Research-methodology Final.docx

A Chance Among Failed Students: Beliefs and Practices in Giving Remedial Classes Lagrimas, Bles Cy S. [email protected]/09458905951 Naag, Kimberly O. [email protected]/09388943132 Springael, Catherine B. [email protected]/09120452965 Tondo High School ______________________________________________________________________________ ABSTRACT

INTRODUCTION

Psychologists have been developing and evaluating the efficacy of techniques for study and instruction for more than 100 years. Nevertheless,someeffective techniques are underutilized—many teachers do not learn about them, and hence many students do not use them, despite evidence suggesting that the techniques could benefit student achievement with little added effort. Also, some learning techniques that are popular and often used by students are relatively ineffective. One potential reason for the disconnect between research on the efficacy of learning techniques and their use in educational practice is that because so many techniques are available, it would be challenging for educators to sift

through the relevant research to decide which ones show promise of efficacy and could feasibly be implemented by students (Pressley, Goodchild, Fleet, Zajchowski, & Evans, 1989). Over the past 20 years, increasing numbers of students are entering or returning tocollege underprepared for college-level coursework (Strong American Schools, 2008).Recent estimates suggest that only one-quarter to one-third of America’s high school students are at least minimally prepared for college academically, and this proportion is even smaller among Black and Hispanic students (20 percent and 16 percent, respectively)(Chen, Wu, &Tasoff, 2010; Greene & Forster, 2003).

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In addition, wide variation exists in the types of courses students take in high school and how well they perform, both of which are important predictors of future college success (Adelman, 1999; 2006). As such, academically under-prepared students enrolling in college are frequently required to enroll in remedial and developmental courses which offer material below “collegelevel.” Estimates suggest that around 40 percent of all first-year students in college today are taking some form of remedial coursework; however, this figure can be as high as 6 out of 10 students at some postsecondary institutions (NCES, 2003; Bettinger& Long, 2009b; Bailey, 2009). Traditionally, developmental education has intended to address whatever was missed in high school (Education Commission of the States, 2012). The general purpose of these courses is to provide academically underprepared students with the skills they need to succeed in college and the labor market. Upon enrolling in college, however, students are often surprised to learn they need to take such courses, thereby illuminating an important disconnect between secondary (K12) and postsecondary education. While many students and families believe that meeting high school graduation requirements will adequately prepare them for college, in reality students often need to take a more rigorous, demanding secondary school curriculum than that required by the district or state if they are to avoid remedial courses in college. A lack of alignment between the K-12 and postsecondary education systems frequently results in confusing messages to students and their parents about how and what students should do to be able to enter and succeed in college (Venezia, Kirst, & Antonio, 2003). As such, in conclusion, we would like to address the matter as such, remedial classes must be provided because these improve deficient skills of a person. Remedial Programs or classes help students who are having problems with advanced concepts to fully understand the basics of a subject. They can be useful to gain a more complete grasp of

difficult ideas and can be a tool to be well prepared for future matters.

In the Philippine setting, Philippine’s Department of Education’s Order #14 of 2013 which focuses on the Strengthening of the K-12 Educational Program delivery system for Elementary Education, schools should provide the “less able” students or those struggling with their understanding, special instructional programs or remediation to ensure that they meet the standards set and the competencies expected of them. In Tondo High School, many students failed to pass their subjects for they were struggling in understanding and they experienced difficulty in learning the lessons given by the teachers. Hence, some teachers have provided them remedial classes to give them a chance to pass and it was effective, indeed. Several studies have indicated the success of remedial programs as it enhances student learning and academic achievement. Calhoon (2005), as cited in Hausheer, Hansen, &Doumas (2011) stated that productivity is increased when students receive immediate feedback and a more personalized and individual attention from the teacher. He added that when remedial programs include these strategies, the learning objectives are achieved. Similarly, being with a small group having similar concerns allow for building of relationships and productive discussions making students ease to work toward improving their skills and comprehension, thus, paving the way for learning (Hausheer, Hansen, &Doumas, 2011). In their study on how remedial teaching impacts the improvement of competencies of low achievers, Selvarajan&Vasanthagumar (2012) seemed to support earlier researches as they averred that remedial programs are one of the acceptable solutions for low achievement. Hausheer, Hansen, &Doumas (2011) further justified the importance of providing remedial programs particularly to elementary school

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students because it is at this stage of development when early intervention can impact the progression of academic difficulties. This study examines the teachers’ beliefs and practices in giving failed students a chance to pass their failed subjects. The intent of this study is to explore and analyze how teachers describe and interpret the strategies that they will use in their remedial classes when teaching failed students.

Specifically the recent study would like to answer the following questions: a. What are the teachers’ beliefs in conducting remedial classes? b. What specific practices do teachers describe as their means of addressing the needs of failed students in their classrooms? c. What are the perceptions of students engage about being in a Remedial Class? d. How do students act/behave within a remedial class?

As researchers, we pay attention and came up with some studies to find out solutions for this matter. Careful analysis of the students’ performance in the examination and diagnosing the areas of difficulty are key aspects in remedial teaching. Once the difficult areas are identified, the next task is to plan the learning experiences to teach the basics to understand the given topic. The purpose of remediation is therefore to furnish the students with the key skills required to undertake education. The main goal is to know the importance of successful remedial education in enabling these students to draw on the benefits that the knowledge, skills and attitudes imparted and empowers them with.

If they are not given the remedial lesson, they might fail to get the knowledge that they supposed to and they will have no potential in study. Thus, through the special remedial program, the student’s needs in certain area of knowledge are able to be known and fulfilled.

Research Methodology

The Research design adopted was the exploratory research. Explorative research design is very flexible and is used when there are few or no earlier studies to refer to(USC libraries 2014). The research design can also answer research questions of all the kinds(why, how, what) exploratory design was useful in finding out what the actual situation is with respect to the contributions of remedial schools to educational development in the country. The research participants of the study were the Junior and Senior High school students and Teacher of the Tondo High School, Manila during the School Year 20182019. In order to answer the research questions, it is doubtful that researcher should be able to collect data from all cases. Thus, there is a need to select a sample. A stratified random sampling procedure was used for selecting the participants in this study. This technique was employed to ensure a fairly equal representation of the variables for the study. The researcher designed an interview, and survey questionnaire schedule as one of the data collection instrument for this study. The Junior and Senior High School Student's and Teacher's were interviewed. The interview questions were aimed at eliciting relevant information concerning students failure. Questions relating to methodology and material for

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remediation perceived problems of grades, teaching and learning as well as possible strategies that could be adopted to enhance the students to make it passed.

Statistical Analysis

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