Effectiveness of Multi-Faceted Tutorial Approach on Basic Literacy and Numeracy Among Struggling Learners and Insights from Pre-service Elementary Teacher-Tutors

Abstract

The persistence of learning deficits in foundational literacy and numeracy among learners in public elementary schools underscores the urgent need to strengthen focused interventions. This study introduced a multi-faceted tutorial approach implemented by pre-service elementary teachers to provide targeted remediation for struggling learners while offering authentic, practice-based learning in initial teacher education. Designed as participatory educational research, the study employed a one-group pretest–posttest design replicated in six grade levels to determine the effectiveness of the intervention on learners’ basic skills, and a descriptive qualitative approach to explore pre-service teacher-tutors’ experiences and professional learning. Quantitative results showed significant improvements in reading fluency and basic numeracy, with vast majority of learners progressing from frustration to instructional or independent proficiency levels. Qualitative findings revealed that the pre-service teacher-tutors developed deeper pedagogical awareness, learning to differentiate instruction, scaffold tasks, and provide continuous feedback responsive to learners’ needs. Their reflections indicated emerging professional identity characterized by empathy, patience, and learner-centered practice. Despite challenges such as variable learner engagement and limited home support, tutors demonstrated adaptive instructional decision-making. The findings highlight the dual value of school-based remediation programs: closing foundational learning gaps and strengthening teacher preparation through meaningful, situated teaching experiences. The study recommends sustained implementation of structured tutoring and expanded integration of field-based mentoring in initial teacher education programs.