THE academic performances of tutored public school students in two critical subject areas — reading and mathematics — have improved, according to a survey conducted by the Public School System.
In School Year 2021-2022, PSS said 810 K-12 students availed themselves of the High Dosage Tutoring or HDT learning intervention that aims to “mitigate both the short-term and long-term effects of the Covid-19 pandemic.” The students were served by 93 tutors who are classroom teachers or high school students.
Commissioner of Education Dr. Alfred B. Ada, with PSS Senior Director for Accountability, Research and Evaluation Dr. Rizalina Liwag and her team, launched the program “to assist students…whose learning abilities were impacted during the pandemic.”
Based on the survey, the students had “positive interactions with their tutors” and had “positive experiences or attitudes in response to the learning experience.” The students also expressed gratitude to their tutors.
The survey was conducted to determine the effectivity of the program and to identify the needs of the participating students and tutors, PSS said.
According to Liwag, “The data showed that the students who received tutoring showed academic improvement in reading between 1% and 22.5% and an academic improvement in math between 1.7% and 14.2%.”
She added, “Overall, surveyed students indicated positive interactions with their tutor as well as the ability of their tutor to provide meaningful assistance throughout the school year.”
Based on the STAR Reading assessment, about 53% of public schools saw an average improvement of 3% or higher in their STAR Reading scaled scores, with an average improvement of 4.4% PSS-wide.
As for the STAR Math assessment, data indicated that about 22% of schools showed an average improvement of 3% or higher than their STAR Math scaled scores, with an average improvement of 1.2% PSS-wide.
STAR Reading and STAR Math are standardized, computer-adaptive assessments created by Renaissance Learning Inc. for use in K-12 education.
‘Positive interactions’
The PSS Office of Accountability, Research and Evaluation said based on the survey, there was “positive interaction” between kindergarten to 2nd graders and their tutors.
The students stated that their tutors provided meaningful assistance in reading and math through the High Dosage Learning Program.
As for the third to 12th grade students, they “strongly agree” or “agree” with positive statements relating to their interactions with their tutors. The students likewise said that their tutors had the ability to assist with the students’ problems or activities in the classroom.
About 21% of the surveyed students shared “positive experiences or attitudes toward the experiences shared with their tutors or wanted to express gratitude.”
Feedback from tutors
Asked about the challenges they faced with the HDT program, some of the tutors who participated in the survey expressed the need for more time with each student, and for more tutors.
Some noted the challenge of having high school-aged tutors whose school/class schedules ran in conflict with their tutoring time.
Of the 42 teachers surveyed, 20 offered additional comments about their experiences; 10 shared positive statements; two shared negative experiences; and nine offered recommendations.
Senior Director for Accountability, Research and Evaluation Dr. Rizalina Liwag, left, and Rota public schools’ tutors.
A tutor engages with her students.
Tutor Frankye Fracesca Ada, left, back facing camera, guides her Hopwood Middle School students.
Tutor Christine Beceril, standing left, and a classroom teacher are seen with Hopwood Middle School students.
Tutor Richard Waldo, right, and a student.
Tutor Edriel Javier with a student.
