EDMOND A. PAREÑAS MAED ENGLISH 1 GRADUATE SEMINAR I. TITLE Kamag-aral Ko, Guro Ko: A Teaching Strategy for AcademicallyChallenged Learners II. RATIONALE Learning should not be confined in one area where everyone is expecting that teacher is the only responsible in educating the young minds. In this time of the pandemic, we experience a lot of adjustments. We shifted from the traditional way of teaching to a digital-based classroom. We even face documented concerns about how to cater diverse learners with different learning styles, much with our ways on how to address learners’ needs-emphasizing the difficult situation of their whereabouts during this time. In spite of that, still, we end up having learners who are academicallychallenged. There are really a big number of learners who find difficulties in coping up the daily and weekly activities given to them. This study will cover not just the cited problem that the education system is facing, but also a particular way on how to address it. As we move forward towards having a more advanced and more appropriate learning system, we have to be more open for the different strategies. A strategic plan that would deepen and strengthen our usual ways in reaching the level of our learners just to ensure effective learning. Kamag- aral Ko, Guro Ko: A Teaching Strategy for Academically-Challenged Learners would be a great help as it targets not just those with special needs, but also those who are higher performing students- whom, will serve and will act as the little educators. III. THEORETICAL FRAMEWORK/CONCEPTUAL FRAMEWORK Experimental Integration of the Kamag- aral Ko, Guro Ko Strategy Students’ General Average (during 3rd quarter) Comparison of the General Average Without the Control integration of the Kamag- aral Ko, Guro Ko Strategy Students’ General Average (during 1st quarter) This strategy will be used in improving students’ learning. The higher performing students will be paired with those academically-challenged students. There would be guidelines in implementing this strategy so that the set objectives will be met at the end. (The conceptual framework is designed to visibly show how the proposed solution will be set.) IV. REVIEW OF RELATED LITERATURE AND STUDIES Peer tutoring allows for higher rates of student response and feedback, which results in better academic achievement. It also creates more opportunities for students to practice specific skills, which leads to better retention. The student tutor gains a deeper understanding of a topic by teaching it to another student. Students involved in peer tutoring generally show a more positive attitude toward learning and develop self-confidence. (Vedamo.com/January 01, 2019) The main goal of peer tutoring is to help students who have not yet mastered a certain subject or skill. However, this technique does not exclude others. It does not replace whole-class instruction or individual work. Rather, it provides a way of helping students when these two things have not been enough for them to master the material at hand. (Vedamo.com/January 01, 2019) V. STATEMENT OF THE PROBLEM This study focuses on addressing the needs of the academically-challenged individuals in ensuring effective learning. Considering the usual way of processing learning inside the classroom, there’s a need for us to expand it. The “Kamag-aral Ko, Guro Ko” strategy will be utilized in assisting the identified participants. Specifically, it seeks to find the answers to the following questions: -What General Average did a student have before the implementation? -What General Average did a student have after the implementation? -Is there a significant difference between the students’ General Average before and after the integration of the strategy? VI. RESEARCH DESIGN This study will be using a Quantitative Research Design. First thing to do is to gather the general average of the participants during first quarter. Then, the trained high performing students will now start assisting them in the beginning of the second quarter- following one-to-one ratio. The strategy will be observed within two consecutive quarters. The researcher will then get the general average of the participants during second and third quarter, and see if there is a significant change. VII. RESEARCH PARTICIPANTS The researcher uses Purposive Sampling in determining the participants. -Low Performing Students. Those who have poor performance in the Three-pronged skills- Reading, Writing, and Counting. EDMOND A. PAREÑAS MAED ENGLISH 1 GRADUATE SEMINAR I. TITLE Addressing Students’ Difficulty in Comprehending Texts through SelfLearning Modules II. RATIONALE Learning should not be confined in one area where everyone is expecting that teacher is the only responsible in educating the young minds. In this time of the pandemic, we experience a lot of adjustments. We shifted from the traditional way of teaching to a digital-based classroom. We even face documented concerns about how to cater diverse learners with different learning styles, much with our ways on how to address learners’ needs-emphasizing the difficult situation of their whereabouts during this time. In spite of that, still, we end up having learners who are academicallychallenged. There are really a big number of learners who find difficulties in coping up the daily and weekly activities given to them specifically in comprehending the texts. This study will cover not just the cited problem that the education system is facing, but also a particular way on how to address it. As we move forward towards having a more advanced and more appropriate learning system, we have to be more open for the different strategies. A strategic plan that would deepen and strengthen our usual ways in reaching the level of our learners just to ensure effective learning. Through the use of Self-Learning Modules as Strategy, we can be able to conceptualize the ways in addressing students’ difficulty in comprehending texts. III. THEORETICAL FRAMEWORK/CONCEPTUAL FRAMEWORK Factors Knowledge of the topic SelfLearning Modules Knowledge of language and text structures and genres Addressing Affect Knowledge of cognitive and metacognitive strategies Reasoning abilities, motivation, and level of engagement Students’ Comprehension Students’ Perception on the effectivity of Self-Learning Modules Factors (The conceptual framework is designed to visibly show how the proposed solution will be set.) IV. REVIEW OF RELATED LITERATURE AND STUDIES Self-learning modules as the name implies are modules, which can be used by the students for learning on their own and normally do not require any teacher help. Since their use is completely in hands of students these are self-paced learning materials which aid students to learn at their own pace and interest. The student is free to choose what he wishes to learn, how he wishes to learn, when he wishes to learn and where ever he wishes to learn. This flexibility in leaning is becoming more important these days. The learning which resources could be used for self-learning a specially referred as self-learning modules with presence of self-learning features. (A. H. Sequeira/July, 2012) Self-Learning Modules may prove to be a boon for students due to their enriched features. They perform the role of an efficient teacher. Students become independent thinkers and learn to accept responsibility. Self-learning modules give the opportunity to develop a good work ethic. (December 2016) V. STATEMENT OF THE PROBLEM This study will attempt to find out the effectiveness of self-Learning Modules in addressing students’ difficulty in comprehending texts. Specifically, it seeks to find the answers to the following questions: 1. What Reading Comprehension level did a student have before the integration? 2. What Reading Comprehension level did a student have after the integration? 3. Is there a significant difference on the students’ comprehension before and after the integration of the Self-Learning Modules? VI. RESEARCH DESIGN This study will be using a Qualitative Research Design. The researcher will emphasize the use of Self-Learning Modules as a tool in addressing the factors affecting students’ difficulty in comprehending texts, and later on, find out the effectivity of such strategy by gathering students’ perception on it. VII. RESEARCH PARTICIPANTS The researcher uses Purposive Sampling in determining the participants. Those students from the specific grade level who have difficulty in comprehending texts.
