I.
PROGRAM TITLE
PAL (PEER ASSISTED LEARNING)
II. RATIONALE
In the 2022 Program for International Student Assessment (PISA), the Philippines ranked 77th
out of 81 countries, with scores of 355 in math and 347 in reading. These scores are about 120
points lower than the average scores for participating countries, and the report notes that the
changes from 2018 are not statistically significant. In 2018, the Philippines ranked 78th out of 78
countries.
Students failing exams due to poor reading skills and comprehension is a widespread issue that
has plagued education systems across the country. The ability to read and comprehend information
is fundamental to academic success, and when students struggle in this area, it can have far-
reaching consequences on their educational outcomes. This problem has historical roots that can
be traced back to the early education systems, where reading skills were not emphasized as much
as they are today. In the past, students were often taught to memorize information rather than
understand it, leading to poor comprehension abilities.
The importance of reading language programs cannot be overstated in today's world, where
communication is key to success in various aspects of life. Language programs have been
instrumental in shaping the way we learn, communicate, and interact with others. These programs
play a crucial role in enhancing language acquisition and literacy skills among individuals.
The impact of reading language programs in education is profound. Studies have shown that
students who receive explicit instruction in reading skills perform better academically than those
who do not. Reading proficiency is linked to higher test scores, increased vocabulary, and improved
comprehension skills. In addition, reading language programs have been shown to boost students'
self-confidence and motivation, as they learn to navigate complex texts and engage critically with
written material. Reading instruction is not only important for academic success but also for
personal growth and development, as it opens up new worlds and perspectives to students and
helps them become more informed and engaged citizens.
The impact of peer reading strategy on student learning has been widely studied and
documented in educational research. Studies have shown that peer reading can not only enhance
students' reading comprehension and writing skills but also promote critical thinking, collaboration,
and communication. By engaging in peer feedback sessions, students are able to receive multiple
perspectives on their work, identify areas for improvement, and develop a deeper understanding of
the material.
III. OBJECTIVES
The PAL (Peer Assisted Learning) program aims to help students in the country achieve their
personal and academic goals by providing an individualized English instruction through peer
tutoring that will also encourage camaraderie and diverse perspectives for students.
Program Goals
Provide additional and specialized English language instruction support to help students
acquire the desired reading skills necessary to achieve their goals.
Guide the students and foster supportive and respectful environment while learning.
Emphasize and facilitate the growth of critical thinking skills through peer reading.
Enable students to feel confident in reading and using the English language.
Promote independent learning outside of the classroom.
Determine level progression and completion of the program so that students may
transition into more complex and meaningful academic work.
IV. SCOPE
This program is specifically dedicated for junior high school and senior high school
students. Through the students reading test scores and previous academic records, the teacher
will determine the student’s reading skill level as Beginner, Intermediate, or Advanced. The
teachers can also adapt a reading diagnostic test to help in determining the reading skill level of
the students.
V. DEFINITION OF TERMS
PAL (Peer Assisted Learning)- program that aims to help students develop fluent reading skills by
reading and build confidence through a positive and social interaction with another student/s.
VI. POLICY STATEMENT
We believe that reading is fundamental to learning, it permeates the entire curriculum, and is
crucial to all learning. The primary goal of the program is to help our students develop proficiency in
and comprehension of written and spoken English. This reading language program offers numerous
benefits for our students to improve their critical reading skills and as second language learners,
including their level of vocabulary and grammar skills, cultural knowledge, and critical thinking
abilities.
Our long-term mission is to help students develop their reading skills, linguistic and literary
competence necessary to live, work and be lifelong learners. This will also help the teachers
determine the specialized English needs and goals of their students that they can use in developing
and conducting high quality English language proficiency assessments.
V. MONITORING AND EVALUATION
The school heads shall be primarily responsible for supervising the implementation of this
program in their schools. The Curriculum and Learning Management Division (CLMD) and
Curriculum Implementation Division (CID) alongside the Language Department of the schools shall
diligently collaborate with each other in ensuring that the provisions of this program are complied
with.
Language teachers will play an important role in determining the peer groups to work together.
The program encourages the teachers to work in teams to achieve the goals of this program for the
students.
