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Peer Tutoring: Its Effects on Reading Fluency of Grade 12
Senior High School Students

Ana Liza D. Teodoro

Ideas about the teacher’s role of talking in the classroom have changed radically over the years. It is no longer considered that a “good” classroom is necessarily a quiet one; learning is frequently most effective when learners have the opportunity to think and talk together, to discuss ideas, question, analyse and solve problems. This displays cooperative learning of Lev Vygotsky and his concept of learning as a social process. Early philosophers and psychologists like John Dewey, Kurt Lewin and Morton Deutsh also influenced the cooperative learning theory practiced today.
Cooperative learning methods are extensively researched, and under certain well-specified conditions they are known to substantially improve student achievement in most subjects and grade or year levels (Slavin, R. 2012). Cooperative methods or approaches vary to some extent, however, they all essentially promote the idea that young people’s learning is best served when they have opportunities to learn with and from each other engaging themselves in the learning process rather than being passive receivers of information.
Peer tutoring as a component of cooperative learning can help teachers effectively manage the challenges of limited instructional time, multiple curricular requirements and appropriate social engagement among students (Okilwa and Shelby, 2010). In peer tutoring, students practice and learn academic content and skills from their peers regardless of ability level.