ABSTRACT
This study explored the experiences, challenges, and coping strategies of learners, teachers, and parents in the implementation of remedial science classes. Findings revealed that learners viewed remedial classes as supportive and engaging, benefiting from smaller class sizes, simplified instruction, and individualized attention. Teachers expressed fulfillment in helping struggling learners and applied strategies such as scaffolding, motivational activities, and time management to enhance learning. Parents appreciated teachers’ efforts and supported their children through encouragement, delegation to relatives or community programs, and financial or logistical assistance. Despite these positive experiences, learners faced reading and comprehension difficulties, low motivation, and socio-emotional barriers. Teachers reported challenges with learners’ low literacy, absenteeism, and limited resources, while parents struggled with limited educational background, financial constraints, and household responsibilities. Coping strategies included active participation, peer and teacher assistance, simplified teaching methods, and consistent parental support.
Keywords: Learners’, Teachers’, and Parents’ Experiences, Science Remedial Classes, Implementation Program
INTRODUCTION
Background of the Study
Remedial classes are an essential component of educational systems, designed to support learners who struggle to meet grade-level expectations, particularly in subjects like Science (Sailors & Price, 2018). Science learning requires both conceptual understanding and procedural skills; however, many learners experience difficulties due to limited prior knowledge, cognitive challenges, and instructional gaps (Darling-Hammond et al., 2020). As a response, schools implement remedial science programs to bridge learning gaps and enhance academic performance.
Learners in remedial science classes often experience both academic and emotional challenges. Research shows that struggling students may develop low self-efficacy and anxiety, which can negatively affect their motivation and engagement (Bandura, 1997; Wigfield & Eccles, 2000). Additionally, negative perceptions of remedial classes, such as feelings of stigma, may hinder participation (Tymms et al., 2011). However, when remedial instruction is delivered in a supportive and learner-centered environment, students demonstrate improved confidence and academic performance (Mason et al., 2019).
Teachers play a crucial role in the effectiveness of remedial programs. Effective instruction requires differentiated strategies, continuous assessment, and professional development (Tomlinson, 2017). However, teachers often face challenges such as limited time, insufficient resources, and lack of training (Darling-Hammond et al., 2017). These constraints may affect the quality of remedial instruction.
Parental involvement is also a key factor in learners’ success. Studies show that parental support enhances student achievement and motivation (Hill & Tyson, 2009). However, some parents may struggle to assist their children due to limited knowledge or lack of instructional strategies (Patall et al., 2008). Positive parental attitudes toward remedial education can reinforce student engagement, while negative perceptions may hinder learning (Hornby & Lafaele, 2011).
Given these challenges, program interventions are necessary to improve remedial science instruction. Effective strategies include teacher training, improved instructional materials, and parent support programs (Guskey, 2002; Desimone, 2011). Incorporating learner feedback and promoting active learning can also enhance engagement and academic outcomes (Zimmerman, 2002).
Overall, remedial science programs are vital in addressing learning gaps, but their success depends on the collaboration among learners, teachers, and parents. Strengthening these programs through evidence-based interventions can improve learning outcomes and promote academic success in science.
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