ABSTRACT
This study determines the significant relationship between extent of administrative support of school head in the implementation of remedial and enrichment intervention program of teachers and performance of students in academic subjects. The sixty-five (65) students, 19 teachers and 1 school head were involved in the study. Utilizing two parts of research instruments by Lyon et al., (2018), “Instructional Supervision and Teacher Performance” and Hallinger et al., (2013), “Assessing instructional leadership with the Principal Instructional Management Rating Scale (PIMRS)”, and gathering the 4th quarter academic grade of the students in academic subjects to evaluate the variables of the study. The findings of the study revealed a significant relationship between the extent of implementation of remedial and enrichment intervention program of teachers in terms of planning of intervention programs, implementation of remedial programs, implementation of enrichment programs and monitoring and assessment of intervention programs and administrative support of school head in terms of instructional leadership support, resource and material support, professional development support, and monitoring and evaluation support. Likewise, a significant relationship was also revealed between the extent of implementation of remedial and enrichment intervention program of teachers in terms of planning of intervention programs, implementation of remedial programs, implementation of enrichment programs and monitoring and assessment of intervention programs and performance of students in academic subjects in quarter 4. This data implies that when school heads actively support educational programs, teachers become more capable and motivated to implement remediation and enrichment activities effectively and this contributes to improved participation, academic achievement and overall student performance. Furthermore, school heads who provide instructional supervision, technical assistance, monitoring, and adequate resources help strengthen intervention programs designed to support learners’ academic needs.
Keywords: Remedial, Enrichment Programs, Academic Subjects, Administrative Support, School Head, Students’ Performance
INTRODUCTION
Education serves as the cornerstones of human development and social progress of the country. It equips individuals with the knowledge, skills and values necessary to succeed in life and contribute meaningfully to their communities. However, not all students acquire academic competencies at the same pace. Some students, despite their efforts, struggle in mastering fundamental concepts, particularly in the core subjects such as English, Mathematics, Science and Filipino. These difficulties not only hinder their academic performance but also affects their self-esteem, motivation and overall learning experiences.
The existence of students with learning difficulties is a long-standing concern in the field of education, specifically to that of Salvacion National High School. Students who consistently perform below expectations in the academic subjects often face barriers that prevent them from keeping pace with their peers. Left unaddressed, these challenges may lead to poor grades, low confidence, disengagement, and in more serious cases, dropping out of school. This reality emphasizes the need for effective intervention strategies to ensure that every student has the opportunity to succeed academically.
Further, there are some students who learned in advance. They exemplary perform beyond expectations. And when these students finished doing the tasks provided to them, they get bored and tendency they disturbed others who are still learning. If this scenario will not be addressed, some of these students will lose their motivation to pursue. Hence, strategic intervention will also be provided to them to enhance learning and continue to perform exemplary in the subjects.
In many educational settings, one of the strategies to address such challenges are the provision of remedial classes for struggling students and enrichment activities for students who excel in the class. Remedial and enrichment programs are structured interventions designed to assist students who lag behind or excel in regular lessons. These programs typically focus on reinforcing basic skills, addressing learning gaps and providing additional time and guidance to students who require special academic supports. By doing so, they aim to prepare learners to cope with the demands of regular classroom instruction or enhance learnings and reduce the risk of academic challenges.
Remedial classes are one of the solutions that schools or colleges resort to as a means of bridging the gap or solving the problem faced by students due to learning loss. Zhao, Wang, & Liu (2022) defined remedial education as the programs provided by education institutions to help unprepared students reinforce their basic skills. Remedial classes are one of the solutions that schools or colleges resort to as a means of bridging the gap or solving the problem faced by students due to learning loss. Zhao, Wang, & Liu (2022) defined remedial education as the programs provided by education institutions to help unprepared students reinforce their basic skills.
This condition requires teachers to provide learning services that are more adaptive, flexible, and responsive so that all students can follow the lessons well. This is where remedial and enrichment activities become very relevant. Remedial is given to students who have not met the completeness criteria of learning, so they get additional opportunities to understand the material through simpler approaches, gradual explanations, or intensive tutoring (Sibuea et al., 2024). Meanwhile, enrichment activities are designed for students who have exceeded their learning achievements, so they remain motivated and do not feel bored during the learning process in class. These two services help keep learning inclusive and respect the diverse abilities of every student. (Kurniawati, 2022).
Although the concepts of remedial and enrichment have been stated in various curriculum policies, their implementation in elementary schools still faces several challenges. Many teachers are confused about determining the most appropriate type of activity, the ideal time for implementation, and the right methods based on student characteristics. (W. Sari & Prasetyo, 2021) Not rarely, teachers view remedial only as a “re-test”, or enrichment as simply giving additional assignments without considering students’ learning needs. In fact, research shows that remedial and enrichment can have a significant positive impact if designed with proper strategies (Hidayat & Ramdani, 2022).
In the Philippine context, studies have also highlighted the importance of instructional supervision in supporting teachers’ professional development. For example, San Roque and Valle (2025) examined the impact of school heads’ instructional supervision on teachers’ self-efficacy. The findings showed that regular monitoring, professional guidance, and feedback from school leaders improved teachers’ confidence and instructional effectiveness. As teachers become more competent in implementing instructional strategies, student learning outcomes also improve.
Supervisory support is particularly important in the implementation of remedial intervention programs because teachers require guidance in identifying students’ learning gaps and designing appropriate instructional strategies. Through supervision, school leaders ensure that intervention programs are implemented effectively, monitored regularly, and aligned with curriculum standards.
Therefore, the interaction among remedial and enrichment programs, administrative support, and students’ performance reflects a dynamic educational process. Remedial and enrichment programs serve as instructional interventions, administrative support ensures effective implementation, and students’ performance represents the measurable outcome of these efforts. Together, these variables contribute to improving learning outcomes and promoting academic success.
This study determines the significant relationship between extent of administrative support of school head in the implementation of remedial and enrichment intervention program of teachers and performance of students in academic subjects in Salvacion National High School, Ormoc District, Ormoc City Division. The findings of the study were basis for the proposed improvement plan.
see PDF attachment for more information