Developmental Education Research Articles

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study

AbstractStudents classified as English learners (ELs) in high school are more likely to start their postsecondary education in community colleges (CCs). Many high school EL graduates enter a CC, hoping to make good academic progress and later transfer to a 4‐year college. However, past research has found that such students often struggle in CCs and rarely earn a postsecondary credential or transfer to a 4‐year college. ELs' high school academic preparation and their subsequent college access—or lack thereof—are closely related. Yet, there is little research connecting ELs' academic preparation in high school and their subsequent ongoing trajectories once they are enrolled in CC. Drawing on the concepts of opportunity to learn (OTL) and opportunity sequences, this qualitative case study examines six high school ELs' academic trajectories from high school through CC. Our analysis shows a negative opportunity sequence in which ELs' limited OTL in high school lands them in remedial education at a local CC, which in turn delays their exposure to disciplinary courses in their majors. The students' struggles with their first disciplinary courses subsequently hinder their CC persistence and timely transfer to a 4‐year college, forcing them to reset their postsecondary goals.

The play in research and the research in play: a participatory treasure map experience project

ABSTRACT This article recounts the changes that occurred when a research study was redesigned to become more participatory, involving children, teachers, families, and the wider symbolic cultural neighbourhood. What emerged was a research study that was integrated into the curriculum of a four-year-old classroom. Here, the process is specifically examined through which curriculum emerged when the research project called the Treasure Map Experience (TME) was embedded into the weekly curriculum of a four-year-old classroom. In recounting this process, it became evident that the emergent early childhood curriculum included tenets of Developmental Education, notably the two most prevalent instructional practices of shared direct instruction and environmental exposure, which correlate with Vygotsky’s spontaneous/everyday and scientific concept acquisition. Moreover, the inclusion of numerous technical and psychological tools is noted as they appear in the emergent Treasure Map Curriculum. Based on the idea that child development occurs as a result of a sociocultural process where a child appropriates cultural tools within relationships and interactions with adults and ‘more knowledgeable others’, the emergent curriculum serves as an example of Developmental Education. Further, the research study informs the development of the curriculum at the same time that the curriculum informs the direction and findings of the study.

Bridging the Corequisite Divide: Lessons Learned from a Large, Minority Serving Community College

ABSTRACT The corequisite model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this Brief is to offer recommendations to college leaders, faculty, and staff involved with implementing the corequisite model at their institution. Our recommendations are from a multi-year, mixed-methods research project conducted at one of the nation’s most racially, ethnically diverse community college systems in Texas. We use quotes from our interviews with corequisite faculty (51) and students (42) to represent broader themes on improving student success within corequisite courses. These interviews informed our recommendations to enhance classroom instruction, professional development, and implementation of the corequisite model. As the corequisite model continues to gain popularity across the country, we hope readers will consider our recommendations to ensure students receive the best support to ultimately improve equity outcomes in developmental education.

Determinant of Rural and Urban Student Performance in Ghana

Despite the large number of remedial students entering tertiary institutions in Ghana, very little empirical research has examined the impact of geographical and socio-economic variables on student performance. This study uses microdata on 360 urban and rural remedial students to examine the differences in educational outcomes between those attending remedial schools in rural areas and those enrolled in urban remedial schools. The study further analyzes the determinants of educational outcomes, with a focus on the relevance of geographical location. The descriptive analysis shows that the academic outcomes of urban remedial students are generally better than those of rural students. In contrast, the results from the student’s t-test indicate a statistically significant difference in the performance of urban and rural remedial students. The determinants of these performances include age, gender, number of papers written, parental education, and, most importantly, the location of the remedial student. From a policy perspective, the findings of this paper support actions aimed at improving educational conditions in rural areas.

Challenges experienced by remedial education program in peri-urban primary schools in Zimbabwe. Case study of Riki Primary School in Mashonaland Province, Seke District.

The major concern of the study was that despite having remedial education programs in Zimbabwe schools, the performance in peri-urban primary schools is not below expectation. The purpose was to examine the challenges experienced by remedial education programs in peri-urban primary schools as perceived by remedial teachers, and school administrators. The study used document analysis as the foundation of data collection. Interview questions were used to collect data from teachers and school administrators. Focus group discussions was used to collect data from teachers through using ZOOM online meeting. Qualitative thematic analysis was used to analyze the collected data. The collected data was clustered into themes in line with the study objectives. The findings identified challenges such as lack of remedial learning resources, stigma and discrimination, class size, facilitator expertise, and high teacher-learner ratio. Therefore, the study concluded that remedial education in Zimbabwe's peri-urban primary schools was ineffective. The study recommended that there is need for the government through the Ministry of Education to revise and review the Zimbabwe school remediation policy, train teachers on how to administer remedial lessons, and provide adequate support to promote effective remedial education.

Online demonstration experiments as experiential learning

Demonstration experiments are commonly used as a teaching tool in courses in experimental linguistics, cognitive psychology and cognitive science. This paper presents an inquiry into the impact of participating in demonstration experiments on student learning. This inquiry frames demonstration experiments as a form of experiential learning. As such, the experiment exercises were designed following the Co-Constructed Developmental Teaching Theory (Shenk & Cruikshank 2015), a model of experiential teaching inspired by the cognitive neuroscience of learning. One demonstration experiment exercise on the concept of categorical perception is presented in the context of an introductory-level course in cognitive science.

The Effect of Using Error Analysis as a Remedial Teaching Strategy on English Major Students’ Productive Skills

The objective of this study was to examine the impact of employing Error Analysis as a remedial teaching method on the productive skills of English Major Students. The study included thirty-six students enrolled in the Department of English Language and Literature at Al-Isra University during the first semester of the academic year 2022/2023. The study participants were initially divided into two sections: section A, comprising thirty students who registered for the Syntax Course, which was assigned as the experimental group. The material was taught using Error Analysis as a remedial teaching method. Section B comprised sixteen students who enrolled in the Applied Linguistics Course. The control group was chosen and instructed using conventional teaching methods. A pre/post-test was administered to evaluate the impact of utilizing error analysis as a remedial teaching method on enhancing the productive skills of English as a Foreign Language (EFL) students. Both groups of students took a pre-test to determine their equivalence prior to commencing the experiment. Following a duration of eight weeks, the identical test was administered to both groups as a post-test in order to evaluate their progress in the Productive skills. The statistical analysis employed included measures, standard deviation, T-test, One-way ANOVA, and Scheffe. The study's findings demonstrated that implementing Error Analysis as a method of Remedial Teaching had a notable impact on enhancing students' Productive skills. The findings also demonstrated a clear advantage for the experimental group. This could be attributed to the impact of employing Error Analysis as a method of Remedial Teaching. Consequently, a set of recommendations was given at the conclusion of the study to promote the use of Error Analysis as a strategy for Remedial Teaching in order to enhance the development of productive skills in English Major students.

Специфика усвоения диалоговых навыков дошкольниками с расстройствами аутистического спектра

<p style="text-align: justify;"><strong>Objectives. </strong>The variability of disorders in the formation of dialog skills of preschoolers with autism spectrum disorders (ASD) does not always depend on the level of intellectual development. In issues of speech development, it is important to take into account both the specifics of understanding the reversed speech at the level of interrogative statements, and the aspects of structuring and semantics of the answer proposed by the child with ASD himself. In order to study the specifics of mastering the basic conversational skills by children with ASD who have unimpaired intellect, a special pilot study was designed and conducted.</p> <p style="text-align: justify;"><strong>Methods. </strong>The peculiarities of understanding questions of various purposes and structures by students of the age of 5—7 years (group 1 — 51 children) with unimpaired intellect and ability of verbal communication were studied. Children of group 1 and preschoolers of group 2 of younger age (from 3 years 10 months to 5 years 2 months, a total of 28 participants) were presented with 48 questions, hierarchically organized based on ontogenetic patterns associated with the formation of cognitive concepts, which are accessible to a typically developing child by a certain age. The results obtained in both groups were compared.</p> <p style="text-align: justify;"><strong>Results. </strong>Only 2.3% of the proposed 3,708 questions remained unanswered, and the number of correct (adequate) answers, depending on age, tended to increase (for example, preschoolers with ASD of 4 years gave 68% correct answers, preschoolers of 5 years — 73%). The study shows that, in terms of nature and specifics of dialog skills, students with ASD 5-7 years old have no significant differences from the typically developing preschoolers of a younger age group: the number and quality of correct answers from children with ASD at the age of 6 years is comparable with the number of correct answers from typically developing preschoolers of 4 years old.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>In the process of forming dialog skills in the structure of developmental education for children with ASD, the teacher should rely solely on the traditional spontaneous question-and-answer method, they should also consider the semantics and pragmatics of the proposed lexical material. The data obtained will be useful for special education teachers in selecting the content for speech development, taking into account the individual typological characteristics of children with ASD.</p>

Remediation Education for the Medical Educator

Remediation Education for the Medical Educator

The Relationship Between Course Structure and Intensity, and Student Success in Developmental Education

Texas legislation mandated that colleges offer developmental education using a corequisite model, where students concurrently enroll in introductory college-level courses with supplemental developmental support. Using data from the population of Texas students in developmental education, we estimated regression models to investigate differential relationships between corequisite characteristics and outcomes, both overall and by student characteristics. Our findings suggest there is no single “magic bullet” course structure that is universally more effective, as relationships between the reform and student success vary by subject and student subgroup. Additionally, even a single credit of corequisite developmental support can be beneficial for some students, potentially more so than traditional three-credit courses.

A Critical Systematic Review of Cultural and Community Practices in Integrated Reading and Writing Courses in Two-Year Colleges

ABSTRACT This study aimed to synthesize and critically analyze 24 empirical studies that focused on Students of Color (SOC) in Integrated Reading and Writing (IRW) classrooms in U.S. community colleges. Our review, through the cultural and community practices framing, examined IRW studies and how SOC, curriculum/institutional reform, and wise pedagogical practices for culturally diverse learning communities were portrayed. Our cultural and community practices framework was informed by culturally sustaining pedagogy and community cultural wealth framework in literacy. Through narratively reviewing studies, we generated the following six themes using our framework of cultural and community practices in classroom settings: ways to culturally diversify reading and writing text, strengthening students’ identity through curriculum, fostering community in the postsecondary classroom, supporting students’ mother tongue in the classroom, the need for diverse faculty representation, and the need for asset-based narratives in developmental education. Implications for asset-focused research and practice are discussed in postsecondary literacy spaces.

Homonymy of words belonging to different parts of speech: the activity-based approach to studying the topic at school

The article examines the homonymy of words of different parts of speech in the context of teaching orthography to schoolchildren. This phenomenon requires special attention because, firstly, it underlies the understanding of morphology as a branch of linguistics. Secondly, homonymy is one of the causes of spelling errors which are difficult to avoid. Thirdly, understanding the nature of this phenomenon facilitates the perception of language as a system. The paper discusses the activity-based approach to learning the Russian language. Within its framework, no ready-made rules are imposed on schoolchildren. Instead, they are given problems. Solving them contributes to the development of students’ critical thinking, as well as a deeper understanding and appropriation of independently discovered knowledge. On the one hand, the study is based on the examination of linguistic units, on the other – on the analysis of students’ activity when solving orthographic problems. Based on the experience of using the Elkonin-Davydov developmental education system, we propose a tentative structure of a lesson included in the system of lessons on the topic Homonymy of words of different parts of speech. The article also describes individual assignments which are of a research nature and contribute to the development of a few competencies that transform a schoolchild from a recipient of information into a student-researcher. The element common to these lessons is an increasingly complex algorithm for distinguishing homonyms which belong to different parts of speech and are characterised by differences in spelling. The key con[1]clusions of the study reflected in the article include a description of the activity-based approach principles in relation to the study of grammatical homonymy. Motivation built on a "success situation" and a "gap situation", the use of quasi-research techniques, reliance on an algorithm for solving problems, and step-by-step practicing of each algorithm opera[1]tion are among these principles.

Генезис и современное состояние содержания совместной деятельности в условиях образования

<p>In the article we carried out a historical and psychological analysis of psychological and pedagogical research of joint activities (its genesis) from the 60s of the XX century to the present time. Research reference points have been identified/ The first one is the beginning of the 60s of the XX century with a primary study of the genesis of the subject of joint activity in groups of children of preschool and primary school age. The secon is the end of the 80s of the XX, early XXI centuries within the framework of the development of the theory of developmental education (V.V. Davydov, V.V. Rubtsov, D.B. Elkonin, etc.) based on the positions of cultural-historical psychology L.S. Vygotsky, who emphasizes joint activity as the most important sociocultural mechanism of development. The third point takes place in the second decade - the beginning of the third decade of the XXI century, it’s the study of the issues of promoting the ideas of sociogenesis in the traditions of cultural-historical psychology and activity theory, and an attempt to look differently at the key problems of joint activities in a modern school environment. The space of possibilities for modern children is analyzed. Current research shows that educational organizations today form and develop not only the abilities of students, but also their activities (from joint games, educational activities, to role-playing experimentation and project activities).</p>

The Role of Outdoor Mindfulness Intervention in Optimizing Mental Well-Being in Adolescents with Specific Learning Disabilities

Adolescents with specific learning disabilities may experience mental well-being challenges as a result of struggling academically, facing social stigma, being subjected to negative stereotypes, and experiencing heightened levels of anxiety, poor mental health, lower self-esteem, and increased stress. This study explores the potential benefits of outdoor-based mindfulness interventions as a complementary approach to remedial education, in improving mental well-being in adolescents with specific learning disabilities. This study was conducted at an institution that gives remedial education for children with specific learning disability in Thrissur, Kerala. Convenient sampling was used to select 30 students aged 13-18 years. Later, participants were randomly divided into two groups the experimental group (n=15) received outdoor mindfulness training in addition to their regular remedial education program. In contrast, the control group (n=15) received only remedial training. The study duration spanned four weeks, during which the mindfulness group participated in weekly outdoor mindfulness sessions conducted individually. They were instructed to practice mindfulness exercises daily between sessions. Both groups were assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) at the beginning (pre-intervention) and at the end (post-intervention) of the four weeks to measure changes in mental well-being. The outdoor mindfulness interventions included a range of activities, designed to optimize the level of well-being experienced by the participants in their day-to-day lives. These activities focused on enhancing the skills of mindfully listening, walking, breathing, and observing without any judgments of self and surroundings and being in the present at the moment. Results indicated significant improvements in mental well-being scores among participants in the mindfulness group compared to the control group. This underscores the potential of integrating mindfulness practices into educational settings to enhance emotional regulation and overall well-being in adolescents with specific learning disabilities, highlighting interdisciplinary opportunities across psychology, education, environmental psychology, public health, and social work to support comprehensive student development.

UPAYA GURU DALAM MENGATASI KESULITAS BELAJAR SISWA

This research is motivated by students being less motivated in following the learning process, students lack mastery of learning material and student learning outcomes are still low. The purpose of this study is to describe the efforts of teachers in overcoming student learning difficulties in class VII-B SMP BNKP Telukdalam. The results of the research found were teachers' efforts in overcoming learning difficulties, namely providing remedial teaching (remidial), providing repetition activities for material (enrichment), forming group work for students, giving homework, explaining lessons back to students who do not understand, providing opportunities for students to ask questions, providing learning motivation, developing good attitudes and study habits towards students. Suggestions in this study are (1) To teachers, teachers to always try, look for factors, and make strategies in overcoming student learning difficulties that have been carried out by teachers so far. Teachers should improve in providing motivation or encouragement to students to be more active in proper learning. (2) Students should have attention to themselves, for example, if there is a problem that is difficult to solve alone, they should consult the teacher or others who can help solve the problem they face.

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.

Robotics in the developmental teaching of physics students as a technology improving stem education

Robotics in the developmental teaching of physics students as a technology improving stem education

Test Endurance and Remedial Education Interventions: Good News for Girls

Abstract A wide range of abilities beyond cognitive skills, including motivation, effort, and perseverance, plays an important role in shaping one’s prospects in the labor market and overall life outcomes. However, little is known about the role of education in improving these abilities, especially among teenagers for whom they are observed to be particularly malleable. We address two questions: can remedial educational interventions improve perseverance during adolescence? And, can we expect heterogeneous effects by gender? We take advantage of an education program for under-performing secondary school students implemented in Spain, and we consider testing behaviors and, in particular test endurance, as a measure of perseverance. We find that the program had a substantial positive effect on test endurance, with effects ranging from 0.04 to 0.05 of one standard deviation. This effect is particularly pronounced for girls, where the corresponding figure is 0.09 of one standard deviation.

Inclusive Special Education: What Do We Mean and What Do We Want?

The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.