Readiness: The Key Factor in Remedial Teaching and Learning

Abstract

The question of the extent of readiness of all participants for remediation is critical for the success of the program. Readiness of students entering university education is increasingly becoming a serious matter of concern. Large numbers of students graduate from secondary education but many are underprepared for postsecondary work. They need to undertake college level education but find that they need remediation to proceed in their pursuit of tertiary education. The remedial program means taking longer in college, uncertainty regarding whether they will complete this level of education, additional financial costs, and negative attitudes. Many of these underprepared students are therefore left questioning whether they deserve to be in remedial classes. They are not the only group that needs to address readiness for remediation as a matter of significance; university lecturers, sponsors or guardians, the universities themselves, and the government, all need to assess their readiness at the onset of a remedial program. This paper explores the concept of readiness as a critical determinant of the success of a remedial program and demonstrates that remediation is beneficial as it enables students to tap into the benefits of university education. Remediation also enables nations to draw from the huge potential from students who would, without remediation, be kept out of careers. It concludes that remediation is important despite the attendant costs and attitudes.