Abstract
This study assesses the effectiveness of remediation activities of Grade 5 pupil’s academic performance in the subject Technology and Livelihood Education (TLE). The study used an experimental pretest-posttest design. We chose two schools in the experiment and each school has a class with 50 pupils each. We assigned one school as the independent group and the other one was the experimental group. The researchers worked with the respective teachers in TLE to determine the level of academic performance of the students. First, we administered a pretest during their first grading period. The results for both schools were not impressive, prompting the researchers to advise remediation activities to the experimental group. We advised the independent group to do the usual learning methods. After the intervention, the researcher performed another set of assessment using the results of the second grading period performance. The researchers used a paired t-test to check for significant differences in the scores of the groups. The study found that there is a significant difference in the scores of the pupils after the remediation intervention. Therefore, the researchers concluded that remediation activities can affect the academic performance of the students.
Highlights
Educating pupils is the core reason for all teaching-learning processes which is undertaken in each classroom in the formal education platform
The main purpose of this study is to assess the effectiveness of remediation activities to the Grade 5 pupils’ academic performance. It looked into the academic performance of pupils by the quizzes provided in their subject Technology and Livelihood Education (TLE)
The overall score for each class was converted into percentages and interpreted using the descriptor provided by the Department of Education
Summary
Educating pupils is the core reason for all teaching-learning processes which is undertaken in each classroom in the formal education platform. That is why Thilges and Schmer (2020) provided a concept analysis of formal remediation wherein he established a framework for defining the concept, developing measurable outcomes, and describing when to implement the intervention. This is important so that there is a consistent and systematic way of delivering the remedial class. Students learn from various experiences that is why traditional teaching is still accepted and proven to be still effective through time In this context, Mbwiri (2016) concluded that the constructivist approach was not superior to the traditional approach of instruction on a 10-week remedial class. Sultan (2019) described the characteristics of remedial students like these, which includes attendance problem, lack of focus during the learning process, health and learning problems, not giving response when questions are asked by the teacher, lack of interest in learning, and family problems
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