comprehension and developed positive attitudes following the intervention. Notable improvement was observed in academic performance, while self-efficacy and engagement showed positive effects. Additionally, significant positive relationships between academic performance and attitudes indicated that learners with positive attitudes achieved better outcomes. These findings suggest that peer tutoring is an effective strategy for enhancing both the cognitive and affective aspects of reading. It is recommended that teachers integrate peer tutoring into reading instruction, and schools should consider implementing the proposed remedial program to strengthen pupils' skills, motivation, confidence, and engagement.