Remedial Classes Research Articles

МЕКТЕП ЖАСЫНДАҒЫ БАЛАЛАРҒА КОРРЕКЦИЯЛЫҚ ЖҰМЫС ЖҮРГІЗУДЕ ОЙЫН ТЕРАПИЯСЫН ПАЙДАЛАНУ

the problem of correctional work for children of primary school age is relevant today. In this scientific article, the authors suggest that school-age children use toys and games as a means of conducting remedial classes. Play therapy is a tool that can be used when working with both children and their parents. To illustrate the research work, the article used the questionnaire method, the bibliographic method, and the observation method. In addition, caterers from real situations were presented and the games used for corrective work and their guidance were shown. The MEGA Tulga children's development center was acquired as a research base, which has been operating on the basis of play therapy in Taraz since 2016. The center accepts children aged 3 to 14 years and conducts their correctional work. The center presents more than 30 types of toys that enhance children's intellectual abilities. In the process of proper communication with children and correctional work, it is necessary to choose the right special tools. And game therapy in this case becomes universal. Despite the fact that this area of psychology has developed in foreign countries, attention is now being paid and studied in Kazakhstan. Therefore, the topic and direction of the article do not lose their relevance.

‘Little Teacher’ in the Remedial Class: Effectiveness in Learning of Low-Achiever Students of Class IX Chemistry and Integrated Science of Class VII & VIII

‘Little Teacher’ in the Remedial Class: Effectiveness in Learning of Low-Achiever Students of Class IX Chemistry and Integrated Science of Class VII & VIII

Influence of Remedial Classes on Students' Learning Outcomes in Public Secondary Schools in Rwanda, a Case of Kamonyi District, Rwanda

Main purpose of this paper was based on assessment of the influence of remedial classes on students learning outcomes in public secondary schools in Rwanda, a case of Kamonyi District, Rwanda. This research was supported with system theory and Constructivism learning theory. The researcher used descriptive research design and the participants was students, headteachers and teachers. All respondents was 223 from the population of 504.The participants was chosen by using different methods where researcher used simple random sampling for teachers and students while purposive sampling for headteachers. Researchers used questionnaires and interviews to gather student feedback, revealing positive perceptions of these classes. Students also found the materials used in remedial sessions helpful, with 90.6% agreeing that they supported their learning. However, 39.4% felt that motivation could be improved, and some students remained neutral about the effectiveness of the materials. The Pearson Correlation coefficient of 0.928indicates a very strong positive correlation between participation in remedial classes and students' learning outcomes. This high value suggests that as students engage more in remedial classes, their academic performance significantly improves. . The R value of 0.928 indicates a very strong correlation, while the R Square value of 0.861 reveals that 86.1% of the variance in students' learning outcomes can be attributed to their participation in remedial classes. This highlights the significant predictive power of the model, showing that the majority of the academic improvements among students can be explained by their engagement in remedial classes. remedial programs. The government of Rwanda should increase funding and resources allocated to remedial education in public secondary schools and provide additional financial support, schools will be better equipped to create sustainable and effective remedial programs. The Ministry of Education (MINEDUC) should prioritize the integration of remedial programs into the national curriculum framework. Headteachers should also monitor the progress of students in remedial classes and work closely with teachers to identify areas for improvement.

The effects of Dibao programme on adolescent academic performance: evidence from seventh-grade students in China

ABSTRACT China’s Dibao is one of the largest cash transfer programmes in the world, serving as a ‘last safety net’. However, evidence regarding the effect of Dibao on children’s educational outcomes and its mechanisms remains limited. Using data from the China Education Panel Survey (CEPS) and employing a combined propensity score matching and difference-in-differences (PSM-DID) approach, this study examined the association between Dibao participation and adolescent academic performance in China and explored the potential influence mechanisms in this relationship. The results showed that Dibao had significant positive effects on adolescent academic performance. Moreover, the positive effects of Dibao on academic performance were stronger among urban adolescents, boys and adolescents living with their parents. Attending remedial class, expenditure of remedial class, frequency of communication with parents, having home-school communication, attitudes towards learning, and self-confidence about the future were important influence channels in the relationship between Dibao participation and adolescent academic performance. Our findings suggest that cash transfer programmes such as China’s Dibao can go beyond the safety nets to make ends meet. Dibao’s potential role in boosting adolescents’ human capital in poor families provides important implications for policy reform in China as well as in other developing countries.

The Impact of Remedial Classes on the Performance of Grade 7 Learners in Mathematics Using the Project TAPPPIK

The Impact of Remedial Classes on the Performance of Grade 7 Learners in Mathematics Using the Project TAPPPIK

Art Therapeutic Methods of Work by a Psychologist with Anxious Teenagers in an Educational Institution

Introduction. Anxiety is one of the most common problems faced by teenagers. Factors contributing to anxiety in adolescents may be related to personal characteristics, social, biological factors, and economic conditions. All this determines the relevance of the research topic and the need to develop and implement a correctional and developmental program in educational institutions that helps reduce anxiety levels. The novelty of the study lies in the identification of certain dynamics of anxiety and self-esteem indicators in adolescents after remedial classes using art therapy methods. Purpose. The study of the dynamics of adolescent anxiety in the process of implementing a correctional program using art therapy methods.Materials and methods. To assess anxiety, O. Kondash’s social-situational anxiety scale and Ch. D. Spielberger’s scale for assessing the level of reactive and personal anxiety (adapted by Yu. L. Khanin) were used; to measure the level of selfesteem, the self-esteem diagnostic technique of T. Dembo – S. Rubinstein . The obtained data were subjected to statistical analysis by using the Mann-Whitney U test.Results. The study involved 84 teenagers (from 14 to 16 years old) studying at a secondary school. After conducting classes on the correction of anxiety in adolescents using art therapy methods, significantly significant differences were revealed on the scales of “self-esteem anxiety”, “situational anxiety” and on the indicator of “self-confidence”. It was found that the level of self-esteem and situational anxiety in the experimental group is lower, and self-confidence is higher than in the control group.Discussion. The program of art therapy sessions with adolescents allowed not only to diagnose, but also to correct indicators related to anxiety and self-esteem. The data obtained as a result of the study can be used in the psychological support of anxious adolescents.

Viewpoints of students toward direct instruction in remedial class: Input for a proposed learning plan in physical science

Viewpoints of students toward direct instruction in remedial class: Input for a proposed learning plan in physical science

The Unintended Consequences of Test-Based Remediation

School systems around the world use achievement tests to assign students to schools, classes, and instructional resources, including remediation. Using a regression discontinuity design, we study a Florida policy that places middle school students who score below a proficiency cutoff into remedial classes. Students scoring below the cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socioeconomic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students. (JEL H75, I21, I28, J15)

Effects of seasonal floods on teaching and learning activities in floods prone primary schools in Chemba District, Dodoma Region, Tanzania

This study assessed the floods related factors affecting teaching and learning activities in floods prone schools in Chemba district, Dodoma region, Tanzania. The findings revealed floods factors such as schools’ inaccessibility due to impassable roads accompanied by distance to teaching and learning activities in floods prone schools due to pupils' psychological impacts, disruption of the school calendar, and increased insecurity. Moreover, the communities and schools employed different strategies to increase access to primary education, such as roads and footpaths repairing and maintenance, community participation in drainage activities, establishing satellite schools, and enforcing by-laws and remedial classes. Therefore, the study recommends government-community partnerships to address challenges in flood-prone areas to increase school-age children’s access to primary education.

Implicit effect in experimental studying of the deviant behavior of adolescents

Deviant behavior in adolescence was noted by parents, teachers and philosophers at all historical times, but had a descriptive character. This social phenomenon has gained relevance for society in connection with urbanization, and therefore with the density of settlement in a limited area. The scientific study of a socially significant phenomenon has encountered difficulties in identifying non-obvious internal and environmental motivators that encourage subjects to deviate behavior. The psychological problem is seen in the identification and valid registration of implicit factors that stimulate the subject to socially disapproved actions. The aim of the study is to experimentally identify hidden variables that predispose to a decrease in deviations in the behavior of adolescents. The object of study is the deviant adolescent behavior. The task is to register an implicit effect that reduces the result of exposure in correctional training. 43 volunteers aged 14-15 years participated in the experiments. According to the observed behavioral signs, they were divided into two groups: a group of individuals with prerequisites for deviant behavior and a group of volunteers with socially acceptable behavior. For diagnostic procedures, the methods of Bass – Darka, Spielberger – Khanin, V. Zung, and the program of correction of deviance by G.I. Makartycheva were selected. The reliability of the results was determined by the Mann-Whitney and Wilcoxon criteria, and Spearman’s rank correlation coefficient was calculated. The result is that adolescents with prerequisites for deviant behavior have an implicit effect – facilitation (the Zayonets effect) in the form of increased anxiety in the situation of group remedial classes.

PCIT: How to help the parent interact with their child

The biggest fear of parents when referred to Parent‐Child Interaction Therapy (PCIT) is that the therapists will validate that the parent isn't good at parenting, so if the parent ever thinks the therapist is judging or blaming him or her, the therapy won't go well, said Melanie M. Nelson, Ph.D., presenting this topic at the AACAP last fall. “How would if feel if you were told you should go to parent training?” she said. “The message is that you need to go to remedial classes. So, we emphasize that we are working on specialized parenting, or therapeutic parenting.”

Understanding mathematics anxiety: loss aversion and student engagement

AbstractThis paper applies the well-known cognitive bias of loss aversion from behavioural economics to student decisions over engagement with mathematically demanding coursework. This bias is shown to predict behaviour that is consistent with mathematics anxiety in a dynamic model of student engagement. It is shown that these forces can imply polarization in student outcomes with some students chronically disengaged in a low-attainment equilibrium, in the absence of any countervailing pedagogic interventions. However, the model illustrates that chronic disengagement is not necessarily equivalent to chronic apathy. Rather, students for whom the short-term cost of failure looms large are shown to be at heightened risk of disengagement. The model is used to understand and evaluate various elements of the mathematics anxiety literature including the role of formative assessment, the fixed and growth mindset models, the efficacy of task-oriented achievement goals, the cognitive interference and motivation enhancement models of test anxiety, the provision of remedial classes and technology-enhanced solutions to learning and assessment.

Особенности школьной адаптации учащихся с расстройствами аутистического спектра на первом году обучения

<p style="text-align: justify;">The article discusses the results of the initial stage of a longitudinal study of the school adaptation of children with autism spectrum disorders studying in primary school. The study sample is represented by 78 first-graders with autism spectrum disorder (ASD) who study in 20 schools from 14 Russian regions. The study was based on the method of expert assessments obtained through questionnaires of teachers and parents of students. We used the “Expert assessment of a child’s adaptation to school” methodology modified for the needs of the study (V.I. Chirkov, O.V. Sokolova, O.L. Sorokina) and a questionnaire for assessing social skills and behavior of schoolchildren with ASD by L.V. Shargorodskaya. The dynamics of school adaptation of students with ASD was assessed in relation to their personal and educational achievements. By the end of the first year of study, a positive dynamic of the level of school adaptation was found in the sample study. At the same time, educational achievements were more pronounced and personal achievements associated with the expansion of communication opportunities and socialization of children were extremely low. The influence of a number of factors on the school adaptation of children with ASD was revealed, the most significant of which was the factor of children attending correctional classes at preschool age (at least two years). Special school preparation classes (at least one year) and kindergarten attendance at preschool age (at least two years) proved to be significant factors of school adaptation for children with ASD and intellectual disabilities. This sample revealed a negligible impact of remedial classes conducted in the first year of study on the educational results of students with ASD and the absence of the influence of this factor on their personal achievements. Further observation of the group of children included in the study during their primary school education will allow to clarify and supplement the data obtained.</p>

학생으로서 학생선수 학습권에 관한 소고(小考)

Elite sports education in Korea has structural contradictions. In other words, the process of elite sports is that professional exercise instructors provide intensive and systematic education for talented players. However, it is judged that since life sports are not active except for some sports in Korea, in many cases, talents are often discovered by starting elite sports education first. Furthermore, such elite sports education is directly linked to the college admission process for sport-specialty students, which means that the decision to quit athletics in the middle is to give up going to college, so student-athletes have no choice but to continue training and participating in competitions, even if they are not athletically gifted.
 As a result of a complete enumeration survey by the National Human Rights Commission of Korea, it was investigated that school classes were not being conducted properly in the case of student-athletes. Although remedial classes are supposed to make up for missing classes through the e-school system, in addition to an issue about the fidelity of learning when taking e-school, more importantly, e-school classes cannot replace character education and socialization education as a member of the community to be acquired in school life. Just the initial idea of introducing the e-school system for student-athletes meant that the Ministry of Education itself acknowledged the deficiencies of regular classes due to the activities of school athletic clubs, but it did not prepare an alternative to character education and socialization education.
 Character education and socialization education, such as the acquisition of universal knowledge for independent living of each citizen, as well as the virtues required as members of a social community, can be said to be essential elements for survival as a human being. That is why the Constitution stipulates the compulsory education system as a responsibility of the state.
 The recent measure by the Ministry of Education to expand the number of days acknowledged as attendance for student-athletes is an act of neglecting the state's obligations for 6 years of elementary education and 3 years of secondary education, which are stipulated in the Constitution. If school education with a public nature is disrupted by private education in the structure of school sports, it means that the state has rather taken advantage of school sports power despite its duty and responsibility to regulate appropriately for the normalization of school education. It would be reasonable for the government to face up to the structural problems of elite sports education and present solutions.

Leiter-3 Scale as Instrument for Assessment of Children with Emotional-Volitional Disorders

Background : assistance to children with emotional and volitional disorders requires effective methods of psychological assessment. However, using standard diagnostic methods in this regard is often considered problematic. Successful application of a standard Leiter-3 test in the described sample provides a valuable insight into the prospects for standardized diagnostics in this area. Aim : to evaluate the possibilities of using the Leiter-3 battery for examining a group of children with severe emotional and volitional disorders. Patients and methods : the study involved preschoolers and adolescents with emotional and volitional disorders (41 people in total) attending group remedial classes at the Center of Curative Pedagogics (Moscow). A pilot study of non-verbal intelligence was carried out using the Leiter-3 test. Results : we have identified a number of problems that make it difficult to use the technique in this group. They are associated with certain traits of the children involved — difficulties in contact, interaction, communication (both verbal and non-verbal), acceptance of the examination situation, focusing on the task, etc. Many of these problems could be solved by slightly modifying the methodology and maintaining certain conditions during testing. Conclusions: the Leiter-3 method can be successfully used to assess the level of intellectual development of children with severe emotional and volitional disorders. However, in some cases it is advisable to apply an individual approach and modify the examination procedure taking into account the characteristics of the child. Further research is needed to verify results obtained that way.

Utilization of Tarsia Puzzle in Improving Learning on Integers, Rationals, Patterns, And Algebra (Irpa) Among Senior High School Students in a Public School

The research was conducted in order to improve students’ mastery level of the pre-requisite skills in General Mathematics such as integer, rational, patterns and algebra. The teacher observed that students’ performance is greatly affected by their poor mastery of the pre-requisite skills. The research involves thirty student respondents who were purposively selected based on their score on the pre-test given to them at the beginning of the semester. Students were ranked based on the score they got in the pre-test. The bottom thirty were then selected as respondents of the study. The respondents were given Tarsia-aided remedial classes as intervention. Tarsia is a software that allows teachers to create a variety of puzzles like jigsaw and dominoes. Sixty-minute remedial classes of two to three session per week started on the month of September 2021. A blended learning modality was adapted. The researcher gathered data using the pre-test and post-test result of the respondent. It was found out that the average of the score of the thirty respondents in the 50-item pre-test is 8.13. The average of the scores of the students increased by 11.2 points during the post-test that was given after the intervention. Using t-test for paired samples, it was fund out that there is a significant difference between students’ pre-test and post-test scores. Thus, the Tarsia-aided remedial classes improved students’ mastery of the pre-requisite skills.

Utilization of Tarsia Puzzle in Improving Learning on Integers, Rationales, Patterns, and Algebra (IRPA) among Senior High School Students in a Public School

The research was conducted to improve students’ mastery level of the pre-requisite skills in General Mathematics such as integer, rational, patterns and algebra. The teacher observed that students’ performance is greatly affected by their poor mastery of the pre-requisite skills. The research involves thirty student respondents who were purposively selected based on their scores on the pre-test given to them at the beginning of the semester. Students were ranked based on the score they got in the pre-test. The bottom thirty were then selected as respondents of the study. The respondents were given Tarsia-aided remedial classes as an intervention. Tarsia is a software that allows teachers to create a variety of puzzles like jigsaw and dominoes. Sixty-minute remedial classes of two to three sessions per week started on the month of September 2021. A blended learning modality was adopted. The researcher gathered data using the pre-test and post-test results of the respondent. It was found out that the average of score of the thirty respondents in the 50-item pre-test is 8.13. The average of scores of the students increased by 11.2 points during the post-test that was given after the intervention. Using a t-test for paired samples, it was found out that there is a significant difference between students’ pre-test and post-test scores. Thus, the Tarsia-aided remedial classes improved students’ mastery of the pre-requisite skills.

Challenges in teaching and learning English in Large Classes: A Case Study of Remedial Classes in Sindh University

Challenges in teaching and learning English in Large Classes: A Case Study of Remedial Classes in Sindh University

Fighting Stigma: Remedial vs Supplemental Instruction

Remedial classes targeting at-risk students in the pre-college preparatory programmes in Oman appear to be doing a disservice to the very students the programme intends to support. The ‘culprit’ behind this situation remained a matter of guesswork until this study was initiated. This two-stage study aimed at (a) investigating the reasons behind the lack of motivation of those who were referred to remedial classes and (b) trialling and assessing a non-remedial academic support intervention. A mixed methods approach was used during the two stages to triangulate all stakeholders’ perceptions qualitatively and to corroborate the qualitative findings with statistical data from questionnaires targeting tutors and tutees. The remedial intervention was found to suffer from serious issues related to labelling. Unlike the remedial programme, the non-remedial, non-segregationist intervention, with its two-thronged focus on content and attitude, was found to be a better fit for the pre-college students.

The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject: A case of selected Ordinary Secondary Schools in Mbeya, Tanzania

The study investigated the teaching methodology and the behavior of ordinary secondary school students in learning mathematics. This study sought to find behind the scenes why most students in ordinary secondary schools dislike mathematics, which leads to massive failures. To uncover this gap, the study applied a correlation research design. Systematic sampling technique of the interval 50th was used in which 100 respondents were selected; 20 respondents each from 5 selected secondary schools in Mbeya. Data were collected through a questionnaire. Data were analyzed descriptively and speculatively. The survey found that teaching materials/media were effectively implemented. Also, the findings indicate the non-adoption of informal behavior and non-reflection of mathematics teachings to the learner’s natural home environment. Thus, from these discrepancies, the study recommends that mathematics teachers be used to teaching simulation and visual aids/media. It is recommended that mathematics teachers use informal behavior such as courage words, remedial classes, and others for students adapted to mathematics-solving behavior. Lastly, it is suggested that mathematics teachings should be reflexive to students’ real-life environment.